SIS Sport, Fitness and Recreation Training Package

Release: 6.0

Contents

SIS Sport, Fitness and Recreation Training Package	27

SIS10122 Certificate I in Sport and Recreation	28

SIS20122 Certificate II in Sport and Recreation	30

SIS20221 Certificate II in Sport - Developing Athlete	33

SIS20321 Certificate II in Sport Coaching	36

SIS20419 Certificate II in Outdoor Recreation	39

SIS30122 Certificate III in Sport, Aquatics and Recreation	43

SIS30321 Certificate III in Fitness	48

SIS30421 Certificate III in Sport - Athlete	51

SIS30521 Certificate III in Sport Coaching	54

SIS30619 Certificate III in Outdoor Leadership	58

SIS40122 Certificate IV in Sport, Aquatics and Recreation	68

SIS40221 Certificate IV in Fitness	73

SIS40321 Certificate IV in Sport Coaching	78

SIS40421 Certificate IV in Sport Development	82

SIS40621 Certificate IV in Outdoor Leadership	85

SIS50122 Diploma of Sport, Aquatics and Recreation Management	98

SIS50321 Diploma of Sport	102

SIS50421 Diploma of Outdoor Leadership	106

SISSS00131 Aquatic Technical Operator	119

SISSS00132 Swimming and Water Safety Teacher	121

SISSS00133 Pool Lifeguard	123

SISSS00134 Inland Open Water Lifeguard	125

SISCAQU015 Test pool water quality	127

Assessment Requirements for SISCAQU015 Test pool water quality	130

SISCAQU016 Manage pool water quality	133

Assessment Requirements for SISCAQU016 Manage pool water quality	136

SISCAQU017 Monitor and maintain aquatic facility plant and equipment	140

Assessment Requirements for SISCAQU017 Monitor and maintain aquatic facility plant and equipment	143

SISCAQU018 Operate self-contained breathing apparatus in aquatic facility emergencies	146

Assessment Requirements for SISCAQU018 Operate self-contained breathing apparatus in aquatic facility emergencies	149

SISCAQU019 Supervise patron safety in aquatic locations	152

Assessment Requirements for SISCAQU019 Supervise patron safety in aquatic locations	155

SISCAQU020 Perform water rescues	158

Assessment Requirements for SISCAQU020 Perform water rescues	161

SISCAQU021 Perform complex water rescues	164

Assessment Requirements for SISCAQU021 Perform complex water rescues	167

SISCAQU022 Provide oxygen resuscitation and therapy in an aquatic environment	170

Assessment Requirements for SISCAQU022 Provide oxygen resuscitation and therapy in an aquatic environment	173

SISCAQU023 Plan swimming lessons	176

Assessment Requirements for SISCAQU023 Plan swimming lessons	179

SISCAQU024 Teach water familiarisation, buoyancy and mobility skills	182

Assessment Requirements for SISCAQU024 Teach water familiarisation, buoyancy and mobility skills	185

SISCAQU025 Teach water safety and survival skills	190

Assessment Requirements for SISCAQU025 Teach water safety and survival skills	193

SISCAQU026 Teach swimming strokes	197

Assessment Requirements for SISCAQU026 Teach swimming strokes	200

SISCAQU027 Promote development of infants and toddlers in an aquatic environment	204

Assessment Requirements for SISCAQU027 Promote development of infants and toddlers in an aquatic environment	207

SISCAQU028 Assist participants with disability during aquatic activities	211

Assessment Requirements for SISCAQU028 Assist participants with disability during aquatic activities	214

SISCAQU029 Perform open water rescues	217

Assessment Requirements for SISCAQU029 Perform open water rescues	220

SISCAQU030 Monitor and maintain inflatable aquatic equipment	223

Assessment Requirements for SISCAQU030 Monitor and maintain inflatable aquatic equipment	226

SISFFIT032 Complete pre-exercise screening and service orientation	229

Assessment Requirements for SISFFIT032 Complete pre-exercise screening and service orientation	233

SISFFIT033 Complete client fitness assessments	237

Assessment Requirements for SISFFIT033 Complete client fitness assessments	240

SISFFIT034 Assess client movement and provide exercise advice	243

Assessment Requirements for SISFFIT034 Assess client movement and provide exercise advice	246

SISFFIT035 Plan group exercise sessions	250

Assessment Requirements for SISFFIT035 Plan group exercise sessions	253

SISFFIT036 Instruct group exercise sessions	257

Assessment Requirements for SISFFIT036 Instruct group exercise sessions	260

SISFFIT037 Develop and instruct group movement programs for children	265

Assessment Requirements for SISFFIT037 Develop and instruct group movement programs for children	269

SISFFIT038 Plan group water-based exercise sessions	274

Assessment Requirements for SISFFIT038 Plan group water-based exercise sessions	277

SISFFIT039 Instruct group water-based exercise sessions	281

Assessment Requirements for SISFFIT039 Instruct group water-based exercise sessions	284

SISFFIT040 Develop and instruct gym-based exercise programs for individual clients	289

Assessment Requirements for SISFFIT040 Develop and instruct gym-based exercise programs for individual clients	293

SISFFIT041 Develop personalised exercise programs	298

Assessment Requirements for SISFFIT041 Develop personalised exercise programs	301

SISFFIT042 Instruct personalised exercise sessions	305

Assessment Requirements for SISFFIT042 Instruct personalised exercise sessions	309

SISFFIT043 Develop and instruct personalised exercise programs for body composition goals	313

Assessment Requirements for SISFFIT043 Develop and instruct personalised exercise programs for body composition goals	318

SISFFIT044 Develop and instruct personalised exercise programs for older clients	322

Assessment Requirements for SISFFIT044 Develop and instruct personalised exercise programs for older clients	327

SISFFIT045 Develop and instruct personalised exercise programs for adolescent clients	331

Assessment Requirements for SISFFIT045 Develop and instruct personalised exercise programs for adolescent clients	336

SISFFIT046 Plan and instruct online exercise sessions	341

Assessment Requirements for SISFFIT046 Plan and instruct online exercise sessions	345

SISFFIT047 Use anatomy and physiology knowledge to support safe and effective exercise	348

Assessment Requirements for SISFFIT047 Use anatomy and physiology knowledge to support safe and effective exercise	351

SISFFIT048 Use anatomy and physiology knowledge to support safe and effective water-based exercise	355

Assessment Requirements for SISFFIT048 Use anatomy and physiology knowledge to support safe and effective water-based exercise	358

SISFFIT049 Use exercise science principles in fitness instruction	362

Assessment Requirements for SISFFIT049 Use exercise science principles in fitness instruction	365

SISFFIT050 Support exercise behaviour change	368

Assessment Requirements for SISFFIT050 Support exercise behaviour change	371

SISFFIT051 Establish and maintain professional practice for fitness instruction	375

Assessment Requirements for SISFFIT051 Establish and maintain professional practice for fitness instruction	379

SISFFIT052 Provide healthy eating information	383

Assessment Requirements for SISFFIT052 Provide healthy eating information	386

SISFFIT053 Support healthy eating for individual fitness clients	389

Assessment Requirements for SISFFIT053 Support healthy eating for individual fitness clients	392

SISOABL001 Lead adventure-based learning activities	396

Assessment Requirements for SISOABL001 Lead adventure-based learning activities	399

SISOABL002 Facilitate adventure-based learning activities	402

Assessment Requirements for SISOABL002 Facilitate adventure-based learning activities	406

SISOABL003 Design adventure-based learning programs	409

Assessment Requirements for SISOABL003 Design adventure-based learning programs	412

SISOABS001 Abseil single pitches using fundamental skills	415

Assessment Requirements for SISOABS001 Abseil single pitches using fundamental skills	418

SISOABS002 Abseil single pitches, artificial surfaces	421

Assessment Requirements for SISOABS002 Abseil single pitches, artificial surfaces	424

SISOABS003 Abseil single pitches, natural surfaces	428

Assessment Requirements for SISOABS003 Abseil single pitches, natural surfaces	431

SISOABS004 Abseil multi pitches, natural surfaces	435

Assessment Requirements for SISOABS004 Abseil multi pitches, natural surfaces	438

SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces	442

Assessment Requirements for SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces	445

SISOABS006 Establish ropes for single pitch abseiling on natural surfaces	450

Assessment Requirements for SISOABS006 Establish ropes for single pitch abseiling on natural surfaces	453

SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces	458

Assessment Requirements for SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces	461

SISOABS008 Lead single pitch abseiling activities on artificial surfaces	466

Assessment Requirements for SISOABS008 Lead single pitch abseiling activities on artificial surfaces	470

SISOABS009 Lead single pitch abseiling activities on natural surfaces	473

Assessment Requirements for SISOABS009 Lead single pitch abseiling activities on natural surfaces	477

SISOABS010 Lead multi pitch abseiling activities on natural surfaces	480

Assessment Requirements for SISOABS010 Lead multi pitch abseiling activities on natural surfaces	484

SISOARC001 Lead archery sessions	487

Assessment Requirements for SISOARC001 Lead archery sessions	491

SISOBWG001 Bushwalk in tracked environments	495

Assessment Requirements for SISOBWG001 Bushwalk in tracked environments	498

SISOBWG002 Bushwalk in difficult tracked environments	502

Assessment Requirements for SISOBWG002 Bushwalk in difficult tracked environments	505

SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments	509

Assessment Requirements for SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments	513

SISOBWG004 Cross rivers during bushwalks	517

Assessment Requirements for SISOBWG004 Cross rivers during bushwalks	520

SISOBWG005 Lead bushwalks in tracked environments	523

Assessment Requirements for SISOBWG005 Lead bushwalks in tracked environments	527

SISOBWG006 Lead bushwalks in difficult tracked environments	530

Assessment Requirements for SISOBWG006 Lead bushwalks in difficult tracked environments	534

SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments	537

Assessment Requirements for SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments	541

SISOCAY001 Traverse canyons	544

Assessment Requirements for SISOCAY001 Traverse canyons	547

SISOCAY002 Abseil in easy to intermediate canyons	550

Assessment Requirements for SISOCAY002 Abseil in easy to intermediate canyons	553

SISOCAY003 Abseil in intermediate to advanced canyons	558

Assessment Requirements for SISOCAY003 Abseil in intermediate to advanced canyons	561

SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons	566

Assessment Requirements for SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons	569

SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons	574

Assessment Requirements for SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons	577

SISOCAY006 Lead canyoning activities, easy to intermediate canyons	583

Assessment Requirements for SISOCAY006 Lead canyoning activities, easy to intermediate canyons	587

SISOCAY007 Lead canyoning activities, intermediate to advanced canyons	590

Assessment Requirements for SISOCAY007 Lead canyoning activities, intermediate to advanced canyons	594

SISOCHC001 Lead challenge course sessions, low elements	598

Assessment Requirements for SISOCHC001 Lead challenge course sessions, low elements	602

SISOCHC002 Set up and supervise challenge course sessions, low elements	606

Assessment Requirements for SISOCHC002 Set up and supervise challenge course sessions, low elements	610

SISOCHC003 Lead challenge course sessions, high elements	613

Assessment Requirements for SISOCHC003 Lead challenge course sessions, high elements	617

SISOCHC004 Set up and supervise challenge course sessions, high elements	621

Assessment Requirements for SISOCHC004 Set up and supervise challenge course sessions, high elements	625

SISOCHC005 Manage challenge course	631

Assessment Requirements for SISOCHC005 Manage challenge course	634

SISOCLM001 Top rope climb single pitches, artificial surfaces	638

Assessment Requirements for SISOCLM001 Top rope climb single pitches, artificial surfaces	641

SISOCLM002 Top rope climb single pitches, natural surfaces	645

Assessment Requirements for SISOCLM002 Top rope climb single pitches, natural surfaces	648

SISOCLM003 Lead climb single pitches, natural surfaces	653

Assessment Requirements for SISOCLM003 Lead climb single pitches, natural surfaces	657

SISOCLM004 Lead climb multi pitches, natural surfaces	662

Assessment Requirements for SISOCLM004 Lead climb multi pitches, natural surfaces	666

SISOCLM005 Establish belays for single pitch climbing on artificial surfaces	671

Assessment Requirements for SISOCLM005 Establish belays for single pitch climbing on artificial surfaces	674

SISOCLM006 Establish belays for single pitch climbing on natural surfaces	678

Assessment Requirements for SISOCLM006 Establish belays for single pitch climbing on natural surfaces	681

SISOCLM007 Establish belays for multi pitch climbing on natural surfaces	686

Assessment Requirements for SISOCLM007 Establish belays for multi pitch climbing on natural surfaces	689

SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing	694

Assessment Requirements for SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing	698

SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing	701

Assessment Requirements for SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing	705

SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing	708

Assessment Requirements for SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing	712

SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing	715

Assessment Requirements for SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing	719

SISOCNE001 Paddle a craft using fundamental skills	722

Assessment Requirements for SISOCNE001 Paddle a craft using fundamental skills	725

SISOCNE002 Paddle a canoe on inland flatwater	729

Assessment Requirements for SISOCNE002 Paddle a canoe on inland flatwater	733

SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers	738

Assessment Requirements for SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers	742

SISOCNE004 Paddle a canoe on grade 2 rivers	747

Assessment Requirements for SISOCNE004 Paddle a canoe on grade 2 rivers	751

SISOCNE005 Lead canoeing activities on inland flatwater	757

Assessment Requirements for SISOCNE005 Lead canoeing activities on inland flatwater	761

SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers	764

Assessment Requirements for SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers	768

SISOCNE007 Lead canoeing activities on grade 2 rivers	771

Assessment Requirements for SISOCNE007 Lead canoeing activities on grade 2 rivers	775

SISOCVE001 Traverse caves	778

Assessment Requirements for SISOCVE001 Traverse caves	781

SISOCVE002 Descend and ascend ladders in caves	785

Assessment Requirements for SISOCVE002 Descend and ascend ladders in caves	788

SISOCVE003 Abseil single pitches in caves	792

Assessment Requirements for SISOCVE003 Abseil single pitches in caves	795

SISOCVE004 Descend and ascend single ropes in caves	799

Assessment Requirements for SISOCVE004 Descend and ascend single ropes in caves	802

SISOCVE005 Establish ropes, ladders and belays for caving	806

Assessment Requirements for SISOCVE005 Establish ropes, ladders and belays for caving	809

SISOCVE006 Lead caving activities	815

Assessment Requirements for SISOCVE006 Lead caving activities	819

SISOCYT001 Set up, maintain and repair bicycles	822

Assessment Requirements for SISOCYT001 Set up, maintain and repair bicycles	825

SISOCYT002 Ride bicycles on roads and pathways, easy conditions	830

Assessment Requirements for SISOCYT002 Ride bicycles on roads and pathways, easy conditions	834

SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic	838

Assessment Requirements for SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic	842

SISOCYT004 Ride off road bicycles on easy trails	846

Assessment Requirements for SISOCYT004 Ride off road bicycles on easy trails	850

SISOCYT005 Ride off road bicycles on intermediate trails	854

Assessment Requirements for SISOCYT005 Ride off road bicycles on intermediate trails	858

SISOCYT006 Lead cycling activities on roads and pathways, easy conditions	862

Assessment Requirements for SISOCYT006 Lead cycling activities on roads and pathways, easy conditions	866

SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic	869

Assessment Requirements for SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic	873

SISOCYT008 Lead off road cycling activities on easy trails	876

Assessment Requirements for SISOCYT008 Lead off road cycling activities on easy trails	880

SISOCYT009 Lead off road cycling activities on intermediate trails	883

Assessment Requirements for SISOCYT009 Lead off road cycling activities on intermediate trails	887

SISODRV001 Drive AWD/4WD vehicles on unsealed roads	890

Assessment Requirements for SISODRV001 Drive AWD/4WD vehicles on unsealed roads	893

SISODRV002 Lead four wheel driving activities	896

Assessment Requirements for SISODRV002 Lead four wheel driving activities	900

SISOFLD001 Assist in conducting recreation sessions	903

Assessment Requirements for SISOFLD001 Assist in conducting recreation sessions	906

SISOFLD002 Minimise environmental impact	909

Assessment Requirements for SISOFLD002 Minimise environmental impact	912

SISOFLD003 Select, set up and operate a temporary or overnight site	915

Assessment Requirements for SISOFLD003 Select, set up and operate a temporary or overnight site	919

SISOFLD004 Provide first aid in remote locations	922

Assessment Requirements for SISOFLD004 Provide first aid in remote locations	926

SISOFLD005 Navigate waterway courses	929

Assessment Requirements for SISOFLD005 Navigate waterway courses	932

SISOFLD006 Navigate in tracked environments	936

Assessment Requirements for SISOFLD006 Navigate in tracked environments	939

SISOFLD007 Navigate in difficult tracked environments	942

Assessment Requirements for SISOFLD007 Navigate in difficult tracked environments	945

SISOFLD008 Navigate in extremely difficult tracked and untracked environments	949

Assessment Requirements for SISOFLD008 Navigate in extremely difficult tracked and untracked environments	952

SISOFSH001 Locate, attract and catch fish	957

Assessment Requirements for SISOFSH001 Locate, attract and catch fish	961

SISOFSH002 Select and catch bait	966

Assessment Requirements for SISOFSH002 Select and catch bait	969

SISOFSH003 Select and rig tackle outfits	973

Assessment Requirements for SISOFSH003 Select and rig tackle outfits	976

SISOFSH004 Lead fishing activities	979

Assessment Requirements for SISOFSH004 Lead fishing activities	983

SISOKYK001 Paddle a kayak on inland flatwater	986

Assessment Requirements for SISOKYK001 Paddle a kayak on inland flatwater	990

SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers	995

Assessment Requirements for SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers	999

SISOKYK003 Paddle a kayak on grade 2 rivers	1004

Assessment Requirements for SISOKYK003 Paddle a kayak on grade 2 rivers	1008

SISOKYK004 Paddle a kayak on grade 3 rivers	1014

Assessment Requirements for SISOKYK004 Paddle a kayak on grade 3 rivers	1018

SISOKYK005 Lead kayaking activities on inland flatwater	1024

Assessment Requirements for SISOKYK005 Lead kayaking activities on inland flatwater	1028

SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers	1031

Assessment Requirements for SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers	1035

SISOKYK007 Lead kayaking activities on grade 2 rivers	1038

Assessment Requirements for SISOKYK007 Lead kayaking activities on grade 2 rivers	1042

SISOKYK008 Lead kayaking activities on grade 3 rivers	1045

Assessment Requirements for SISOKYK008 Lead kayaking activities on grade 3 rivers	1049

SISOKYS001 Paddle a sea kayak in enclosed waters	1052

Assessment Requirements for SISOKYS001 Paddle a sea kayak in enclosed waters	1056

SISOKYS002 Paddle a sea kayak in sheltered coastal waters	1060

Assessment Requirements for SISOKYS002 Paddle a sea kayak in sheltered coastal waters	1064

SISOKYS003 Paddle a sea kayak in exposed coastal waters	1069

Assessment Requirements for SISOKYS003 Paddle a sea kayak in exposed coastal waters	1073

SISOKYS004 Lead sea kayaking activities in enclosed waters	1078

Assessment Requirements for SISOKYS004 Lead sea kayaking activities in enclosed waters	1082

SISOKYS005 Lead sea kayaking activities in sheltered coastal waters	1085

Assessment Requirements for SISOKYS005 Lead sea kayaking activities in sheltered coastal waters	1089

SISOKYS006 Lead sea kayaking activities in exposed coastal waters	1092

Assessment Requirements for SISOKYS006 Lead sea kayaking activities in exposed coastal waters	1096

SISOPLN001 Finalise operation of outdoor recreation activities	1099

Assessment Requirements for SISOPLN001 Finalise operation of outdoor recreation activities	1102

SISOPLN002 Plan outdoor activity sessions	1105

Assessment Requirements for SISOPLN002 Plan outdoor activity sessions	1108

SISOPLN003 Develop outdoor recreation programs	1111

Assessment Requirements for SISOPLN003 Develop outdoor recreation programs	1115

SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities	1119

Assessment Requirements for SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities	1122

SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities	1125

Assessment Requirements for SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities	1128

SISOPLN006 Plan for minimal environmental impact	1132

Assessment Requirements for SISOPLN006 Plan for minimal environmental impact	1135

SISOPLN007 Manage risk for outdoor programs	1138

Assessment Requirements for SISOPLN007 Manage risk for outdoor programs	1142

SISOPWC001 Ride personal watercraft in smooth water conditions	1145

Assessment Requirements for SISOPWC001 Ride personal watercraft in smooth water conditions	1149

SISOPWC002 Ride personal watercraft in slight water conditions	1154

Assessment Requirements for SISOPWC002 Ride personal watercraft in slight water conditions	1158

SISOPWC003 Lead personal water craft activities in smooth water conditions	1163

Assessment Requirements for SISOPWC003 Lead personal water craft activities in smooth water conditions	1167

SISOPWC004 Lead personal water craft activities in slight water conditions	1170

Assessment Requirements for SISOPWC004 Lead personal water craft activities in slight water conditions	1174

SISORAF001 Guide a raft on grade 2 rivers	1177

Assessment Requirements for SISORAF001 Guide a raft on grade 2 rivers	1181

SISORAF002 Guide a raft on grade 3 rivers	1187

Assessment Requirements for SISORAF002 Guide a raft on grade 3 rivers	1191

SISORAF003 Guide a raft on grade 4 rivers	1197

Assessment Requirements for SISORAF003 Guide a raft on grade 4 rivers	1201

SISORAF004 Lead rafting activities on grade 2 rivers	1207

Assessment Requirements for SISORAF004 Lead rafting activities on grade 2 rivers	1211

SISORAF005 Lead rafting activities on grade 3 rivers	1214

Assessment Requirements for SISORAF005 Lead rafting activities on grade 3 rivers	1218

SISORAF006 Lead rafting activities on grade 4 rivers	1221

Assessment Requirements for SISORAF006 Lead rafting activities on grade 4 rivers	1225

SISORSC001 Conduct search and rescue	1228

Assessment Requirements for SISORSC001 Conduct search and rescue	1231

SISORSC002 Perform vertical rescues	1234

Assessment Requirements for SISORSC002 Perform vertical rescues	1238

SISORSC003 Perform complex vertical rescues	1243

Assessment Requirements for SISORSC003 Perform complex vertical rescues	1247

SISORSC004 Self rescue in white water	1252

Assessment Requirements for SISORSC004 Self rescue in white water	1255

SISORSC005 Rescue others in white water	1258

Assessment Requirements for SISORSC005 Rescue others in white water	1261

SISORSC006 Lead and participate in complex white water rescues	1265

Assessment Requirements for SISORSC006 Lead and participate in complex white water rescues	1268

SISORSC007 Perform basic surf rescues	1272

Assessment Requirements for SISORSC007 Perform basic surf rescues	1275

SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions	1278

Assessment Requirements for SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions	1283

SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions	1288

Assessment Requirements for SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions	1292

SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions	1297

Assessment Requirements for SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions	1301

SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions	1306

Assessment Requirements for SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions	1310

SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions	1313

Assessment Requirements for SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions	1317

SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions	1320

Assessment Requirements for SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions	1324

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres	1327

Assessment Requirements for SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres	1331

SISOSCB002 SCUBA dive from boats	1337

Assessment Requirements for SISOSCB002 SCUBA dive from boats	1340

SISOSCB003 SCUBA dive at night	1344

Assessment Requirements for SISOSCB003 SCUBA dive at night	1347

SISOSCB004 Navigate prescribed routes underwater	1350

Assessment Requirements for SISOSCB004 Navigate prescribed routes underwater	1353

SISOSCB005 Complete underwater search and recovery dives	1357

Assessment Requirements for SISOSCB005 Complete underwater search and recovery dives	1360

SISOSCB006 Perform diver rescues	1364

Assessment Requirements for SISOSCB006 Perform diver rescues	1367

SISOSCB007 Inspect and fill SCUBA cylinders	1372

Assessment Requirements for SISOSCB007 Inspect and fill SCUBA cylinders	1375

SISOSCB008 SCUBA dive using Enriched Air Nitrox	1377

Assessment Requirements for SISOSCB008 SCUBA dive using Enriched Air Nitrox	1380

SISOSCB009 SCUBA dive to depths between 18 and 40 metres	1384

Assessment Requirements for SISOSCB009 SCUBA dive to depths between 18 and 40 metres	1387

SISOSCB010 Lead SCUBA diving activities	1390

Assessment Requirements for SISOSCB010 Lead SCUBA diving activities	1394

SISOSCB011 Lead specialised SCUBA diving activities	1397

Assessment Requirements for SISOSCB011 Lead specialised SCUBA diving activities	1401

SISOSKT001 Ski on easy cross country terrain	1404

Assessment Requirements for SISOSKT001 Ski on easy cross country terrain	1407

SISOSKT002 Ski on intermediate cross country terrain	1411

Assessment Requirements for SISOSKT002 Ski on intermediate cross country terrain	1414

SISOSKT003 Use snow craft skills for alpine touring	1418

Assessment Requirements for SISOSKT003 Use snow craft skills for alpine touring	1421

SISOSKT004 Lead skiing activities on easy cross country terrain	1425

Assessment Requirements for SISOSKT004 Lead skiing activities on easy cross country terrain	1429

SISOSKT005 Lead skiing activities on intermediate cross country terrain	1432

Assessment Requirements for SISOSKT005 Lead skiing activities on intermediate cross country terrain	1436

SISOSNK001 Snorkel	1439

Assessment Requirements for SISOSNK001 Snorkel	1442

SISOSNK002 Lead snorkelling activities	1445

Assessment Requirements for SISOSNK002 Lead snorkelling activities	1449

SISOSRF001 Surf small waves using basic manoeuvres	1452

Assessment Requirements for SISOSRF001 Surf small waves using basic manoeuvres	1455

SISOSRF002 Surf waves using intermediate manoeuvres	1459

Assessment Requirements for SISOSRF002 Surf waves using intermediate manoeuvres	1462

SISOSRF003 Surf waves using advanced manoeuvres	1466

Assessment Requirements for SISOSRF003 Surf waves using advanced manoeuvres	1469

SISOSRF004 Lead surfing activities, small waves and basic manoeuvres	1473

Assessment Requirements for SISOSRF004 Lead surfing activities, small waves and basic manoeuvres	1477

SISOSRF005 Lead surfing activities, intermediate manoeuvres	1480

Assessment Requirements for SISOSRF005 Lead surfing activities, intermediate manoeuvres	1484

SISOSRF006 Lead surfing activities, advanced manoeuvres	1487

Assessment Requirements for SISOSRF006 Lead surfing activities, advanced manoeuvres	1491

SISOSUP001 Paddle a stand up board on inland flatwater	1494

Assessment Requirements for SISOSUP001 Paddle a stand up board on inland flatwater	1498

SISOSUP002 Paddle a stand up board in small waves	1502

Assessment Requirements for SISOSUP002 Paddle a stand up board in small waves	1505

SISOSUP003 Paddle a stand up board in sheltered coastal waters	1509

Assessment Requirements for SISOSUP003 Paddle a stand up board in sheltered coastal waters	1513

SISOSUP004 Lead stand up paddle boarding activities on inland flatwater	1517

Assessment Requirements for SISOSUP004 Lead stand up paddle boarding activities on inland flatwater	1521

SISOSUP005 Lead stand up paddle boarding activities on small waves	1524

Assessment Requirements for SISOSUP005 Lead stand up paddle boarding activities on small waves	1528

SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters	1531

Assessment Requirements for SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters	1535

SISOWIN001 Windsurf in smooth water and light wind conditions	1538

Assessment Requirements for SISOWIN001 Windsurf in smooth water and light wind conditions	1542

SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions	1546

Assessment Requirements for SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions	1550

SISSAFL001 Participate in Australian football at an intermediate level	1553

Assessment Requirements for SISSAFL001 Participate in Australian football at an intermediate level	1556

SISSAFL002 Participate in Australian football at an advanced level	1559

Assessment Requirements for SISSAFL002 Participate in Australian football at an advanced level	1562

SISSATH001 Conduct athletics coaching sessions with foundation level participants	1565

Assessment Requirements for SISSATH001 Conduct athletics coaching sessions with foundation level participants	1568

SISSBSB001 Conduct basketball coaching sessions with foundation level participants	1571

Assessment Requirements for SISSBSB001 Conduct basketball coaching sessions with foundation level participants	1574

SISSBSB002 Coach basketball participants up to an intermediate level	1578

Assessment Requirements for SISSBSB002 Coach basketball participants up to an intermediate level	1581

SISSCKT001 Participate in cricket at an intermediate level	1585

Assessment Requirements for SISSCKT001 Participate in cricket at an intermediate level	1588

SISSCKT002 Participate in cricket at an advanced level	1591

Assessment Requirements for SISSCKT002 Participate in cricket at an advanced level	1594

SISSEQS001 Coach individual participants in the introduction of equestrian activities	1597

Assessment Requirements for SISSEQS001 Coach individual participants in the introduction of equestrian activities	1601

SISSEQS002 Coach unofficial local competition competitors in equestrian	1606

Assessment Requirements for SISSEQS002 Coach unofficial local competition competitors in equestrian	1610

SISSEQS003 Coach official national competition participants in equestrian	1613

Assessment Requirements for SISSEQS003 Coach official national competition participants in equestrian	1617

SISSGLF001 Coach advanced level golfers	1620

Assessment Requirements for SISSGLF001 Coach advanced level golfers	1623

SISSGLF002 Participate in golf at an intermediate level	1627

Assessment Requirements for SISSGLF002 Participate in golf at an intermediate level	1630

SISSGLF003 Participate in golf at an advanced level	1634

Assessment Requirements for SISSGLF003 Participate in golf at an advanced level	1637

SISSGLF004 Fit and alter golf equipment	1641

Assessment Requirements for SISSGLF004 Fit and alter golf equipment	1644

SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments	1647

Assessment Requirements for SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments	1650

SISSGLF006 Participate in high performance golf tournaments	1653

Assessment Requirements for SISSGLF006 Participate in high performance golf tournaments	1656

SISSGLF007 Manage on-course golf operations	1659

Assessment Requirements for SISSGLF007 Manage on-course golf operations	1663

SISSNTB001 Conduct netball coaching sessions with foundation level participants	1667

Assessment Requirements for SISSNTB001 Conduct netball coaching sessions with foundation level participants	1670

SISSNTB002 Participate in netball at an intermediate level	1674

Assessment Requirements for SISSNTB002 Participate in netball at an intermediate level	1677

SISSPAR001 Participate in sport at an intermediate level	1680

Assessment Requirements for SISSPAR001 Participate in sport at an intermediate level	1683

SISSPAR002 Participate in sport at an advanced level	1685

Assessment Requirements for SISSPAR002 Participate in sport at an advanced level	1688

SISSPAR003 Follow specialist dietary advice	1690

Assessment Requirements for SISSPAR003 Follow specialist dietary advice	1693

SISSPAR004 Book athlete travel and accommodation	1695

Assessment Requirements for SISSPAR004 Book athlete travel and accommodation	1697

SISSPAR005 Develop athlete personal brand	1699

Assessment Requirements for SISSPAR005 Develop athlete personal brand	1702

SISSPAR006 Prepare and present athlete sponsorship proposals	1704

Assessment Requirements for SISSPAR006 Prepare and present athlete sponsorship proposals	1707

SISSPAR007 Work as an athlete	1710

Assessment Requirements for SISSPAR007 Work as an athlete	1713

SISSPAR008 Maintain personal wellbeing as an athlete	1716

Assessment Requirements for SISSPAR008 Maintain personal wellbeing as an athlete	1719

SISSPAR009 Participate in conditioning for sport	1721

Assessment Requirements for SISSPAR009 Participate in conditioning for sport	1723

SISSRGL001 Conduct rugby league coaching sessions with foundation level participants	1726

Assessment Requirements for SISSRGL001 Conduct rugby league coaching sessions with foundation level participants	1729

SISSRGL002 Participate in rugby league at an intermediate level	1732

Assessment Requirements for SISSRGL002 Participate in rugby league at an intermediate level	1735

SISSSCO001 Conduct sport coaching sessions with foundation level participants	1739

Assessment Requirements for SISSSCO001 Conduct sport coaching sessions with foundation level participants	1742

SISSSCO002 Work in a community coaching role	1745

Assessment Requirements for SISSSCO002 Work in a community coaching role	1748

SISSSCO003 Meet participant coaching needs	1751

Assessment Requirements for SISSSCO003 Meet participant coaching needs	1754

SISSSCO004 Plan, conduct and review coaching programs	1758

Assessment Requirements for SISSSCO004 Plan, conduct and review coaching programs	1761

SISSSCO005 Continuously improve coaching skills and knowledge	1763

Assessment Requirements for SISSSCO005 Continuously improve coaching skills and knowledge	1766

SISSSCO006 Implement sport selection policies and procedures	1768

Assessment Requirements for SISSSCO006 Implement sport selection policies and procedures	1771

SISSSCO007 Apply sport psychology principles	1773

Assessment Requirements for SISSSCO007 Apply sport psychology principles	1776

SISSSCO008 Apply anti-doping policies	1778

Assessment Requirements for SISSSCO008 Apply anti-doping policies	1781

SISSSCO009 Work collaboratively with others in a sport environment	1784

Assessment Requirements for SISSSCO009 Work collaboratively with others in a sport environment	1786

SISSSCO010 Implement sport talent identification programs	1788

Assessment Requirements for SISSSCO010 Implement sport talent identification programs	1791

SISSSCO011 Manage integrity in sport	1794

Assessment Requirements for SISSSCO011 Manage integrity in sport	1797

SISSSCO012 Coach sport participants up to an intermediate level	1800

Assessment Requirements for SISSSCO012 Coach sport participants up to an intermediate level	1804

SISSSCO013 Coach sport participants up to an advanced level	1807

Assessment Requirements for SISSSCO013 Coach sport participants up to an advanced level	1811

SISSSCO014 Develop sport coaches	1814

Assessment Requirements for SISSSCO014 Develop sport coaches	1817

SISSSCO015 Prepare participants for sport competition	1820

Assessment Requirements for SISSSCO015 Prepare participants for sport competition	1823

SISSSCO016 Coach participants in sport competition	1825

Assessment Requirements for SISSSCO016 Coach participants in sport competition	1828

SISSSOF001 Work as an official in sport	1830

Assessment Requirements for SISSSOF001 Work as an official in sport	1833

SISSSOF002 Continuously improve officiating skills and knowledge	1837

Assessment Requirements for SISSSOF002 Continuously improve officiating skills and knowledge	1840

SISSSOF003 Officiate sport competitions	1842

Assessment Requirements for SISSSOF003 Officiate sport competitions	1845

SISSSPT001 Implement sport injury prevention and management strategies	1848

Assessment Requirements for SISSSPT001 Implement sport injury prevention and management strategies	1852

SISSSQU001 Conduct squash coaching sessions with foundation level participants	1856

Assessment Requirements for SISSSQU001 Conduct squash coaching sessions with foundation level participants	1859

SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants	1862

Assessment Requirements for SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants	1865

SISSSWM001 Coach swimmers up to a competitive level	1868

Assessment Requirements for SISSSWM001 Coach swimmers up to a competitive level	1871

SISSSWM002 Coach swimmers up to a high performance level	1874

Assessment Requirements for SISSSWM002 Coach swimmers up to a high performance level	1877

SISSSWM003 Coach swimmers up to an elite level	1880

Assessment Requirements for SISSSWM003 Coach swimmers up to an elite level	1883

SISSTNS001 Coach junior players in tennis	1886

Assessment Requirements for SISSTNS001 Coach junior players in tennis	1889

SISSTNS002 Coach intermediate players in tennis	1893

Assessment Requirements for SISSTNS002 Coach intermediate players in tennis	1896

SISSTOU001 Participate in touch at an intermediate level	1900

Assessment Requirements for SISSTOU001 Participate in touch at an intermediate level	1903

SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants	1906

Assessment Requirements for SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants	1909

SISSVOL001 Coach volleyball participants up to an intermediate level	1912

Assessment Requirements for SISSVOL001 Coach volleyball participants up to an intermediate level	1915

SISXCAI008 Plan, conduct and review training and recovery programs	1918

Assessment Requirements for SISXCAI008 Plan, conduct and review training and recovery programs	1921

SISXCAI009 Instruct strength and conditioning techniques	1925

Assessment Requirements for SISXCAI009 Instruct strength and conditioning techniques	1928

SISXCAI010 Develop strength and conditioning programs	1932

Assessment Requirements for SISXCAI010 Develop strength and conditioning programs	1935

SISXCAI011 Develop and deliver long-term training programs	1939

Assessment Requirements for SISXCAI011 Develop and deliver long-term training programs	1943

SISXCCS004 Provide quality service	1946

Assessment Requirements for SISXCCS004 Provide quality service	1949

SISXCCS005 Monitor and evaluate customer service	1951

Assessment Requirements for SISXCCS005 Monitor and evaluate customer service	1954

SISXEMR003 Respond to emergency situations	1956

Assessment Requirements for SISXEMR003 Respond to emergency situations	1959

SISXEMR004 Coordinate emergency responses	1961

Assessment Requirements for SISXEMR004 Coordinate emergency responses	1964

SISXFAC006 Maintain activity equipment	1967

Assessment Requirements for SISXFAC006 Maintain activity equipment	1970

SISXFAC007 Maintain clean facilities	1972

Assessment Requirements for SISXFAC007 Maintain clean facilities	1975

SISXFAC008 Monitor and maintain facility plant and equipment	1978

Assessment Requirements for SISXFAC008 Monitor and maintain facility plant and equipment	1981

SISXFAC009 Coordinate facility maintenance	1983

Assessment Requirements for SISXFAC009 Coordinate facility maintenance	1986

SISXFAC010 Develop maintenance and equipment acquisition plans	1988

Assessment Requirements for SISXFAC010 Develop maintenance and equipment acquisition plans	1991

SISXFAC011 Manage stock supply and purchase	1993

Assessment Requirements for SISXFAC011 Manage stock supply and purchase	1996

SISXFAC012 Promote safe and effective use of facilities	1998

Assessment Requirements for SISXFAC012 Promote safe and effective use of facilities	2001

SISXFAM001 Organise and supervise participant travel	2004

Assessment Requirements for SISXFAM001 Organise and supervise participant travel	2007

SISXFAM002 Process financial transactions	2009

Assessment Requirements for SISXFAM002 Process financial transactions	2011

SISXFAM003 Develop and review budgets for activities or projects	2013

Assessment Requirements for SISXFAM003 Develop and review budgets for activities or projects	2016

SISXFAM004 Analyse participation patterns	2018

Assessment Requirements for SISXFAM004 Analyse participation patterns	2021

SISXFAM005 Develop and implement participation strategies	2023

Assessment Requirements for SISXFAM005 Develop and implement participation strategies	2026

SISXFAM006 Coordinate sport, fitness or recreation events	2028

Assessment Requirements for SISXFAM006 Coordinate sport, fitness or recreation events	2031

SISXIND008 Manage legal compliance in sport and recreation	2034

Assessment Requirements for SISXIND008 Manage legal compliance in sport and recreation	2037

SISXIND009 Respond to interpersonal conflict	2039

Assessment Requirements for SISXIND009 Respond to interpersonal conflict	2042

SISXIND010 Protect children and young people	2044

Assessment Requirements for SISXIND010 Protect children and young people	2047

SISXIND011 Maintain sport, fitness and recreation industry knowledge	2049

Assessment Requirements for SISXIND011 Maintain sport, fitness and recreation industry knowledge	2052

SISXIND012 Select and use technology for sport, fitness and recreation work	2054

Assessment Requirements for SISXIND012 Select and use technology for sport, fitness and recreation work	2057

SISXMGT002 Develop and maintain stakeholder relationships	2059

Assessment Requirements for SISXMGT002 Develop and maintain stakeholder relationships	2062

SISXMGT003 Recruit, induct and manage volunteers	2064

Assessment Requirements for SISXMGT003 Recruit, induct and manage volunteers	2067

SISXMGT004 Coordinate work teams	2070

Assessment Requirements for SISXMGT004 Coordinate work teams	2073

SISXMGT005 Facilitate community recreation initiatives	2075

Assessment Requirements for SISXMGT005 Facilitate community recreation initiatives	2078

SISXPLD001 Provide hire equipment for activities	2080

Assessment Requirements for SISXPLD001 Provide hire equipment for activities	2083

SISXPLD002 Deliver recreation sessions	2085

Assessment Requirements for SISXPLD002 Deliver recreation sessions	2088

SISXPLD003 Plan recreation programs	2091

Assessment Requirements for SISXPLD003 Plan recreation programs	2094

SISXPLD004 Facilitate groups	2097

Assessment Requirements for SISXPLD004 Facilitate groups	2100

SISXPLD005 Facilitate inclusion for people with disability	2102

Assessment Requirements for SISXPLD005 Facilitate inclusion for people with disability	2105

SISXPLD006 Identify hazards, assess and control risks for sport, fitness and recreation activities	2108

Assessment Requirements for SISXPLD006 Identify hazards, assess and control risks for sport, fitness and recreation activities	2112

SISXPLD007 Schedule sport, fitness, aquatic and recreation activities	2115

Assessment Requirements for SISXPLD007 Schedule sport, fitness, aquatic and recreation activities	2118

ACMEQU202 Handle horses safely	2120

Assessment Requirements for ACMEQU202 Handle horses safely	2124

ACMEQU205 Apply knowledge of horse behaviour	2126

Assessment Requirements for ACMEQU205 Apply knowledge of horse behaviour	2129

ACMEQU210 Lunge educated horses	2131

Assessment Requirements for ACMEQU210 Lunge educated horses	2134

ACMEQU301 Introduce horses to lunge exercise	2136

Assessment Requirements for ACMEQU301 Introduce horses to lunge exercise	2140

ACMHBR310 Prevent and treat equine injury and disease	2142

Assessment Requirements for ACMHBR310 Prevent and treat equine injury and disease	2146

ACMPHR401 Interpret equine behaviour	2149

Assessment Requirements for ACMPHR401 Interpret equine behaviour	2153

ACMPHR402 Manage horses to meet performance horse sport requirements	2155

Assessment Requirements for ACMPHR402 Manage horses to meet performance horse sport requirements	2159

ACMPHR403 Evaluate equine training methodologies	2162

Assessment Requirements for ACMPHR403 Evaluate equine training methodologies	2166

ACMPHR407 Implement an equine facility maintenance, improvement and management program	2168

Assessment Requirements for ACMPHR407 Implement an equine facility maintenance, improvement and management program	2173

ACMPHR503 Evaluate performance horse conformation	2176

Assessment Requirements for ACMPHR503 Evaluate performance horse conformation	2179

ACMPHR505 Manage fitness in performance horses	2181

Assessment Requirements for ACMPHR505 Manage fitness in performance horses	2185

AHCBUS516 Develop and review a business plan	2188

Assessment Requirements for AHCBUS516 Develop and review a business plan	2191

AHCMOM203 Operate basic machinery and equipment	2193

Assessment Requirements for AHCMOM203 Operate basic machinery and equipment	2197

AHCPGD212 Conduct visual inspection of park facilities	2199

Assessment Requirements for AHCPGD212 Conduct visual inspection of park facilities	2202

BSBCMM211 Apply communication skills	2204

Assessment Requirements for BSBCMM211 Apply communication skills	2207

BSBCMM411 Make presentations	2209

Assessment Requirements for BSBCMM411 Make presentations	2212

BSBCRT311 Apply critical thinking skills in a team environment	2214

Assessment Requirements for BSBCRT311 Apply critical thinking skills in a team environment	2217

BSBCRT411 Apply critical thinking to work practices	2219

Assessment Requirements for BSBCRT411 Apply critical thinking to work practices	2222

BSBESB301 Investigate business opportunities	2224

Assessment Requirements for BSBESB301 Investigate business opportunities	2227

BSBESB302 Develop and present business proposals	2229

Assessment Requirements for BSBESB302 Develop and present business proposals	2232

BSBESB303 Organise finances for new business ventures	2234

Assessment Requirements for BSBESB303 Organise finances for new business ventures	2236

BSBESB401 Research and develop business plans	2238

Assessment Requirements for BSBESB401 Research and develop business plans	2241

BSBESB402 Establish legal and risk management requirements of new business ventures	2243

Assessment Requirements for BSBESB402 Establish legal and risk management requirements of new business ventures	2246

BSBESB403 Plan finances for new business ventures	2248

Assessment Requirements for BSBESB403 Plan finances for new business ventures	2251

BSBESB404 Market new business ventures	2253

Assessment Requirements for BSBESB404 Market new business ventures	2256

BSBESB405 Manage compliance for small businesses	2258

Assessment Requirements for BSBESB405 Manage compliance for small businesses	2261

BSBESB407 Manage finances for new business ventures	2263

Assessment Requirements for BSBESB407 Manage finances for new business ventures	2266

BSBFIN302 Maintain financial records	2268

Assessment Requirements for BSBFIN302 Maintain financial records	2271

BSBHRM413 Support the learning and development of teams and individuals	2273

Assessment Requirements for BSBHRM413 Support the learning and development of teams and individuals	2276

BSBHRM521 Facilitate performance development processes	2278

Assessment Requirements for BSBHRM521 Facilitate performance development processes	2281

BSBHRM525 Manage recruitment and onboarding	2283

Assessment Requirements for BSBHRM525 Manage recruitment and onboarding	2286

BSBHRM527 Coordinate human resource functions and processes	2288

Assessment Requirements for BSBHRM527 Coordinate human resource functions and processes	2291

BSBHRM531 Coordinate health and wellness programs	2293

Assessment Requirements for BSBHRM531 Coordinate health and wellness programs	2296

BSBINS302 Organise workplace information	2298

Assessment Requirements for BSBINS302 Organise workplace information	2301

BSBLDR412 Communicate effectively as a workplace leader	2303

Assessment Requirements for BSBLDR412 Communicate effectively as a workplace leader	2306

BSBLDR414 Lead team effectiveness	2308

Assessment Requirements for BSBLDR414 Lead team effectiveness	2311

BSBMKG541 Identify and evaluate marketing opportunities	2313

Assessment Requirements for BSBMKG541 Identify and evaluate marketing opportunities	2316

BSBMKG543 Plan and interpret market research	2318

Assessment Requirements for BSBMKG543 Plan and interpret market research	2321

BSBOPS101 Use business resources	2323

Assessment Requirements for BSBOPS101 Use business resources	2325

BSBOPS203 Deliver a service to customers	2327

Assessment Requirements for BSBOPS203 Deliver a service to customers	2330

BSBOPS301 Maintain business resources	2332

Assessment Requirements for BSBOPS301 Maintain business resources	2335

BSBOPS304 Deliver and monitor a service to customers	2337

Assessment Requirements for BSBOPS304 Deliver and monitor a service to customers	2340

BSBOPS403 Apply business risk management processes	2342

Assessment Requirements for BSBOPS403 Apply business risk management processes	2345

BSBOPS405 Organise business meetings	2347

Assessment Requirements for BSBOPS405 Organise business meetings	2350

BSBOPS406 Participate in organisational governance	2352

Assessment Requirements for BSBOPS406 Participate in organisational governance	2355

BSBOPS501 Manage business resources	2357

Assessment Requirements for BSBOPS501 Manage business resources	2360

BSBOPS502 Manage business operational plans	2362

Assessment Requirements for BSBOPS502 Manage business operational plans	2365

BSBOPS504 Manage business risk	2367

Assessment Requirements for BSBOPS504 Manage business risk	2370

BSBOPS505 Manage organisational customer service	2372

Assessment Requirements for BSBOPS505 Manage organisational customer service	2375

BSBPEF101 Plan and prepare for work readiness	2377

Assessment Requirements for BSBPEF101 Plan and prepare for work readiness	2379

BSBPEF202 Plan and apply time management	2381

Assessment Requirements for BSBPEF202 Plan and apply time management	2384

BSBPEF301 Organise personal work priorities	2386

Assessment Requirements for BSBPEF301 Organise personal work priorities	2389

BSBPEF402 Develop personal work priorities	2391

Assessment Requirements for BSBPEF402 Develop personal work priorities	2394

BSBPEF501 Manage personal and professional development	2396

Assessment Requirements for BSBPEF501 Manage personal and professional development	2399

BSBPEF502 Develop and use emotional intelligence	2401

Assessment Requirements for BSBPEF502 Develop and use emotional intelligence	2404

BSBPMG430 Undertake project work	2406

Assessment Requirements for BSBPMG430 Undertake project work	2409

BSBRSK501 Manage risk	2411

Assessment Requirements for BSBRSK501 Manage risk	2415

BSBSTR402 Implement continuous improvement	2417

Assessment Requirements for BSBSTR402 Implement continuous improvement	2420

BSBSTR503 Develop organisational policy	2422

Assessment Requirements for BSBSTR503 Develop organisational policy	2425

BSBSUS211 Participate in sustainable work practices	2427

Assessment Requirements for BSBSUS211 Participate in sustainable work practices	2429

BSBTEC201 Use business software applications	2431

Assessment Requirements for BSBTEC201 Use business software applications	2433

BSBTEC301 Design and produce business documents	2435

Assessment Requirements for BSBTEC301 Design and produce business documents	2438

BSBTWK502 Manage team effectiveness	2440

Assessment Requirements for BSBTWK502 Manage team effectiveness	2443

BSBTWK503 Manage meetings	2445

Assessment Requirements for BSBTWK503 Manage meetings	2448

BSBWHS308 Participate in WHS hazard identification, risk assessment and risk control processes	2450

Assessment Requirements for BSBWHS308 Participate in WHS hazard identification, risk assessment and risk control processes	2454

BSBWHS332X Apply infection prevention and control procedures to own work activities	2456

Assessment Requirements for BSBWHS332X Apply infection prevention and control procedures to own work activities	2459

BSBXTW301 Work in a team	2462

Assessment Requirements for BSBXTW301 Work in a team	2465

CHCAGE001 Facilitate the empowerment of older people	2467

Assessment Requirements for CHCAGE001 Facilitate the empowerment of older people	2470

CHCCCS009 Facilitate responsible behaviour	2473

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour	2476

CHCCCS014 Provide brief interventions	2478

Assessment Requirements for CHCCCS014 Provide brief interventions	2481

CHCCCS019 Recognise and respond to crisis situations	2484

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations	2487

CHCCDE002 Develop and implement community programs	2489

Assessment Requirements for CHCCDE002 Develop and implement community programs	2492

CHCCDE007 Develop and provide community projects	2494

Assessment Requirements for CHCCDE007 Develop and provide community projects	2497

CHCCDE021 Develop and support community resources	2499

Assessment Requirements for CHCCDE021 Develop and support community resources	2502

CHCCDE023 Develop and deliver community projects	2504

Assessment Requirements for CHCCDE023 Develop and deliver community projects	2506

CHCCOM006 Establish and manage client relationships	2508

Assessment Requirements for CHCCOM006 Establish and manage client relationships	2511

CHCDIS007 Facilitate the empowerment of people with disability	2514

Assessment Requirements for CHCDIS007 Facilitate the empowerment of people with disability	2517

CHCDIV001 Work with diverse people	2520

Assessment Requirements for CHCDIV001 Work with diverse people	2523

CHCDIV003 Manage and promote diversity	2526

Assessment Requirements for CHCDIV003 Manage and promote diversity	2529

CHCEDU001 Provide community focused health promotion and prevention strategies	2532

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies	2535

CHCGRP002 Plan and conduct group activities	2537

Assessment Requirements for CHCGRP002 Plan and conduct group activities	2540

CHCLAH002 Contribute to leisure and health programming	2543

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming	2548

CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming	2550

Assessment Requirements for CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming	2553

CHCMGT002 Manage partnership agreements with service providers	2556

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers	2559

CHCMGT004 Secure and manage funding	2561

Assessment Requirements for CHCMGT004 Secure and manage funding	2564

CHCMGT007 Work effectively with the Board of an organisation	2566

Assessment Requirements for CHCMGT007 Work effectively with the Board of an organisation	2570

CHCMHS001 Work with people with mental health issues	2573

Assessment Requirements for CHCMHS001 Work with people with mental health issues	2576

CHCPRP003 Reflect on and improve own professional practice	2579

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice	2582

CHCPRT002 Support the rights and safety of children and young people	2584

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people	2587

CHCPRT025 Identify and report children and young people at risk	2589

Assessment Requirements for CHCPRT025 Identify and report children and young people at risk	2592

CHCVOL001 Be an effective volunteer	2595

Assessment Requirements for CHCVOL001 Be an effective volunteer	2598

CHCVOL003 Recruit, induct and support volunteers	2600

Assessment Requirements for CHCVOL003 Recruit, induct and support volunteers	2603

CHCVOL004 Manage volunteer workforce development	2605

Assessment Requirements for CHCVOL004 Manage volunteer workforce development	2608

CHCYTH001 Engage respectfully with young people	2610

Assessment Requirements for CHCYTH001 Engage respectfully with young people	2614

CHCYTH004 Respond to critical situations	2617

Assessment Requirements for CHCYTH004 Respond to critical situations	2621

CHCYTH005 Develop and implement procedures to enable young people to address their needs	2623

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs	2626

CHCYTH021 Support youth programs	2629

Assessment Requirements for CHCYTH021 Support youth programs	2632

FNSFLT211 Develop and use personal budgets	2634

Assessment Requirements for FNSFLT211 Develop and use personal budgets	2637

FNSFLT311 Develop and apply knowledge of personal finances	2639

Assessment Requirements for FNSFLT311 Develop and apply knowledge of personal finances	2642

FNSORG501 Develop and manage a budget	2644

Assessment Requirements for FNSORG501 Develop and manage a budget	2648

FWPCOT3260 Recover four wheel drive vehicles	2650

Assessment Requirements for FWPCOT3260 Recover four wheel drive vehicles	2653

FWPFGM3214 Operate a four wheel drive in a towing situation	2656

Assessment Requirements for FWPFGM3214 Operate a four wheel drive in a towing situation	2659

HLTAID009 Provide cardiopulmonary resuscitation	2663

Assessment Requirements for HLTAID009 Provide cardiopulmonary resuscitation	2665

HLTAID011 Provide First Aid	2668

Assessment Requirements for HLTAID011 Provide First Aid	2670

HLTAID014 Provide Advanced First Aid	2674

Assessment Requirements for HLTAID014 Provide Advanced First Aid	2677

HLTAID015 Provide advanced resuscitation and oxygen therapy	2682

Assessment Requirements for HLTAID015 Provide advanced resuscitation and oxygen therapy	2685

HLTINF004 Manage the prevention and control of infection	2690

Assessment Requirements for HLTINF004 Manage the prevention and control of infection	2693

HLTINF006 Apply basic principles and practices of infection prevention and control	2696

Assessment Requirements for HLTINF006 Apply basic principles and practices of infection prevention and control	2698

HLTINF007 Implement and monitor infection prevention and control standards, policies and procedures	2701

Assessment Requirements for HLTINF007 Implement and monitor infection prevention and control standards, policies and procedures	2704

HLTWHS001 Participate in workplace health and safety	2708

Assessment Requirements for HLTWHS001 Participate in workplace health and safety	2711

HLTWHS003 Maintain work health and safety	2714

Assessment Requirements for HLTWHS003 Maintain work health and safety	2717

HLTWHS004 Manage work health and safety	2720

Assessment Requirements for HLTWHS004 Manage work health and safety	2723

HLTWHS005 Conduct manual tasks safely	2726

Assessment Requirements for HLTWHS005 Conduct manual tasks safely	2729

ICTICT214 Operate application software packages	2732

Assessment Requirements for ICTICT214 Operate application software packages	2735

MEM13015 Work safely and effectively in manufacturing and engineering	2737

Assessment Requirements for MEM13015 Work safely and effectively in manufacturing and engineering	2742

MEM16006 Organise and communicate information	2745

Assessment Requirements for MEM16006 Organise and communicate information	2749

MEM50008 Carry out trip preparation and planning	2751

Assessment Requirements for MEM50008 Carry out trip preparation and planning	2758

MEM50009 Safely operate a mechanically powered recreational boat	2760

Assessment Requirements for MEM50009 Safely operate a mechanically powered recreational boat	2767

MEM50010 Respond to boating emergencies and incidents	2769

Assessment Requirements for MEM50010 Respond to boating emergencies and incidents	2774

MSS024023 Navigate in urban, regional and remote areas	2776

Assessment Requirements for MSS024023 Navigate in urban, regional and remote areas	2779

PSPGEN085 Manage media relationships	2781

Assessment Requirements for PSPGEN085 Manage media relationships	2784

PSPPCM007 Manage contracts	2786

Assessment Requirements for PSPPCM007 Manage contracts	2789

PUAOPE013 Operate communications systems and equipment	2791

Assessment Requirements for PUAOPE013 Operate communications systems and equipment	2794

RGRPSH308 Provide first aid and emergency care for horses or other equines	2796

Assessment Requirements for RGRPSH308 Provide first aid and emergency care for horses or other equines	2800

SIFCBGM001 Provide general grounds care	2802

Assessment Requirements for SIFCBGM001 Provide general grounds care	2805

SIRRMER001 Produce visual merchandise displays	2807

Assessment Requirements for SIRRMER001 Produce visual merchandise displays	2810

SIRXCEG002 Assist with customer difficulties	2812

Assessment Requirements for SIRXCEG002 Assist with customer difficulties	2815

SIRXCEG004 Create a customer-centric culture	2818

Assessment Requirements for SIRXCEG004 Create a customer-centric culture	2820

SIRXCEG008 Manage disrespectful, aggressive or abusive customers	2822

Assessment Requirements for SIRXCEG008 Manage disrespectful, aggressive or abusive customers	2825

SIRXCEG009 Manage workplace responses to disrespectful aggressive or abusive customer behaviour.	2829

Assessment Requirements for SIRXCEG009 Manage workplace responses to disrespectful aggressive or abusive customer behaviour.	2832

SIRXOSM002 Maintain ethical and professional standards when using social media and online platforms	2837

Assessment Requirements for SIRXOSM002 Maintain ethical and professional standards when using social media and online platforms	2840

SIRXOSM003 Use social media and online tools	2843

Assessment Requirements for SIRXOSM003 Use social media and online tools	2846

SIRXOSM004 Analyse performance of social media and online business tools	2849

Assessment Requirements for SIRXOSM004 Analyse performance of social media and online business tools	2852

SIRXOSM005 Develop a basic website for customer engagement	2855

Assessment Requirements for SIRXOSM005 Develop a basic website for customer engagement	2859

SIRXOSM006 Develop and manage social media and online strategies	2862

Assessment Requirements for SIRXOSM006 Develop and manage social media and online strategies	2866

SIRXOSM007 Manage risk to organisational reputation in an online setting	2869

Assessment Requirements for SIRXOSM007 Manage risk to organisational reputation in an online setting	2872

SIRXPDK001 Advise on products and services	2875

Assessment Requirements for SIRXPDK001 Advise on products and services	2877

SIRXSLS001 Sell to the retail customer	2879

Assessment Requirements for SIRXSLS001 Sell to the retail customer	2882

SISCAQU002 Perform basic water rescues	2885

Assessment Requirements for SISCAQU002 Perform basic water rescues	2887

SISCAQU007 Perform advanced water rescues	2890

Assessment Requirements for SISCAQU007 Perform advanced water rescues	2893

SISCCRO001 Plan and conduct recreation programs for older persons	2897

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons	2900

SISOEQU001 Handle horses	2903

Assessment Requirements for SISOEQU001 Handle horses	2906

SISOEQU002 Ride horses using fundamental skills	2909

Assessment Requirements for SISOEQU002 Ride horses using fundamental skills	2912

SISOEQU003 Ride horses on tracked trail rides	2917

Assessment Requirements for SISOEQU003 Ride horses on tracked trail rides	2920

SISOEQU004 Ride horses on untracked trail rides	2924

Assessment Requirements for SISOEQU004 Ride horses on untracked trail rides	2927

SISOEQU005 Guide horse trail rides in tracked areas	2931

Assessment Requirements for SISOEQU005 Guide horse trail rides in tracked areas	2935

SISOEQU006 Guide horse trail rides in untracked areas	2939

Assessment Requirements for SISOEQU006 Guide horse trail rides in untracked areas	2943

SISOEQU007 Instruct horse handling skills	2947

Assessment Requirements for SISOEQU007 Instruct horse handling skills	2950

SISOEQU008 Instruct fundamental horse riding skills	2954

Assessment Requirements for SISOEQU008 Instruct fundamental horse riding skills	2958

SISOEQU009 Instruct the advancement of recreational horse riding skills	2963

Assessment Requirements for SISOEQU009 Instruct the advancement of recreational horse riding skills	2966

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities	2970

Assessment Requirements for SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities	2974

SISOEQU011 Manage horse illness and injury in remote areas	2978

Assessment Requirements for SISOEQU011 Manage horse illness and injury in remote areas	2981

SISOEQU012 Assess horses for sport or recreational performance	2985

Assessment Requirements for SISOEQU012 Assess horses for sport or recreational performance	2988

SISOEQU013 Condition horses for sport or recreational performance	2991

Assessment Requirements for SISOEQU013 Condition horses for sport or recreational performance	2994

SISOEQU014 Determine nutritional requirements for sport or recreational horses	2997

Assessment Requirements for SISOEQU014 Determine nutritional requirements for sport or recreational horses	3000

SISOEQU015 Acquire and educate horses for sport or recreational programs	3003

Assessment Requirements for SISOEQU015 Acquire and educate horses for sport or recreational programs	3007

SISXADM001 Organise and supervise participant travel	3011

Assessment Requirements for SISXADM001 Organise and supervise participant travel	3014

SISXCAI001 Provide equipment for activities	3017

Assessment Requirements for SISXCAI001 Provide equipment for activities	3020

SISXCAI004 Plan and conduct programs	3023

Assessment Requirements for SISXCAI004 Plan and conduct programs	3026

SISXCAI005 Conduct individualised long-term training programs	3029

Assessment Requirements for SISXCAI005 Conduct individualised long-term training programs	3032

SISXCAI006 Facilitate groups	3037

Assessment Requirements for SISXCAI006 Facilitate groups	3040

SISXCCS001 Provide quality service	3042

Assessment Requirements for SISXCCS001 Provide quality service	3045

SISXCCS002 Coordinate client service activities	3047

Assessment Requirements for SISXCCS002 Coordinate client service activities	3050

SISXCCS003 Address client needs	3053

Assessment Requirements for SISXCCS003 Address client needs	3056

SISXDIS001 Facilitate inclusion for people with a disability	3059

Assessment Requirements for SISXDIS001 Facilitate inclusion for people with a disability	3062

SISXDIS002 Plan and conduct disability programs	3065

Assessment Requirements for SISXDIS002 Plan and conduct disability programs	3069

SISXEMR001 Respond to emergency situations	3072

Assessment Requirements for SISXEMR001 Respond to emergency situations	3075

SISXEMR002 Coordinate emergency responses	3079

Assessment Requirements for SISXEMR002 Coordinate emergency responses	3082

SISXFAC001 Maintain equipment for activities	3085

Assessment Requirements for SISXFAC001 Maintain equipment for activities	3087

SISXFAC002 Maintain sport, fitness and recreation facilities	3089

Assessment Requirements for SISXFAC002 Maintain sport, fitness and recreation facilities	3092

SISXFAC003 Implement facility maintenance programs	3096

Assessment Requirements for SISXFAC003 Implement facility maintenance programs	3099

SISXFAC004 Coordinate facility and equipment acquisition and maintenance	3102

Assessment Requirements for SISXFAC004 Coordinate facility and equipment acquisition and maintenance	3105

SISXFAC005 Manage stock supply and purchase	3108

Assessment Requirements for SISXFAC005 Manage stock supply and purchase	3111

SISXFIN001 Develop and review budgets for activities or projects	3113

Assessment Requirements for SISXFIN001 Develop and review budgets for activities or projects	3116

SISXFIN002 Process financial transactions	3118

Assessment Requirements for SISXFIN002 Process financial transactions	3121

SISXHRM001 Recruit and manage volunteers	3123

Assessment Requirements for SISXHRM001 Recruit and manage volunteers	3125

SISXICT001 Select and use technology for sport, fitness and recreation work	3128

Assessment Requirements for SISXICT001 Select and use technology for sport, fitness and recreation work	3131

SISXIND001 Work effectively in sport, fitness and recreation environments	3134

Assessment Requirements for SISXIND001 Work effectively in sport, fitness and recreation environments	3137

SISXIND002 Maintain sport, fitness and recreation industry knowledge	3139

Assessment Requirements for SISXIND002 Maintain sport, fitness and recreation industry knowledge	3142

SISXIND003 Maintain legal knowledge for organisation governance	3145

Assessment Requirements for SISXIND003 Maintain legal knowledge for organisation governance	3148

SISXIND004 Analyse participation patterns	3151

Assessment Requirements for SISXIND004 Analyse participation patterns	3154

SISXIND005 Coordinate work teams or groups	3157

Assessment Requirements for SISXIND005 Coordinate work teams or groups	3160

SISXIND006 Conduct sport, fitness or recreation events	3162

Assessment Requirements for SISXIND006 Conduct sport, fitness or recreation events	3165

SISXIND007 Develop and implement participation strategies	3170

Assessment Requirements for SISXIND007 Develop and implement participation strategies	3173

SISXMGT001 Develop and maintain stakeholder relationships	3176

Assessment Requirements for SISXMGT001 Develop and maintain stakeholder relationships	3178

SISXRES001 Conduct sustainable work practices in open spaces	3180

Assessment Requirements for SISXRES001 Conduct sustainable work practices in open spaces	3183

SISXRES002 Educate user groups	3185

Assessment Requirements for SISXRES002 Educate user groups	3188

SIRXWHS001 Work safely	3190

Assessment Requirements for SIRXWHS001 Work safely	3192

SITEEVT022 Provide event production support	3194

Assessment Requirements for SITEEVT022 Provide event production support	3197

SITEEVT028 Manage on-site event operations	3200

Assessment Requirements for SITEEVT028 Manage on-site event operations	3203

SITTGDE002 Work as a guide	3207

Assessment Requirements for SITTGDE002 Work as a guide	3210

SITTGDE004 Lead tour groups	3214

Assessment Requirements for SITTGDE004 Lead tour groups	3217

SITTGDE005 Prepare and present tour commentaries or activities	3219

Assessment Requirements for SITTGDE005 Prepare and present tour commentaries or activities	3222

SITTGDE006 Develop and maintain the general and regional knowledge required by guides	3225

Assessment Requirements for SITTGDE006 Develop and maintain the general and regional knowledge required by guides	3228

SITTGDE007 Research and share general information on Australian Indigenous cultures	3232

Assessment Requirements for SITTGDE007 Research and share general information on Australian Indigenous cultures	3235

SITTGDE008 Prepare specialised interpretive content on flora, fauna and landscape	3238

Assessment Requirements for SITTGDE008 Prepare specialised interpretive content on flora, fauna and landscape	3241

SITTGDE009 Prepare specialised interpretive content on marine environments	3244

Assessment Requirements for SITTGDE009 Prepare specialised interpretive content on marine environments	3247

SITTGDE010 Prepare specialised interpretive content on cultural and heritage environments	3250

Assessment Requirements for SITTGDE010 Prepare specialised interpretive content on cultural and heritage environments	3253

SITTGDE011 Coordinate and operate tours	3256

Assessment Requirements for SITTGDE011 Coordinate and operate tours	3260

SITTGDE012 Manage extended touring programs	3264

Assessment Requirements for SITTGDE012 Manage extended touring programs	3268

SITTPPD002 Develop interpretive activities	3272

Assessment Requirements for SITTPPD002 Develop interpretive activities	3275

SITTPPD008 Develop tourism products	3278

Assessment Requirements for SITTPPD008 Develop tourism products	3281

SITTPPD009 Develop environmentally sustainable tourism operations	3284

Assessment Requirements for SITTPPD009 Develop environmentally sustainable tourism operations	3287

SITTPPD010 Develop culturally appropriate tourism operations	3290

Assessment Requirements for SITTPPD010 Develop culturally appropriate tourism operations	3293

SITTTOP002 Provide outdoor catering	3296

Assessment Requirements for SITTTOP002 Provide outdoor catering	3299

SITXCCS015 Enhance customer service experiences	3302

Assessment Requirements for SITXCCS015 Enhance customer service experiences	3305

SITXCOM002 Show social and cultural sensitivity	3308

Assessment Requirements for SITXCOM002 Show social and cultural sensitivity	3310

SITXFSA001 Use hygienic practices for food safety	3312

Assessment Requirements for SITXFSA001 Use hygienic practices for food safety	3315

SITXFSA002 Participate in safe food handling practices	3318

Assessment Requirements for SITXFSA002 Participate in safe food handling practices	3321

SITXFSA005 Use hygienic practices for food safety	3325

Assessment Requirements for SITXFSA005 Use hygienic practices for food safety	3328

SITXHRM003 Lead and manage people	3331

Assessment Requirements for SITXHRM003 Lead and manage people	3334

SITXMGT003 Manage projects	3337

Assessment Requirements for SITXMGT003 Manage projects	3340

TAEASS301 Contribute to assessment	3344

Assessment Requirements for TAEASS301 Contribute to assessment	3348

TAEASS401 Plan assessment activities and processes	3350

Assessment Requirements for TAEASS401 Plan assessment activities and processes	3354

TAEASS402 Assess competence	3356

Assessment Requirements for TAEASS402 Assess competence	3360

TAEASS403 Participate in assessment validation	3363

Assessment Requirements for TAEASS403 Participate in assessment validation	3367

TAEASS502 Design and develop assessment tools	3369

Assessment Requirements for TAEASS502 Design and develop assessment tools	3373

TAEDEL301 Provide work skill instruction	3375

Assessment Requirements for TAEDEL301 Provide work skill instruction	3379

TAEDEL404 Mentor in the workplace	3381

Assessment Requirements for TAEDEL404 Mentor in the workplace	3385

TLIB0002 Carry out vehicle inspection	3387

Assessment Requirements for TLIB0002 Carry out vehicle inspection	3390

TLIB2003 Carry out vehicle servicing and maintenance	3393

Assessment Requirements for TLIB2003 Carry out vehicle servicing and maintenance	3396

TLIB2008 Carry out inspection of trailers	3399

Assessment Requirements for TLIB2008 Carry out inspection of trailers	3402

TLIB2119 Carry out maintenance of trailers	3404

Assessment Requirements for TLIB2119 Carry out maintenance of trailers	3407

TLIC2025 Operate four wheel drive vehicle	3409

Assessment Requirements for TLIC2025 Operate four wheel drive vehicle	3414

TLIH3002 Plan and navigate routes	3417

Assessment Requirements for TLIH3002 Plan and navigate routes	3420

SIS Sport, Fitness and Recreation Training Package	3423

SISSS00114 Advanced Coaching	3427

SISSS00115 Coach Development	3428

SISSS00116 High Performance Coach	3429

SISSS00117 Sport Official	3431

SISSS00118 Sports Trainer Level 1	3433

SISSS00119 Community Coaching	3435

SISSS00120 Alpine Activities Leader	3437

SISSS00121 Artificial Abseiling	3439

SISSS00122 Artificial Climbing	3441

SISSS00123 Challenge Course Leader	3443

SISSS00124 Challenge Course Supervisor	3445

SISSS00125 Tracked Horse Trail Ride Guiding	3447

SISSS00126 Wilderness First Aid	3449

SISSS00127 Aqua Exercise Instruction	3451

SISSS00128 Group Exercise Leader	3453

SISSS00130 Pre-exercise Screening	3454

SIS Sport, Fitness and Recreation Training Package

Copyright Statement
© 2015 Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. You are free: to copy, distribute, display, and perform the work to make commercial use of the work Under the following conditions: Attribution - You must give the original author credit. No Derivative Works - You may not alter, transform, or build upon this work. Special Conditions (Waiver) For the sake of clarity, where the license refers to "the work", in addition to meaning the work in its entirety this term shall also mean "extracts of the work". Extracts of the work carry with it the respective licence, and is thus “partitioned”. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the SIS Sport, Fitness and Recreation Training Package Release 6.0.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of Department of Education and Training or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, Department of Education and Training and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. Department of Education and Training and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education and Training, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	SkillsIQ

Release Date:	14 December 2022

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS10122 Certificate I in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This is a preparatory qualification which allows individuals to develop basic functional knowledge and skills to prepare for work in the sport and recreation industry. The range of technical knowledge and skills is limited.

The combined skills and knowledge do not provide for a job outcome in the sport, fitness and recreation industry, and this qualification is intended to prepare individuals for further training.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

7 units must be completed:

4 core units

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the complexity of skills appropriate to the AQF level of this qualification.

CORE UNITS
BSBOPS101	Use business resources
BSBPEF101	Plan and prepare for work readiness
HLTWHS001	Participate in workplace health and safety
SISOFLD001	Assist in conducting recreation sessions
ELECTIVE UNITS
BSBCMM211	Apply communication skills
BSBOPS203	Deliver a service to customers
BSBPEF202	Plan and apply time management
HLTAID011	Provide First Aid
HLTINF006	Apply basic principles and practices of infection prevention and control
SISXFAM002	Process financial transactions
SISXPLD001	Provide hire equipment for activities

Qualification Mapping Information

Supersedes and is not equivalent to SIS10115 Certificate I in Sport and Recreation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20122 Certificate II in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who assist with the delivery of sport and recreation activities and who complete a range of fundamental customer contact and maintenance duties. They work under direct supervision to complete mainly routine tasks.

This qualification provides a pathway to work for any type of sport, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

10 units must be completed:

6 core units

4 elective units, consisting of:

2 units from the list below

2 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

CORE UNITS
HLTWHS001	Participate in workplace health and safety
SISOFLD001	Assist in conducting recreation sessions
SISXCCS004	Provide quality service
SISXEMR003	Respond to emergency situations
SISXFAC006	Maintain activity equipment
SISXIND011	Maintain sport, fitness and recreation industry knowledge
ELECTIVE UNITS
AHCMOM203	Operate basic machinery and equipment
AHCPGD212	Conduct visual inspection of park facilities
BSBPEF301	Organise personal work priorities
BSBSUS211	Participate in sustainable work practices
BSBTEC201	Use business software applications
HLTAID011	Provide First Aid
HLTINF006	Apply basic principles and practices of infection prevention and control
SIFCBGM001	Provide general grounds care
SIRXPDK001	Advise on products and services
SIRXSLS001	Sell to the retail customer
SISCAQU020	Perform water rescues
SISOFLD002	Minimise environmental impact
SISXFAC007	Maintain clean facilities
SISXFAM002	Process financial transactions
SISXPLD001	Provide hire equipment for activities

Qualification Mapping Information

Supersedes and is not equivalent to SIS20115 Certificate II in Sport and Recreation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20221 Certificate II in Sport - Developing Athlete

Modification History

Supersedes and is equivalent to SIS20219 Certificate II in Sport - Developing Athlete.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to pursue a career as an athlete at a regional, state or territory level in a specific sport in the Australian sport industry.

This qualification reflects the role of a developing athlete and provides a pathway to work as an athlete in a specific sport. Individuals with this qualification are involved in mainly routine and repetitive tasks using limited practical skills and basic sport industry knowledge. They work under the guidance of a coach.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

9 units must be completed:

5 core units

4 elective units, consisting of:

1 unit from Group A

at least 2 units from the electives listed in Group A or Group B

up to 1 elective unit can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
BSBPEF301	Organise personal work priorities
FNSFLT211	Develop and use personal budgets
SIRXWHS001	Work safely
SISSPAR003	Follow specialist dietary advice
SISSPAR007	Work as an athlete

Elective units
Group A: Sport-specific electives
SISSAFL001	Participate in Australian football at an intermediate level
SISSCKT001	Participate in cricket at an intermediate level
SISSGLF002	Participate in golf at an intermediate level
SISSNTB002	Participate in netball at an intermediate level
SISSPAR001	Participate in sport at an intermediate level
SISSRGL002	Participate in rugby league at an intermediate level
SISSTOU001	Participate in touch at an intermediate level
Group B: General electives
HLTAID011	Provide First Aid
ICTICT214	Operate application software packages
SISSPAR004	Book athlete travel and accommodation
SISSPAR009	Participate in conditioning for sport
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISXCAI001	Provide equipment for activities
SISXFAC002	Maintain sport, fitness and recreation facilities

Qualification Mapping Information

Supersedes and is equivalent to SIS20219 Certificate II in Sport - Developing Athlete.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20321 Certificate II in Sport Coaching

Modification History

Supersedes and is equivalent to SIS20319 Certificate II in Sport Coaching.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to conduct pre-planned coaching sessions with foundation level participants in a specific sport.

This qualification pathway to work in assistant coaching roles working or volunteering at community based sports clubs and organisations in the Australian sport industry. Individuals with this qualification use a defined and limited range of basic coaching skills to engage participants in a specific sport and are involved in mainly routine and repetitive tasks using limited practical skills and basic sport industry knowledge. They work under the supervision of a coach.

Possible job role titles depend on the specific sport may include assistant coach.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

7 units must be completed:

3 core units

4 elective units, consisting of:

1 unit from Group A

at least 1 unit from the electives listed in Group A or Group B

up to 2 elective units can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
HLTAID011	Provide First Aid
SIRXWHS001	Work safely
SISSSCO002	Work in a community coaching role

Elective units
Group A: Sport-specific electives
SISSATH001	Conduct athletics coaching sessions with foundation level participants
SISSBSB001	Conduct basketball coaching sessions with foundation level participants
SISSNTB001	Conduct netball coaching sessions with foundation level participants
SISSRGL001	Conduct rugby league coaching sessions with foundation level participants
SISSSCO001	Conduct sport coaching sessions with foundation level participants
SISSSQU001	Conduct squash coaching sessions with foundation level participants
SISSSUR001	Conduct surf life saving coaching sessions with foundation level participants
SISSTPB001	Conduct tenpin bowling coaching sessions with foundation level participants
Group B: General electives
CHCVOL001	Be an effective volunteer
ICTICT214	Operate application software packages
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISXCAI001	Provide equipment for activities
SISXEMR001	Respond to emergency situations
SISXFAC002	Maintain sport, fitness and recreation facilities

Qualification Mapping Information

Supersedes and is equivalent to SIS20319 Certificate II in Sport Coaching.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20419 Certificate II in Outdoor Recreation

Modification History

Release 2.	Supersedes and is equivalent to Release 1. SIS20419 Certificate II in Outdoor Recreation.
Release 1.	No equivalent qualification.

Qualification Description

This qualification reflects the role of individuals who assist with operational logistics and the delivery of recreational activities. They work under direct supervision and with guidance from those responsible for planning, finalising and delivering activities, including program managers and leaders.

Assistants use a range of fundamental activity techniques during activities and can work in indoor and outdoor recreation environments, adventure learning centres or camps. The combined skills and knowledge provided by this qualification do not provide for a job outcome as a leader and further training would be required before moving into those roles.

This qualification provides a pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

11 units must be completed:

4 core units

7 elective units, consisting of:

3 units from Group A

4 units from Group A, Group B, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units

HLTWHS001	Participate in workplace health and safety
SISOFLD001	Assist in conducting recreation sessions
SISOFLD002	Minimise environmental impact
SISXIND002	Maintain sport, fitness and recreation industry knowledge

Elective units

Group A Activity units

SISCAQU002	Perform basic water rescues
SISOABS001	Abseil single pitches using fundamental skills
SISOBWG001	Bushwalk in tracked environments
SISOCLM001	Top rope climb single pitches, artificial surfaces
SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCNE001	Paddle a craft using fundamental skills
SISOCVE001	Traverse caves
SISOCYT001	Set up, maintain and repair bicycles
SISOCYT002	Ride bicycles on roads and pathways, easy conditions
SISOCYT004	Ride off road bicycles on easy trails
SISODRV001	Drive AWD/4WD vehicles on unsealed roads
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOFLD006	Navigate in tracked environments
SISOFSH001	Locate, attract and catch fish
SISOFSH002	Select and catch bait
SISOFSH003	Select and rig tackle outfits
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOPWC001	Ride personal watercraft in smooth water conditions
SISOSAI001	Sail small boats in smooth water and light to moderate wind conditions
SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB002	SCUBA dive from boats
SISOSCB004	Navigate prescribed routes underwater
SISOSKT001	Ski on easy cross country terrain
SISOSNK001	Snorkel
SISOSRF001	Surf small waves using basic manoeuvres
SISOSUP001	Paddle a stand up board on inland flatwater
SISOWIN001	Windsurf in smooth water and light wind conditions

Group B General electives

HLTAID011	Provide First Aid
ICTICT214	Operate application software packages
MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
MEM50010	Respond to boating emergencies and incidents
SISXCAI001	Provide equipment for activities
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions
SITXCOM002	Show social and cultural sensitivity
SITXFSA001	Use hygienic practices for food safety
SITXFSA002	Participate in safe food handling practices
TLIB0002	Carry out vehicle inspection
TLIB2008	Carry out inspection of trailers
TLIH3002	Plan and navigate routes

Qualification Mapping Information

Release 2.	Supersedes and is equivalent to Release 1. SIS20419 Certificate II in Outdoor Recreation.
Release 1.	No equivalent qualification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30122 Certificate III in Sport, Aquatics and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals with well-developed skills and knowledge required to deliver recreational services. Using discretion and judgement, they work with some independence and under limited supervision using clearly defined plans, policies and procedures to guide work activities.

Specialisations are available for customer service officers, recreation officers, pool lifeguards and swim teachers but are not mandatory to achieve this qualification.

This qualification provides a pathway to work for any type of sport, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

6 core units

9 elective units, consisting of:

7 units from the list below

2 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules to achieve a specialisation:

5 units from Group A must be selected for award of Certificate III in Sport, Aquatics and Recreation (Customer Service Officer)

All 5 units from Group B must be selected for award of Certificate III in Sport, Aquatics and Recreation (Pool Lifeguard)

All 5 units from Group C must be selected for award of Certificate III in Sport, Aquatics and Recreation (Recreation Officer)

All 6 units from Group D must be selected for award of Certificate III in Sport, Aquatics and Recreation (Swim Teacher).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives shown in italics have prerequisite units of competency, which are also listed within their appropriate group.

CORE UNITS
BSBWHS308	Participate in WHS hazard identification, risk assessment and risk control processes
HLTWHS001	Participate in workplace health and safety
SISXCCS004	Provide quality service
SISXEMR003	Respond to emergency situations
SISXFAC006	Maintain activity equipment
SISXIND011	Maintain sport, fitness and recreation industry knowledge
ELECTIVE UNITS
Group A – Customer Service Officer
BSBINS302	Organise workplace information
BSBOPS301	Maintain business resources
BSBTEC201	Use business software applications
HLTAID011	Provide First Aid
SIRRMER001	Produce visual merchandise displays
SIRXOSM002	Maintain ethical and professional standards when using social media and online platforms
SIRXOSM003	Use social media and online tools
SIRXSLS001	Sell to the retail customer
SISXFAM002	Process financial transactions
Group B – Pool Lifeguard
HLTAID011	Provide First Aid
SISCAQU019	Supervise patron safety in aquatic locations
SISCAQU020	Perform water rescues
SISCAQU021	Perform complex water rescues
SISCAQU022	Provide oxygen resuscitation and therapy in an aquatic environment
Group C – Recreation Officer
HLTAID011	Provide First Aid
SISXIND012	Select and use technology for sport, fitness and recreation work
SISXPLD002	Deliver recreation sessions
SISXPLD004	Facilitate groups
SISXPLD005	Facilitate inclusion for people with disability
Group D – Swim Teacher
HLTAID009	Provide cardiopulmonary resuscitation
SISCAQU020	Perform water rescues
SISCAQU023	Plan swimming lessons
SISCAQU024	Teach water familiarisation, buoyancy and mobility skills
SISCAQU025	Teach water safety and survival skills
SISCAQU026	Teach swimming strokes
Group E – General Electives
AHCMOM203	Operate basic machinery and equipment
AHCPGD212	Conduct visual inspection of park facilities
BSBCRT311	Apply critical thinking skills in a team environment
BSBPEF301	Organise personal work priorities
CHCDIV001	Work with diverse people
HLTAID014	Provide Advanced First Aid
HLTAID015	Provide advanced resuscitation and oxygen therapy
HLTINF006	Apply basic principles and practices of infection prevention and control
SIFCBGM001	Provide general grounds care
SIRXCEG002	Assist with customer difficulties
SISCAQU015	Test pool water quality
SISCAQU018	Operate self-contained breathing apparatus in aquatic facility emergencies
SISCAQU027	Promote development of infants and toddlers in an aquatic environment
SISCAQU028	Assist participants with a disability during aquatic activities
SISCAQU029	Perform open water rescues
SISCAQU030	Monitor and maintain inflatable aquatic equipment
SISOFLD002	Minimise environmental impact
SISSPAR004	Book athlete travel and accommodation
SISSPAR009	Participate in conditioning for sport
SISSSCO001	Conduct sport coaching sessions with foundation level participants
SISSSOF002	Continuously improve officiating skills and knowledge
SISXFAC007	Maintain clean facilities
SISXIND009	Respond to interpersonal conflict
SISXMGT002	Develop and maintain stakeholder relationships
SITEEVT022	Provide event production support
SITXFSA005	Use hygienic practices for food safety

Qualification Mapping Information

Supersedes and is not equivalent to merged qualifications SIS30115 Certificate III in Sport and Recreation and SIS31015 Certificate III in Aquatics and Community Recreation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30321 Certificate III in Fitness

Modification History

Supersedes and is not equivalent to SIS30315 Certificate III in Fitness.

Qualification Description

This qualification reflects the role of group and gym fitness instructors. These fitness instructors may plan and deliver group exercise sessions and develop gym-based programs for individuals where the level of personalised instruction and ongoing client monitoring is limited. They work in predictable environments under general supervision. When instructing groups or interacting with clients, they use discretion and judgment to solve routine issues within the parameters of clearly defined organisational policies and procedures.

This qualification provides a pathway to work as a fitness instructor in settings such as fitness facilities, gyms, and leisure and community centres.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

11 core units

4 elective units, consisting of:

2 units from the list below

2 units from the list below, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core Units

BSBOPS304	Deliver and monitor a service to customers
BSBPEF301	Organise personal work priorities
HLTAID011	Provide First Aid
HLTWHS001	Participate in workplace health and safety
SISFFIT032	Complete pre-exercise screening and service orientation
SISFFIT033	Complete client fitness assessments
SISFFIT035	Plan group exercise sessions
SISFFIT036	Instruct group exercise sessions
SISFFIT040	Develop and instruct gym-based exercise programs for individual clients
SISFFIT047	Use anatomy and physiology knowledge to support safe and effective exercise
SISFFIT052	Provide healthy eating information

Elective units

BSBOPS403	Apply business risk management processes
BSBSUS211	Participate in sustainable work practices
BSBWHS332X	Apply infection prevention and control procedures to own work activities
BSBXTW301	Work in a team
CHCDIV001	Work with diverse people
CHCMHS001	Work with people with mental health issues
HLTWHS005	Conduct manual tasks safely
SIRXSLS001	Sell to the retail customer
SISCAQU002	Perform basic water rescues
SISCCRO001	Plan and conduct recreation programs for older persons
SISFFIT037	Develop and instruct group movement programs for children
SISFFIT038	Plan group water-based exercise sessions
SISFFIT039	Instruct group water-based exercise sessions
SISFFIT048	Use anatomy and physiology knowledge to support safe and effective water-based exercise
SISXDIS001	Facilitate inclusion for people with a disability
SISXEMR001	Respond to emergency situations
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions
SISXIND009	Respond to interpersonal conflict
SISXIND010	Protect children and young people
SISXRES002	Educate user groups

Qualification Mapping Information

Supersedes and is not equivalent to SIS30315 Certificate III in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30421 Certificate III in Sport - Athlete

Modification History

Supersedes and is equivalent to SIS30419 Certificate III in Sport – Athlete.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to undertake a career as an athlete at a regional, state or national level in a specific sport in the Australian sport industry. Athletes at this level may have access to match-payments, prize money, grants or endorsements as the primary source of their income.

This qualification provides a pathway to work as an athlete. Individuals with this qualification train for events, work with coaches and support staff, compete in sport at a regional, state or territory level and undertake promotional duties. They possess a range of well-developed skills where discretion and judgement are required. They are responsible for their own outputs under the guidance of a coach.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

10 units must be completed:

6 core units

4 elective units, consisting of:

1 unit from Group A, Group B or Group C

at least 2 units from the electives listed in Group D

up to 1 elective unit can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

Packaging Rules for each specialisation:

Group A elective must be selected for award of the Certificate III in Sport - Athlete (Cricket)

Group B elective must be selected for award of the Certificate III in Sport - Athlete (Golf).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units

BSBPEF301	Organise personal work priorities
FNSFLT311	Develop and apply knowledge of personal finances
HLTWHS001	Participate in workplace health and safety
SISSPAR005	Develop athlete personal brand
SISSPAR007	Work as an athlete
SISSPAR008	Maintain personal wellbeing as an athlete

Elective units

Group A: Cricket

SISSCKT002	Participate in cricket at an advanced level

Group B: Golf

SISSGLF003	Participate in golf at an advanced level

Group C: Sport-specific electives

SISSAFL002	Participate in Australian Football at an advanced level
SISSPAR002	Participate in sport at an advanced level

Group D: General electives

BSBCMM411	Make presentations
BSBOPS403	Apply business risk management processes
HLTAID011	Provide First Aid
ICTICT214	Operate application software packages
SISSPAR003	Follow specialist dietary advice
SISSPAR004	Book athlete travel and accommodation
SISSPAR006	Prepare and present athlete sponsorship proposals
SISSPAR009	Participate in conditioning for sport
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISXCAI001	Provide equipment for activities
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities

Qualification Mapping Information

Supersedes and is equivalent to SIS30419 Certificate III in Sport – Athlete.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30521 Certificate III in Sport Coaching

Modification History

Supersedes and is equivalent to SIS30519 Certificate III in Sport – Coach.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to coach participants up to an intermediate level in a specific sport.

This qualification provides a pathway to work in community coaching roles working or volunteering at community-based sport clubs and organisations in the Australian sport industry. Individuals with this qualification possess a range of well-developed skills where discretion and judgement are required. They are responsible for their own outputs.

Possible job titles depend on the specific sport and may include community coach.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

10 units must be completed:

6 core units

4 elective units, consisting of either:

1 unit from Group A or Group B or Group C

at least 1 unit from the electives listed in Group E

up to 2 elective units can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course

or

all the units in Group D.

Packaging Rules for each specialisation:

Group B elective must be selected for award of the Certificate III in Sport Coaching (Swimming)

Group C elective must be selected for award of the Certificate III in Sport Coaching (Tennis)

Group D electives must be selected for award of the Certificate III in Sport Coaching (Equestrian).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units

BSBOPS403	Apply business risk management processes
HLTAID011	Provide First Aid
HLTWHS001	Participate in workplace health and safety
SISSSCO002	Work in a community coaching role
SISSSCO003	Meet participant coaching needs
SISSSCO005	Continuously improve coaching skills and knowledge

Elective units

Group A: Sport-specific electives

SISSBSB002	Coach basketball participants up to an intermediate level
SISSSCO012	Coach sport participants up to an intermediate level
SISSVOL001	Coach volleyball participants up to an intermediate level

Group B: Swimming

SISSSWM001	Coach swimmers up to a competitive level

Group C: Tennis

SISSTNS001	Coach junior players in tennis

Group D: Equestrian

ACMEQU202	Handle horses safely
ACMEQU205	Apply knowledge of horse behaviour
ACMEQU210	Lunge educated horses
SISSEQS001	Coach individual participants in the introduction of equestrian activities

Group E: General electives

BSBOPS405	Organise business meetings
CHCYTH001	Engage respectfully with young people
SISSSCO006	Implement sport selection policies and procedures
SISSSCO009	Work collaboratively with others in a sport environment
SISSSCO016	Coach participants in sport competition
SISSSOF001	Work as an official in sport
SISSSOF002	Continuously improve officiating skills and knowledge
SISSSOF003	Officiate sport competitions
SISSSPT001	Implement sport injury prevention and management strategies
SISXADM001	Organise and supervise participant travel
SISXCAI009	Instruct strength and conditioning techniques
SISXDIS001	Facilitate inclusion for people with a disability
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities
SISXIND006	Conduct sport, fitness or recreation events
SISXIND009	Respond to interpersonal conflict
SISXIND010	Protect children and young people

Qualification Mapping Information

Supersedes and is equivalent to SIS30519 Certificate III in Sport – Coach.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30619 Certificate III in Outdoor Leadership

Modification History

Release 2.	Supersedes and is equivalent to Release 1. SIS30619 Certificate III in Outdoor Leadership.
Release 1.	No equivalent qualification.

Qualification Description

This qualification reflects the role of skilled outdoor recreation leaders who lead and supervise dependent participants in recreational activities according to pre-determined activity plans, adjusting as required to suit conditions and participant abilities.

Leaders are skilled in recreational activity techniques and have well-developed leadership skills to manage group participation, cohesion, operational logistics, risk and problems as they arise. Using discretion and judgement, they work with some independence and under limited supervision using clearly defined plans, policies and procedures to guide work activities.

This qualification reflects the role of leaders who can work in a range of settings including indoor centres and outdoor adventure learning centres and camps, or relatively close to base in the field. They have access to reliable communication systems and assistance from medical and emergency services. When in the field, supervision is provided remotely, in the form of support from base, to deal appropriately with unplanned events or significant problems.

This qualification provides a pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

22 units must be completed:

9 core units

13 elective units, consisting of:

all the units in any two Groups A to AB

the remaining elective units can be selected from Groups A to AB, Group AC, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units

HLTWHS001	Participate in workplace health and safety
PUAOPE013	Operate communications systems and equipment
SISOFLD002	Minimise environmental impact
SISOPLN001	Finalise operation of outdoor recreation activities
SISOPLN004	Identify hazards, assess and control risks for outdoor recreation activities
SISOPLN005	Interpret weather and environmental conditions for outdoor recreation activities
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXFAC001	Maintain equipment for activities

Elective units

Group A: Abseiling, Artificial Surfaces

SISOABS002	Abseil single pitches, artificial surfaces
SISOABS005	Establish ropes for single pitch abseiling on artificial surfaces
SISOABS008	Lead single pitch abseiling activities on artificial surfaces

Group B: Abseiling, Natural Surfaces

SISOABS003	Abseil single pitches, natural surfaces
SISOABS006	Establish ropes for single pitch abseiling on natural surfaces
SISOABS009	Lead single pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group C: Bushwalking, Tracked Environments

SISOBWG001	Bushwalk in tracked environments
SISOBWG005	Lead bushwalks in tracked environments
SISOFLD006	Navigate in tracked environments

Group D: Bushwalking, Difficult Tracked Environments

SISOBWG002	Bushwalk in difficult tracked environments
SISOBWG006	Lead bushwalks in difficult tracked environments
SISOFLD007	Navigate in difficult tracked environments

Group E: Challenge Course, Low elements

SISOABL001	Lead adventure-based learning activities
SISOCHC001	Lead challenge course sessions, low elements

Group F: Challenge Course, High elements

SISOABL001	Lead adventure-based learning activities
SISOCHC003	Lead challenge course sessions, high elements

Group G: Climbing, Artificial Surfaces

SISOCLM001	Top rope climb single pitches, artificial surfaces
SISOCLM005	Establish belays for single pitch climbing on artificial surfaces
SISOCLM008	Lead single pitch climbing activities on artificial surfaces, top rope climbing

Group H: Climbing, Natural Surfaces, Top Rope

SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM009	Lead single pitch climbing activities on natural surfaces, top rope climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group I: Canoeing, Inland Flat Water

SISOCNE002	Paddle a canoe on inland flatwater
SISOCNE005	Lead canoeing activities on inland flatwater

Group J: Caving

SISOCVE001	Traverse caves
SISOCVE002	Descend and ascend ladders in caves
SISOCVE003	Abseil single pitches in caves
SISOCVE004	Descend and ascend single ropes in caves
SISOCVE005	Establish ropes, ladders and belays for caving
SISOCVE006	Lead caving activities
SISORSC002	Perform vertical rescues

Group K: Cycle Touring, On Road

SISOCYT001	Set up, maintain and repair bicycles
SISOCYT002	Ride bicycles on roads and pathways, easy conditions
SISOCYT006	Lead cycling activities on roads and pathways, easy conditions
TLIH3002	Plan and navigate routes

Group L: Cycle Touring, Off Road Easy Trails

SISOCYT001	Set up, maintain and repair bicycles
SISOCYT004	Ride off road bicycles on easy trails
SISOCYT008	Lead off road cycling activities on easy trails
SISOFLD006	Navigate in tracked environments

Group M: Four Wheel Driving

FWPCOT3260	Recover four wheel drive vehicles
SISODRV002	Lead four wheel driving activities
TLIB0002	Carry out vehicle inspection
TLIC2025	Operate four wheel drive vehicle
TLIH3002	Plan and navigate routes

Group N: Horse Trail Riding

RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOEQU003	Ride horses on tracked trail rides
SISOEQU005	Guide horse trail rides in tracked areas
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOFLD006	Navigate in tracked environments

Group O: Fishing

SISOFSH001	Locate, attract and catch fish
SISOFSH002	Select and catch bait
SISOFSH003	Select and rig tackle outfits
SISOFSH004	Lead fishing activities

Group P: Kayaking, Inland Flatwater

SISOKYK001	Paddle a kayak on inland flatwater
SISOKYK005	Lead kayaking activities on inland flatwater

Group Q: Sea Kayaking, Enclosed Waters

SISOKYS001	Paddle a sea kayak in enclosed waters
SISOKYS004	Lead sea kayaking activities in enclosed waters

Group R: Personal Water Craft

SISOFLD005	Navigate waterway courses
SISOPWC001	Ride personal watercraft in smooth water conditions
SISOPWC002	Ride personal watercraft in slight water conditions
SISOPWC003	Lead personal water craft activities in smooth water conditions
SISOPWC004	Lead personal water craft activities in slight water conditions

Group S: Rafting, Grade 2 Rivers

SISOFLD006	Navigate in tracked environments
SISORAF001	Guide a raft on grade 2 rivers
SISORAF004	Lead rafting activities on grade 2 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water

Group T: Sailing Small Boats

SISOSAI001	Sail small boats in smooth water and light to moderate wind conditions
SISOSAI002	Sail small boats in partially smooth water and moderate to fresh wind conditions
SISOSAI004	Lead sailing activities in smooth water and light to moderate wind conditions
SISOSAI005	Lead sailing activities boats in partially smooth water and moderate to fresh wind conditions

Group U: SCUBA Diving

SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB004	Navigate prescribed routes underwater
SISOSCB006	Perform diver rescues
SISOSCB010	Lead SCUBA diving activities

Group V: Ski Touring

SISOFLD007	Navigate in difficult tracked environments
SISOSKT001	Ski on easy cross country terrain
SISOSKT003	Use snow craft skills for alpine touring
SISOSKT004	Lead skiing activities on easy cross country terrain

Group W: Snorkelling

SISCAQU002	Perform basic water rescues
SISOSNK001	Snorkel
SISOSNK002	Lead snorkelling activities

Group X: Surfing, Beginner

SISORSC007	Perform basic surf rescues
SISOSRF001	Surf small waves using basic manoeuvres
SISOSRF004	Lead surfing activities, small waves and basic manoeuvres

Group Y: Surfing, Intermediate

SISORSC007	Perform basic surf rescues
SISOSRF002	Surf waves using intermediate manoeuvres
SISOSRF005	Lead surfing activities, intermediate manoeuvres

Group Z: Stand up Paddle Boarding, Inland Flatwater

SISOSUP001	Paddle a stand up board on inland flatwater
SISOSUP004	Lead stand up paddle boarding activities on inland flatwater

Group AA: Stand up Paddle Boarding, Surf

SISORSC007	Perform basic surf rescues
SISOSUP002	Paddle a stand up board in small waves
SISOSUP005	Lead stand up paddle boarding activities on small waves

Group AB: Windsurfing

SISCAQU002	Perform basic water rescues
SISOWIN001	Windsurf in smooth water and light wind conditions
SISOWIN002	Lead windsurfing activities in smooth water and light wind conditions

Group AC: General electives

ACMHBR310	Prevent and treat equine injury and disease
BSBPEF301	Organise personal work priorities
CHCPRT002	Support the rights and safety of children and young people
CHCYTH001	Engage respectfully with young people
FWPFGM3214	Operate a four wheel drive in a towing situation
HLTAID011	Provide First Aid
ICTICT214	Operate application software packages
MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
MEM50010	Respond to boating emergencies and incidents
SISOARC001	Lead archery sessions
SISODRV001	Drive AWD/4WD vehicles on unsealed roads
SISOFLD003	Select, set up and operate a temporary or overnight site
SISOSCB002	SCUBA dive from boats
SISOSCB003	SCUBA dive at night
SISOSCB007	Inspect and fill SCUBA cylinders
SISOSCB008	SCUBA dive using Enriched Air Nitrox
SISXCAI001	Provide equipment for activities
SISXCAI006	Facilitate groups
SISXDIS001	Facilitate inclusion for people with a disability
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFAC003	Implement facility maintenance programs
SISXFIN002	Process financial transactions
SISXIND001	Work effectively in sport, fitness and recreation environments
SISXIND002	Maintain sport, fitness and recreation industry knowledge
SISXIND010	Protect children and young people
SITTGDE002	Work as a guide
SITTGDE004	Lead tour groups
SITTGDE005	Prepare and present tour commentaries or activities
SITTGDE006	Develop and maintain the general and regional knowledge required by guides
SITTGDE007	Research and share general information on Australian Indigenous cultures
SITTGDE008	Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE009	Prepare specialised interpretive content on marine environments
SITTGDE010	Prepare specialised interpretive content on cultural and heritage environments
SITTGDE011	Coordinate and operate tours
SITTTOP002	Provide outdoor catering
SITXCOM002	Show social and cultural sensitivity
SITXFSA001	Use hygienic practices for food safety
SITXFSA002	Participate in safe food handling practices
TAEDEL301	Provide work skill instruction
TLIB2003	Carry out vehicle servicing and maintenance
TLIB2008	Carry out inspection of trailers
TLIB2119	Carry out maintenance of trailers

Qualification Mapping Information

Release 2.	Supersedes and is equivalent to Release 1. SIS30619 Certificate III in Outdoor Leadership.
Release 1.	No equivalent qualification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40122 Certificate IV in Sport, Aquatics and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who coordinate operational logistics for recreation services. It applies to senior technical and operational staff who work independently or with limited guidance from others. They take responsibility for their own work functions and outputs, and supervise the work of others.

Specialisations are available in customer service, aquatic technical operations, recreation programs and swim school coordination but are not mandatory to achieve this qualification.

This qualification provides a pathway to work for any type of sport, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are not entry requirements for this qualification.

Packaging Rules

17 units must be completed:

8 core units

9 elective units, consisting of:

6 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules to achieve a specialisation:

4 units from Group A must be selected for award of Certificate IV in Sport, Aquatics and Recreation (Customer Service)

All 4 units from Group B must be selected for award of Certificate IV in Sport, Aquatics and Recreation (Aquatic Technical Operations)

4 units from Group C must be selected for award of Certificate IV in Sport, Aquatics and Recreation (Recreation Programs)

4 units from Group D must be selected for award of Certificate IV in Sport, Aquatics and Recreation (Swim School Coordination)

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives shown in italics have prerequisite units of competency, which are also listed within their appropriate group.

CORE UNITS
BSBPEF402	Develop personal work priorities
HLTWHS003	Maintain work health and safety
SISXEMR004	Coordinate emergency responses
SISXFAM003	Develop and review budgets for activities or projects
SISXFAM004	Analyse participation patterns
SISXMGT002	Develop and maintain stakeholder relationships
SISXMGT004	Coordinate work teams
SISXPLD006	Identify hazards, assess and control risks for sport, fitness and recreation activities
ELECTIVE UNITS
Group A – Customer Service
BSBFIN302	Maintain financial records
BSBTEC301	Design and produce business documents
SIRXCEG002	Assist with customer difficulties
SIRXCEG008	Manage disrespectful, aggressive or abusive customers
SISXCCS005	Monitor and evaluate customer service
SISXFAC012	Promote safe and effective use of facilities
Group B – Aquatic Technical Operations
SISCAQU015	Test pool water quality
SISCAQU016	Manage pool water quality
SISCAQU017	Monitor and maintain aquatic facility plant and equipment
SISXFAC009	Coordinate facility maintenance
Group C – Recreation Programs
SISXFAC012	Promote safe and effective use of facilities
SISXIND010	Protect children and young people
SISXMGT005	Facilitate community recreation initiatives
SISXPLD003	Plan recreation programs
SISXPLD004	Facilitate groups
SISXPLD005	Facilitate inclusion for people with disability
Group D – Swim School Coordination
BSBSTR402	Implement continuous improvement
SISXFAC012	Promote safe and effective use of facilities
SISXIND010	Protect children and young people
SISXPLD007	Schedule sport, fitness, aquatic and recreation activities
SITXCCS015	Enhance customer service experiences
Group E – General Electives
BSBLDR412	Communicate effectively as a workplace leader
BSBLDR414	Lead team effectiveness
BSBOPS405	Organise business meetings
BSBOPS406	Participate in organisational governance
BSBPMG430	Undertake project work
CHCCDE021	Develop and support community resources
CHCCDE023	Develop and provide community projects
CHCDIV001	Work with diverse people
CHCYTH021	Support youth programs
HLTAID011	Provide First Aid
HLTAID014	Provide Advanced First Aid
HLTAID015	Provide advanced resuscitation and oxygen therapy
HLTINF007	Implement and monitor infection prevention and control standards, policies and procedures
PSPPCM007	Manage contracts
SIRXOSM002	Maintain ethical and professional standards when using social media and online platforms
SIRXOSM003	Use social media and online tools
SISCAQU018	Operate self-contained breathing apparatus in aquatic facility emergencies
SISCAQU021	Perform complex water rescues
SISCAQU022	Provide oxygen resuscitation and therapy in an aquatic environment
SISOPLN006	Plan for minimal environmental impact
SISXCAI011	Develop and deliver long-term training programs
SISXFAC008	Monitor and maintain facility plant and equipment
SISXFAC011	Manage stock supply and purchase
SISXFAM001	Organise and supervise participant travel
SISXFAM006	Coordinate sport, fitness or recreation events
SISXIND008	Manage legal compliance in sport and recreation
SISXIND011	Maintain sport, fitness and recreation industry knowledge
SISXIND012	Select and use technology for sport, fitness and recreation work
SISXMGT003	Recruit, induct and manage volunteers

Qualification Mapping Information

Supersedes and is not equivalent to SIS40115 Certificate IV in Sport and Recreation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40221 Certificate IV in Fitness

Modification History

Supersedes and is not equivalent to SIS40215 Certificate IV in Fitness.

Qualification Description

This qualification reflects the role of personal trainers who develop, instruct and evaluate personalised exercise programs for generally healthy and low risk clients, to achieve specific fitness goals. Clients with higher health risks are referred to medical or allied health professionals. Personal trainers work independently using highly developed fitness skills and knowledge in both routine and unpredictable situations. They use well-developed communication and collaboration skills to interact with clients and health professionals to improve client fitness outcomes.

This qualification provides a pathway to work as an employed or self-employed personal trainer in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes, and outdoor locations. Personal trainers may offer services to individuals and groups, and may provide online training services. In some employment contexts, personal trainers may be involved in team leadership or supervisory activities.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

Entry to this qualification is open to individuals who hold the following units of competency or units that have been superseded by these units:

HLTAID011	Provide First Aid (or a unit that supersedes this unit)
HLTWHS001	Participate in workplace health and safety
SISFFIT032	Complete pre-exercise screening and service orientation
SISFFIT033	Complete client fitness assessments
SISFFIT035	Plan group exercise sessions
SISFFIT036	Instruct group exercise sessions
SISFFIT040	Develop and instruct gym-based exercise programs for individual clients
SISFFIT047	Use anatomy and physiology knowledge to support safe and effective exercise
SISFFIT052	Provide healthy eating information

Packaging Rules

17 units must be completed:

10 core units

7 elective units, consisting of:

2 units from Group A

2 units from Group B

3 units from Group A, B, or C, elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units

CHCCOM006	Establish and manage client relationships
SISFFIT041	Develop personalised exercise programs
SISFFIT042	Instruct personalised exercise sessions
SISFFIT043	Develop and instruct personalised exercise programs for body composition goals
SISFFIT044	Develop and instruct personalised exercise programs for older clients
SISFFIT045	Develop and instruct personalised exercise programs for adolescent clients
SISFFIT049	Use exercise science principles in fitness instruction
SISFFIT050	Support exercise behaviour change
SISFFIT051	Establish and maintain professional practice for fitness instruction
SISFFIT053	Support healthy eating for individual fitness clients

Elective units Group A: Exercise Instruction
SISFFIT034	Assess client movement and provide exercise advice
SISFFIT037	Develop and instruct group movement programs for children
SISFFIT046	Plan and instruct online exercise sessions
SISXCAI005	Conduct individualised long-term training programs
SISXCAI009	Instruct strength and conditioning techniques
SISXCAI010	Develop strength and conditioning programs
SISXDIS002	Plan and conduct disability programs

Group B: Business Operations and Leadership
BSBESB301	Investigate business opportunities
BSBESB302	Develop and present business proposals
BSBESB303	Organise finances for new business ventures
BSBESB401	Research and develop business plans
BSBESB402	Establish legal and risk management requirements of new business ventures
BSBESB403	Plan finances for new business ventures
BSBESB404	Market new business ventures
BSBESB405	Manage compliance for small businesses
BSBESB407	Manage finances for new business ventures
BSBLDR414	Lead team effectiveness
SISXIND005	Coordinate work teams or groups
TAEDEL404	Mentor in the workplace

Group C: General Electives
BSBCMM411	Make presentations
BSBCRT411	Apply critical thinking to work practices
CHCAGE001	Facilitate the empowerment of older people
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV001	Work with diverse people
CHCLAH002	Contribute to leisure and health programming
CHCLAH005	Incorporate lifespan development and sociological concepts into leisure and health programming
CHCMHS001	Work with people with mental health issues
CHCYTH001	Engage respectfully with young people
HLTINF004	Manage the prevention and control of infection
HLTWHS003	Maintain work health and safety
HLTWHS005	Conduct manual tasks safely
SIRXOSM002	Maintain ethical and professional standards when using social media and online platforms
SIRXOSM003	Use social media and online tools
SIRXOSM005	Develop a basic website for customer engagement
SIRXSLS001	Sell to the retail customer
SISCAQU002	Perform basic water rescues
SISFFIT038	Plan group water-based exercise sessions
SISFFIT039	Instruct group water-based exercise sessions
SISFFIT048	Use anatomy and physiology knowledge to support safe and effective water-based exercise
SISXDIS001	Facilitate inclusion for people with a disability
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND004	Analyse participation patterns
SISXIND006	Conduct sport, fitness or recreation events

Qualification Mapping Information

Supersedes and is not equivalent to SIS40215 Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40321 Certificate IV in Sport Coaching

Modification History

Supersedes and is equivalent to SIS40319 Certificate IV in Sport Coaching.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to coach participants up to an advanced level in a specific sport.

This qualification provides a pathway to work in advanced community coaching roles working or volunteering at community-based sport clubs and organisations in the Australian sport industry. Individuals with this qualification possess a range of highly developed coaching and communication skills with sound industry knowledge. They work with independence, taking responsibility for their own functions and outputs.

Possible job titles depend on the specific sport and may include:

Advanced coach

Head coach

Performance coach

Development coach

Senior coach.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

11 units must be completed:

7 core units

4 elective units, consisting of either:

1 unit from Group A or Group B or Group C

at least 2 units from the electives listed in Group E

up to 1 elective unit can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course

or

all the units from Group D

1 unit from the electives below or from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

Packaging Rules for each specialisation:

all Group B electives must be selected for award of the Certificate IV in Sport Coaching (Swimming)

all Group C electives must be selected for award of the Certificate IV in Sport Coaching (Tennis)

all Group D electives must be selected for award of the Certificate IV in Sport Coaching (Equestrian).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units
BSBOPS403	Apply business risk management processes
HLTAID011	Provide First Aid
HLTWHS003	Maintain work health and safety
SISSSCO003	Meet participant coaching needs
SISSSCO005	Continuously improve coaching skills and knowledge
SISSSCO015	Prepare participants for sport competition
SISXIND009	Respond to interpersonal conflict
Elective units
Group A: Sport-specific electives
SISSSCO013	Coach sport participants up to an advanced level
Group B: Swimming
SISSSWM002	Coach swimmers up to a high-performance level
Group C: Tennis
SISSTNS002	Coach intermediate players in tennis
Group D: Equestrian
ACMPHR401	Interpret equine behaviour
SISOEQU001	Handle horses
SISSEQS002	Coach unofficial local competition participants in equestrian
Group E: General electives
ACMEQU202	Handle horses safely
ACMEQU205	Apply knowledge of horse behaviour
ACMEQU210	Lunge educated horses
ACMEQU301	Introduce horses to lunge exercise
BSBOPS405	Organise business meetings
CHCVOL003	Recruit, induct and support volunteers
CHCYTH001	Engage respectfully with young people
SISOEQU012	Assess horses for sport or recreational performance
SISOEQU013	Condition horses for sport or recreational performance
SISOEQU014	Determine nutritional requirements for sport or recreational horses
SISOEQU015	Acquire and educate horses for sport or recreational programs
SISSSCO006	Implement sport selection policies and procedures
SISSSCO009	Work collaboratively with others in a sport environment
SISSSCO010	Implement sport talent identification programs
SISSSCO016	Coach participants in sport competition
SISSSPT001	Implement sport injury prevention and management strategies
SISXADM001	Organise and supervise participant travel
SISXCAI010	Develop strength and conditioning programs
SISXDIS001	Facilitate inclusion for people with a disability
SISXEMR002	Coordinate emergency responses
SISXFAC003	Implement facility maintenance programs
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND006	Conduct sport, fitness or recreation events
SISXIND010	Protect children and young people
SISXMGT001	Develop and maintain stakeholder relationships
TAEDEL404	Mentor in the workplace

Qualification Mapping Information

Supersedes and is equivalent to SIS40319 Certificate IV in Sport Coaching.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40421 Certificate IV in Sport Development

Modification History

Supersedes and is equivalent to SIS40419 Certificate IV in Sport Development.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to pursue a career in sport development. Functions for someone with this qualification can include liaising with stakeholder groups to increase the profile of sport, implementing and administering community sports programs, recruiting volunteers and participants and organising sport events.

This qualification provides a pathway to work as sport development officers and coordinators working in community based sport organisations and clubs in the Australian sports industry. Individuals with this qualification possess a range of highly developed communication skills with sound sport industry knowledge. They work with independence, taking responsibility for their own functions and outputs.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

8 core units

6 elective units, consisting of:

at least 4 units from the electives below

up to 2 elective unit can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units

BSBHRM413	Support the learning and development of teams and individuals
BSBOPS403	Apply business risk management processes
HLTWHS003	Maintain work health and safety
SISXCAI004	Plan and conduct programs
SISXIND004	Analyse participation patterns
SISXIND006	Conduct sport, fitness or recreation events
SISXIND009	Respond to interpersonal conflict
SISXMGT001	Develop and maintain stakeholder relationships

Elective units

BSBOPS405	Organise business meetings
CHCCDE007	Develop and provide community projects
CHCVOL003	Recruit, induct and support volunteers
CHCYTH001	Engage respectfully with young people
HLTAID011	Provide First Aid
SISSPAR006	Prepare and present athlete sponsorship proposals
SISSSCO009	Work collaboratively with others in a sport environment
SISXADM001	Organise and supervise participant travel
SISXCCS002	Coordinate client service activities
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXEMR002	Coordinate emergency responses
SISXFAC003	Implement facility maintenance programs
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND007	Develop and implement participation strategies
SISXIND010	Protect children and young people
SISXRES002	Educate user groups

Qualification Mapping Information

Supersedes and is equivalent to SIS40419 Certificate IV in Sport Development.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40621 Certificate IV in Outdoor Leadership

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of highly skilled outdoor recreation leaders who lead and supervise dependent participants in recreational activities according to activity plans, which they develop.

These leaders are proficient in recreational activity techniques and have well-developed leadership skills to manage group participation, cohesion, operational logistics, risk and significant problems as they arise. While actions are limited by the parameters of plans, policies and procedures, they work with a considerable amount of autonomy.

This qualification reflects the role of leaders who can work at or close to base but often work in remote areas distant from support. Communication systems may be unreliable and assistance from medical and emergency services may not be readily available. They are expected to make high level independent judgements about logistical, technical, safety and emergency response issues.

This qualification provides a pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

27 units must be completed:

12 core units

15 elective units, consisting of:

all the units in any two Groups A to AH

the remaining elective units can be selected from Groups A to AH, Group AI elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units

HLTWHS003	Maintain work health and safety
PUAOPE013	Operate communications systems and equipment
SISOFLD002	Minimise environmental impact
SISOPLN001	Finalise operation of outdoor recreation activities
SISOPLN002	Plan activity sessions
SISOPLN004	Identify hazards, assess and control risks for outdoor recreation activities
SISOPLN005	Interpret weather and environmental conditions for outdoor recreation activities
SISORSC001	Conduct search and rescue
SISXCAI006	Facilitate groups
SISXCCS003	Address client needs
SISXEMR002	Coordinate emergency responses
SISXFAC001	Maintain equipment for activities

Elective units

Group A Abseiling, Natural Surfaces, Single pitch

SISOABS003	Abseil single pitches, natural surfaces
SISOABS006	Establish ropes for single pitch abseiling on natural surfaces
SISOABS009	Lead single pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group B Abseiling, Natural Surfaces, Multi pitch

SISOABS004	Abseil multi pitches, natural surfaces
SISOABS007	Establish ropes for multi pitch abseiling on natural surfaces
SISOABS010	Lead multi pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group C Bushwalking, Difficult Tracked Environments, Rivers

SISOBWG002	Bushwalk in difficult tracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG006	Lead bushwalks in difficult tracked environments
SISOFLD007	Navigate in difficult tracked environments

Group D Bushwalking, Extremely Difficult Tracked and Untracked Environments

SISOBWG003	Bushwalk in extremely difficult tracked and untracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG007	Lead bushwalks in extremely difficult tracked and untracked environments
SISOFLD008	Navigate in extremely difficult tracked and untracked environments

Group E Canyoning, Easy to Intermediate

SISOCAY001	Traverse canyons
SISOCAY002	Abseil in easy to intermediate canyons
SISOCAY004	Establish ropes and belays for abseils in easy to intermediate canyons
SISOCAY006	Lead canyoning activities, easy to intermediate canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues

Group F Canyoning, Intermediate to Advanced

SISOCAY001	Traverse canyons
SISOCAY003	Abseil in intermediate to advanced canyons
SISOCAY005	Establish ropes and belays for abseils in intermediate to advanced canyons
SISOCAY007	Lead canyoning activities, intermediate to advanced canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group G Challenge Course, Low elements

SISOABL002	Facilitate adventure-based learning activities
SISOCHC001	Lead challenge course sessions, low elements
SISOCHC002	Set up and supervise challenge course sessions, low elements

Group H Challenge Course, High elements

SISOABL002	Facilitate adventure-based learning activities
SISOCHC003	Lead challenge course sessions, high elements
SISOCHC004	Set up and supervise challenge course sessions, high elements

Group I Climbing, Natural Surfaces, Top Rope

SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM009	Lead single pitch climbing activities on natural surfaces, top rope climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group J Climbing, Natural Surfaces, Lead, Single Pitch

SISOCLM003	Lead climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM010	Lead single pitch climbing activities on natural surfaces, lead climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group K Climbing, Natural Surfaces, Lead, Multi Pitch

SISOCLM004	Lead climb multi pitches, natural surfaces
SISOCLM007	Establish belays for multi pitch climbing on natural surfaces
SISOCLM011	Lead multi pitch climbing activities on natural surfaces, lead climbing
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group L Canoeing, Moving Water

SISOCNE002	Paddle a canoe on inland flatwater
SISOCNE003	Paddle a canoe on moving water up to grade 1 rivers
SISOCNE005	Lead canoeing activities on inland flatwater
SISOCNE006	Lead canoeing activities on moving water up to grade 1 rivers
SISOFLD006	Navigate in tracked environments

Group M Canoeing, White Water

SISOCNE004	Paddle a canoe on grade 2 rivers
SISOCNE007	Lead canoeing activities on grade 2 rivers
SISOFLD006	Navigate in tracked environments
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water

Group N Caving

SISOCVE001	Traverse caves
SISOCVE002	Descend and ascend ladders in caves
SISOCVE003	Abseil single pitches in caves
SISOCVE004	Descend and ascend single ropes in caves
SISOCVE005	Establish ropes, ladders and belays for caving
SISOCVE006	Lead caving activities
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group O Cycle Touring, On Road

SISOCYT001	Set up, maintain and repair bicycles
SISOCYT003	Ride bicycles on roads, up to moderate terrain and heavy traffic
SISOCYT007	Lead cycling activities on roads, up to moderate terrain and heavy traffic
TLIH3002	Plan and navigate routes

Group P Cycle Touring, Off Road Intermediate Trails

SISOCYT001	Set up, maintain and repair bicycles
SISOCYT005	Ride off road bicycles on intermediate trails
SISOCYT009	Lead off road cycling activities on intermediate trails
SISOFLD007	Navigate in difficult tracked environments

Group Q Four Wheel Driving

FWPCOT3260	Recover four wheel drive vehicles
MSS024023	Navigate in urban, regional and remote areas
SISODRV002	Lead four wheel driving activities
TLIB0002	Carry out vehicle inspection
TLIB2003	Carry out vehicle servicing and maintenance
TLIC2025	Operate four wheel drive vehicle

Group R Horse Trail Riding, Untracked

RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOEQU004	Ride horses on untracked trail rides
SISOEQU006	Guide horse trail rides in untracked areas
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOEQU011	Manage horse illness and injury in remote areas
SISOFLD008	Navigate in extremely difficult tracked and untracked environments

Group S Horse Handling and Riding Instruction

SISOEQU001	Handle horses
SISOEQU007	Instruct horse handling skills
SISOEQU008	Instruct fundamental horse riding skills
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities

Group T Horse Care

ACMHBR310	Prevent and treat equine injury and disease
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU014	Determine nutritional requirements for sport or recreational horses

Group U Kayaking, Moving Water

SISOFLD006	Navigate in tracked environments
SISOKYK001	Paddle a kayak on inland flatwater
SISOKYK002	Paddle a kayak on moving water up to grade 1 rivers
SISOKYK005	Lead kayaking activities on inland flatwater
SISOKYK006	Lead kayaking activities on moving water up to grade 1 rivers

Group V Kayaking, White Water, Grade 2 Rivers

SISOFLD006	Navigate in tracked environments
SISOKYK003	Paddle a kayak on grade 2 rivers
SISOKYK007	Lead kayaking activities on grade 2 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water

Group W Sea Kayaking

SISOFLD005	Navigate waterway courses
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOKYS002	Paddle a sea kayak in sheltered coastal waters
SISOKYS004	Lead sea kayaking activities in enclosed waters
SISOKYS005	Lead sea kayaking activities in sheltered coastal waters

Group X Sea Kayaking, Exposed Waters

SISOFLD005	Navigate waterway courses
SISOKYS003	Paddle a sea kayak in exposed coastal waters
SISOKYS006	Lead sea kayaking activities in exposed coastal waters

Group Y Rafting, Grade 3 Rivers

SISOFLD006	Navigate in tracked environments
SISORAF002	Guide a raft on grade 3 rivers
SISORAF005	Lead rafting activities on grade 3 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues

Group Z Rafting, Grade 4 Rivers

SISOFLD006	Navigate in tracked environments
SISORAF003	Guide a raft on grade 4 rivers
SISORAF006	Lead rafting activities on grade 4 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues

Group AA Sailing Small Boats

SISOSAI002	Sail small boats in partially smooth water and moderate to fresh wind conditions
SISOSAI003	Sail small boats in open coastal waters and moderate wind conditions
SISOSAI005	Lead sailing activities boats in partially smooth water and moderate to fresh wind conditions
SISOSAI006	Lead sailing activities boats in open coastal waters and moderate wind conditions

Group AB SCUBA Diving

SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB004	Navigate prescribed routes underwater
SISOSCB006	Perform diver rescues
SISOSCB010	Lead SCUBA diving activities

Group AC SCUBA Specialist Diving

SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB003	SCUBA dive at night
SISOSCB005	Complete underwater search and recovery dives
SISOSCB009	SCUBA dive to depths between 18 and 40 metres
SISOSCB011	Lead specialised SCUBA diving activities

Group AD Ski Touring

SISOFLD008	Navigate in extremely difficult tracked and untracked environments
SISOSKT002	Ski on intermediate cross country terrain
SISOSKT003	Use snow craft skills for alpine touring
SISOSKT005	Lead skiing activities on intermediate cross country terrain

Group AE Surfing, Intermediate

SISORSC007	Perform basic surf rescues
SISOSRF002	Surf waves using intermediate manoeuvres
SISOSRF005	Lead surfing activities, intermediate manoeuvres

Group AF Surfing, Advanced

SISORSC007	Perform basic surf rescues
SISOSRF003	Surf waves using advanced manoeuvres
SISOSRF006	Lead surfing activities, advanced manoeuvres

Group AG Stand up Paddle Boarding, Surf

SISORSC007	Perform basic surf rescues
SISOSUP002	Paddle a stand up board in small waves
SISOSUP005	Lead stand up paddle boarding activities on small waves

Group AH Stand up Paddle Boarding Sheltered Coastal Waters

SISOSUP003	Paddle a stand up board in sheltered coastal waters
SISOSUP006	Lead stand up paddle boarding activities in sheltered coastal waters

Group AI General electives

BSBLDR414	Lead team effectiveness
BSBPEF402	Develop personal work priorities
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCPRT002	Support the rights and safety of children and young people
CHCYTH001	Engage respectfully with young people
CHCYTH004	Respond to critical situations
FWPFGM3214	Operate a four wheel drive in a towing situation
HLTAID011	Provide First Aid
MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information.
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
SISCAQU002	Perform basic water rescues
SISCAQU007	Perform advanced water rescues
SISOFLD003	Select, set up and operate a temporary or overnight site
SISOFLD004	Provide first aid in remote locations
SISOSCB002	SCUBA dive from boats
SISOSCB007	Inspect and fill SCUBA cylinders
SISOSCB008	SCUBA dive using Enriched Air Nitrox
SISXCCS002	Coordinate client service activities
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXHRM001	Recruit and manage volunteers
SISXIND005	Coordinate work teams or groups
SISXIND010	Protect children and young people
SISXMGT001	Develop and maintain stakeholder relationships
SITTGDE002	Work as a guide
SITTGDE004	Lead tour groups
SITTGDE005	Prepare and present tour commentaries or activities
SITTGDE006	Develop and maintain the general and regional knowledge required by guides
SITTGDE007	Research and share general information on Australian Indigenous cultures
SITTGDE008	Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE009	Prepare specialised interpretive content on marine environments
SITTGDE010	Prepare specialised interpretive content on cultural and heritage environments
SITTGDE011	Coordinate and operate tours
SITTGDE012	Manage extended touring programs
SITTPPD002	Develop interpretive activities
SITTTOP002	Provide outdoor catering
SITXCOM002	Show social and cultural sensitivity
SITXFSA001	Use hygienic practices for food safety
SITXFSA002	Participate in safe food handling practices
TAEASS401	Plan assessment activities and processes
TAEASS402	Assess competence
TAEASS403	Participate in assessment validation
TAEASS502	Design and develop assessment tools
TAEDEL301	Provide work skill instruction
TLIB2008	Carry out inspection of trailers
TLIB2119	Carry out maintenance of trailers

Qualification Mapping Information

Release 1.	Supersedes and is equivalent to SIS40619 Certificate IV in Outdoor Leadership.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50122 Diploma of Sport, Aquatics and Recreation Management

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who manage recreation facilities or services. It applies to program, technical, or operations managers who are responsible for designing systematic approaches to operational practices. They operate with significant autonomy and coordinate the work of teams.

Specialisations are available in customer service, facility operations and program services but are not mandatory to achieve this qualification.

This qualification provides a pathway to work for any type of sport, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

17 units must be completed:

7 core units

10 elective units, consisting of:

8 units from the list below

2 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules to achieve a specialisation:

5 units from Group A must be selected for award of Diploma of Sport, Aquatics and Recreation (Customer Service)

5 units from Group B must be selected for award of Diploma of Sport, Aquatics and Recreation (Facility Operations)

5 units from Group C must be selected for award of Diploma of Sport, Aquatics and Recreation (Program Services)

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives shown in italics have prerequisite units of competency, which are also listed within their appropriate group.

CORE UNITS
BSBOPS504	Manage business risk
BSBTWK502	Manage team effectiveness
FNSORG501	Develop and manage a budget
HLTWHS004	Manage work health and safety
SISXFAM004	Analyse participation patterns
SISXIND008	Manage legal compliance in sport and recreation
SISXMGT002	Develop and maintain stakeholder relationships
ELECTIVE UNITS
Group A - Customer Service
PSPPCM007	Manage contracts
SIRXCEG004	Create a customer-centric culture
SIRXCEG009	Manage workplace responses to disrespectful aggressive or abusive customer behaviour
SIRXOSM002	Maintain ethical and professional standards when using social media and online platforms
SIRXOSM006	Develop and manage social media and online strategies
SISXCCS005	Monitor and evaluate customer service
SISXFAC012	Promote safe and effective use of facilities
Group B - Facility Operations
BSBOPS501	Manage business resources
PSPPCM007	Manage contracts
SISOPLN006	Plan for minimal environmental impact
SISXFAC009	Coordinate facility maintenance
SISXFAC010	Develop maintenance and equipment acquisition plans
SISXFAC011	Manage stock supply and purchase
SISXIND012	Select and use technology for sport, fitness and recreation work
Group C – Program Services
BSBMKG541	Identify and evaluate marketing opportunities
CHCMGT004	Secure and manage funding
SISXFAM005	Develop and implement participation strategies
SISXFAM006	Coordinate sport, fitness or recreation events
SISXMGT005	Facilitate community recreation initiatives
SISXPLD003	Plan recreation programs
SISXPLD007	Schedule sport, fitness, aquatic and recreation activities
SITEEVT028	Manage on-site event operations
Group D - General Electives
AHCBUS516	Develop and review a business plan
BSBHRM521	Facilitate performance development processes
BSBHRM525	Manage recruitment and onboarding
BSBHRM531	Coordinate health and wellness programs
BSBOPS406	Participate in organisational governance
BSBOPS502	Manage business operational plans
BSBSTR503	Develop organisational policy
BSBTWK503	Manage meetings
CHCDIV003	Manage and promote diversity
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCMGT002	Manage partnership agreements with service providers
CHCMGT007	Work effectively with the Board of an organisation
CHCPRP003	Reflect on and improve own professional practice
CHCPRT025	Identify and report children and young people at risk
CHCYTH021	Support youth programs
HLTAID014	Provide Advanced First Aid
HLTINF007	Implement and monitor infection prevention and control standards, policies and procedures
SIRXOSM004	Analyse performance of social media and online business tools
SIRXOSM007	Manage risk to organisational reputation in an online setting
SISXIND010	Protect children and young people
SISXMGT003	Recruit, induct and manage volunteers
SISXMGT004	Coordinate work teams

Qualification Mapping Information

Supersedes and is not equivalent to SIS50115 Diploma of Sport and Recreation Management.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50321 Diploma of Sport

Modification History

Supersedes and is equivalent to SIS50319 Diploma of Sport.

Qualification Description

This qualification reflects the role of individuals who apply the skills and knowledge to pursue a range of roles within the Australian sport industry.

They work or volunteer at community-based sport clubs and organisations in the Australian sport industry.

Individuals with this qualification are involved in the self-directed application of knowledge and skills, and the provision of leadership and support to colleagues. They work autonomously and coordinate and supervise others.

Possible job titles include:

High performance coach

Sport development manager

Talent manager.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

3 core units

11 elective units, consisting of:

at least 9 units from the electives below

up to 2 elective units can be selected from elsewhere in the SIS Training Package, or from any other current Training Package or accredited course.

Packaging Rules for each specialisation:

all Group A electives must be selected for award of the Diploma of Sport (Coaching)

all Group A and Group B electives must be selected for award of the Diploma of Sport (Golf Professional)

all Group C electives must be selected for award of the Diploma of Sport (Sport Development)

all Group A and Group D electives must be selected for award of the Diploma of Sport (Swimming Coaching)

all Group A and Group E electives must be selected for award of the Diploma of Sport (Equestrian Coaching).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core units

BSBOPS504	Manage business risk
HLTWHS003	Maintain work health and safety
SITXHRM003	Lead and manage people

Elective units

Group A: Coaching

HLTAID011	Provide First Aid
SISSSCO003	Meet participant coaching needs
SISSSCO004	Plan, conduct and review coaching programs
SISSSCO007	Apply sport psychology principles
SISSSCO008	Apply anti-doping policies
SISSSCO011	Manage integrity in sport

Group B: Golf Professional

SISSGLF001	Coach advanced level golfers
SISSGLF004	Fit and alter golf equipment
SISSGLF005	Manage the structure and facilitation of golf competitions and tournaments
SISSGLF006	Participate in high performance golf tournaments
SISSGLF007	Manage on-course golf operations

Group C: Sport Development

BSBTWK503	Manage meetings
SISXFIN001	Develop and review budgets for activities or projects
SISXIND008	Manage legal compliance in sport and recreation
SISXMGT001	Develop and maintain stakeholder relationships

Group D: Swimming Coaching

SISSSWM003	Coach swimmers up to an elite level

Group E: Equestrian Coaching

ACMPHR402	Manage horses to meet performance horse sport requirements
ACMPHR403	Evaluate equine training methodologies
ACMPHR505	Manage fitness in performance horses
SISSEQS003	Coach official national competition participants in equestrian

Group F: General electives

ACMPHR503	Evaluate performance horse conformation
BSBHRM525	Manage recruitment and onboarding
BSBMKG541	Identify and evaluate marketing opportunities
BSBOPS502	Manage business operational plan
BSBOPS505	Manage organisational customer service
BSBPEF502	Develop and use emotional intelligence
CHCVOL004	Manage volunteer workforce development
PSPGEN085	Manage media relationships
SISOEQU012	Assess horses for sport or recreational performance
SISOEQU013	Condition horses for sport or recreational performance
SISOEQU014	Determine nutritional requirements for sport or recreational horses
SISOEQU015	Acquire and educate horses for sport or recreational programs
SISSSCO010	Implement sport talent identification programs
SISSSCO014	Develop sport coaches
SISSSCO016	Coach participants in sport competition
SISXADM001	Organise and supervise participant travel
SISXCAI005	Conduct individualised long-term training programs
SISXCAI008	Plan, conduct and review training and recovery programs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND006	Conduct sport, fitness or recreation events
SISXIND007	Develop and implement participation strategies
SISXIND010	Protect children and young people
SITXMGT003	Manage projects

Qualification Mapping Information

Supersedes and is equivalent to SIS50319 Diploma of Sport.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50421 Diploma of Outdoor Leadership

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of highly skilled senior leaders or program, logistics and operations managers.

Senior leaders lead and supervise dependent participants in recreational activities and have a role in planning these activities. They are highly proficient in activity techniques and have well-developed leadership skills to manage group participation, cohesion, operational logistics, risk and significant problems as they arise.

Managers are involved in recreational program planning, implementation and evaluation, facility and equipment management, the leadership of personnel, and the operational management of a department or a small business.

All work with significant autonomy, using initiative and judgement to analyse and solve complex problems, and to design systematic approaches to operational practices.

This qualification provides pathway to work for any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this qualification at the time of publication.

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

28 units must be completed:

13 core units

15 elective units, consisting of:

all the units in any two Groups A to AE

the remaining elective units can be selected from Groups A to AE, Group AF, elsewhere in the SIS Training Package, or from any other current training package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Electives which appear in italics have prerequisite units of competency, which are also listed within their appropriate group.

Core units

HLTWHS004	Manage work health and safety
PUAOPE013	Operate communications systems and equipment
SISOPLN002	Plan outdoor activity sessions
SISOPLN003	Develop outdoor recreation programs
SISOPLN004	Identify hazards, assess and control risks for outdoor recreation activities
SISOPLN005	Interpret weather and environmental conditions for outdoor recreation activities
SISOPLN006	Plan for minimal environmental impact
SISOPLN007	Manage risk for outdoor programs
SISXCAI006	Facilitate groups
SISXCCS002	Coordinate client service activities
SISXEMR002	Coordinate emergency responses
SISXIND005	Coordinate work teams or groups
SISXIND008	Manage legal compliance in sport and recreation

Elective units

Group A Abseiling, Natural Surfaces, Multi pitch

SISOABS004	Abseil multi pitches, natural surfaces
SISOABS007	Establish ropes for multi pitch abseiling on natural surfaces
SISOABS010	Lead multi pitch abseiling activities on natural surfaces
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group B Bushwalking, Difficult Tracked Environments, Rivers

SISOBWG002	Bushwalk in difficult tracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG006	Lead bushwalks in difficult tracked environments
SISOFLD007	Navigate in difficult tracked environments

Group C Bushwalking, Extremely Difficult Tracked and Untracked Environments

SISOBWG003	Bushwalk in extremely difficult tracked and untracked environments
SISOBWG004	Cross rivers during bushwalks
SISOBWG007	Lead bushwalks in extremely difficult tracked and untracked environments
SISOFLD008	Navigate in extremely difficult tracked and untracked environments

Group D Canyoning, Easy to Intermediate

SISOCAY001	Traverse canyons
SISOCAY002	Abseil in easy to intermediate canyons
SISOCAY004	Establish ropes and belays for abseils in easy to intermediate canyons
SISOCAY006	Lead canyoning activities, easy to intermediate canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues

Group E Canyoning, Intermediate to Advanced

SISOCAY001	Traverse canyons
SISOCAY003	Abseil in intermediate to advanced canyons
SISOCAY005	Establish ropes and belays for abseils in intermediate to advanced canyons
SISOCAY007	Lead canyoning activities, intermediate to advanced canyons
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group F Challenge Course, Low elements

SISOABL002	Facilitate adventure-based learning activities
SISOCHC001	Lead challenge course sessions, low elements
SISOCHC002	Set up and supervise challenge course sessions, low elements
SISOCHC005	Manage challenge course
SISXFAC004	Coordinate facility and equipment acquisition and maintenance

Group G Challenge Course, High elements

SISOABL002	Facilitate adventure-based learning activities
SISOCHC003	Lead challenge course sessions, high elements
SISOCHC004	Set up and supervise challenge course sessions, high elements
SISOCHC005	Manage challenge course
SISXFAC004	Coordinate facility and equipment acquisition and maintenance

Group H Climbing, Natural Surfaces, Top Rope

SISOCLM002	Top rope climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM009	Lead single pitch climbing activities on natural surfaces, top rope climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group I Climbing, Natural Surfaces, Lead, Single Pitch

SISOCLM003	Lead climb single pitches, natural surfaces
SISOCLM006	Establish belays for single pitch climbing on natural surfaces
SISOCLM010	Lead single pitch climbing activities on natural surfaces, lead climbing
SISOFLD006	Navigate in tracked environments
SISORSC002	Perform vertical rescues

Group J Climbing, Natural Surfaces, Lead, Multi Pitch

SISOCLM004	Lead climb multi pitches, natural surfaces
SISOCLM007	Establish belays for multi pitch climbing on natural surfaces
SISOCLM011	Lead multi pitch climbing activities on natural surfaces, lead climbing
SISOFLD007	Navigate in difficult tracked environments
SISORSC002	Perform vertical rescues
SISORSC003	Perform complex vertical rescues

Group K Canoeing, Moving Water

SISOCNE002	Paddle a canoe on inland flatwater
SISOCNE003	Paddle a canoe on moving water up to grade 1 rivers
SISOCNE005	Lead canoeing activities on inland flatwater
SISOCNE006	Lead canoeing activities on moving water up to grade 1 rivers
SISOFLD006	Navigate in tracked environments

Group L Canoeing, White Water

SISOCNE004	Paddle a canoe on grade 2 rivers
SISOCNE007	Lead canoeing activities on grade 2 rivers
SISOFLD006	Navigate in tracked environments
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water

Group M Cycle Touring, On Road

SISOCYT001	Set up, maintain and repair bicycles
SISOCYT003	Ride bicycles on roads, up to moderate terrain and heavy traffic
SISOCYT007	Lead cycling activities on roads, up to moderate terrain and heavy traffic
TLIH3002	Plan and navigate routes

Group N Cycle Touring, Off Road Intermediate Trails

SISOCYT001	Set up, maintain and repair bicycles
SISOCYT005	Ride off road bicycles on intermediate trails
SISOCYT009	Lead off road cycling activities on intermediate trails
SISOFLD007	Navigate in difficult tracked environments

Group O Four Wheel Driving

FWPCOT3260	Recover four wheel drive vehicles
FWPFGM3214	Operate a four wheel drive in a towing situation
MSS024023	Navigate in urban, regional and remote areas
SISODRV002	Lead four wheel driving activities
TLIB0002	Carry out vehicle inspection
TLIB2003	Carry out vehicle servicing and maintenance
TLIC2025	Operate four wheel drive vehicle

Group P Horse Trail Riding, Untracked

RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU001	Handle horses
SISOEQU002	Ride horses using fundamental skills
SISOEQU004	Ride horses on untracked trail rides
SISOEQU006	Guide horse trail rides in untracked areas
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOEQU011	Manage horse illness and injury in remote areas
SISOFLD008	Navigate in extremely difficult tracked and untracked environments

Group Q Horse Handling and Riding Instruction, Advanced

SISOEQU001	Handle horses
SISOEQU007	Instruct horse handling skills
SISOEQU008	Instruct fundamental horse riding skills
SISOEQU009	Instruct the advancement of recreational horse riding skills
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities

Group R Horse Care

ACMHBR310	Prevent and treat equine injury and disease
RGRPSH308	Provide first aid and emergency care for horses or other equines
SISOEQU014	Determine nutritional requirements for sport or recreational horses

Group S Horse Management

SISOEQU001	Handle horses
SISOEQU010	Identify hazards, assess and control safety risks for horse handling and riding activities
SISOEQU012	Assess horses for sport or recreational performance
SISOEQU013	Condition horses for sport or recreational performance
SISOEQU014	Determine nutritional requirements for sport or recreational horses
SISOEQU015	Acquire and educate horses for sport or recreational programs

Group T Kayaking, Moving Water

SISOFLD006	Navigate in tracked environments
SISOKYK001	Paddle a kayak on inland flatwater
SISOKYK002	Paddle a kayak on moving water up to grade 1 rivers
SISOKYK005	Lead kayaking activities on inland flatwater
SISOKYK006	Lead kayaking activities on moving water up to grade 1 rivers

Group U Kayaking, White Water, Grade 2 Rivers

SISOFLD006	Navigate in tracked environments
SISOFLD006	Navigate in tracked environments
SISOKYK003	Paddle a kayak on grade 2 rivers
SISOKYK007	Lead kayaking activities on grade 2 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water

Group V Kayaking, White Water, Grade 3 Rivers

SISOFLD006	Navigate in tracked environments
SISOKYK004	Paddle a kayak on grade 3 rivers
SISOKYK008	Lead kayaking activities on grade 3 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues

Group W Sea Kayaking

SISOFLD005	Navigate waterway courses
SISOKYS001	Paddle a sea kayak in enclosed waters
SISOKYS002	Paddle a sea kayak in sheltered coastal waters
SISOKYS004	Lead sea kayaking activities in enclosed waters
SISOKYS005	Lead sea kayaking activities in sheltered coastal waters

Group X Sea Kayaking, Exposed Waters

SISOFLD005	Navigate waterway courses
SISOKYS003	Paddle a sea kayak in exposed coastal waters
SISOKYS006	Lead sea kayaking activities in exposed coastal waters

Group Y Rafting, Grade 3 Rivers

SISOFLD006	Navigate in tracked environments
SISORAF002	Guide a raft on grade 3 rivers
SISORAF005	Lead rafting activities on grade 3 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues

Group Z Rafting, Grade 4 Rivers

SISOFLD006	Navigate in tracked environments
SISORAF003	Guide a raft on grade 4 rivers
SISORAF006	Lead rafting activities on grade 4 rivers
SISORSC004	Self rescue in white water
SISORSC005	Rescue others in white water
SISORSC006	Lead and participate in complex white water rescues

Group AA SCUBA Dive using Enriched Air Nitrox

SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB007	Inspect and fill SCUBA cylinders
SISOSCB008	SCUBA dive using Enriched Air Nitrox

Group AB SCUBA Specialist Dives

SISOSCB001	SCUBA dive in open water to a maximum depth of 18 metres
SISOSCB003	SCUBA dive at night
SISOSCB005	Complete underwater search and recovery dives
SISOSCB009	SCUBA dive to depths between 18 and 40 metres
SISOSCB011	Lead specialised SCUBA diving activities

Group AC Ski Touring

SISOFLD008	Navigate in extremely difficult tracked and untracked environments
SISOSKT002	Ski on intermediate cross country terrain
SISOSKT003	Use snow craft skills for alpine touring
SISOSKT005	Lead skiing activities on intermediate cross country terrain

Group AD Surfing, Intermediate

SISORSC007	Perform basic surf rescues
SISOSRF002	Surf waves using intermediate manoeuvres
SISOSRF005	Lead surfing activities, intermediate manoeuvres

Group AE Surfing, Advanced

SISORSC007	Perform basic surf rescues
SISOSRF003	Surf waves using advanced manoeuvres
SISOSRF006	Lead surfing activities, advanced manoeuvres

Group AF General electives

ACMPHR407	Implement an equine facility maintenance, improvement and management program
BSBCRT311	Apply critical thinking skills in a team environment
BSBHRM527	Coordinate human resource functions and processes
BSBMKG543	Plan and interpret market research
BSBOPS501	Manage business resources
BSBPEF501	Manage personal and professional development
BSBPEF502	Develop and use emotional intelligence
BSBTWK502	Manage team effectiveness
CHCCCS019	Recognise and respond to crisis situations
CHCCDE002	Develop and implement community programs
CHCGRP002	Plan and conduct group activities
CHCPRT002	Support the rights and safety of children and young people
CHCVOL004	Manage volunteer workforce development
CHCYTH001	Engage respectfully with young people
CHCYTH004	Respond to critical situations
CHCYTH005	Develop and implement procedures to enable young people to address their needs
FNSORG501	Develop and manage a budget
HLTAID011	Provide First Aid
MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information
MEM50008	Carry out trip preparation and planning
MEM50009	Safely operate a mechanically powered recreational boat
MEM50010	Respond to boating emergencies and incidents
SISCAQU002	Perform basic water rescues
SISCAQU007	Perform advanced water rescues
SISOABL003	Design adventure-based learning programs
SISOFLD003	Select, set up and operate a temporary or overnight site
SISOFLD004	Provide first aid in remote locations
SISORSC001	Conduct search and rescue
SISOSCB002	SCUBA dive from boats
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFAC005	Manage stock supply and purchase
SISXHRM001	Recruit and manage volunteers
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND010	Protect children and young people
SISXMGT001	Develop and maintain stakeholder relationships
SISXRES001	Conduct sustainable work practices in open spaces
SITTGDE004	Lead tour groups
SITTGDE005	Prepare and present tour commentaries or activities
SITTGDE006	Develop and maintain the general and regional knowledge required by guides
SITTGDE007	Research and share general information on Australian Indigenous cultures
SITTGDE008	Prepare specialised interpretive content on flora, fauna and landscape
SITTGDE009	Prepare specialised interpretive content on marine environments
SITTGDE010	Prepare specialised interpretive content on cultural and heritage environments
SITTGDE011	Coordinate and operate tours
SITTGDE012	Manage extended touring programs
SITTPPD002	Develop interpretive activities
SITTPPD008	Develop tourism products
SITTPPD009	Develop environmentally sustainable tourism operations
SITTPPD010	Develop culturally appropriate tourism operations
TAEASS401	Plan assessment activities and processes
TAEASS402	Assess competence
TAEASS403	Participate in assessment validation
TAEASS502	Design and develop assessment tools
TAEDEL301	Provide work skill instruction
TAEDEL404	Mentor in the workplace

Qualification Mapping Information

Release 1.	Supersedes and is equivalent to SIS50419 Diploma of Outdoor Leadership.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSS00131 Aquatic Technical Operator

Modification History

Not applicable.

Description

A set of skills in aquatic technical operations to monitor and maintain aquatic facility equipment and pool water quality, and coordinate the maintenance of aquatic plant and equipment.

Pathways Information

Achievement of these units provides credit towards SIS40122 Certificate IV in Sport, Aquatics and Recreation.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this skill set at the time of publication.

Skill Set Requirements

Unit code	Unit title
BSBWHS308	Participate in WHS hazard identification, risk assessment and risk control processes
SISCAQU015	Test pool water quality
SISCAQU016	Manage pool water quality
SISCAQU017	Monitor and maintain aquatic facility plant and equipment
SISXFAC009	Coordinate facility maintenance

Target Group

Aquatic technical operators who work in public aquatic facilities.

Suggested words for Statement of Attainment

These units of competency from the BSB Business Services Training Package and SIS Sport, Fitness and Recreation Training Package provide a set of skills to monitor and maintain aquatic facility equipment and pool water quality, and coordinate the maintenance of aquatic plant and equipment.

SISSS00132 Swimming and Water Safety Teacher

Modification History

Not applicable.

Description

A set of skills to teach swimming and water safety, and to rescue others in the water when needed.

Pathways Information

Achievement of these units provides credit towards SIS30122 Certificate III in Sport, Aquatics and Recreation.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this skill set at the time of publication.

Skill Set Requirements

Unit code	Unit title
SISCAQU020	Perform water rescues
SISCAQU023	Plan swimming lessons
SISCAQU024	Teach water familiarisation, buoyancy and mobility skills
SISCAQU025	Teach water safety and survival skills
SISCAQU026	Teach swimming strokes

Target Group

This skill set is for those wishing to instruct swimming and water safety.

Suggested words for Statement of Attainment

These units of competency from the SIS Sport, Fitness and Recreation Training Package provide a set of skills to teach swimming and water safety, and to rescue others in the water when needed.

SISSS00133 Pool Lifeguard

Modification History

Not applicable.

Description

A set of skills to supervise the safety of patrons in aquatic venues and manage water-based rescues and casualties.

Pathways Information

Achievement of these units provides credit towards SIS30122 Certificate III in Sport, Aquatics and Recreation.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this skill set at the time of publication.

Skill Set Requirements

Unit code	Unit title
HLTAID011	Provide First Aid
SISCAQU019	Supervise patron safety in aquatic locations
SISCAQU020	Perform water rescues
SISCAQU021	Perform complex water rescues
SISCAQU022	Provide oxygen resuscitation and therapy in an aquatic environment

Target Group

Pool lifeguards who supervise the safety of patrons in aquatic recreation venues and manage water-based rescues and emergencies.

Suggested words for Statement of Attainment

These units of competency from the HLT Health Training Package and SIS Sport, Fitness and Recreation Training Package provide the skills and knowledge to supervise the safety of patrons in aquatic venues and manage water-based rescues and casualties.

SISSS00134 Inland Open Water Lifeguard

Modification History

Not applicable.

Description

A set of skills to supervise the safety of patrons in an aquatic open water environment and manage water-based rescues and emergencies.

Open water environment can include natural flatwater swimming and recreation areas such as lakes, lagoons, dams, flatwater or slow moving rivers without rapids and non-surf beaches. Environments can also include built recreational facilities such as wave parks which replicate a natural environment.

Pathways Information

Achievement of these units provides credit towards SIS30122 Certificate III in Sport, Aquatics and Recreation.

Licensing/Regulatory Information

No occupational licensing, certification or specific legislative requirements apply to this skill set at the time of publication.

Skill Set Requirements

Unit code	Unit title
HLTAID011	Provide First Aid
SISCAQU019	Supervise patron safety in aquatic locations
SISCAQU021	Perform complex water rescues
SISCAQU022	Provide oxygen resuscitation and therapy in an aquatic environment
SISCAQU029	Perform open water rescues

Target Group

Lifeguards who supervise the safety of patrons in an aquatic open water environment and manage water-based rescues and emergencies.

Suggested words for Statement of Attainment

These units of competency from the HLT Health Training Package and SIS Sport, Fitness and Recreation Training Package provide the skills and knowledge to supervise the safety of patrons in aquatic open water environment and manage water-based rescues.

SISCAQU015 Test pool water quality

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete pool water tests and visual inspections, record test data and inspection results, and promptly report any irregularities for corrective action.

This unit applies to public aquatic facilities including those operated by commercial, not-for-profit, community and government organisations.

It has particular application to aquatic technical operators, but can apply to other individuals working at different levels of responsibility. All would be guided by manufacturer instructions, and organisational monitoring schedules and testing procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Conduct pool water tests and visual inspections.	1.1. Complete periodic pool water tests according to organisational monitoring schedules. 1.2. Collect water samples using testing equipment and resources suited to purpose of water quality test, and according to manufacturer instructions and organisational work health and safety (WHS) practices. 1.3. Complete regular visual inspections of pool and water to identify water quality issues and contamination incidents. 1.4. Clear and report contamination promptly according to organisational incident response procedures.
2. Record and report test data and inspection results.	2.1. Record accurate pool water test data and visual inspection results according to organisational procedures. 2.2. Identify and promptly report pool water test and visual inspection irregularities to appropriate personnel for corrective action. 2.3. Update pool water monitoring log according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially unfamiliar and complex manufacturer instructions.
Writing skills to:	use fundamental sentence structure to complete forms and basic reports that require factual information.
Oral communication skills to:	provide clear and succinct information to others about water quality irregularities and contamination incidents.
Numeracy skills to:	extract, interpret, and record sometimes complex numerical data, symbols and abbreviations involving degrees, volume, percentages and ratios in manufacturer instructions, monitoring schedules and record keeping documents interpret, use and record temporal data, including minutes, hours, days and weeks.
Planning and organising skills to:	schedule time into day-to-day activities to complete monitoring activities as part of a logical and time-efficient work flow.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU001 Test pool water quality.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU015 Test pool water quality

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

correctly interpret pool water monitoring schedules and follow manufacturer instructions to complete the following:

three pool water tests, at different times, for one of the following types of disinfectant:

free chlorine, combined chlorine and total chlorine (where chlorine is used at the facility), or

free chlorine, combined chlorine and total chlorine plus cyanuric acid tests (where cyanuric acid is used with chlorine as a stabiliser at the facility), or

free bromine and total bromine (where bromine is used at the facility)

three pool water tests, at different times, for each of the following:

pH

total alkalinity

calcium hardness

total dissolved solids

temperature

for each pool water test above, complete accurate records

visually inspect pool water on two occasions and according to actual incidents or simulations:

identify two different types of water contamination

respond by manually clearing the contamination, and report the incident for further corrective action.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

testing and recording pool water data

reporting and responding to water quality irregularities and contamination incidents

organisational:

role responsibilities, boundaries and reporting lines for pool water monitoring and corrective action

work health and safety (WHS) practices for testing pool water quality

an overview of the relevant state, territory or local government public health regulations for maintaining pool water quality:

the overarching health-related purpose of pool water testing for public aquatic facilities

types of tests that must be completed by the pool operator, and record keeping requirements

water quality guideline and advisory documents that are available and how these are used by aquatic operators

different types of pools, water types and locations, and relevant types of chemical pool water tests:

free chlorine, combined chlorine and total chlorine

cyanuric acid

free bromine and total bromine

pH

total alkalinity

calcium hardness

total dissolved solids

for each of the above listed chemical pool water tests:

their purpose

typical periodic schedules

equipment, resources and techniques used to collect samples

microbiological tests completed on pool water:

common types of microbiological tests completed:

heterotrophic colony count (HCC)

Escherichia coli (E. coli)

Pseudomonas aeruginosa

typical periodic schedules

equipment, resources and techniques used to collect microbiological samples

relevant state, territory or local government jurisdictional requirements for microbiological samples to be collected only by a designated authority

temperature of pool water:

maximum temperature allowed by regulations

equipment and techniques used to test pool water temperature

relationship with other pool water parameters

the meaning of operational monitoring of pool water quality and the differences between automated and manual monitoring

the meaning of verification monitoring, how this particularly applies to microbiological testing, and the role of external laboratories

visual inspections completed on pools and water:

typical periodic schedules

parts of the pool typically inspected

types of water quality irregularities that can be visually observed including turbidity, and how turbidity meters are used

common types of pool water contamination incidents, risks to health, and typical immediate responses that are required to manually clear the contamination:

faecal incident soft stool (diarrhoea)

faecal incident formed stool

vomit

environmental incidents involving animal droppings, sand, soil, leaves and grass

formats and inclusions of:

organisational pool water monitoring schedules

manufacturer instructions for pool water testing equipment and resources

pool water test and visual inspection records, incident reports and how to complete these.

Assessment Conditions

Skills must be demonstrated in an aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations.

Assessment must ensure use of:

pool water testing equipment and resources, and manufacturer instructions

pool water monitoring schedules

template pool water test and visual inspection records, and incident reports

organisational procedures for:

testing and recording pool water data

reporting and responding to water quality irregularities and contamination incidents.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU016 Manage pool water quality

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to determine pool water maintenance, monitoring and treatment requirements using operational and regulatory specifications as the basis. It covers skills to monitor test data, and treat water on an ongoing basis. It requires the ability to evaluate water quality problems and contamination incidents, and to respond with corrective chemical treatments.

This unit applies to public aquatic facilities including those operated by commercial, not-for-profit, community and government organisations. It applies to senior technical and operational staff and managers who work independently or with limited guidance from others, taking responsibility for their own work functions and outputs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine pool water maintenance requirements.	1.1. Interpret pool and water treatment plant operational specifications to confirm pool water maintenance requirements. 1.2. Access public health regulatory documents to ascertain prescribed and recommended pool water maintenance requirements specific to the facility. 1.3. Seek assistance from manufacturer and regulatory bodies as needed to confirm requirements.
2. Maintain and monitor pool water quality.	2.1. Develop schedules for pool water monitoring and treatment in line with operational and regulatory specifications. 2.2. Calculate quantity of chemicals required to maintain optimum pool water quality and clarity according to operational specifications. 2.3. Operate chemical dosing system according to operational specifications of water treatment plant. 2.4. Complete periodic and remedial backwash to ensure functionality of filtration system according to operational specifications. 2.5. Monitor and evaluate pool water test data and visual inspection reports against normal reference range. 2.6. Identify any significant variation and determine need for corrective action.
3. Rectify pool water problems.	3.1. Determine significance of pool water problem and urgency of corrective action to plan response. 3.2. Identify chemical water imbalance from data, determine mix of chemicals required to rectify, and calculate quantity. 3.3. Respond to emergency contamination incidents according to operational and regulatory response procedures. 3.4. Calculate quantity of chemicals and use remedial dosing methods suited to the contamination circumstance and according to operational and regulatory specifications.
4. Handle and store chemicals safely.	4.1. Select and fit personal protective equipment and handle chemicals according to manufacturer instructions and work health and safety (WHS) practices. 4.2. Store chemicals in environmental conditions specified in manufacturer instructions and regulatory specifications. 4.3. Dispose of chemicals and storage containers according to manufacturer and regulatory specifications. 4.4. Record quantities of chemicals used, on-hand, and disposed of in chemical register. 4.5. Secure chemical storage facility when unattended according to organisational procedures.
5. Complete pool water maintenance records and reports.	5.1. Record accurate details of all monitoring, evaluation and treatment actions including details of chemicals and dosage administered. 5.2. Complete facility incident reports and mandatory reports to regulatory authorities. 5.3. Maintain records for effective access and according to operational and regulatory specifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and potentially unfamiliar technical specifications and regulatory information.
Writing skills to:	use fundamental sentence structure, technical terminology and abbreviations to complete forms and reports that require factual information.
Numeracy skills to:	extract, interpret, and record sometimes complex numerical data, symbols and abbreviations involving degrees, volume, percentages and ratios in manufacturer instructions, monitoring specifications and record keeping documents interpret, use and record temporal data, including minutes, hours, days and weeks complete complex calculations for chemical use, involving volume, percentages and ratios using manufacturer instructions and technology to assist.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU004 Develop and implement pool water maintenance procedures.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU016 Manage pool water quality

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare a documented schedule covering one monthly period for chemical and microbiological monitoring, ensuring the schedule complies with operational and regulatory specifications

evaluate data from three pool water samples, collected at different times, for one of the following types of disinfectant:

free chlorine, combined chlorine and total chlorine (where chlorine is used at the facility), or

free chlorine, combined chlorine and total chlorine plus cyanuric acid data (where cyanuric acid is used with chlorine as a stabiliser at the facility), or

free bromine and total bromine (where bromine is used at the facility)

evaluate data from three pool water samples, collected at different times, for each of the following:

pH

total alkalinity

calcium hardness

total dissolved solids

temperature

use safe work practices and manufacturer instructions to handle chemicals and treat pool water on two occasions

from evaluation activities personally completed, or from case study documentation:

determine the required chemical treatment response for two different types of water imbalance issues

determine the required chemical treatment response for two different types of water contamination

for each treatment response, complete accurate records of the evaluation and corrective action, and update chemical register records.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

an overview of the provisions of the local state or territory government public health legislation that relates to pool water quality for public pools:

purpose in managing risks to public health

overarching compliance and risk management requirements and consequences of non-compliance

regulatory and advisory functions of local government that relate to pool water quality

how to access regulatory documents and select information relevant to the pool facility:

prescribed and recommended:

chemical parameters of pool water

types of pool water tests and testing schedules

record keeping requirements

codes of practice

water quality guideline and advisory documents

microbiological hazards associated with pool water:

micro-organisms in pool water and typical sources, both bathers and the environment

common related illnesses

effects of chemicals on bathers, both discomfort and more serious effects

reasons to maintain clarity of pool water:

safety reasons

aesthetic reasons

reasons relating to effectiveness of disinfection

reasons to maintain optimum chemical balance of pool water:

avoiding degradation of pool surfaces, metal fixtures and water treatment plant

bather comfort

clarity of water

reasons relating to effectiveness of disinfection

key operational features of pool water treatment system components, and their role in maintaining pool water quality:

water circulation and distribution system

filtration system, including backwash processes and indicators for remedial backwash

disinfection system:

automated dosing system

continuous metered dosing system

pH control system

methods used to monitor pool water quality and to record and evaluate data:

manual sampling and by automated probes

manual reports using spreadsheets

data logging technology where automated in-line tests are recorded electronically

chemical parameters measured to control water balance, typical periodic schedules, and the role of the Langelier Saturation Index (LSI):

pH

total alkalinity

calcium hardness

total dissolved solids

temperature

common microbiological parameters measured, typical periodic schedules, and how to locate and use specifications for normal counts, and elevated counts that trigger mandatory reports to the local regulatory authority:

heterotrophic colony count (HCC)

Escherichia coli (E. coli)

Pseudomonas aeruginosa

treatments required to maintain optimum pool water quality, and how to locate and use specifications for calculating the chemical dose specific to the pool facility:

disinfection

pH adjustments

de-chlorination

ozonisation or use of sanitiser

turbidity

types of disinfectant agents and systems used in pools:

chlorine-based chemicals in different forms

chlorine stabilised with cyanuric acid

bromine-based chemicals in different forms

ultraviolet light plus hydrogen peroxide

for each of the above listed disinfectant types:

applicability to different types of pools and source water

chemical abbreviations

an overview of how they work

relationship to pH, total alkalinity, total hardness and total dissolved solids

types of remedial and emergency dosing methods, circumstances requiring their use, and how to locate and use specifications for calculating the chemical dose specific to the pool facility and problem:

superchlorination

shock dosing

pH agents for raising and lowering pH:

common chemicals used and abbreviations

an overview of how these work

how these interact with disinfectant agents

types of coagulants and flocculants and what these are used for

formats and inclusions of:

organisational pool water monitoring and treatment schedules

pool water evaluation reports

facility incident reports, mandatory reports to regulatory authorities, and how to complete these

for the handling and storage of pool water chemicals:

work health and safety (WHS) practices including types of personal protective equipment used

manufacturer instructions and local state or territory regulatory specifications for correct environmental storage, and security of storage

importance of maintaining correct labelling of chemical containers

safe environmental disposal methods

format and inclusions of a chemical register, and how to complete.

Assessment Conditions

Skills must be demonstrated in an aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations.

Assessment must ensure use of:

pool water monitoring and treatment equipment

personal protective equipment for chemical handling

commercial pool water treatment chemicals and measuring equipment

operational specifications for pool and water treatment plant

public health regulatory documentation and specifications

pool water test data and visual inspection reports

template:

pool water monitoring and treatment schedules

chemical register

pool water evaluation reports

facility incident reports

mandatory regulatory reports

manufacturer instructions and regulatory specifications for chemical handling and storage.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU017 Monitor and maintain aquatic facility plant and equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete periodic and routine inspections of pool and other aquatic facility plant and equipment. It requires the ability to complete minor maintenance on equipment. Complex inspections, diagnoses and repairs are referred to specialist technicians.

This unit applies to public aquatic facilities including those operated by commercial, not-for-profit, community and government organisations.

It has particular application to aquatic technical operators, but can apply to other individuals working at different levels of responsibility. All would be guided by manufacturer instructions, and organisational inspection and maintenance schedules.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete periodic inspections of aquatic facility plant and equipment.	1.1. Interpret organisational schedules to determine inspection requirements for aquatic facility plant and other equipment. 1.2. Complete periodic routine inspections of pool plant, and other facility plant and equipment according to organisational schedules and manufacturer instructions. 1.3. Complete required organisational reports to confirm safety and operational effectiveness of plant and other equipment. 1.4. Identify and promptly report plant and equipment irregularities to appropriate personnel for further action.
2. Complete minor maintenance.	2.1. Interpret organisational schedules to determine periodic and routine maintenance requirements for plant and equipment. 2.2. Erect signs and barriers to isolate work area and maintain staff and patron safety. 2.3. Maintain cleanliness of equipment to avoid corrosion and deterioration. 2.4. Replace consumable items according to maintenance schedules and manufacturer instructions. 2.5. Complete minor non-specialist equipment repairs according to manufacturer instructions and organisational work health and safety (WHS) practices. 2.6. Report other required repairs outside scope of skills and responsibility according to organisational procedures. 2.7. Complete repair and maintenance records according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially unfamiliar and complex manufacturer instructions.
Writing skills to:	use fundamental sentence structure to complete basic inspection, repair and maintenance forms and reports that require factual information.
Numeracy skills to:	extract, interpret, and record sometimes complex numerical data, symbols and abbreviations involving pressure, degrees, volume, percentages and ratios in manufacturer instructions, inspection schedules and record keeping documents interpret, use and record temporal data, including minutes, hours, days and weeks.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU003 Maintain aquatic facility plant and equipment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU017 Monitor and maintain aquatic facility plant and equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

correctly interpret plant inspection schedules, and follow manufacturer instructions to complete the following:

two periodic routine inspections of each of the following types of pool plant:

water circulation system

filtration system

disinfection dosing system

pH control system

one periodic routine inspection of another type of aquatic facility plant

correctly interpret maintenance schedules, and follow manufacturer instructions to complete the following activities:

two routine maintenance tasks for aquatic facility equipment

two minor non-specialist repairs on aquatic facility equipment

for each above inspection, maintenance and repair task, complete accurate records.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for inspecting and maintaining plant and equipment, and for record keeping and reporting

organisational:

role responsibilities, boundaries and reporting lines for inspection, repair and maintenance activities

work health and safety (WHS) practices for inspecting and maintaining plant and equipment

public health and safety implications of inadequately maintained equipment in aquatic facilities

key functions and operational features of pool plant, and typical periodic inspection schedules:

water circulation and distribution system

filtration system, including backwash processes and indicators for remedial backwash

disinfection system:

automated dosing system

continuous metered dosing system

pH control system

heating system

key functions and operational features of other aquatic facility plant, and typical periodic inspection schedules:

lighting system

ventilation system

inspection, cleaning and maintenance requirements for pool concourse and other wet floor areas:

common surface types

slip coefficients that must be maintained

types of slip tests, who completes these tests and any periodic testing requirements

types of inspections, maintenance and repairs referred to specialist technicians, for both pool plant and other aquatic facility plant

for aquatic facility equipment:

tools, consumables and methods used to clean and maintain equipment in safe and optimum condition

common types of consumables, and methods used to replace these

common types of minor, non-specialist repairs

tools and methods used to complete common repairs

types of repairs referred to specialist technicians

formats and inclusions of:

organisational inspection and maintenance schedules for plant and equipment

manufacturer instructions for inspection, repair and maintenance of plant and equipment

records and reports for inspection, condition, repair, and maintenance, and how to complete these.

Assessment Conditions

Skills must be demonstrated in an aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations.

Assessment must ensure use of:

pool plant and other aquatic facility plant

aquatic facility equipment

repair and maintenance tools, equipment and consumable resources

organisational inspection and maintenance schedules for plant and equipment

manufacturer instructions for inspection, repair and maintenance of plant and equipment

template records and reports for inspection, repair and maintenance

organisational procedures for inspecting and maintaining plant and equipment, and for record keeping and reporting.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU018 Operate self-contained breathing apparatus in aquatic facility emergencies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to operate a self-contained breathing apparatus (SCBA) under emergency conditions in an aquatic facility. It covers skills for completing periodic SCBA checks and minor repairs to ensure the apparatus is readily available when required. It requires the ability to respond to chlorine gas emergencies.

This unit applies to public aquatic facilities where chlorine gas is used. It applies to senior technical and operational staff who work independently or with limited guidance from others, taking responsibility for their own work functions and outputs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

The Western Australian Code of Practice for the Design, Construction, Operation, Management and Maintenance of Aquatic Facilities requires technical operators working in Group 1 aquatic facilities to be certified in this unit of competency.

No other occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain self-contained breathing apparatus.	1.1. Interpret manufacturer guidelines to determine repair and maintenance requirements for self-contained breathing apparatus. 1.2. Complete periodic safety and serviceability checks on apparatus according to manufacturer instructions. 1.3. Complete leak detection and withdrawal warning alarm tests according to manufacturer instructions. 1.4. Complete minor repairs to faulty equipment and replace defective parts according to manufacturer instructions. 1.5. Complete repair and maintenance records according to organisational procedures.
2. Use self-contained breathing apparatus.	2.1. Identify emergencies requiring use of self-contained breathing apparatus. 2.2. Assemble component parts of apparatus and promptly complete operational checks. 2.3. Fit and adjust apparatus to ensure comfort and safety. 2.4. Operate apparatus during emergency incidents according to manufacturer instructions and organisational work health and safety (WHS) procedures. 2.5. Monitor air supply by checking gauges regularly throughout emergency activities.
3. Respond to chlorine gas emergency.	3.1. Communicate initial assessment of emergency to appropriate personnel and determine required response. 3.2. Isolate chlorine gas equipment and notify emergency personnel according to organisational emergency response procedures.
4. Maintain and store self-contained breathing apparatus after use.	4.1. Dismantle apparatus and clean all components according to manufacturer instructions to maintain serviceable condition and prolonged lifespan. 4.2. Store apparatus to allow efficient access for next use. 4.3. Tag, isolate and report faulty apparatus according to organisational procedures.
5. Debrief and complete reports.	5.1. Participate in incident management debrief and identify future response improvements. 5.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially unfamiliar and detailed manufacturer instructions for the use, repair and maintenance of self-contained breathing apparatus.
Writing skills to:	use fundamental sentence structure to complete basic repair and maintenance forms and reports that require factual information record detailed and accurate factual information about emergency responses.
Numeracy skills to:	interpret and record numerical information from gauges and meters involving volume and pressure.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered emergency response.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU018 Operate self-contained breathing apparatus in aquatic facility emergencies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

follow manufacturer instructions to complete:

one periodic safety and serviceability check on self-contained breathing apparatus

one minor non-specialist repair on self-contained breathing apparatus

for each check and repair task above, complete accurate records

participate in two simulated emergency incidents involving the release of chlorine gas, following safety and emergency response procedures

for each incident above:

identify, assess and respond to the gas release circumstance

utilise a self-contained breathing apparatus

dismantle and clean apparatus

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational work health and safety (WHS) and emergency response procedures for chlorine gas release

for chlorine gas:

atmospheric conditions and how they can affect chlorine gas cylinders

causes of chlorine gas emergencies in aquatic facilities

properties of gas release, including visual appearance and odour

dangers to health, and symptoms of exposure to chlorine gas

emergency response actions, and communication protocols when gas is released

how to isolate chlorine gas equipment

for self-contained breathing apparatus:

the main components:

backpack and harness

air cylinder

regulator

face piece

operational features and functions of each component, and how to assemble, use and disassemble the apparatus

safety and serviceability checks completed on each component

schedules for periodic inspection and maintenance

common types of minor, non-specialist repairs, and tools and methods used to complete these

methods used to clean apparatus and types of cleaning agents used

formats and inclusions of:

manufacturer instructions for repair and maintenance of self-contained breathing apparatus

repair and maintenance records and fault tags

incident reports.

Assessment Conditions

Skills must be demonstrated in a public aquatic facility with an operating pool and chlorine gas system. Facilities can include those operated by commercial, not-for-profit, community and government organisations.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment of participation in emergency incidents can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

chlorine gas system equipment

self-contained breathing apparatus, inclusive of air cylinder and regulator

manufacturer instructions for repair and maintenance of self-contained breathing apparatus

template:

repair and maintenance records and fault tags

incident reports

organisational work health and safety and emergency response procedures for chlorine gas release.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU019 Supervise patron safety in aquatic locations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise the safety of patrons in indoor or outdoor, built or natural swimming venues.

This unit applies to aquatic venues used by members of the public including those operated by commercial, not-for-profit, community and government organisations.

It has particular application to lifeguards but can apply to other workers required to supervise aquatic venues, patrons and activities. They use discretion and judgement to manage risk, problems and emergencies when they arise, guided by established organisational procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine supervision requirements.	1.1. Identify supervision requirements and techniques specific to the venue, patrons, activity and equipment. 1.2. Identify environmental and site hazards and adapt supervision to account for these. 1.3. Provide clear information about safety rules to staff and activity leaders to promote compliance and safety.
2. Monitor and maintain safety of patrons.	2.1. Use scanning and patrolling strategies to monitor patron activity and behaviour in venue areas and in the water. 2.2. Monitor parent or carer supervision of children according to organisational supervision and risk management procedures. 2.3. Monitor activity of patrons at risk and those with special needs, according to organisational supervision and risk management procedures. 2.4. Identify hazardous patron behaviours that pose a risk to the individual and other patrons. 2.5. Inform patrons of unsafe behaviour and clearly, courteously and constructively provide information about safety rules to support compliance and safety.
3. Identify and report emergency situations.	3.1. Identify emergency situations and assess promptly to convey essential response actions. 3.2. Report promptly to appropriate personnel according to organisational emergency response procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for venue supervision, risk management of patron safety and emergency response.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	resolve diverse and unexpected safety incidents promptly and decisively.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU006 Supervise clients in aquatic locations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU019 Supervise patron safety in aquatic locations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

communicate with aquatic venue patrons in a positive and constructive way to resolve the following situations:

unsafe patron behaviour

breaches of safety rules by patrons

difficulty of at-risk persons with special needs

participate in one discussion with an aquatic activity leader to clarify safety rules for the activity

according to simulated activities or case studies:

identify and assess one emergency situation

report details and convey essential response actions to venue manager.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic understanding of industry guidelines and standards relevant to aquatic supervision and how these are used by aquatic operators

organisational procedures for aquatic venue supervision, risk management of patron safety, and emergency response

role responsibilities, boundaries, and reporting lines for:

those supervising patron safety, particularly lifeguards

other supervising activity leaders including swim teachers, aqua exercise instructors and coaches

supervision techniques and scanning strategies used in aquatic venues, and advantages of each:

dividing venue into zones

using vantage points

positioning supervisor for clear view of activity

rotating position of supervisor, and typical rotational timeframes

maintaining attention and vigilance

patrolling different venue areas

current and emerging environmental and site hazards and ways to adapt supervision when these are present, including:

unfavourable weather conditions for outdoor areas

reflective glare

unclear and turbulent water

busy sites involving multiple stimuli and visually cluttered scenes

quiet sites involving minimal stimuli and monotonous scenes

typical aquatic venue safety rules applicable to different types of activities, and rationale for rules

hazardous patron behaviour, associated risks, indicative signs, and corrective responses:

swimming in unsafe areas

swimming and participating in activities beyond their ability

swimming while affected by alcohol and drugs

misusing equipment

diving into shallow water

endangering the safety of others

inadequate supervision of young children by parents or carers

types of in and out of the water risks associated with patrons who have special needs, and ways that risks can be managed through supervision and communication:

non-swimmers

weak swimmers

unhealthy and unfit swimmers

individuals with disability

young children

older persons

patrons from diverse cultural backgrounds

signs and signals of critical incidents and patron emergencies, including those for:

patrons experiencing difficulty in the water including uncontrolled swimming, and active and passive distress behaviours

injuries

medical events

importance of promptly reporting emergencies, and:

organisational reporting lines

communication protocols for using phones and radio

relevant information conveyed

assertive and constructive verbal communication techniques used to:

direct patrons to comply with rules and safety practices

negotiate calm conflict resolutions.

Assessment Conditions

Skills can be demonstrated in:

an aquatic workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with aquatic venue patrons and activity leaders; these can be:

patrons and activity leaders in a workplace, or

individuals who participate in simulations used for the purpose of skills assessment

communication equipment for emergency response

organisational procedures for aquatic venue supervision, risk management of patron safety, and emergency response.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU020 Perform water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete water rescues in indoor or outdoor, built or natural swimming venues. It requires the ability to assess rescue situations, determine appropriate rescue actions, and use a range of equipment and techniques to provide prompt and effective rescue responses.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

It applies to any worker who may be required to complete water rescues, including pool lifeguards, swim teachers, aqua exercise instructors, outdoor recreation leaders and others. Rescuers use discretion and judgement to manage problems when they arise, guided by established organisational rescue procedures.

White water and surf rescues are covered in outdoor recreation units coded SISORSC.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and determine rescue requirements.	1.1. Identify signs and signals of person in difficulty and assess their situation promptly. 1.2. Identify hazards and promptly assess risks to self, rescuee and others. 1.3. Determine appropriate rescue methods for situation, according to condition of person in need of rescue and established organisational rescue procedures. 1.4. Select rescue equipment suited to emergency situation. 1.5. Provide prompt rescue alert to appropriate personnel according to time constraints and organisational emergency response procedures.
2. Rescue a person from water.	2.1. Provide clear and concise instructions to person being rescued, when conscious. 2.2. Rescue person in water using reach equipment and techniques, when indicated. 2.3. Utilise throw equipment and techniques to rescue person in water, when indicated. 2.4. Use tow techniques to rescue person in water, when indicated, selecting approach and contact methods to minimise risk of injury to self. 2.5. Identify and promptly respond to hazards and rescuee conditions that arise during rescue. 2.6. Remove person from water safely and efficiently, engaging assistance when available and required. 2.7. Assist rescued person according to organisational emergency response procedures.
3. Debrief and complete reports.	3.1. Participate in incident response debrief and identify future response improvements. 3.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for rescues and emergency response.
Writing skills to:	use fundamental sentence structure to record accurate factual information about rescue responses in template incident reports.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered rescue response.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU002 Perform basic water rescues.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU020 Perform water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in four simulated water rescues to return a person in difficulty to a point of safety, and collectively:

determine appropriate rescue methods and equipment, accounting for the signs of the person experiencing difficulty in the water, and hazards present

use non-swimming rescue techniques:

one reach rescue

one throw rescue

use swimming rescue techniques to reach and assist a person in the water:

complete a ten metre swim and then complete one non-contact tow, towing the rescued person for at least ten metres, and remove the person from the water without assistance from another person

complete a ten metre swim and then complete one contact tow, towing the rescued person for at least ten metres, and remove the person from the water with assistance from one other person

for each rescue above:

effectively utilise rescue equipment suited to the type of rescue

communicate effectively with the rescuee to provide instructions

demonstrate fitness and strength throughout the rescue

for one of the above rescues participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for rescues and emergency response

principles of rescue

common active and passive signs and signals of a person experiencing difficulty in the water, and how these would indicate their swimming abilities, condition and rescue needs:

signals and call for help

uncontrolled and irregular swimming

vertical body position

inadequate leg action to sustain head position above the water

passive distress behaviours

partially or fully submerged person

unconscious person

importance of promptly alerting others to rescue, and:

organisational reporting lines

communication protocols for using phones and radios

relevant information conveyed

actions that can be taken by other personnel to assist with rescue and post-rescue casualty response

hazards associated with water rescues, risks to self and person being rescued, and methods used to minimise risk:

environmental for different aquatic environments

panic actions of distressed swimmers during rescue

crowded swimming area and actions of other swimmers and bystanders

equipment and techniques used in water rescues, and situations indicating their choice:

non-swimming:

reach

throw

swimming to reach and assist a person in the water:

wading and swimming techniques used to reach and rescue

non-contact tow

contact tow

safe manual handling techniques used to remove rescued persons from the water, both unassisted and assisted by others

assertive and constructive verbal communication techniques used during rescues to:

direct person being rescued

calm and reassure person being rescued

actions typically taken after rescue from water is completed:

monitoring condition of rescued person

provision of after care

contact with emergency services to relay conditions of casualties

rescue debriefing and reporting requirements

formats and inclusions of written incident reports.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations

or

a natural calm-water venue with a confined swimming area.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

interaction with individuals who act as team members and rescuees during simulated activities

communication equipment for emergency response

rescue equipment:

reach equipment

throw equipment

tow equipment for swimming rescues

template incident reports

organisational procedures for rescues and emergency response.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU021 Perform complex water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete complex water rescues in indoor or outdoor, built or natural swimming venues. It requires the ability to assess rescue situations, determine appropriate rescue actions, and use a range of equipment and techniques to provide prompt and effective rescue responses.

Complex situations may involve multiple persons in difficulty, persons suffering a medical event in the water, injured persons, dealing with numerous hazards, or a combination of many factors. Complex rescues typically involve multiple team members working together.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

It has particular application to pool lifeguards but can apply to other workers, including outdoor recreation leaders, who complete complex water rescues. Rescuers use discretion and judgement to manage significant problems when they arise, guided by established organisational rescue procedures.

White water and surf rescues are covered in outdoor recreation units coded SISORSC.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and determine rescue requirements for complex incidents.	1.1. Identify signs and signals of persons in difficulty and assess their situation promptly. 1.2. Identify hazards and promptly assess risks to self, rescuee and others. 1.3. Determine appropriate rescue methods for situation, according to condition of persons in need of rescue and established organisational rescue procedures. 1.4. Select rescue equipment suited to emergency situation. 1.5. Determine roles and responsibilities for team members according to specific rescue requirements. 1.6. Communicate initial assessment of situation promptly to appropriate personnel according to time constraints and organisational emergency response procedures.
2. Complete complex rescues.	2.1. Provide clear and concise instructions to team members and conscious persons being rescued. 2.2. Use tow techniques to rescue persons in water, selecting approach and contact methods to minimise risk of injury to self and rescuee. 2.3. Identify and promptly respond to hazards and rescuee conditions that arise during rescue. 2.4. Extract persons from water safely and efficiently, using equipment and techniques suited to rescuee condition. 2.5. Assist rescued person according to organisational emergency response procedures.
3. Debrief and complete reports.	3.1. Participate in incident response debrief and identify future response improvements. 3.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for rescues and emergency response.
Writing skills to:	use fundamental sentence structure to record accurate factual information about rescue responses in template incident reports.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively work within teams to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered rescue response.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU007 Perform advanced water rescues.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU021 Perform complex water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in simulated water rescues to return a person in difficulty to a point of safety, and collectively:

complete a 25 metre swim and then retrieve a submerged object replicating a person from the greatest depth of the facility but at no greater than two metres, at the surface contact tow an unconscious casualty for at least 25 metres, and work in a team to safely and efficiently extract the person from the water

complete a ten metre swim and then complete one contact tow of a conscious casualty for at least ten metres, and remove the person from the water without assistance from another person

complete a 25 metre swim and 25 metre non-contact tow of a conscious casualty, with an assisted landing and work in a team to safely and efficiently extract the person from the water

work in a team in shallow water using extraction equipment to complete spinal immobilisation for a suspected spinal injury casualty, and safely and efficiently extract the person from the water

work in a team in deep water using extraction equipment to safely and efficiently extract a casualty from the water

commence aftercare procedures for two rescued persons

for each rescue:

determine appropriate rescue methods and equipment, accounting for the signs of the person experiencing difficulty in the water, and hazards present

effectively utilise rescue equipment suited to the type of rescue

utilise safe manual handling techniques

demonstrate fitness, strength, efficiency and speed throughout the rescue

for one of the above rescues participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic understanding of industry guidelines and standards relevant to aquatic supervision and how these are used by aquatic operators

organisational procedures for rescues and emergency response

principles of rescue

common active and passive signs and signals of a person experiencing difficulty in the water, and how particular signs would indicate circumstances requiring a complex rescue

hazards associated with complex water rescues, risks to self and person being rescued, and methods used to minimise risk

role responsibilities and boundaries for rescue personnel at different levels of seniority, including lifeguards

roles and responsibilities that can be allocated to team members to effectively complete complex water rescues

how roles may change as a complex water rescue evolves

factors that contribute to complexity of water rescues:

severe or multiple environmental hazards are present

multiple persons in difficulty

rescuees are:

submerged

unconscious

injured

suddenly ill with significant impacts

multiple factors are present

equipment and techniques used in complex water rescues, and situations indicating their choice

personal survival and defensive techniques used when approaching and rescuing swimmers in difficulty

equipment and techniques used to extract rescued persons from the water, and how choice would be impacted when the following conditions are present:

drowning

sudden unconsciousness

significant injury including spinal injury

significant bleeding

medical events with significant impacts

communication systems and protocols used in complex water rescues:

emergency warning and alarm systems

radio systems

calls

whistles

hand signals

assertive and constructive verbal communication used to direct rescuees and interact with team members

actions typically taken after rescue from water is completed:

monitoring condition of rescued person

provision of after care

contact with emergency services to relay conditions of casualties

rescue debriefing and reporting requirements

formats and inclusions of written incident reports.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations

or

a natural calm-water venue with a confined swimming area.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

interaction with individuals who act as team members and rescuees during simulated activities

communication equipment for emergency response

rescue equipment:

tow equipment for swimming rescues

extraction equipment

template incident reports

organisational procedures for rescues and emergency response.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU022 Provide oxygen resuscitation and therapy in an aquatic environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use oxygen equipment to provide oxygen therapy and cardio pulmonary resuscitation (CPR) using oxygen according to Australian Resuscitation Council (ARC) guidelines.

This unit applies to any type of organisation operating in indoor or outdoor, built or natural aquatic venues including commercial, not-for-profit, community and government organisations. It has particular application to pool lifeguards but can apply to other workers who respond to aquatic first aid emergencies.

The skills in this unit must be applied in accordance with Commonwealth, State or Territory legislation, Australian standards and industry guidelines and codes of practice.

Specific licensing or regulatory requirements relating to this unit of competency, including requirements for refresher training should be obtained from the relevant work health and safety authority or industry guideline.

Pre-requisite Unit

HLTAID011 Provide First Aid

Competency Field

Aquatics

Unit Sector

Sport, Aquatics and Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to an aquatic first aid emergency.	1.1. Recognise and assess an emergency first aid situation in an aquatic environment. 1.2. Identify hazards promptly, assess risks and manage to avoid harm to casualty, self and bystanders. 1.3. Assess the casualty and recognise the need for oxygen therapy or CPR using oxygen. 1.4. Provide prompt first aid alert to appropriate personnel and confirm emergency services have been contacted. 1.5. Ensure environment is safe for delivery of oxygen.
2. Perform resuscitation using oxygen.	2.1. Select and use personal protective equipment suited to use of CPR using oxygen. 2.2. Perform single-rescuer CPR or two-rescuer resuscitation, using oxygen, according to ARC guidelines and availability of rescuers. 2.3. Use oxygen resources and equipment according to manufacturer instructions.
3. Deliver oxygen therapy.	3.1. Identify need for oxygen therapy. 3.2. Use delivery device suited to casualty to provide oxygen. 3.3. Monitor casualty condition and respond to issues as they arise.
4. Handover, debrief and complete reports.	4.1. Convey accurate details of incident and first aid actions to emergency services personnel for handover. 4.2. Participate in incident response debrief and identify future response improvements. 4.3. Complete required incident reports according to organisational procedures.
5. Maintain oxygen equipment after use.	5.1. Dismantle oxygen equipment, discard disposable components, check, clean and decontaminate all other components according to manufacturer instructions. 5.2. Store equipment to allow efficient access for next use. 5.3. Tag, isolate and report faulty equipment according to organisational procedures. 5.4. Replace oxygen cylinder as needed and according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for emergency response and first aid.
Writing skills to:	use fundamental sentence structure to record accurate factual information about emergency responses in template incident reports.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered emergency response.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU022 Provide oxygen resuscitation and therapy in an aquatic environment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

perform the following in line with Australian Resuscitation Council (ARC) guidelines:

manage one unconscious, breathing casualty, including appropriate positioning to reduce the risk of airway compromise

manage two unconscious non-breathing casualties, one adult and one child, on separate occasions, including:

performing at least 2 minutes of uninterrupted single rescuer cardio pulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on both an adult and child resuscitation manikin placed on the floor

performing at least 2 minutes of bag-valve-mask (with oxygen) ventilation and at least 2 minutes of compression during resuscitation procedures involving at least two rescuers on both an adult and child resuscitation manikin placed on the floor

responding appropriately using positioning and manual clearing techniques in the event of regurgitation or vomiting

demonstrating a rotation of operators with minimal interruptions to compressions

managing oxygen equipment appropriately

handing over to emergency services personnel

manage one conscious casualty who requires supplemental oxygen, including:

assessing level of consciousness, and vital signs of respiration and pulse

selecting and preparing appropriate oxygen equipment

checking area for ventilation and sources of ignition

administering oxygen safely at correct flow rate

managing an equipment malfunction

participate in one incident debrief and complete an incident report

complete each of the following tasks on at least one occasion to maintain oxygen equipment:

dismantling

discarding disposal components

cleaning and decontamination

checking and diagnosing faults

storage.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for emergency response, incident debriefing and record keeping

the nature of aquatic venues and how this may impact on the provision of oxygen resuscitation and therapy

how to contact emergency services including organisational chain of command procedures

guidelines and procedures:

ARC guidelines for managing the unconscious breathing and non-breathing casualty and provision of CPR and oxygen therapy

potential incident hazards and risk minimisation processes when providing supplemental oxygen via positive pressure delivery system

infection control procedures, including use of standard precautions and resuscitation barrier devices

safe work practices to deal with oxygen cylinders, regulators and associated equipment

workplace or site procedures relevant to the provision of oxygen

requirements for currency of skill and knowledge

legal considerations for administration of oxygen:

the Rights of Medication

the responsibilities of the first aider

considerations when providing resuscitation:

upper airway and effect of positional change

appropriate duration and cessation of CPR

chain of survival, particularly for drownings

techniques for providing CPR to adults, children and infants:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the difference between adults, children and infants relating to CPR

assessment and interpretation of vital signs including normal clinical values for respirations and pulse

assessment of level of consciousness

considerations when providing oxygen to a casualty in an aquatic environment:

circumstances and conditions where oxygen is beneficial

circumstances and complications associated with providing oxygen

complications with the use of bag-valve-mask device and suitable strategies to minimise these

selection and operation of oxygen masks and other oxygen therapy devices

methods of cleaning, replenishing and maintaining oxygen equipment:

actions to rectify problems

procedures to ensure operational readiness as per manufacturer guidelines and organisational procedures

storage, cleaning, decontamination, and safe disposal of consumables

troubleshooting to identify minor and major faults.

Assessment Conditions

Skills can be demonstrated in:

an aquatic workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessments can only be completed through simulated activities. Simulations must incorporate:

time critical requirements

in-depth environmental and casualty scenarios.

Assessment must ensure use of:

adult and child resuscitation manikins

bag-valve-mask

oxygen resuscitation system with oxygen cylinder and regulator, masks and tubes

personal protection equipment

template incident report forms

ARC guidelines

organisational procedures for emergency response, incident debriefing and recordkeeping.

Assessors must:

satisfy the Standards for Registered Training Organisations’ requirements for assessors, and

hold a qualification or Statement of Attainment which includes this unit, or demonstrate equivalent skills and knowledge to those contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU023 Plan swimming lessons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan individual swimming lessons usually within the bounds of a pre-determined swim program. Lessons are most often provided to groups but could be provided to individuals. Lessons can be provided to both children and adults.

It covers skills for evaluating and improving lessons in response to learner and teacher feedback, noting that lessons might be delivered by self or others. Skills for teaching lessons are covered in complementary units.

This unit applies to swim teachers who use discretion and judgment when planning lessons to meet diverse participant needs. Swim teachers practise in aquatic venues including those operated by commercial, not-for-profit, community and government organisations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine lesson requirements.	1.1. Access and interpret swim program documents to determine requirements for individual lessons. 1.2. Identify objectives and learning outcomes for individual lessons within overall program. 1.3. Use available information to identify learner characteristics, special needs, and swimming ability to determine group profile for the lesson.
2. Plan individual swimming lessons.	2.1. Refine existing objectives and learning outcomes according to specific needs of group profile for the lesson. 2.2. Select drills, activities and equipment suited to the type of swimming and water safety skills to be targeted, and according to stage of program and progression of learners. 2.3. Sequence and balance activities to enhance learner engagement and incorporate any requirements for interaction with parents, carers and on-deck team. 2.4. Incorporate volume of activities suited to group profile and lesson duration, and determine timing for different phases of the lesson. 2.5. Determine and incorporate teaching techniques suited to group profile, learning outcomes and drills and activities. 2.6. Document lesson plan in appropriate format.
3. Review and modify future lessons.	3.1. Collate and review feedback provided by learners and swim teachers. 3.2. Identify successes, problems or difficulties with lesson delivery. 3.3. Modify and improve future lessons according to feedback.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and sometimes unfamiliar swim programs which include swimming terminology and abbreviations.
Writing skills to:	produce detailed lesson plans that use swimming terminology and abbreviations for teaching use use fundamental sentence structure to complete evaluation records that require factual and subjective information.
Numeracy skills to:	complete calculations for lesson plans involving times, intervals, and progressions.
Problem-solving skills to:	critically evaluate successes and failures of lessons to initiate future improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU023 Plan swimming lessons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document plans for six swimming lessons:

each with a minimum duration of 30 minutes

plan at least two sequential lessons for each of the following types of swim classes:

water familiarisation, buoyancy and mobility

water safety and survival skills

swimming strokes

for two lessons, and according to actual feedback or case studies:

evaluate feedback provided by learners, or their parents or carers

evaluate swim teacher feedback modify future lesson content, and document details of the evaluation and changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key content of established swim programs, including lesson progression and learning outcomes for different stages of the program

factors relevant to the aquatic environment in which lessons will be taught, and other general factors that affect lesson design:

indoor or outdoor aquatic venue, and environmental conditions

water temperature, depth and gradient, and available water space

availability of different types of equipment

lesson duration

class size and teacher-learner ratios

learner considerations for selecting teaching techniques, activities and equipment:

age and body composition

fitness level and physical capabilities

emotional, behavioural and intellectual ability or disability

swimming skill level

skill development needs

different types of swim teaching classes:

water familiarisation, buoyancy and mobility

water safety and survival skills

swimming and survival strokes

for each of the above types of classes:

suitable demonstration and teaching techniques

types of suitable drills, activities and equipment, including those that involve parents or carers

how to break down, identify and document teaching points for different types of activities

class formations for different types of activities

how different types of activities can be combined and sequenced for optimum effectiveness

established phases of swimming lessons, their underpinning rationale and timing for each within designated lesson duration:

introduction, revision and warm up

lesson activities, main theme and contrast activities

conclusion of lesson and handover of duty of care

components of swimming lessons, and how they can be used effectively to target lesson objectives and learning outcomes:

activity combinations and sequence

volume of activities

skill progressions and progressive practices

rest intervals

format and inclusions of documented lesson plans

methods that can be used to evaluate effectiveness of swimming lessons:

learner and teacher evaluation questionnaires and reports

discussions with teachers delivering lessons

self-evaluation if delivering lessons

discussions with venue operator on success of programs offered

evaluation of complaints, problems and difficulties.

Assessment Conditions

Skills can be demonstrated in:

an aquatic workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

pre-designed swim programs for:

water familiarisation, buoyancy and mobility

water safety and survival skills

swimming strokes

information about the aquatic environment in which lessons will be taught to allow for appropriate lesson planning

information about the learners

sample templates for lesson plans

template evaluation reports.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU024 Teach water familiarisation, buoyancy and mobility skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and teach water familiarisation, buoyancy and mobility according to predesigned lesson plans which may have been developed by self or others. This unit covers skills to adjust lesson plans and modify planned activities to suit learner needs. Lessons are most often provided to groups but could be provided to individuals. Lessons can be provided to both children and adults.

Skills for planning lessons are covered in a complementary unit.

This unit applies to swim teachers who teach in aquatic venues including those operated by commercial, not-for-profit, community and government organisations. Swim teachers work independently using discretion and judgement to manage lesson logistics and solve routine problems. When significant problems arise, they use first aid and rescue skills covered by other units.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for swimming lesson.	1.1. Check and prepare aquatic environment to meet lesson requirements and identify and respond to factors that may impact lesson delivery. 1.2. Prepare equipment suited to lesson activities and check for safety and serviceability. 1.3. Assess characteristics and capabilities of learners on arrival through observation and questioning, and adjust lesson plan. 1.4. Issue equipment to match learner characteristics.
2. Introduce the lesson.	2.1. Explain lesson activities using communication suited to learner characteristics. 2.2. Provide clear information about safety procedures and signals, safe behaviour, safe areas and boundaries.
3. Deliver the lesson.	3.1. Introduce learners to the water using methods suited to learner characteristics. 3.2. Implement techniques suited to learner needs and for teaching water familiarisation, buoyancy and mobility. 3.3. Sequence and pace activities according to lesson plan adjusting according to learner needs. 3.4. Provide clear and accurate instructions and demonstrations for water familiarisation, buoyancy and mobility drills and activities. 3.5. Monitor all learners’ technique for moving through the water, and provide feedback and corrective instruction based on observations. 3.6. Observe individual learners, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort. 3.7. Facilitate effective group interaction to maintain group control, engagement and safety.
4. Encourage and support learners during lessons.	4.1. Encourage and respond to learner questions about activities and their technique. 4.2. Use communication techniques that provide positive reinforcement and motivation to learners. 4.3. Highlight learners’ key strengths and provide information about progression of skills.
5. Evaluate the lesson.	5.1. Seek learner feedback and evaluate satisfaction with lesson and skill progression. 5.2. Evaluate own performance and identify areas for improvement. 5.3. Complete documentation for learner progress, lesson delivery and evaluation according to organisational record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar lesson plans which include swimming terminology and abbreviations interpret detailed familiar procedures for teaching and reporting on swimming lessons.
Writing skills to:	use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	provide clear and unambiguous information to learners using language and terms easily understood.
Numeracy skills to:	monitor and adjust lesson plan timings to meet requirements of lesson duration.
Problem-solving skills to:	critically evaluate successes and failures of lessons to contribute to improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU024 Teach water familiarisation, buoyancy and mobility skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

teach three predesigned group water familiarisation, buoyancy and mobility lessons:

each with a minimum duration of 30 minutes

each with at least four learners

across the above three lessons collectively, teach aspects of:

water familiarisation:

entering, leaving and moving through water

getting face wet

submerging and opening eyes under water

regaining a standing position from a front and back floating position

breathing

buoyancy and mobility:

front, back and side floating

gliding

torpedo

sculling

treading water

stroke exploration

for each of the above three lessons:

brief learners and provide safety information tailored to the aquatic environment and types of activities

use teaching and communication techniques suited to learner needs

modify at least two aspects of the lesson plan and activities in response to learner needs

complete accurate lesson records which include learner progress notes, feedback from learners, parents or carers, and evaluation of the lesson.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key content of established industry guidelines for safe pool operations relevant to swim teachers, and associated policies and procedures implemented by pool operators and swim schools:

qualification requirements, including those for rescues and first aid

working with children checks

obtaining informed consent from parents or carers of children

zoning for swimming and water safety programs

responsibilities of swim teacher, supervisory and reporting lines

teacher to learner ratios

emergencies, including rescue equipment that must be on hand

appropriate teacher swimwear and attire to be ready to perform a contact tow rescue

maintaining records for learner progress, lesson delivery and evaluation

environmental and other factors that may impact lesson delivery and how to respond:

water temperature, depth and gradient, and available water space

reflective glare

noise and distractions from multiple activities

class size

parent, carer and spectator interaction

safety considerations for swimming lessons and importance of clear and accurate briefing information:

safety procedures and how learners can signal difficulties

appropriate spacing for group numbers and activity types

depth and gradient for different types of drills and activities

safety and serviceability checks for learn to swim equipment

demonstration and instruction techniques suitable for teaching water familiarisation, buoyancy and mobility

types of drills, activities and equipment suitable for teaching water familiarisation, buoyancy and mobility, including those for:

water familiarisation:

entering, leaving and moving through water

getting face wet

submerging and opening eyes under water

regaining a standing position from a front and back floating position

breathing

buoyancy and mobility:

front, back and side floating

gliding

torpedo

sculling

treading water

stroke exploration

learner considerations for selecting teaching techniques, activities and equipment:

age and body composition

fitness level and physical capabilities

emotional, behavioural and intellectual ability or disability

swimming skill level

skill development needs

ways of varying teaching and modifying activities:

to meet the needs different learner characteristics

to cater for individual abilities within a group

to suit different learning styles:

verbal

visual

tactile

kinaesthetic

to encourage reluctant learners

communication techniques used for the following, and how they may vary depending on learner profile:

establishing rapport with group

maintaining group cohesion and control

providing clear instruction in a group environment

motivating and encouraging learners of different abilities to keep them engaged and challenged

providing constructive feedback and positive reinforcement

factors which affect movement in water:

body alignment

balance

core strength

vertical and lateral rotation

forces acting on a human body moving through water, and factors that affect each force:

buoyancy:

hydrostatic pressure

water density

body composition

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

drag force

frictional drag from water

levers

turbulence

acceleration

resistance:

frontal resistance

skin friction

eddy resistance

factors to consider in lesson evaluation:

suitability of aquatic environment and availability of suitable equipment

structure and timing

suitability of drills, activities and equipment for lesson objectives

learner progression and feedback

teacher communication and instruction.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and swim teachers based on current industry guidelines for safe pool operations.

or

a natural shallow calm-water venue with a confined swimming area.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response

rescue equipment.

Assessment must ensure the use of:

interaction with learners; these can be:

learners in an industry workplace, or

learners who participate in simulated activities used for the purpose of skills assessment

learn to swim equipment for water familiarisation, buoyancy and mobility lessons

predesigned lesson plans

template documents for learner progress, lesson delivery and evaluation

established industry guidelines for safe pool operations relevant to swim teachers, and associated policies and procedures implemented by pool operators and swim schools.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU025 Teach water safety and survival skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and teach water safety and survival according to predesigned lesson plans which may have been developed by self or others. This unit covers skills to adjust lesson plans and modify planned activities to suit learner needs. Lessons are most often provided to groups but could be provided to individuals. Lessons can be provided to both children and adults.

Skills for planning lessons are covered in a complementary unit.

This unit applies to swim teachers who teach in aquatic venues including those operated by commercial, not-for-profit, community and government organisations. Swim teachers work independently using discretion and judgement to manage lesson logistics and solve routine problems. When significant problems arise, they use first aid and rescue skills covered by other units.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for swimming lesson.	1.1. Check and prepare aquatic environment to meet lesson requirements and identify and respond to factors that may impact lesson delivery. 1.2. Prepare equipment suited to lesson activities and check for safety and serviceability. 1.3. Assess characteristics and capabilities of learners on arrival through observation and questioning, and adjust lesson plan. 1.4. Issue equipment to match learner characteristics.
2. Introduce the lesson.	2.1. Explain lesson activities using communication suited to learner characteristics. 2.2. Provide clear information about safety procedures and signals, safe behaviour, safe areas and boundaries.
3. Deliver the lesson.	3.1. Introduce learners to the water using methods suited to learner characteristics. 3.2. Implement techniques suited to learner needs and for teaching water safety and survival skills. 3.3. Sequence and pace activities according to lesson plan adjusting according to learner needs. 3.4. Provide clear and accurate instructions and demonstrations for water safety and survival drills and activities. 3.5. Monitor all learners’ technique for moving through the water, and provide feedback and corrective instruction based on observations. 3.6. Observe individual learners, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort. 3.7. Facilitate effective group interaction to maintain group control, engagement and safety.
4. Encourage and support learners during lessons.	4.1. Encourage and respond to learner questions about activities and their technique. 4.2. Use communication techniques that provide positive reinforcement and motivation to learners. 4.3. Highlight learners’ key strengths and provide information about progression of skills.
5. Evaluate the lesson.	5.1. Seek learner feedback and evaluate satisfaction with lesson and skill progression. 5.2. Evaluate own performance and identify areas for improvement. 5.3. Complete documentation for learner progress, lesson delivery and evaluation according to organisational record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar lesson plans which include swimming terminology and abbreviations interpret detailed familiar procedures for teaching and reporting on swimming lessons.
Writing skills to:	use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	provide clear and unambiguous information to learners using language and terms easily understood.
Numeracy skills to:	monitor and adjust lesson plan timings to meet requirements of lesson duration.
Problem-solving skills to:	critically evaluate successes and failures of lessons to contribute to improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU009 Instruct water safety and survival skills.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU025 Teach water safety and survival skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

teach three predesigned group water safety and survival lessons:

each with a minimum duration of 30 minutes

each with at least four learners

across the above three lessons collectively, teach aspects of:

entering and exiting the water

floating, sculling and treading water

using lifejackets

recognising a casualty

using self-preservation techniques

non-swimming and swimming rescues

survival strokes:

sidestroke

survival backstroke

survival breaststroke

for each of the above three lessons:

brief learners and provide safety information tailored to the aquatic environment and types of activities

use teaching and communication techniques suited to learner needs

modify at least two aspects of the lesson plan and activities in response to learner needs

complete accurate lesson records which include learner progress notes, feedback from learners, parents or carers, and evaluation of the lesson.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key content of established industry guidelines for safe pool operations relevant to swim teachers, and associated policies and procedures implemented by pool operators and swim schools:

qualification requirements, including those for rescues and first aid

working with children checks

obtaining informed consent from parents or carers of children

zoning for swimming and water safety programs

responsibilities of swim teacher, supervisory and reporting lines

teacher to learner ratios

emergencies, including rescue equipment that must be on hand

appropriate teacher swimwear and attire to be ready to perform a contact tow rescue

maintaining records for learner progress, lesson delivery and evaluation

environmental and other factors that may impact lesson delivery and how to respond:

water temperature, depth and gradient, and available water space

reflective glare

noise and distractions from multiple activities

class size

parent, carer and spectator interaction

safety considerations for swimming lessons and importance of clear and accurate briefing information:

safety procedures and how learners can signal difficulties

appropriate spacing for group numbers and activity types

depth and gradient for different types of drills and activities

safety and serviceability checks for learn to swim equipment

demonstration and instruction techniques suitable for teaching water safety and survival skills

types of drills, activities and equipment suitable for teaching water safety and survival skills, including those for:

entering and exiting the water

floating, sculling and treading water

using lifejackets

recognising a casualty

using self-preservation techniques

non-swimming and swimming rescues

survival strokes:

sidestroke

survival backstroke

survival breaststroke

learner considerations for selecting teaching techniques, activities and equipment:

age and body composition

fitness level and physical capabilities

emotional, behavioural and intellectual ability or disability

swimming skill level

skill development needs

ways of varying teaching and modifying activities:

to meet the needs different learner characteristics

to cater for individual abilities within a group

to suit different learning styles:

verbal

visual

tactile

kinaesthetic

to encourage reluctant learners

communication techniques used for the following, and how they may vary depending on learner profile:

establishing rapport with group

maintaining group cohesion and control

providing clear instruction in a group environment

motivating and encouraging learners of different abilities to keep them engaged and challenged

providing constructive feedback and positive reinforcement

factors which affect movement in water:

body alignment

balance

core strength

vertical and lateral rotation

forces acting on a human body moving through water, and factors that affect each force:

buoyancy:

hydrostatic pressure

water density

propulsion:

frictional drag from water

turbulence

acceleration

resistance:

frontal resistance

eddy resistance

factors to consider in lesson evaluation:

suitability of aquatic environment and availability of suitable equipment

structure and timing

suitability of drills, activities and equipment for lesson objectives

learner progression and feedback

teacher communication and instruction.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and swim teachers based on current industry guidelines for safe pool operations.

or

a natural shallow calm-water venue with a confined swimming area.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response

rescue equipment.

Assessment must ensure the use of:

interaction with learners; these can be:

learners in an industry workplace, or

learners who participate in simulated activities used for the purpose of skills assessment

learn to swim equipment for water safety and survival lessons

Australian Standard, or equivalent, compliant lifejackets of a grade that meets location requirements

predesigned lesson plans

template documents for learner progress, lesson delivery and evaluation

established industry guidelines for safe pool operations relevant to swim teachers, and associated policies and procedures implemented by pool operators and swim schools.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU026 Teach swimming strokes

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and teach swimming strokes according to predesigned lesson plans which may have been developed by self or others. This unit covers skills to adjust lesson plans and modify planned activities to suit learner needs. Lessons are most often provided to groups but could be provided to individuals. Lessons can be provided to both children and adults.

Skills for planning lessons are covered in a complementary unit.

This unit applies to swim teachers who teach in aquatic venues including those operated by commercial, not-for-profit, community and government organisations. Swim teachers work independently using discretion and judgement to manage lesson logistics and solve routine problems. When significant problems arise, they use first aid and rescue skills covered by other units.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for swimming lesson.	1.1. Check and prepare aquatic environment to meet lesson requirements and identify and respond to factors that may impact lesson delivery. 1.2. Prepare equipment suited to lesson activities and check for safety and serviceability. 1.3. Assess characteristics and capabilities of learners on arrival through observation and questioning, and adjust lesson plan. 1.4. Issue equipment to match learner characteristics.
2. Introduce the lesson.	2.1. Explain lesson activities using communication suited to learner characteristics. 2.2. Provide clear information about safety procedures and signals, safe behaviour, safe areas and boundaries.
3. Deliver the lesson.	3.1. Introduce learners to the water using methods suited to learner characteristics. 3.2. Implement techniques suited to learner needs and for teaching swimming strokes. 3.3. Sequence and pace activities according to lesson plan adjusting according to learner needs. 3.4. Provide clear and accurate instructions and demonstrations for swimming stroke drills and activities. 3.5. Observe and analyse all aspects of learner stroke technique in a logical way covering body, legs, arms, breathing and timing. 3.6. Determine stroke faults and provide feedback and corrective instruction based on observations. 3.7. Respond to individual learner difficulties and modify their activities to suit needs and to ensure engagement and comfort. 3.8. Facilitate effective group interaction to maintain group control, engagement and safety.
4. Encourage and support learners during lessons.	4.1. Encourage and respond to learner questions about activities and their technique. 4.2. Use communication techniques that provide positive reinforcement and motivation to learners. 4.3. Highlight learners’ key strengths and provide information about progression of skills.
5. Evaluate the lesson.	5.1. Seek learner feedback and evaluate satisfaction with lesson and skill progression. 5.2. Evaluate own performance and identify areas for improvement. 5.3. Complete documentation for learner progress, lesson delivery and evaluation according to organisational record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar lesson plans which include swimming terminology and abbreviations interpret detailed familiar procedures for teaching and reporting on swimming lessons.
Writing skills to:	use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	provide clear and unambiguous information to learners using language and terms easily understood.
Numeracy skills to:	monitor and adjust lesson plan timings to meet requirements of lesson duration.
Problem-solving skills to:	critically evaluate successes and failures of lessons to contribute to improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU010 Instruct swimming strokes.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU026 Teach swimming strokes

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

teach three predesigned group swimming stroke lessons:

each with a minimum duration of 30 minutes

each with at least four learners

across the above three lessons collectively, teach aspects of:

freestyle

backstroke

butterfly

breaststroke

for each individual lesson above:

teach one stroke (freestyle, backstroke, butterfly or breastroke) as the main focus for the lesson

brief learners and provide safety information tailored to the aquatic environment and types of activities

use teaching and communication techniques suited to learner needs

modify at least two aspects of the lesson plan and activities in response to learner needs

complete accurate lesson records which include learner progress notes, feedback from learners, parents or carers, and evaluation of the lesson.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key content of established industry guidelines for safe pool operations relevant to swim teachers, and associated policies and procedures implemented by pool operators and swim schools, in particular for:

qualification requirements, including those for rescues and first aid

working with children checks

obtaining informed consent from parents or carers of children

zoning for swimming and water safety programs

responsibilities of swim teacher, supervisory and reporting lines

teacher to learner ratios

emergencies, including rescue equipment that must be on hand

appropriate teacher swimwear and attire to be ready to perform a contact tow rescue

maintaining records for learner progress, lesson delivery and evaluation

environmental and other factors that may impact lesson delivery and how to respond:

water temperature, depth and gradient, and available water space

reflective glare

noise and distractions from multiple activities

class size

parent, carer and spectator interaction

safety considerations for swimming lessons and importance of clear and accurate briefing information:

safety procedures and how learners can signal difficulties

appropriate spacing for group numbers and activity types

depth and gradient for different types of drills and activities

safety and serviceability checks for learn to swim equipment

swimming strokes:

freestyle

backstroke

butterfly

breaststroke

for each of the above listed strokes:

demonstration and instruction techniques, and skill progressions and progressive practices used for teaching

types of drills, activities and equipment suitable for teaching

basic biomechanical principles and component parts of the strokes

observable body movements for each component of the stroke, including those for body, legs, arms, breathing and timing

ways of identifying stroke faults and suitable drills and practices for correction

learner considerations for selecting teaching techniques, activities and equipment:

age and body composition

fitness level and physical capabilities

emotional, behavioural and intellectual ability or disability

swimming skill level

skill development needs

ways of varying teaching and modifying activities:

to meet the needs different learner characteristics

to cater for individual abilities within a group

to suit different learning styles:

verbal

visual

tactile

kinaesthetic

to encourage reluctant learners

communication techniques used for the following, and how they may vary depending on learner profile:

establishing rapport with group

maintaining group cohesion and control

providing clear instruction in a group environment

motivating and encouraging learners of different abilities to keep them engaged and challenged

providing constructive feedback and positive reinforcement

factors which affect movement in water:

body alignment

balance

core strength

vertical and lateral rotation

forces acting on a human body moving through water, and factors that affect each force:

buoyancy:

hydrostatic pressure

water density

body composition

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

drag force

frictional drag from water

levers

turbulence

acceleration

resistance:

frontal resistance

skin friction

eddy resistance

factors to consider in lesson evaluation:

suitability of aquatic environment and availability of suitable equipment

structure and timing

suitability of drills, activities, games and equipment for lesson objectives

learner progression and feedback

teacher communication and instruction.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and swim teachers based on current industry guidelines for safe pool operations.

or

a natural shallow calm-water venue with a confined swimming area.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response

rescue equipment.

Assessment must ensure the use of:

interaction with learners; these can be:

learners in an industry workplace, or

learners who participate in simulated activities used for the purpose of skills assessment

learn to swim equipment

predesigned lesson plans

template documents for learner progress, lesson delivery and evaluation

established industry guidelines for safe pool operations relevant to swim teachers, and associated policies and procedures implemented by pool operators and swim schools.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU027 Promote development of infants and toddlers in an aquatic environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and deliver lessons for infants and toddlers over six months of age using activities, games and toys to promote personal development and motor and cognitive skills.

This unit applies to swim teachers who teach in aquatic venues including those operated by commercial, not-for-profit, community and government organisations. Swim teachers work independently using discretion and judgement to manage session logistics and solve routine problems.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISCAQU024 Teach water familiarisation, buoyancy and mobility skills

SISCAQU025 Teach water safety and survival skills

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan activities.	1.1. Determine personal development, motor and cognitive skills to be targeted by lesson. 1.2. Identify participant profile including age, stage of development and other characteristics. 1.3. Select activities, equipment and techniques that target identified skills and that are suited to group profile. 1.4. Document lesson plans that incorporate key activity information and role of parents or carers.
2. Prepare for activities and introduce the lesson.	2.1. Check and prepare aquatic environment and equipment to meet lesson requirements. 2.2. Assess characteristics and capabilities of children and parents or carers on arrival through observation and questioning, and adjust lesson plan. 2.3. Explain activities to participants and confirm understanding using age-appropriate communication techniques. 2.4. Inform parents or carers about safety rules, activities and their role and confirm understanding.
3. Deliver the lesson.	3.1. Facilitate experiences that encourage motor, cognitive and personal development. 3.2. Arrange aquatic resources and equipment to provide challenge, choice and encourage independence. 3.3. Provide opportunities to make limited choices and experience consequences of choices. 3.4. Introduce new ideas and activities that build on existing knowledge, skills and interests. 3.5. Advise parents or carers on aquatic activities, games and equipment that will promote child development. 3.6. Observe individual children and their parent or carer, respond to capabilities and difficulties and modify their activities to suit needs and to ensure engagement.
4. Evaluate the lesson.	4.1. Seek children and parent or carer feedback and evaluate satisfaction with lesson and progression of children. 4.2. Evaluate own performance and identify areas for improvement. 4.3. Complete documentation for participant progress, lesson delivery and evaluation according to organisational recordkeeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	produce lesson plans that use swimming terminology and abbreviations use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	modify and use language according to participant age and stage of development.
Numeracy skills to:	monitor and adjust planned activity timings to meet requirements of lesson duration.
Problem-solving skills to:	critically evaluate successes and failures of lessons to initiate future improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU011 Promote development of infants and toddlers in an aquatic environment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU027 Promote development of infants and toddlers in an aquatic environment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document plans for three infant and toddler water-based developmental lessons, each with a minimum duration of 30 minutes

across the above three lessons collectively, include activities for:

developing fine and gross motor skills:

working with reflexive movements

organising voluntary movements

promoting organised and stable movements

controlling breathing, coughing and swallowing

coordinating movements with buoyancy, head and breath control

developing cognition:

attention to detail and attention span

classification of information

memory

imagination and conceptual development

problem-solving

language acquisition

choice and consequences

environmental awareness

personal development:

independence, separating from parents or carers

encouraging parents or carers to introduce new experiences

deliver three lessons according to lesson plans:

each with a minimum duration of 30 minutes

each with at least four participants

for each of the above three lessons:

use communication techniques suited to participant age and stage of development

cater to the individual needs of one child by modifying activities to suit

complete accurate lesson records which include participant progress notes, parent or carer feedback, and evaluation of the session.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and organisational requirements for:

working with children checks

obtaining informed consent from parents or carers of children

maintaining records for participant progress, session delivery and evaluation

format and inclusions of documented plans for infant and toddler developmental lessons

environmental and other factors that may impact lesson planning and delivery and how to respond:

water temperature, depth and gradient, and available water space

noise and distractions from multiple activities and family spectators

class size and teacher to learner ratios

overview of the key stages of development and milestones for female and male infants and toddlers, and implications for lesson planning and delivery:

physical

social

emotional

cognitive

language

types of aquatic activities, games, toys and equipment suitable for infant and toddler developmental lessons, including those for:

developing fine and gross motor skills:

working with reflexive movements

organising voluntary movements

promoting organised and stable movements

controlling breathing, coughing and swallowing

coordinating movements with buoyancy, head and breath control

developing cognition:

attention to detail and attention span

classification of information

memory

imagination and conceptual development

problem-solving

language acquisition

choice and consequences

environmental awareness

personal development:

independence, separating from parents or carers

encouraging parents or carers to introduce new experiences

causes of anxiety and fear for infants, toddlers and their parents or carers in an aquatic environment and teaching and communication techniques to avoid this

age appropriate communication techniques for providing instructions, corrections and positive reinforcement to infants and toddlers:

verbal

visual

tactile

kinaesthetic

ways of varying communication and modifying activities to cater for differences in developmental stages and abilities within a group

communication techniques for dealing with reluctant or fearful parents and carers

factors to consider in lesson evaluation:

suitability of aquatic environment and availability of suitable equipment

structure and timing

suitability of activities, games and equipment for lesson objectives

participant progression, and feedback from children and parents or carers

teacher communication and instruction.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating warm water pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and swim teachers based on current industry guidelines for safe pool operations.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response

rescue equipment.

Assessment must ensure use of:

interaction with infant and toddler participants and their parents or carers

aquatic equipment and toys

template:

plans for infant and toddler developmental lessons

documents for participant progress, lesson delivery and evaluation.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU028 Assist participants with disability during aquatic activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the needs of participants with disability, assist them to safely enter and exit the water and provide support during aquatic activities suited to participant needs and preferences. Support can be provided to individuals or groups of people with disability.

This unit applies to swim teachers and other aquatic activity leaders who work in aquatic venues including those operated by commercial, not-for-profit, community and government organisations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISCAQU024 Teach water familiarisation, buoyancy and mobility skills

SISCAQU025 Teach water safety and survival skills

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consult to identify participant needs.	1.1. Build trust and rapport with participant using client-centred communication and showing respect for their needs and preferences. 1.2. Seek information on the capabilities of participant and carer and determine level of required assistance in line with venue environment, available assistive equipment and aquatic activities. 1.3. Discuss assistance needs and preferences with participant and carer to identify and confirm requirements. 1.4. Discuss and confirm venue and activity leader level of support to be provided.
2. Provide assistance with participation in aquatic activities.	2.1. Demonstrate and instruct the use of assistive equipment, according to participant needs. 2.2. Assist participant to enter and exit the water according to participant needs. 2.3. Observe participant and carer, respond to capabilities and difficulties, and modify activities to suit needs and ensure engagement and comfort. 2.4. Provide clear and accurate instructions and demonstrations for adapting use of equipment and activities. 2.5. Provide type and level of in-water physical support that meets participant needs and preferences.
3. Evaluate aquatic support.	3.1. Seek participant and carer feedback and evaluate satisfaction with assistance provided. 3.2. Discuss areas for improvement by participant, carer and self, and confirm ongoing assistive action.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed probe questions, actively listen to and elicit information from participants, and determine understanding of information provided.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU012 Assist participants with a disability during aquatic activities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU028 Assist participants with disability during aquatic activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide support to three participants each with a different disability during aquatic activities

for each above participant interaction:

seek information on their needs using positive communication techniques

respond to their needs during aquatic activities and modify activities accordingly

discuss their activity feedback and determine how future assistance can be improved

correctly use each of the following physical support techniques on one occasion:

hands on torso

hands to hands

back hold in vertical or horizontal positions

short arm hold

cradling

carry hold

hip hold

prone hold

prone side hold

assisted entries and exits.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles and practices of:

access and equity

inclusion

empowerment and disempowerment of people with disability

focusing on capabilities

positive and respectful communication techniques used to:

determine needs and preferences of people with disability

provide instruction during aquatic activities

types of assistance likely to be associated with different types of disability, and ways of varying teaching and modifying aquatic activities:

physical, upper and lower body

sensory, including hearing and vision impairment

acquired brain injury

cognitive

intellectual

operational features of aquatic assistive equipment used for the effective participation of people with disability:

inbuilt water ramps

mobile steps with gentle gradient

chair hoists

body slings

body floats

how to use in-water physical support techniques:

hands on torso

hands to hands

back hold in vertical or horizontal positions

short arm hold

cradling

carry hold

hip hold

prone hold

prone side hold

assisted entries and exits.

Assessment Conditions

Skills can be demonstrated in:

a built aquatic facility with an operating indoor or outdoor pool used by members of the public. Facilities can include those operated by commercial, not-for-profit, community and government organisations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and swim teachers based on current industry guidelines for safe pool operations.

or

a natural shallow calm-water venue with a confined swimming area.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response

rescue equipment.

Assessment must ensure the use of:

interaction with participants with disability; these can be:

participants in an industry workplace, or

participants who participate in simulated activities used for the purpose of skills assessment

aquatic assistive equipment used by people with disability.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU029 Perform open water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete rescues in natural flatwater swimming and recreation areas such as lakes, lagoons, dams, flatwater or slow moving rivers without rapids and non-surf beaches. It can also apply to built recreational facilities such as wave parks which replicate a natural environment. The collective term "open water" is used throughout this unit to delineate these environments from the confined nature of built aquatic facility pools and natural calm-water venues with a defined swimming area.

White water and surf rescues are covered in outdoor recreation units coded SISORSC.

It requires the ability to assess prevailing conditions, environmental hazards and rescuee circumstances to determine appropriate rescue actions. It covers skills to use equipment and techniques to provide prompt and effective rescue responses.

It has particular application to lifeguards but can apply to other workers, including outdoor recreation leaders, who complete open water rescues. Rescuers use discretion and judgement to manage significant problems when they arise, guided by established organisational rescue procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and determine rescue requirements.	1.1. Identify signs and signals of persons in difficulty and assess their situation promptly. 1.2. Identify prevailing conditions and environmental hazards and promptly assess risks to self, rescuee and others. 1.3. Determine appropriate rescue methods according to condition of person in need of rescue and environmental conditions. 1.4. Select rescue equipment suited to all assessed circumstances. 1.5. Provide prompt rescue alert to appropriate personnel according to time constraints and organisational emergency response procedures.
2. Maintain self-safety.	2.1. Negotiate open water and prevailing conditions with and without flotation devices, according to need. 2.2. Safely approach and negotiate obstacles and hazards to minimise risk of injury to self. 2.3. Use survival swimming techniques to maintain personal safety and to self-rescue when needed. 2.4. Implement strategies when unable to return to a point of safety without assistance.
3. Rescue a person from open water.	3.1. Select approach and contact methods to minimise risk of injury or submersion of self as rescuer. 3.2. Provide clear and concise instructions to person being rescued, when conscious. 3.3. Use tow equipment and techniques according to condition of rescued person and environmental conditions. 3.4. Support and monitor condition of rescued person, and use techniques to ensure airways are kept clear. 3.5. Extract person from water safely and efficiently, using equipment and techniques suited to prevailing conditions and condition of rescuee. 3.6. Assist rescued person according to organisational emergency response procedures.
4. Debrief and complete reports.	4.1. Participate in incident response debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for rescues and emergency response.
Writing skills to:	use fundamental sentence structure to record accurate factual information about rescue responses in template incident reports.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered rescue response.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU029 Perform open water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in two simulated open water rescues to return a person in difficulty to a point of safety

for each of the above two rescues:

determine appropriate rescue methods and equipment, accounting for the signs of the person experiencing difficulty in the water, prevailing conditions and environmental hazards present

consistently negotiate prevailing conditions and environmental hazards safely and effectively

consistently use survival swimming techniques to maintain personal safety

demonstrate fitness, strength, speed and efficiency throughout the rescue

across the above two rescues collectively, use the following rescue aids effectively:

rescue tubes

non-motorised water craft used as a floatation and rescue device

for one of the above rescues participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for rescues and emergency response

common active and passive signs and signals of a person experiencing difficulty in the water, and how these indicate their swimming abilities, condition and rescue needs

importance of promptly alerting others to rescue, and:

organisational reporting lines

communication protocols for using telephones and radios

relevant information conveyed

for natural or artificial open water settings:

hydrological features sufficient to recognise signs they are present, and understand the impacts on supervision, swimming, other recreational activities and rescues

types of prevailing weather and water conditions that impact on supervision, recreational activities, and rescues

types of environmental hazards, risks to self and person being rescued, and methods used to minimise risk

survival swimming techniques used to self-rescue

strategies that can be used when unable to return to a point of safety alone, including established signals and calls for help

personal survival and defensive techniques used when approaching and rescuing swimmers in difficulty

equipment and techniques used in open water rescues, and situations indicating their choice:

rescue tubes

rescue boards

non-motorised water craft used as a floatation and rescue device

techniques used to support rescued person and ensure their airways are clear during the rescue

equipment and techniques used to extract rescued persons from the water, including assisted and unassisted

assertive and constructive verbal communication techniques used during rescues to:

direct person being rescued

calm and reassure person being rescued

actions typically taken after rescue from water is completed:

monitoring condition of rescued person

provision of first aid to casualties

contact with emergency services to relay conditions of casualties

rescue debriefing and reporting requirements

formats and inclusions of written incident reports.

Assessment Conditions

Skills can be demonstrated in:

a natural open water environment which can include a lake, lagoon, dam, flatwater or slow moving river without rapids and non-surf beach or

a built recreational facility such as a wave park which replicates a natural environment.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

interaction with individuals who act as rescuees during simulated activities

communication equipment for emergency response

rescue equipment:

rescue tubes

non-motorised water craft for use as a floatation and rescue device; this can include surfboards, paddleboards, rescue board or any type of paddle craft or floatation aid

template incident reports

organisational procedures for rescues and emergency response.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

have workplace experience where they have applied the skills and knowledge covered in this unit of competency over a period of two years working in industry.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU030 Monitor and maintain inflatable aquatic equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete inspections, tests and routine non-specialist repairs and maintenance of inflatable aquatic equipment. It requires the ability to assist with the assembling, dismantling and routine cleaning of the equipment.

This unit applies to aquatic facilities including inflatable water parks, and those that have inflatable water slides and other aquatic-based play structures.

It can apply to technical operators, lifeguards and other individuals working at different levels of responsibility. All would be guided by operational specifications instructions, and organisational inspection and maintenance schedules and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete periodic inspections of inflatable aquatic equipment.	1.1. Complete periodic and pre-opening inspections of inflatable aquatic equipment according to operational specifications and organisational schedules and procedures. 1.2. Complete required organisational reports to confirm safety and operational effectiveness of inflatable aquatic equipment. 1.3. Identify, record and promptly report missing parts and faulty or damaged inflatable aquatic equipment to appropriate personnel for further action.
2. Test inflatable aquatic equipment.	2.1. Test inflatable aquatic equipment according to operational specifications and organisational schedules and procedures. 2.2. Record accurate test data according to organisational procedures and regulatory requirements. 2.3. Evaluate test data to confirm inflatable aquatic equipment is fit for purpose. 2.4. Identify and promptly report test irregularities and substandard performance to appropriate personnel for corrective action.
3. Maintain and store inflatable aquatic equipment.	3.1. Complete minor non-specialist repairs and maintenance to inflatable aquatic equipment according to operational specifications and organisational safety practices. 3.2. Report other required repairs outside scope of skills and responsibility according to organisational procedures. 3.3. Assemble and dismantle inflatable aquatic equipment according to scope of responsibility, operational specifications and organisational safety procedures. 3.4. Store and recover inflatable aquatic equipment and complete pre- and post-storage maintenance according to operational specifications. 3.5. Complete repair and maintenance records according to organisational procedures and regulatory requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially unfamiliar and complex operational specifications for small and large inflatable aquatic equipment.
Writing skills to:	use fundamental sentence structure to complete basic inspection, repair and maintenance forms and reports that require factual information.
Numeracy skills to:	extract, interpret, and record sometimes complex numerical data, symbols and abbreviations involving pressure, degrees, volume, percentages and ratios in manufacturer instructions, inspection schedules and record keeping documents interpret, use and record temporal data, including minutes, hours, days and weeks.
Teamwork skills to:	pro-actively and cooperatively work within teams to assemble and dismantle inflatable aquatic equipment.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU030 Monitor and maintain inflatable aquatic equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

correctly interpret inspection schedules, and follow operational specifications to complete three periodic routine inspections of inflatable aquatic equipment and complete the following:

one test on inflatable aquatic equipment

one routine maintenance task for inflatable aquatic equipment

one minor non-specialist repair on inflatable aquatic equipment

for each of the above activities complete accurate records

on one occasion, work in a team to complete one of the following tasks:

recover from storage, assemble and clean inflatable aquatic equipment, or

dismantle, clean and store inflatable aquatic equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for inspecting, testing, repairing and maintaining inflatable aquatic equipment, and for record keeping and reporting

an overview of the provisions of relevant state or territory environmental legislation relevant to waste water runoff and pollution

an overview of the provisions of the industry guidelines and standard relevant to inflatable aquatic equipment, and how organisations use this to manage operations and maintenance of equipment

organisational:

role responsibilities, boundaries and reporting lines for:

inspecting, testing, repairing and maintaining inflatable aquatic equipment

assembling and dismantling equipment

work health and safety (WHS) practices for inspecting, testing, repairing and maintaining inflatable aquatic equipment

specific to the aquatic venue, location and inflatable aquatic equipment:

key operational features of small and large equipment, including single and linked elements

periodic inspection schedules, items that must be inspected and record keeping requirements

extent of daily inspection requirements prior to venue opening hours

overview of other types of periodic inspections completed by specialist technicians

types of tests that must be completed by the venue operator, and regulatory record keeping requirements

the purpose of tests, and equipment, resources and techniques used to complete tests

tools, cleaning chemicals, consumables and methods used to clean and maintain equipment in safe and optimum condition

types of consumables, and methods used to replace these

common types of minor, non-specialist repairs, and tools and methods used to complete common repairs

types of repairs referred to specialist technicians

how to access and select information from operational specifications for inspecting, testing, repairing and maintaining inflatable aquatic equipment

for assembly and dismantling of inflatable aquatic equipment:

tools and methods used

specific cleaning and other maintenance requirements pre- and post-storage

correct environmental storage requirements to maintain equipment for short and long periods

weather and other environmental conditions that indicate an urgent need to dismantle inflatable aquatic equipment

formats and inclusions of:

organisational inspection schedules for inflatable aquatic equipment

records and reports for inspecting, testing, repairing and maintaining inflatable aquatic equipment, and how to complete these.

Assessment Conditions

Skills must be demonstrated in an aquatic facility with operational inflatable aquatic equipment.

Assessment must ensure use of:

inflatable aquatic equipment

testing, repair and maintenance tools, equipment and consumable resources

personal protective equipment

cleaning agents and associated safety data sheets

organisational inspection schedules

operational specifications for inspecting, testing, repairing and maintaining

template records and reports for inspecting, testing, repairing and maintaining

organisational procedures for inspecting, testing, repairing and maintaining, and for record keeping and reporting.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT032 Complete pre-exercise screening and service orientation

Modification History

Supersedes and is not equivalent to SISFFIT001 Provide health screening and fitness orientation.

Application

This unit describes the performance outcomes, skills and knowledge required to screen clients for participation in exercise programs and to provide general advice about programs and services suitable to clients.

It requires the ability to utilise industry standard pre-exercise screening systems, questionnaires and guidelines to collect and evaluate health information, and to determine suitable levels of exercise intensity for clients. This includes determining risk factors and providing referrals to medical or allied health professionals for guidance.

Screening may occur prior to clients beginning an exercise program, before changes to programs and when their health status changes. Outcomes are used by fitness instructors to plan client programs. Skills for planning are covered in complementary units.

This unit applies to group fitness instructors, gym instructors and personal trainers. It can also apply to other fitness facility staff members who screen clients and provide service information prior to clients participating in exercise activities. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes, and outdoor locations, depending on their job role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Screen clients for participation in exercise programs.	1.1. Consult with client to identify reasons for exercise participation and identify client needs and preferences. 1.2. Question client to identify current and past participation in physical activities. 1.3. Explain to client purpose of pre-exercise screening processes in identifying risks for participating in exercise programs. 1.4. Assist client to complete industry standard pre-exercise screening questionnaire. 1.5. Collect and record accurate client data and basic body measurements, with informed client consent.
2. Evaluate outcomes of screening.	2.1. Identify and evaluate client health risk factors using screening system guidelines and within boundaries of fitness industry scope of practice. 2.2. Use screening system risk assessment guidelines to identify risks for client participation in exercise programs. 2.3. Discuss outcomes of screening with client and provide information about suitable levels of exercise intensity. 2.4. Determine need for guidance from medical and allied health professionals and discuss appropriate action with client.
3. Provide client referrals.	3.1. Explain referral process and confidentiality procedures to client and obtain informed client consent to share health information. 3.2. Compile relevant, accurate and concise information for inclusion in referral. 3.3. Document and provide referral information to relevant medical and allied health professionals according to client needs.
4. Provide exercise service information.	4.1. Describe available programs, services and facilities relevant to client needs and preferences. 4.2. Actively engage with client to explain the features, general benefits and health benefits of different services. 4.3. Provide advice on suitability of exercise programs for client, according to outcomes of screening. 4.4. Remind clients identified as requiring medical or allied health professional guidance of the requirement to obtain that guidance prior to participation. 4.5. Document accurate details of screening outcomes, referral details and advice provided.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information of varying complexity in pre-exercise screening questionnaires and guidelines, including health terminology, directions for use and flow charts.
Writing skills to:	use fundamental sentence structure to complete forms and referral letters that require factual and subjective information use drafting and proofreading strategies to construct logically sequenced referral information and ensure accuracy of spelling and grammar.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided assist client understanding of screening process and questionnaire content using plain language and terms easily understood.
Numeracy skills to:	interpret sometimes complex numerical information in screening questionnaires and guidelines including symbols, abbreviations, percentages, weights, volumes, ratios and pressures take, discuss and record accurate basic body measurements involving blood pressure, weight, height, and length complete and record calculations involving addition, subtraction, multiplication, division percentages and ratios.
Problem-solving skills to:	critically analyse client health information to determine significance of risk factors and referral needs.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT001 Provide health screening and fitness orientation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT032 Complete pre-exercise screening and service orientation

Modification History

Supersedes and is not equivalent to SISFFIT001 Provide health screening and fitness orientation.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

complete a pre-exercise screening and service orientation for three different clients including:

a female adult

a male adult

a client aged 55 years or over

for each of the above three clients:

identify exercise needs and preferences

determine health risk factors for exercise participation using industry standard screening questionnaire and guidelines

measure and record resting blood pressure

take and record accurate basic body measurements:

weight in kilograms

height in metres

waist circumference in centimetres

body mass index

explain features and benefits of available programs, services and facilities that meet the client’s needs and preferences

provide advice on suitability of exercise intensity and types of programs, according to the outcomes of their screening

accurately document details of client contact including screening outcomes and advice provided

according to actual client interactions or case studies:

identify two clients with risk factors that require referral to medical or allied health professionals

document informed consent to share health information for each of the two clients

prepare accurate referral documentation for each of the two clients to obtain guidance from medical or allied health professionals for exercise participation and prescription.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key legal obligations and procedures for maintaining confidentiality of client information including requirements for the collection, use, maintenance and secure storage of private information, particularly sensitive health information

boundaries and responsibilities of fitness instructors in completing pre-exercise screenings, determining health risks and providing exercise prescription

how pre-exercise screening and referral of at-risk clients relate to duty of care

aims of pre-exercise screening processes and importance of implementing at different times:

prior to clients beginning an exercise program from sedentary and low exercise levels

prior to significant exercise program changes

when client’s personal health status changes significantly

when assuming exercise programming responsibility for a client previously screened by others

industry standard pre-exercise screening questionnaires and guidelines:

format and inclusions

purpose of different stages of screening questionnaires

how to use to identify and evaluate client health risk factors

circumstances indicating need for referral to medical and allied health professionals

health risk factors to be considered in screening clients for participation in exercise programs, why these factors are important, and how single and multiple factors contribute to assessment outcomes:

chronic disease in client and family history of disease:

cardiovascular disease including coronary heart disease and stroke

chronic obstructive pulmonary disease (COPD)

asthma

metabolic disease including diabetes mellitus

musculoskeletal disorders

adverse responses to physical activity including chest pain and dizziness

hypertension and hypotension

high cholesterol

high blood sugar

muscle, bone, tendon, ligament and joint injuries, pain and problems, including diagnosed and of significant concern

use of and reasons for prescribed medications

reasons for hospital admissions during previous year

body composition including underweight, overweight and obesity

antenatal and post-natal general issues and conditions

smoking

role of medical and allied health professionals and their area of expertise in providing guidance for client exercise participation and prescription:

general practitioners (GPs)

rehabilitation physicians

sports physicians

physiotherapists

accredited exercise physiologists

accredited practising dietitians

essential information included in referrals:

fitness instructor and facility details

client details

client consent for release of health information

reasons for referral

guidance being sought

copy of completed pre-exercise screening tool

how to locate, use and adapt template referral letters

legal and ethical obligations of obtaining and documenting informed consent from clients to:

share screening information with medical and allied health professions

authorise medical and allied health professionals to release health information to fitness instructors

how to tailor consent documentation according to a client’s instructions when they choose to limit information to be released to and from medical and allied health professionals

how to take basic body measurement techniques recorded for screening and how to calculate body mass index (BMI):

weight in kilograms

height in metres

waist circumference in centimetres

blood pressure and how to operate a blood pressure monitor

features and benefits of different types of services offered by fitness facilities:

group classes

programs, advice and support provided by gym instructors

personalised exercise programming and instruction by personal trainers

supplementary services offered to promote health and wellbeing

overview of the health benefits of exercise activities, and examples of exercise classes that feature:

cardiovascular exercises

resistance exercises

flexibility exercises

high impact exercise

low impact exercise.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

blood pressure monitor

weight scales

tape measures which can include stadiometers for measuring height

industry standard pre-exercise screening questionnaire and guidelines

informed consent forms

client record keeping forms

template referral letters.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years' experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT033 Complete client fitness assessments

Modification History

Supersedes and is not equivalent to SISFFIT006 Conduct fitness appraisals.

Application

This unit describes the performance outcomes, skills and knowledge required to assess current fitness capabilities of clients using information from industry standard pre-exercise screening as the starting point. It requires the ability to complete assessments using a range of activities and measurements and to document outcomes.

Assessment may occur prior to clients beginning an exercise program, before changes to programs and when their health status changes. Outcomes are used by fitness instructors to plan client programs. Skills for planning are covered in complementary units.

This unit applies to gym instructors and personal trainers, who work unsupervised when interacting with clients using discretion and judgement to provide individually tailored client assessments. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations, depending on their job role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for fitness assessments.	1.1. Review client pre-exercise screening and medical guidance documentation to identify relevant information for fitness assessment. 1.2. Communicate purpose, benefits and scope of fitness assessment to client, and obtain client consent. 1.3. Consult with client to identify their goals and preferences to inform fitness assessment. 1.4. Build trust and rapport with client by using client-centred communication showing sensitivity and empathy during interactions.
2. Assess current fitness capabilities.	2.1. Select assessment activities and exercise equipment suited to individual client profile. 2.2. Demonstrate and explain correct techniques appropriate for the exercise activity. 2.3. Use monitors and measuring equipment to take and record accurate client data. 2.4. Use communication techniques that encourage and support the client during completion of activities. 2.5. Monitor client during activities and immediately discontinue if signs and symptoms of exercise intolerance appear. 2.6. Evaluate results to determine client’s current fitness capabilities. 2.7. Review client goals against assessment results and determine suggested changes. 2.8. Accurately record assessment outcomes in client records.
3. Communicate assessment outcomes.	3.1. Explain assessment results to client and the implications for client goals and exercise programs. 3.2. Discuss and confirm adjustments to client goals and suggest options for exercise activities based on assessment outcomes and availability of fitness services. 3.3. Identify and communicate, to client, need for guidance from medical and allied health professionals prior to client participation in exercise programs. 3.4. Document and provide referral information to relevant medical and allied health professionals according to client needs and confidentiality procedures. 3.5. Encourage and respond to client feedback and questions. 3.6. Document assessment information in appropriate format to facilitate individual exercise program planning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar information of varying complexity in client pre-exercise screening and medical guidance records, involving health and fitness terminology and abbreviations.
Writing skills to:	use fundamental sentence structure to complete forms and reports that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided provide fitness information to clients using plain language and terms easily understood.
Numeracy skills to:	interpret numerical information of varying complexity in client pre-exercise screening records including symbols, abbreviations, percentages, weights, volumes, ratios and pressures interpret, discuss and record numerical data from monitoring equipment involving pressures, rates and times.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT006 Conduct fitness appraisals.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT033 Complete client fitness assessments

Modification History

Supersedes and is not equivalent to SISFFIT006 Conduct fitness appraisals.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete a fitness assessment of three different clients including:

a female adult

a male adult

a client aged 55 years or over

for each of the above three clients:

measure heart rate at rest, during exercise and post exercise using a heart rate monitor

select and use client-appropriate activities to assess:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

accurately record results in client records and prepare information to facilitate exercise program development

suggest two options for suitable exercise activities according to fitness assessment outcomes and client goals

according to actual client interactions or case studies:

identify two clients with risk factors that require referral to medical or allied health professionals

prepare accurate referral documentation for each of the two clients to obtain guidance from medical or allied health professionals for exercise participation and prescription.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key legal obligations to maintain confidentiality of client information including requirements for the collection, use, maintenance and secure storage of private information, particularly sensitive health information

boundaries and responsibilities of fitness instructors in completing fitness assessments and providing exercise prescription

how fitness assessments and referral of at-risk clients relate to duty of care

type of information provided by industry standard pre-exercise screening processes and implications for fitness assessments:

client needs and exercise preferences

client body measurements

contraindications and precautions for exercise including those provided by medical and allied health professionals

indicative recommended level of exercise intensity

purpose of fitness assessments and benefits for clients and instructors

key aspects of health-related components of fitness, methods used to assess these and how to interpret results:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

methods for measuring exercise intensity:

heart rate response

talk test

rated perceived exertion (RPE) scale

power output

types of exercise equipment used for fitness assessments and how to complete assessments without using exercise equipment

functions of heart rate monitors used for fitness assessments and how to operate

meaning of exercise intolerance and common signs and symptoms

fitness assessment situations and outcomes indicating the need for referral to medical and allied health professionals

essential information included in referrals

formats of client fitness assessment records and the types of information they include

services available in the fitness industry that match different fitness levels and types of client goals.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

heart rate monitor

template referral letters

client records which include completed industry standard pre-exercise screening documentation.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT034 Assess client movement and provide exercise advice

Modification History

Supersedes and is not equivalent to SISFFIT018 Promote functional movement capacity.

Application

This unit describes the performance outcomes, skills and knowledge required to assess movement capacity in individual clients and provide advice on exercises to achieve optimal movement and safe and effective exercise technique. While this assessment may be completed as a separate dedicated activity, outcomes and recommended exercises may then be integrated into overall fitness programs for individual clients.

Assessment and advice are provided to clients who do not have unstable health conditions, pain or injury identified through pre-exercise screening and fitness assessment. The unit does not include assessment for the purposes of providing advice or treatment of injury or disease. In this case the fitness instructor refers clients to relevant medical or allied health professionals.

This unit applies to personal trainers who work independently with clients using discretion and judgement to provide individually tailored client movement assessments. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces, and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish client needs.	1.1. Review outcomes of client pre-exercise screening and fitness assessment and identify relevant information for movement assessment. 1.2. Consult with client to obtain information about their needs in relation to movement capacity. 1.3. Build trust and rapport with client by using client-centred communication showing sensitivity and empathy during interactions. 1.4. Provide clear explanations about the importance of effective dynamic posture and movement capacity during exercise within scope of the personal trainer role.
2. Assess client movement.	2.1. Select movements and exercises based on individual client needs and provide clear and accurate instruction and demonstration. 2.2. Observe client static postural alignment and identify deviations outside normal range that may affect movement. 2.3. Observe client movement and range of movement and identify joint mobility and movement restrictions. 2.4. Identify unsafe and ineffective dynamic posture, movement patterns and exercise technique. 2.5. Identify client balance and stability limitations. 2.6. Accurately record observations of client static and dynamic posture and movement.
3. Provide advice on exercises for optimal movement.	3.1. Review outcomes of assessment and explain implications to client using language and visual aids when required to support client understanding. 3.2. Identify and communicate need for guidance from medical and allied health professionals. 3.3. Suggest and demonstrate exercises that promote movement, optimise exercise performance and reduce likelihood of injury. 3.4. Ask client to complete exercises and advise on modifications to their technique and dynamic posture. 3.5. Identify and advise client of unsuitable exercises and activities based on assessment outcomes. 3.6. Document movement assessment outcomes and exercises in client records and integrate into broader client program development based on individual needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar information of varying complexity in client pre-exercise screening records, including health and fitness terminology and abbreviations interpret potentially complex information about human anatomy, physiology and movement.
Writing skills to:	use fundamental sentence structure to summarise subjective information in client records and record factual outcomes of observations.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding explain information that includes anatomical and physiological references using terms that clients can understand support verbal explanations using visual aids including diagrams and infographics.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT018 Promote functional movement capacity.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT034 Assess client movement and provide exercise advice

Modification History

Supersedes and is not equivalent to SISFFIT018 Promote functional movement capacity.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the posture and movement capacity of three different clients including:

a female adult

a male adult

a client aged 55 years or over

for each of the above three clients:

make observations about static posture using appropriate tools

assess dynamic posture, balance, movement quality and limitations

use the following movement patterns during assessment:

squat

lunge

hinge

horizontal push

horizontal pull

vertical push

vertical pull

rotation

explain assessment outcomes and accurately record results in client records

recommend and demonstrate three exercises to address identified issues

have client complete the three exercises and observe and modify technique as required to correct technique

consistently use client-centred communication during all interactions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

client-centred communication techniques for establishing and building trust and rapport, and how they may vary depending on individual client characteristics

scope of practice for a personal trainer in assessing movement and posture, and recommending exercises:

boundaries and responsibilities

relationship between fitness instructors and medical and allied health professionals in supporting optimum client movement

situations where referral to medical and allied health professional is required:

pain during movement and exercise

static postural deviations outside normal ranges

client inability to correct dynamic posture

restricted joint mobility, strength imbalance, and stability concern that is limiting function

basic aspects of current and emerging evidence-based research about movement and postural alignment and the impacts on movement and exercise prescription

static posture:

types of measuring tools and observations used for basic assessments

recommended alignment and ranges based on individual structural differences

influences affecting dysfunctional movement patterns and exercise technique:

abnormalities of the musculoskeletal system including the spine

damage to bones and connective tissue including ligaments and cartilage

asymmetrical muscle tone

poor muscle endurance

poor muscle strength

locomotive gait including walking, jogging and running

deviations in postural alignment outside of normal ranges and functional limitations that can occur at commencement, during, and on completion of exercise and movement:

spinal curvature including lordosis and kyphosis

scapula setting:

winging of scapula

anterior tipping and tilting

upward and downward rotation

hip and pelvis position:

anterior and posterior

internal and external rotation

knee alignment, varus and valgus

foot alignment:

rotation

pronation and supination

relationship between the following postural variances and potential for injury, and injury prevention techniques when they are present:

excessive posterior and anterior pelvic tilt

genu varum and genu valgum

hyperextension of knees

increased pronation of foot and ankle complex

increased supination of foot and ankle complex

spinal curvature including lordosis and kyphosis

lateral tilt of pelvis and head

rotated patella

rounded shoulders

winging of scapula

effective dynamic posture and correct execution for major foundational movement patterns:

squat

lunge

hinge

horizontal push

horizontal pull

vertical push

vertical pull

rotation

normal range of movement for major joints and types of flexibility exercises that support improved range of movement

characteristics of balance and types of exercises that support improved balance:

base of support

centre of gravity and factors that can cause changes to a person’s centre of gravity:

age

pregnancy

being overweight

limits of stability

components of balance maintenance

balance disturbance and key causes.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

measuring tools including at least two of the following: flexometers, goniometers, plurimeters, plumb lines, grids and tape measures

still and video cameras which can be mobile phone based

equipment for selected assessment exercises

visual aids for explanation of movement and postures

client records which include completed industry standard pre-exercise screening documentation.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years' experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT035 Plan group exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT007 Instruct group exercise sessions, and SISFFIT023 Instruct group personal training programs.

Application

This unit describes the performance outcomes, knowledge and skills required to plan group exercise sessions designed for participation by mixed ability groups, or by groups that predominately comprise a particular profile, for example, older people. It requires the ability to account for the participation of individuals from specific population groups and of diverse abilities and allow for modifications that can be made during instruction.

It covers skills for evaluating and improving sessions in response to participant and instructor feedback, noting that sessions might be delivered by self or others. Skills for instructing group exercise sessions are covered in a complementary unit.

Exercise sessions are diverse in nature. They could combine or specifically concentrate on cardiovascular, resistance and flexibility exercises, and be delivered with or without music.

This unit applies to group fitness instructors and personal trainers who use discretion and judgment when planning sessions to meet diverse participant needs. Instructors practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and other locations, depending on their role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of diverse participants.	1.1. Identify diverse reasons and goals for participation in group exercise sessions and evaluate how these can be accommodated in a group setting. 1.2. Identify characteristics, abilities and special needs of participants from specific population groups and determine ways that session inclusions can address needs. 1.3. Identify common injury and medical barriers for participation in group exercise sessions and determine how session inclusions can be modified.
2. Plan group exercise sessions.	2.1. Determine type of session and fitness goals to be targeted. 2.2. Identify participant characteristics, abilities and fitness levels and determine group profile. 2.3. Select exercises, training techniques and exercise equipment that target identified fitness goals and suit the group profile. 2.4. Plan sessions that incorporate volume and intensity and load of exercises appropriate to group profile. 2.5. Plan for exercise phases and volume within boundaries of session duration. 2.6. Determine ways that exercise type and intensity and load can be modified during instruction to meet individual participant abilities and needs. 2.7. Document session plans according to organisational formats.
3. Review and modify future sessions.	3.1. Collate and review feedback provided by participants and instructors. 3.2. Identify successes, problems and difficulties with session delivery. 3.3. Modify and improve future sessions according to feedback.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	produce detailed session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete basic evaluation records that require factual and subjective information.
Numeracy skills to:	record and complete calculations and estimations of varying complexity for session plans involving times, intervals, volume, speeds and loads.
Problem-solving skills to:	critically evaluate successes and failures of sessions to initiate future improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT007 Instruct group exercise sessions, and SISFFIT023 Instruct group personal training programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT035 Plan group exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT007 Instruct group exercise sessions, and SISFFIT023 Instruct group personal training programs.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document session plans for six group exercise sessions, each with a minimum duration of 45 minutes, and include:

at least one session for each of the following participant groups:

female adults

male adults

participants aged 55 years or over

across the above six sessions collectively incorporate the following:

cardiovascular exercises

resistance exercises

flexibility exercises

exercises with and without equipment

for two sessions and according to actual feedback or case studies:

review feedback provided by group participants

evaluate instructor feedback

modify future session content, and document details of the evaluation and changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

common reasons and goals for people participating in group exercise sessions

different types of group exercise classes typically offered by the following and how these relate to general consumer market preferences, expectations and goals:

fitness gyms

leisure and community centres

personal trainers

general factors that affect session design:

venue type and layout

availability of different types of exercise equipment

session duration preferences of different group markets

factors that affect session design for particular client groups and mixed groups:

physical differences that need to be considered for:

adults of different sexes

older people

antenatal, postnatal, menopausal and post-menopausal women

cultural needs and expectations

differing fitness levels, and whether coming from sedentary or active base

for a range of common injuries, medical conditions, and health risk factors:

contraindications and precautions for different types of exercise sessions and exercises

how exercises, intensity and loads can be modified to allow safe participation by individuals with low risk injuries and health conditions

the meaning of the following components of fitness and how exercises can target improvements for each:

health-related components:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

body composition

skill-related components:

coordination

balance

reaction time

proprioception

different types of exercises and equipment that can be used:

cardiovascular exercises:

continuous

interval

resistance exercises using:

free weights

gym equipment including weight machines

body weight

flexibility exercises:

dynamic

static

how different types of exercises can be combined and sequenced for safety and optimum effectiveness in group exercise sessions

how the FITT (frequency, intensity, time and type) principle is used to structure group exercise sessions

established phases of exercise sessions, their underpinning rationale and timing for each within designated time of session:

warm up

main workout

cool down and stretches

components of exercise sessions, and how they can be used effectively for goals targeted by group sessions:

exercise order

volume and intensity of exercises

repetitions and sets

repetition tempo

rest intervals

training techniques that can be used in group exercise sessions, how they can be used, and considerations for their use:

supersets

interval training including high intensity interval training (HIIT)

circuit training

considerations for choreographing and cueing sequences of movements and exercises for group exercise sessions

considerations for the use of music in instruction of group exercise sessions:

licensing requirements

tempo of music suited to different phases of exercise sessions and types of movements and exercises

how different styles of music impact on participant motivation

format and inclusions of documented group exercise session plans

methods that can be used to evaluate effectiveness of group exercise sessions:

participant and instructor evaluation questionnaires and reports

discussions with instructors delivering sessions

self-evaluation

evaluation of complaints, problems and difficulties.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

information about the environment in which activities will be instructed to allow for appropriate session design

template group exercise session plans

template participant and instructor evaluation questionnaires and evaluation reports.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years‘ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years' experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT036 Instruct group exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT007 Instruct group exercise sessions, SISFFIT009 Deliver pre-choreographed or prescribed community fitness, SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music, SISFFIT011 Instruct approved community fitness programs, and SISFFIT023 Instruct group personal training programs.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and deliver land-based group exercise sessions according to predesigned session plans which may have been developed by self or others.

It requires the ability to use exercise instructional techniques, and cater for different participant needs, in a mixed ability group situation within the confines of session guidelines.

Skills for planning group exercise sessions are covered in a complementary unit.

Exercise sessions are diverse in nature. They could combine or specifically concentrate on cardiovascular, resistance and flexibility exercises, and be delivered with or without music.

This unit applies to group fitness instructors who work unsupervised when instructing groups, using discretion and judgement to solve routine problems and are guided by policies and procedures. It also applies to personal trainers working independently with groups. Instructors practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and other locations, depending on their role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for group session.	1.1. Check and prepare physical environment to meet session requirements and identify and respond to factors that may impact session delivery. 1.2. Prepare required physical resources and check for safety and serviceability. 1.3. Follow pre-exercise screening procedures and assess participant characteristics, condition and capability as they present through observation and verbal screening and provide required response. 1.4. Allocate exercise equipment to match participant characteristics and types of exercises.
2. Brief participants.	2.1. Provide clear safety information about environment, equipment and group spacing for exercises. 2.2. Explain participant responsibility to work within their capability and provide clear advice on contraindications and precautions for particular activities during session. 2.3. Introduce session and its basic components using communication suited to participant characteristics.
3. Deliver group exercise session.	3.1. Follow predesigned session structure and timings. 3.2. Use voice projection techniques suited to the environment and nature of exercise activity. 3.3. Combine clear and accurate verbal instructions and demonstrations for exercise technique. 3.4. Use group communication techniques that motivate participants to maintain active participation in the session. 3.5. Monitor participant technique and safety and provide feedback, encouragement and corrective instruction based on observations. 3.6. Facilitate effective group interaction to maintain group cohesion, engagement and safety. 3.7. Observe individual participants, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort.
4. Evaluate group session.	4.1. Seek and acknowledge feedback from participants and evaluate satisfaction with session. 4.2. Evaluate own performance and identify areas for improvement. 4.3. Complete session documentation and evaluation according to record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar session plans which include fitness terminology and abbreviations interpret detailed familiar procedures for instructing and reporting on group exercise sessions.
Writing skills to:	use fundamental sentence structure to record factual and subjective information in session documentation.
Oral communication skills to:	provide clear and unambiguous information to participants using language and terms easily understood.
Numeracy skills to:	follow and adjust session timings to meet requirements of session duration.
Problem-solving skills to:	critically evaluate successes and failures of sessions to contribute to improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT007 Instruct group exercise sessions, SISFFIT009 Deliver pre-choreographed or prescribed community fitness, SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music, SISFFIT011 Instruct approved community fitness programs, and SISFFIT023 Instruct group personal training programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT036 Instruct group exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT007 Instruct group exercise sessions, SISFFIT009 Deliver pre-choreographed or prescribed community fitness, SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music, SISFFIT011 Instruct approved community fitness programs, and SISFFIT023 Instruct group personal training programs.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three predesigned group exercise sessions:

each with a minimum duration of 45 minutes

each with at least six participants

one group that is predominately comprised of female adults

one group that is predominately comprised of male adults

one group that is predominately comprised of participants aged 55 years or over

across the above three sessions collectively, instruct:

cardiovascular exercises

resistance exercises

flexibility exercises

exercises with and without equipment

for each of the above three sessions:

prepare environment and equipment

pre-screen participants for current condition

brief participants and provide safety information tailored to the environment and types of exercises

incorporate the following techniques:

optimal instructor positioning

clear verbal communication

optimal voice projection

combined explanation and demonstration of safe exercise technique

verbal and visual cueing

motivational communication

complete accurate session documentation and evaluation reports

according to actual client interactions or case studies:

identify two situations from pre-session screenings that require recommendations on exercise participation, explain exercise precautions and provide recommendations for modifications

respond to two individuals showing signs of over exertion or difficulty, and modify their activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

procedures for:

pre-exercise screening of group participants

maintaining records for session delivery and evaluation

environmental factors that may impact session delivery and how to respond:

noise

venue climate control and ventilation

safety and serviceability checks for equipment used with cardiovascular, resistance and flexibility exercises

considerations for the use of music in instruction of group exercise sessions:

type and operation of music equipment

volume and instructor positioning in relation to sound system

types of observations and verbal screening questions that can be used to assess suitability of individuals for participation

safety considerations for group exercise sessions and importance of clear and accurate briefing information:

appropriate spacing for group numbers and exercise types

importance of participants working within own capability and tailoring intensity

dangers of exercising while sick

common medical conditions and injuries, contraindications and precautions for exercises, and how exercises, intensity and loads can be modified to allow safe participation by individuals with low risk injuries and health conditions

participant clothing and footwear appropriate for comfort and safety, and how this may vary according to different cultural backgrounds

established phases of exercise sessions and their underpinning rationale:

warm up

main workout

cool down and stretches

types of exercises, equipment that can used and safe techniques for their completion:

cardiovascular exercises:

continuous

interval

resistance exercises using:

free weights

gym equipment including weight machines

body weight

flexibility exercises:

dynamic

static

benefits and impacts on the body of different types of exercises and specific injury prevention strategies

physical differences that need to be considered and ways that exercises can be modified for:

adults of different sexes

older people with low risk health conditions

antenatal, postnatal, menopausal and post-menopausal women with low risk health conditions

factors that affect selection of equipment to suit participants

group exercise instructional techniques and how they impact effectiveness of instruction:

optimum positioning of instructor

physical formation of group

movement breakdown and combination

combining explanation and demonstration

verbal and visual cueing

mirror imaging

ways of varying instruction:

to meet the needs different participant characteristics

to cater for individual abilities within a group

group communication techniques used for the following, and how they may vary depending on participant profile:

voice projection with and without the use of a sound system

establishing rapport with group

providing clear instruction in group environment

motivating and encouraging participants of different abilities to keep them engaged and challenged

maintaining group cohesion

providing constructive feedback and positive reinforcement

key considerations for monitoring participant comfort and safety during group exercise sessions:

common indicators of over exertion that can be observed in a group situation

how the talk test and rated perceived exertion (RPE) scale can be applied in a group situation

when exercise intensity and technique should be modified for individuals and how to instruct individuals while maintaining group momentum

situations that indicate individuals should stop exercising

factors to consider in session evaluation:

suitability of physical environment and availability of suitable equipment

structure and timing

suitability of exercises and equipment for session objectives

participant feedback

trainer communication and instruction.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with group participants; these can be:

group participants in an industry workplace, or

group participants who participate in simulated activities used for the purpose of skills assessment

equipment for exercises

predesigned session plans for group exercise sessions

template evaluation reports

procedures for:

pre-exercise screening of group participants

maintaining records for session delivery and evaluation.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT037 Develop and instruct group movement programs for children

Modification History

Supersedes and is not equivalent to SISFFIT012 Instruct movement programs to children aged 5 to 12 years.

Application

This unit describes the performance outcomes, skills and knowledge required to develop movement programs and individual sessions for children aged up to 12 years, and to deliver those programs to groups of children. Programs are those which are designed to promote movement, physical activity and general wellbeing and may consist of multiple sessions. Programs may be developed for general consumer groups or customised to the needs of a particular client organisation, such as a school. They may include the use of basic equipment such as balls, ropes and mats, but do not include instruction involving specialised equipment found in gyms or other fitness facilities.

It requires the ability to evaluate and improve programs in response to feedback and evaluation.

This unit applies to group fitness instructors and personal trainers. They use discretion and judgment to plan programs and work unsupervised when delivering group sessions in settings such as fitness facilities, gyms, leisure and community centres, child care centres, schools and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. However, individuals must receive formal clearance to work with children through completion of a working with children check required in the relevant State or Territory.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop movement programs for children.	1.1. Identify known and potential participants and investigate physical activity needs based on their age, stage of development and physical abilities. 1.2. Determine key objectives for children’s movement program based on identified needs and characteristics. 1.3. Select movement activities that target key elements of physical literacy suited to participant characteristics. 1.4. Structure program to achieve objectives. 1.5. Determine volume, intensity and frequency of activities required to achieve program objectives. 1.6. Determine and incorporate instructional techniques and instructor ratios appropriate for children and participant age and stage of development. 1.7. Identify and incorporate requirements for instructional assistance from parents or carers. 1.8. Identify specific risk factors and precautions for implementation based on nature of both program and participants.
2. Plan movement sessions for children.	2.1. Determine objectives of individual sessions within movement program. 2.2. Select, balance and sequence activities within session duration based on participant age and stage of development. 2.3. Incorporate injury prevention strategies that respond to exercise risks for children. 2.4. Document session plans according to organisational formats.
3. Prepare for session.	3.1. Review details of completed pre-exercise screening questionnaire and informed consent from parents or guardians. 3.2. Access, prepare and check environment to meet session requirements. 3.3. Prepare and check required equipment for safety and serviceability. 3.4. Inform children, parents or carers about activities and safety rules, check their understanding.
4. Instruct children’s movement sessions.	4.1. Follow predesigned session structure and timings. 4.2. Use voice projection techniques suited to environment, nature of activity and children’s characteristics. 4.3. Provide and combine clear verbal instruction and demonstration to support children’s understanding. 4.4. Use communication techniques that promote physical activity and encourage an enjoyable, interactive and inclusive experience. 4.5. Monitor children’s technique and safety and provide positive feedback, encouragement and corrective instruction based on observations. 4.6. Facilitate effective group interaction to maintain group control, engagement and safety. 4.7. Observe individual children, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort.
5. Evaluate children’s movement programs.	5.1. Seek and acknowledge feedback from children, and their parents or carers. 5.2. Evaluate own performance and identify areas for improvement. 5.3. Determine extent to which objectives are being achieved and compare with expectations outlined in program plan. 5.4. Modify and update program and future sessions according to feedback and evaluation. 5.5. Maintain current program documentation according to procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information of varying complexity about exercise options for young children, including fitness and health terminology.
Writing skills to:	produce detailed program and session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete basic evaluation reports that require factual and subjective information.
Oral communication skills to:	provide clear and unambiguous information using language and terms easily understood by both young children and adults use age-appropriate group communication skills during instruction.
Numeracy skills to:	complete calculations of varying complexity for program and session plans involving times, frequency and intervals monitor and adapt session timings to meet program guidelines.
Problem-solving skills to:	critically evaluate successes and failures of programs to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT012 Instruct movement programs to children aged 5 to 12 years.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT037 Develop and instruct group movement programs for children

Modification History

Supersedes and is not equivalent to SISFFIT012 Instruct movement programs to children aged 5 to 12 years.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document one movement program for groups of children aged up to 12 years

develop, document and instruct three group movement sessions, each with a minimum duration of 30 minutes and with at least six participants, that collectively target the following elements of physical literacy with exercises suited to the particular age group:

movement skills

moving with equipment

object manipulation

coordination

stability and balance

flexibility

agility

strength

muscular endurance

cardiovascular endurance

reaction time

speed

for each of the above sessions:

complete participant pre-exercise screening processes using industry standard screening questionnaire and guidelines for children

consistently use instructional and communication techniques that are suited to participant age and stage of development

consistently engage children through positive feedback and reinforcement of strengths

cater to the individual needs of one child participant by modifying activities to suit

according to actual participant interactions or case studies, evaluate the effectiveness of one children’s group movement program, modify program and session content and document details of the evaluation and changes made.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

procedures for maintaining program documentation

boundaries and responsibilities of fitness instructors in developing movement programs for children and relationship to duty of care

legal and ethical requirements for fitness instructors specific to working with children:

working with children checks

obtaining informed consent from parents or guardians

typical community and commercial contexts for the delivery of children’s movement programs and how this may impact program development and delivery

key considerations for program development and their application to developing children’s movement programs:

objectives

benefits

environment requirements:

amount and nature of space required

acoustics

temperature

ventilation

hygiene and infection control precautions

security

participant pre-screening requirements

communication protocols

equipment requirements and use

participant to instructor ratio and maximum numbers

injury prevention strategies relevant to age group

key purpose and content of established national guidelines that support the provision of fitness services to children:

movement guidelines for the early years, children and young people

Australian Physical Literacy Framework (or its successor):

guiding principles

components of the framework and domains

stages of development

elements of the physical domain and how they link to stages of development

industry standard pre-exercise screening questionnaire and guidelines for young people

industry-developed children’s health and fitness services guidelines

overview of the key stages of development and milestones for female and male children up to 12 years, and implications for exercise programming and instruction:

physical

social

emotional

cognitive

language

principles of safe practice when developing and instructing movement programs for children aged up to 12 years related to:

growth and maturation

coordination development and control

stability

posture

fundamental movement skills

aerobic capacity

types of individual movement activities suited to children aged up to 12 years consistent with the Australian Physical Literacy Framework, and types of suitable equipment

group instructional techniques and how they would be used with children:

optimum positioning of instructor

physical formation of group

movement breakdown and combination

combining explanation and demonstration

verbal and visual cueing

mirror imaging

demonstration and instruction techniques appropriate for a range of children’s ages and capabilities including cueing that is:

verbal

visual

tactile

kinaesthetic

ways of varying instruction to cater for individual differences within a group

communication techniques used for:

establishing rapport with groups of children

voice projection

motivating children through positive feedback and focusing on strengths

providing clear instruction that recognises stage of cognitive and language development:

using age-appropriate language

avoiding fitness terminology

providing constructive feedback and positive reinforcement

checking own understanding and the understanding of children

key considerations for monitoring groups of young children in a movement session:

level of supervision

physical safety of children

monitoring interactions between individual children

format and inclusions of documented:

movement programs

movement session plans

methods used to evaluate effectiveness of children’s movement programs:

ongoing informal discussions with children, parents or carers

ongoing observation and measurement of improvements in children’s physical capabilities

reflection on own performance.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with participants; these can be:

children aged up to 12 years in an industry workplace, or

children aged up to 12 years who participate in simulated activities used for the purpose of skills assessment, or

individuals who role play children during simulated activities

indoor or outdoor venue suited to the nature of the movement activity sessions

equipment required for sessions

industry standard pre-exercise screening questionnaires and guidelines for young people

parental informed consent forms

template group movement program and session plans

procedures for maintaining program documentation.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT038 Plan group water-based exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT008 Instruct water-based fitness activities, and SISFFIT022 Instruct aquatic sessions for specific population groups.

Application

This unit describes the performance outcomes, skills and knowledge required to plan group water-based exercise sessions designed for participation by mixed ability groups, or by groups that predominately comprise a particular profile, for example, older people. It requires the ability to account for the participation of individuals from specific population groups and of diverse abilities, and allow for modifications that can be made during instruction.

It covers skills for evaluating and improving sessions in response to participant and instructor feedback, noting that sessions might be delivered by self or others. Skills for instructing group water-based exercise sessions are covered in a complementary unit.

Water-based exercise sessions may be conducted in indoor or outdoor pools, with or without equipment. They are most likely to involve music. Sessions could combine or specifically concentrate on cardiovascular, resistance and flexibility exercises. This unit does not apply to the planning of hydrotherapy or rehabilitation sessions.

This unit applies to aqua exercise instructors who use discretion and judgment when planning sessions to meet diverse participant needs. Aqua exercise instructors practise in settings with pools, such as fitness facilities, gyms, and leisure and community centres.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of diverse participants.	1.1. Identify diverse reasons and goals for participation in group water-based exercise sessions and evaluate how these can be accommodated in a group setting. 1.2. Identify characteristics, abilities and special needs of participants from specific population groups and determine ways that session inclusions can address needs. 1.3. Identify common injury and medical barriers for participation in group water-based exercise sessions and determine how session inclusions can be modified.
2. Plan group water-based exercise sessions.	2.1. Determine type of session and fitness goals to be targeted. 2.2. Identify participant characteristics, abilities and fitness levels and determine group profile. 2.3. Select exercises, training techniques and exercise equipment that target identified fitness goals and that are suited to group profile. 2.4. Plan sessions that incorporate volume and intensity and load of exercises appropriate to group profile. 2.5. Plan for exercise phases and volume within session duration. 2.6. Determine ways that exercise type and intensity and load can be modified during instruction to meet individual participant abilities and needs. 2.7. Document session plans according to organisational format.
3. Review and modify future sessions.	3.1. Collate and review feedback provided by participants and instructors. 3.2. Identify successes, problems and difficulties with session delivery. 3.3. Modify and improve future sessions according to feedback.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	produce detailed session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete basic evaluation records that require factual and subjective information.
Numeracy skills to:	complete and record calculations and estimations of varying complexity for session plans involving times, intervals, volume, speeds and loads.
Problem-solving skills to:	critically evaluate successes and failures of sessions to initiate future improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT008 Instruct water-based fitness activities, and SISFFIT022 Instruct aquatic sessions for specific population groups.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT038 Plan group water-based exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT008 Instruct water-based fitness activities, and SISFFIT022 Instruct aquatic sessions for specific population groups.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document plans for six group water-based exercise sessions, each with a minimum duration of 30 minutes, that includes a session for:

at least one session for each of the following participant groups:

a group of female adults

a mixed sex group

a group of participants aged 55 years or over

across the six sessions above collectively, incorporate the following:

anchored and weighted movements

active, rebound and energetic movements

propulsion or turbulent actions

suspended movements in deep or shallow water

formations

interval training

exercises with and without equipment

for two sessions and according to actual feedback or case studies:

evaluate feedback provided by group participants

evaluate instructor feedback

modify future session content, and document details of the evaluation and changes made.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

common reasons and goals for people participating in group water-based exercise sessions

different types of group water-based exercise classes typically offered by aquatic venues and how these relate to general consumer market preferences, expectations and goals

general factors that affect session design:

indoor and outdoor pool environment

size, depth and gradient of pool

water temperature

availability of different types of exercise equipment

session duration preferences of different group markets

factors that affect session design for particular client groups and mixed groups:

physical differences that need to be considered for:

adults of different sexes

older people

antenatal, postnatal, menopausal and post-menopausal women

cultural needs and expectations

differing fitness levels, and whether coming from sedentary or active base

for a range of common injuries, medical conditions, and health risk factors:

contraindications and precautions for different types of water-based exercise sessions and exercises

how exercises, intensity and loads can be modified to allow safe participation by individuals with low risk injuries and health conditions

the meaning of the following components of fitness, and how water-based exercises can target improvements for each:

health-related components:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

body composition

skill-related components:

coordination

balance

reaction time

proprioception

different types of water-based exercises and equipment that can be used:

cardiovascular exercises:

continuous

interval

resistance exercises

flexibility exercises

how different types of water-based exercises can be combined and sequenced for safety and optimum effectiveness in group exercise sessions

how the FITT (frequency, intensity, time and type) principle is used to structure group water-based exercise sessions

established phases of exercise sessions, their underpinning rationale and timing for each within designated time of session:

warm up

main workout

cool down and stretches

components of water-based exercise sessions, and how they can be used effectively for goals targeted by group sessions:

exercise order

volume and intensity of exercises

repetitions and sets

repetition tempo

rest intervals

training techniques that can be used in group water-based exercise sessions, how they can be used, and considerations for their use:

supersets

pyramiding

rebound

interval training including high intensity interval training (HIIT)

circuit training

considerations for choreographing and cueing sequences of movements and exercises for group water-based exercise sessions

considerations for the use of music in instruction of group water-based exercise sessions:

licensing requirements

tempo of music suited to different phases of exercise sessions and types of movements and exercises

how to break music down into phrases and beats per minute to time and sequence exercises with music

how different styles of music impact on participant motivation

format and inclusions of documented group water-based exercise session plans

methods that can be used to evaluate effectiveness of group exercise sessions:

participant and instructor evaluation questionnaires and reports

discussions with instructors delivering sessions

self-evaluation

discussions with venue operator on success of programs offered

evaluation of complaints, problems and difficulties.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

information about the pool environment in which activities will be instructed to allow for appropriate session design

template group exercise session plans

template evaluation reports.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a qualification or Statement of Attainment which includes this unit of competency, SISFFIT038, or units that have been superseded by SISFFIT038, and have a collective period of at least two years’ experience working in aqua fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT039 Instruct group water-based exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT008 Instruct water-based fitness activities, and SISFFIT022 Instruct aquatic sessions for specific population groups.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and instruct group water-based exercise sessions according to predesigned session plans which may have been developed by self or others. It requires the ability to use aquatic exercise instructional techniques, and cater for different participant needs in a mixed ability group situation, within the confines of session guidelines.

Skills for planning group water-based exercise sessions are covered in a complementary unit.

Water-based exercise sessions may be conducted in indoor or outdoor pools, with or without equipment. They are most likely to involve music. Sessions could combine or specifically concentrate on cardiovascular, resistance and flexibility exercises. This unit does not apply to the provision of hydrotherapy or rehabilitation sessions.

This unit applies to aqua exercise instructors who work unsupervised when instructing groups, using discretion and judgement to solve routine problems but are guided by venue policies and procedures. Aqua exercise instructors practise in settings with pools, such as fitness facilities, gyms, and leisure and community centres.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for water-based session.	1.1. Check and prepare pool environment to meet session requirements and identify and respond to factors that may impact session delivery. 1.2. Prepare required physical resources and check for safety and serviceability. 1.3. Follow pre-exercise screening procedures and assess participant characteristics, condition and capability as they present through observation and verbal screening and provide required response. 1.4. Issue exercise equipment to match participant characteristics and types of exercises.
2. Brief participants.	2.1. Provide clear safety information about exercise depth and gradient and appropriate group spacing. 2.2. Explain participant responsibility to work within their capability and provide clear advice on contraindications and precautions for particular activities during session. 2.3. Introduce session and its basic components using communication suited to participant characteristics.
3. Deliver water-based session.	3.1. Follow pre-designed session structure and timings. 3.2. Use voice projection techniques suited to the pool environment. 3.3. Combine clear and accurate verbal instructions and demonstrations for exercise technique, and explain effects of water on participant movements. 3.4. Use group communication techniques that motivate participants to maintain active participation in the session. 3.5. Monitor participant technique and safety and provide feedback, encouragement and corrective instruction based on observations. 3.6. Facilitate effective group interaction to maintain group cohesion, engagement and safety. 3.7. Observe individual participants, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort.
4. Evaluate group-session.	4.1. Seek and acknowledge feedback from participants and evaluate satisfaction with session. 4.2. Evaluate own performance and identify areas for improvement. 4.3. Complete session documentation and evaluation according to record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar session plans which include fitness terminology and abbreviations interpret detailed familiar procedures for instructing and reporting on group exercise sessions.
Writing skills to:	use fundamental sentence structure to record factual and subjective information in session documentation.
Oral communication skills to:	provide clear and unambiguous information to participants using language and terms easily understood.
Numeracy skills to:	follow and adjust session timings to meet requirements of session duration.
Problem-solving skills to:	critically evaluate successes and failures of sessions to contribute to improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT008 Instruct water-based fitness activities, and SISFFIT022 Instruct aquatic sessions for specific population groups.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT039 Instruct group water-based exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT008 Instruct water-based fitness activities, and SISFFIT022 Instruct aquatic sessions for specific population groups.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three predesigned group water-based exercise sessions:

each with a minimum duration of 30 minutes

each with at least six participants

one group that is predominately comprised of female adults

one mixed sex group

one group that is predominately comprised of participants aged 55 years or over

across the above three sessions collectively, instruct:

anchored and weighted movements

active, rebound and energetic movements

propulsion or turbulent actions

suspended movements in deep or shallow water

formations

interval training

exercises with and without equipment

for each of the three sessions:

prepare environment and equipment

pre-screen participants for current condition

brief participants and provide safety information tailored to the pool environment and types of exercises

incorporate the following techniques:

optimal instructor positioning

clear verbal communication

optimal voice projection

combined explanation and demonstration of safe exercise technique

verbal and visual cueing

motivational communication

complete session documentation and evaluation reports

according to actual client interactions or case studies:

identify two situations from pre-session screenings that require recommendations on exercise participation, explain exercise precautions and provide recommendations for modifications

respond to two individuals showing signs of over exertion or difficulty, and modify their activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key content of established industry guidelines for safe pool operations relevant to aqua exercise instructors, and associated policies and procedures implemented by pool operators:

qualification requirements including those for rescues

zoning for water-based exercise programs

responsibilities of instructors while on site including supervisory and reporting lines

pool conditions and equipment

emergencies including rescue equipment that must be on hand

pre-exercise screening and briefing of group participants

maintaining records for session delivery and evaluation

workplace health and safety issues for instructors of water-based activities and how to manage these:

effects of extended exposure to chlorinated water and sunlight

slips, trips and falls and safe pool footwear

physical demands of extended energy expenditure on the pool deck and in the pool

pool environmental factors that may impact session delivery and how to respond:

noise

sun and glare

water temperature

safety and serviceability checks for aqua exercise equipment

considerations for the use of music in instruction of water-based exercise sessions:

type and operation of music equipment

volume and instructor positioning in relation to sound system

types of observations and verbal screening questions that can be used to assess suitability of individuals for participation

safety considerations for group water-based exercise sessions and importance of clear and accurate briefing information:

emergency procedures and how participants can raise the alarm

optimal spacing for group numbers and exercise types

exercising depth and gradient of pool for different types of exercises and population groups

importance of participants working within own capability and tailoring intensity accordingly

dangers of exercising while sick

common medical conditions and injuries, contraindications and precautions for exercises, and how exercises, intensity and loads can be modified to allow safe participation by individuals with low risk injuries and health conditions

appropriate instructor apparel and participant swimwear and footwear for comfort and safety, and how this may vary according to different cultural backgrounds

established phases of exercise sessions, their underpinning rationale and timing for each within overall session:

warm up

main workout

cool down and stretches

different types of water-based exercises, equipment that can be used, and safe techniques for their completion:

cardiovascular exercises:

continuous

interval

resistance exercises

flexibility exercises

benefits and impacts on the body of different types of water-based exercises and specific injury prevention strategies

physical differences that need to be considered and ways that exercises can be modified for:

adults of different sexes

older people with low risk health conditions

antenatal, postnatal, menopausal and post- menopausal women with low risk health conditions

factors that affect selection of equipment to suit participants

group exercise instructional techniques and how they impact effectiveness of instruction:

optimum positioning of instructor

physical formation of group

movement breakdown and combination

combining explanation and demonstration

verbal and visual cueing

mirror imaging

emulating water-based exercises from the pool deck accounting for hydrodynamics

instructing within the pool

ways of varying instruction:

to meet the needs different participant characteristics

to cater for individual abilities within a group

group communication techniques and how they may vary depending on participant profile:

voice projection with and without the use of a sound system

establishing rapport with group

providing clear instruction in group environment

motivating and encouraging participants of different abilities to keep them engaged and challenged

maintaining group cohesion

providing constructive feedback and positive reinforcement

key considerations for monitoring participant comfort and safety during group water-based exercise sessions:

common indicators of over exertion that are particular to water-based activities

when exercise intensity and technique should be modified for individuals and how to instruct individuals while maintaining group momentum

situations that indicate individuals should stop exercising

factors to consider in session evaluation:

suitability of physical environment and availability of suitable equipment

structure and timing

suitability of exercises and equipment for session objectives

participant feedback

trainer communication and instruction.

Assessment Conditions

Skills must be demonstrated in an indoor or outdoor pool facility meeting current state or territory and local government regulations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and instructors based on current industry guidelines for safe pool operations.

Pools can be publicly or commercially owned and operated, and can be in diverse locations including educational institutions, clubs, fitness facilities, gyms, and leisure and community centres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

rescue equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with group participants who are participating in exercise activities within a pool; these can be:

group participants in an industry workplace, or

group participants who participate in simulated activities used for the purpose of skills assessment

aqua equipment for exercises

pre-designed session plans for group water-based exercise sessions

template evaluation reports

established industry guidelines for safe pool operations relevant to aqua exercise instructors, and associated guidelines or policies and procedures implemented by pool operators.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a qualification or Statement of Attainment which includes this unit of competency, SISFFIT039, or units that have been superseded by SISFFIT039, and have a collective period of at least two years’ experience working in aqua fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT040 Develop and instruct gym-based exercise programs for individual clients

Modification History

Supersedes and is not equivalent to SISFFIT003 Instruct fitness programs.

Application

This unit describes the performance outcomes, skills and knowledge required to develop tailored gym-based exercise programs for individuals where the level of personalised instruction, ongoing client monitoring and program evaluation is limited. Clients are provided with initial instruction and then largely self-manage their own exercise sessions at the gym, according to the program, without ongoing one-to-one instruction.

It requires the ability to integrate information from pre-exercise screenings, fitness assessments, and any medical guidance that may have been received for particular clients, to design suitable programs.

This unit applies to gym instructors and gym-based personal trainers who work unsupervised when interacting with clients using discretion and judgement and are guided by policies and procedures. They practise in settings such as fitness facilities, gyms, and leisure and community centres.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client needs.	1.1. Review outcomes of client pre-exercise screening and fitness assessment and identify relevant information for program design. 1.2. Identify implications of medical guidance for exercise programming and duty of care to follow. 1.3. Discuss exercise preferences and consult with client to identify their short- and long-term fitness goals to inform program design. 1.4. Build client trust and rapport using client-centred communication showing sensitivity and empathy during interactions. 1.5. Develop and document client profile to assist with programming.
2. Develop program and session structure.	2.1. Review client’s exercise preferences, goals, current abilities and medical advice to determine types of exercises and equipment for program. 2.2. Determine type and frequency of exercise sessions required for client to achieve goals. 2.3. Select exercises, training techniques and exercise equipment that target client’s fitness goals. 2.4. Plan sessions that incorporate volume and intensity and load of exercises appropriate to client’s age, sex and existing fitness capabilities. 2.5. Plan for exercise phases and volume within client’s preferred session duration. 2.6. Document program and session plans for use by client according to organisational format.
3. Provide initial instruction and advice.	3.1. Provide clear and accurate exercise technique instruction and demonstration to client. 3.2. Demonstrate safe use of equipment included in program. 3.3. Observe client exercise technique for safety and effectiveness and provide corrective instruction based on observations. 3.4. Provide advice to client about how to adapt and progress exercise volume and intensity over time to achieve fitness goals. 3.5. Seek feedback from client about proposed program and record agreed modifications before finalising program. 3.6. Provide information about ongoing program monitoring and evaluation options and agree to approach based on client preferences.
4. Provide ongoing service to client.	4.1. Identify and use opportunities to interact with and support client during their gym sessions and seek feedback on their experience with program. 4.2. Complete formal program evaluation based on client requests and organisational requirements for periodic evaluation. 4.3. Modify and update program according to feedback and evaluation. 4.4. Update client records with details of evaluation and modifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar information of varying complexity in client pre-exercise screening and medical guidance records, including health and fitness terminology and abbreviations.
Writing skills to:	present client-based information using plain language and minimal technical terminology for ease of understanding use fundamental sentence structure to complete program templates and client records that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided provide fitness and exercise information to clients using plain language and terms easily understood.
Numeracy skills to:	complete and record calculations and estimations of varying complexity for program and session plans involving times, frequency, intervals, volume, speeds and loads.
Initiative and enterprise skills to:	critically evaluate: all client requirements for appropriate program design successes and failures of programs to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT003 Instruct fitness programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT040 Develop and instruct gym-based exercise programs for individual clients

Modification History

Supersedes and is not equivalent to SISFFIT003 Instruct fitness programs.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role.

develop and document one individually tailored gym-based exercise program for three clients, to collectively include:

a female adult client

a male adult client

a client aged 55 years or over

a client for whom medical guidance has been received

for each of the above three clients:

develop and document two session plans, each with a minimum duration of 30 minutes

instruct two sessions according to the above session plans, each with a minimum duration of 30 minutes

consistently use client-centred communication and instructional techniques

across the above six session plans collectively, incorporate the following:

cardiovascular exercises

resistance exercises

flexibility exercises

exercises with and without equipment

according to actual client interactions or case studies, evaluate the effectiveness of two client programs, modify program and session content and document details of the evaluation and changes made.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role and scope of established gym procedures that impact fitness instruction

boundaries and responsibilities of fitness instructors in providing tailored gym-based programs for clients and relationship to duty of care

differences between gym-based programs where clients largely self-manage their exercise activities, and fully personalised programs involving ongoing one-to-one instruction

type of client information provided by pre-exercise screening and fitness assessment processes, and implications for exercise programming:

client needs and exercise preferences

client body measurements

client fitness data and indication of suitable exercise intensity

types of client guidance that may be provided by medical and allied health professionals and implications for exercise programming:

injury management protocols

contraindications and precautions for types of exercise for those with medical conditions and health risk factors

exercise recommendations for client health improvement and collaborative rehabilitation

factors that affect the design of client-tailored gym-based exercise programs:

physical differences that need to be considered for:

adults of different sexes

older people

antenatal, postnatal, menopausal and post-menopausal women

exercise history and current abilities

desired frequency of gym attendance and other personal exercise activities

client goals

the meaning of the following components of fitness, and how exercises can target client goals and improvements for each:

health related components:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

body composition

skill related components:

power

speed

agility

coordination

balance

reaction time

proprioception

different types of exercises, equipment that can be used and safe techniques for their completion:

cardiovascular exercises:

continuous

interval

resistance exercises using:

free weights

gym equipment including weight machines

body weight

flexibility exercises:

dynamic

static

benefits and impacts on the body of different types of exercises and specific injury prevention strategies

how different types of exercises can be combined and sequenced for safety and optimum effectiveness

overview of the following exercise science principles and how they are used to design gym-based exercise programs and sessions for individuals:

adaptation

overload

specificity

individualisation

progression and regression

reversibility

how the FITT (frequency, intensity, time and type) principle is used to structure exercise programs and sessions

established phases of exercise sessions, their underpinning rationale and timing for each within designated time of session:

warm up

main workout

cool down and stretches

components of exercise sessions, and how they can be used effectively to target client goals:

exercise order

volume and intensity and load of exercises

repetitions and sets

repetition tempo

rest intervals

training techniques that can be used by clients in self-directed gym sessions, how they can be used, and considerations for their use:

supersets

drop sets

pre-fatigue techniques

plyometric training

interval training including high intensity interval training (HIIT)

circuit training

instructional techniques used with individual clients and how they impact effectiveness of instruction and client execution of exercises:

providing clear information about exercises and instructions about technique

combining explanation and demonstration of correct exercise technique

cueing and how to adapt instruction to suit different learning styles:

verbal

visual

tactile

kinaesthetic

communication techniques used for the following and how these may vary depending on individual client characteristics:

establishing and maintaining individual rapport

motivating individuals for optimum performance

providing constructive feedback and positive reinforcement

ways of supporting clients managing their own exercise sessions in a gym environment:

recognising when clients could progress volume, intensity and loads and making suggestions

correcting technique

offering opportunities for formal program evaluation and modification

methods used to evaluate gym-based exercise programs:

periodic informal discussions with client and targeted questions to elicit opinion about achievement of goals, fitness improvement, changes to health, general wellbeing and skills

periodic observation and measurement of client performance, and health and skill improvements

format and inclusions of documented:

client based exercise programs

client based exercise session plans

client profile and client evaluation records.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

equipment required for selected exercises

client records which include documentation of:

completed industry standard pre-exercise screenings

completed fitness assessments

samples of guidance information provided by medical or allied health professionals

template client-based exercise program and session plans

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT041 Develop personalised exercise programs

Modification History

Supersedes and is not equivalent to SISFFIT021 Instruct personal training programs.

Application

This unit describes the performance outcomes, skills and knowledge required to develop exercise programs and a series of sessions tailored to individual client needs, exercise preferences and fitness goals.

It requires the ability to integrate information from pre-exercise screenings, fitness assessments, and any medical guidance that may have been received for particular clients, to design suitable programs. Skills for instructing sessions are covered in a complementary unit.

Program design involves effective application of exercise science and training principles. This unit has a direct relationship with, and is supported by, SISFFIT049 Use exercise science principles in fitness instruction.

This unit applies to personal trainers who work independently with clients using discretion and judgement to develop individually tailored client programs. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client needs.	1.1. Review outcomes of client pre-exercise screening and fitness assessment and identify significant information for program design. 1.2. Identify implications of medical guidance for exercise programming and duty of care to follow. 1.3. Discuss exercise preferences and consult with client to identify, negotiate and confirm their short- and long-term fitness goals to inform program design. 1.4. Build client trust and rapport using client-centred communication showing sensitivity and empathy during interactions. 1.5. Develop and document client profile to assist with programming and ongoing evaluation.
2. Plan personalised exercise program.	2.1. Review client’s exercise preferences, goals, current abilities and medical advice to determine types of exercises and equipment for program. 2.2. Determine appropriate training volume and frequency of sessions required to achieve client goals. 2.3. Design a systematically structured program that incorporates the effective use of exercise training principles. 2.4. Design overall program aligned to client’s short- and long-term goals to allow progression towards fitness improvements. 2.5. Plan for increased difficulty of exercise types to progress client throughout the program. 2.6. Document exercise program according to organisational format.
3. Plan personalised exercise sessions.	3.1. Determine objectives of individual sessions to allow progression of client fitness within overall exercise program. 3.2. Select exercises, training techniques and exercise equipment that target components of client’s health and fitness goals. 3.3. Plan sessions that incorporate volume and intensity and load of exercises appropriate to client’s age, sex and existing fitness capabilities. 3.4. Plan for exercise phases and volume within client’s preferred session duration. 3.5. Develop sequenced and varied sessions to enhance client motivation and program adherence and to allow for recovery from specific exercise types. 3.6. Incorporate at timely intervals progressive difficulty of exercises that respond to client’s progression. 3.7. Document session plans according to organisational format.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar information of varying complexity in client pre-exercise screening and medical guidance records, including health and fitness terminology and abbreviations.
Writing skills to:	produce detailed program and session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete forms, and client records that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided provide fitness and exercise information to clients using plain language and terms easily understood.
Numeracy skills to:	complete and record calculations and estimations of varying complexity for program and session plans involving times, frequency, intervals, volume, speeds and loads.
Initiative and enterprise skills to:	critically evaluate all client requirements for appropriate program design.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT021 Instruct personal training programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT041 Develop personalised exercise programs

Modification History

Supersedes and is not equivalent to SISFFIT021 Instruct personal training programs.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document one personalised exercise program for three clients, to collectively include:

a female adult client

a male adult client

a client for whom medical guidance has been received

consistently use client-centred communication to identify each of the above client’s program needs and preferences

for each of the above three clients, develop and document four personalised session plans, each with a minimum duration of 45 minutes

across the above 12 sessions collectively, incorporate both indoor and outdoor sessions and the following types of exercises:

cardiovascular

resistance

flexibility

low and high impact

exercises that target the:

health related components of fitness

skill related components of fitness

exercises with and without equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

boundaries and responsibilities of fitness instructors in providing personalised exercise prescription and relationship to duty of care

type of client information provided by pre-exercise screening and fitness assessment processes, and implications for exercise programming:

client needs and exercise preferences

client body composition data

client fitness data and indication of suitable exercise intensity

types of client guidance that may be provided by medical and allied health professionals and implications for exercise programming:

injury management protocols

contraindications and precautions for types of exercise for those with medical conditions and health risk factors

exercise recommendations for client health improvement and collaborative rehabilitation

factors that affect the design of personalised exercise programs:

physical differences that need to be considered for:

adults of different sexes

older people

antenatal, postnatal, menopausal and post-menopausal women

exercise history and current abilities

desired frequency of training sessions

client goals

client-centred communication techniques for establishing and building trust and rapport, and how they may vary depending on individual client characteristics

the meaning of the following components of fitness, and how exercises can target client goals and improvements for each:

health related components:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

body composition

skill related components:

power

speed

agility

coordination

balance

reaction time

proprioception

different types of high and low impact exercises and equipment that can be used:

cardiovascular exercises:

continuous

interval

resistance exercises using:

free weights

gym equipment including weight machines

body weight

flexibility exercises:

dynamic

static

benefits and impacts on the body of different types of exercises and specific injury prevention strategies

how different types of exercises can be combined and sequenced for safety and optimum effectiveness

how to effectively apply and combine exercise science principles to the design of personalised exercise programs and sessions to target client goals

how the FITT (frequency, intensity, time and type) principle is used to structure exercise programs and sessions

the principle of recovery, its importance and how this relates to different types of exercise for:

cardiovascular endurance training

muscle strength and endurance training

neuromuscular coordination training

flexibility training

established phases of exercise sessions, their underpinning rationale and timing for each within designated time of session:

warm up

main workout

cool down and stretches

components of exercise sessions, and how they can be used effectively to target client goals:

exercise order

volume and intensity and load of exercises

repetitions and sets

repetition tempo

rest intervals

training techniques that can be used in personalised exercise sessions, how they can be used, and considerations for their use:

supersets

drop sets

pre-fatigue techniques

plyometric training

interval training including high intensity interval training (HIIT)

circuit training

fartlek

format and inclusions of documented:

exercise programs

exercise session plans

client profile and client evaluation records.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure the use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

client records which include documentation of:

completed industry standard pre-exercise screenings

completed fitness assessments

samples of guidance information provided by medical or allied health professionals

template exercise program and session plans.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT042 Instruct personalised exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT021 Instruct personal training programs.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for, instruct and evaluate pre-designed exercise sessions that have been tailored to individual client needs, exercise preferences and fitness goals, as part of an overall personal training program. It covers skills for modifying programs in response to ongoing client monitoring and feedback.

Skills for planning programs and sessions are covered in a complementary unit.

This unit applies to personal trainers who work independently with clients using discretion and judgement to prepare for and instruct exercise activities. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for session.	1.1. Review client exercise program and confirm individual session objectives and activities. 1.2. Check and prepare physical environment to meet session requirements and identify and respond to factors that may impact session delivery. 1.3. Prepare required equipment and check for safety and serviceability. 1.4. Assess client condition and capability as they present through observation and verbal screening and identify required exercise precautions. 1.5. Identify implications of current medical guidance and make required adjustments to session activities.
2. Provide exercise instruction.	2.1. Introduce and follow pre-designed session structure and timings. 2.2. Use and combine verbal, visual and tactile instructional methods according to nature of information and client needs. 2.3. Observe client exercise technique for safety and effectiveness and provide corrective instruction based on observations. 2.4. Provide succinct explanations about the relationship between exercises, their beneficial impacts on the body and implications for achieving fitness goals. 2.5. Monitor client performance against objectives using measures suited to the type of exercise. 2.6. Identify signs of fatigue and exercise intolerance and make required session modifications.
3. Encourage and support clients during sessions.	3.1. Build client trust and rapport using client-centred communication showing sensitivity and empathy during interactions. 3.2. Encourage and respond to client questions about individual exercises and overall program. 3.3. Use communication techniques that provide positive reinforcement and motivation to client. 3.4. Encourage participants to provide feedback and identify personal progression and satisfaction with session.
4. Evaluate session.	4.1. Evaluate session against objectives and identify progress and aspects needing further emphasis and attention in future sessions. 4.2. Evaluate own performance and identify areas for improvement. 4.3. Document session evaluation and client progress according to record keeping procedures.
5. Monitor client progress and update program.	5.1. Monitor client progression towards goals through ongoing observation and measurements and compare with expectations in program plan. 5.2. Request ongoing feedback from client to identify program likes and dislikes and their views on goal achievement. 5.3. Modify and update program and future sessions according to feedback and evaluation. 5.4. Maintain current program documentation according to procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret familiar exercise program and session details involving health and exercise terminology.
Writing skills to:	use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided.
Numeracy skills to:	follow and adjust session timings to meet requirements of session duration take and record accurate measurements involving speed, weight and time.
Initiative and enterprise skills to:	critically evaluate successes and failures of sessions and programs to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT021 Instruct personal training programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT042 Instruct personalised exercise sessions

Modification History

Supersedes and is not equivalent to SISFFIT021 Instruct personal training programs.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct six personalised exercise sessions which have been developed as part of overall exercise programs:

each with a minimum duration of 45 minutes

collectively instruct:

a female adult client

a male adult client

a client for whom medical guidance has been received

across the above six sessions collectively, instruct indoor and outdoor sessions and the following types of exercises:

cardiovascular

resistance

flexibility

low and high impact

exercises that target:

health related components of fitness

skill related components of fitness

exercises with and without equipment

for each of the above six sessions:

prepare environment and equipment

pre-screen client for current condition

use the following instructional and communication techniques:

clear and correct verbal, visual and tactile instructions

correct and safe exercise technique demonstration

feedback and positive reinforcement

motivational communication

complete accurate session records which include client progress notes, client feedback and evaluation of own performance

according to actual client interactions or case studies:

identify two situations from pre-session screenings that indicate exercise precautions and modify planned exercises in response

respond to two clients showing signs of over exertion or difficulty, and modify their activities

evaluate the effectiveness of one client program, modify program and future session content and document details of the evaluation and changes made.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

procedures for maintaining client records, session evaluation and program updates

scope of practice for a personal trainer in instructing personalised exercise sessions:

responsibilities and limitations

professional boundaries

environmental factors that may impact session delivery and how to respond:

noise

indoor venue climate control and ventilation

exposure to uncomfortable and extreme weather conditions in the outdoors

safety and serviceability checks for equipment used with cardiovascular, resistance and flexibility exercises

types of observations and verbal screening questions that can be used to assess and determine current condition of clients and exercise precautions

common medical conditions and injuries, contraindications and precautions for exercises, and how exercises, intensity and loads can be modified to allow safe client participation

established phases of exercise sessions and their underpinning rationale:

warm up

main workout

cool down and stretches

different types of exercises, types of equipment that can be used and safe techniques for their completion:

cardiovascular exercises:

continuous

interval

resistance exercises using:

free weights

gym equipment including weight machines

body weight

flexibility exercises:

dynamic

static

proprioceptive neuromuscular facilitation

common exercise related injuries, and how to prevent these in exercise instruction

instructional techniques used with individual clients and how they impact effectiveness of instruction and client execution of exercises:

providing clear information about exercises and instructions about technique

combining explanation and demonstration of correct exercise technique

cueing, and how to adapt instruction to suit different learning styles:

verbal

visual

tactile

kinaesthetic

communication techniques used for the following and how these may vary depending on individual client characteristics:

establishing and maintaining individual rapport

motivating individuals for optimum performance, including techniques for intrinsic and extrinsic motivation

providing constructive feedback and positive reinforcement

measures that may be used to assess client performance against session objectives:

speed or timing

loads

endurance

range of movement

methods for monitoring client comfort and safety during personalised exercise sessions:

how to use monitoring techniques:

heart rate response

talk test

rated perceived exertion (RPE) scale

how to recognise and respond to common indicators of over exertion and discomfort and when exercise should be modified or stopped

factors to consider in session evaluation:

structure and timing

suitability of exercises and equipment for session objectives

client feedback

client performance and progress

trainer communication and instruction

methods used to evaluate effectiveness of personalised exercise programs:

ongoing informal discussions with client and targeted questions to elicit opinion about achievement of goals, and improvements in skill, fitness and general health

ongoing observation and measurement of client performance and health and skill improvements

staged formal fitness assessments and comparison measurements.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

indoor and outdoor locations for exercise

equipment required for sessions

personalised exercise programs and session plans

client records and progress charts

procedures for maintaining client records, session evaluation and program updates.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT043 Develop and instruct personalised exercise programs for body composition goals

Modification History

Supersedes and is not equivalent to SISFFIT020 Instruct exercise programs for body composition goals.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and instruct exercise programs and sessions specifically tailored to meet body composition goals for individual clients. Goals may relate to body composition maintenance or change. It covers skills for evaluating and modifying programs in response to client monitoring and feedback.

It requires the ability to integrate information from pre-exercise screenings, fitness assessments, and medical guidance that may have been received for particular clients, to design suitable programs.

Program design involves effective application of exercise science principles. This unit has a direct relationship with, and is supported by, SISFFIT049 Use exercise science principles in fitness instruction.

This unit applies to personal trainers who work independently with clients using discretion and judgement to develop and instruct individually tailored client programs. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client body composition needs.	1.1. Review outcomes of pre-exercise screening and fitness assessment and identify relevant information for design of exercise program targeting body composition goals. 1.2. Take body measurements and use results for program development. 1.3. Identify implications of medical guidance for exercise programming and duty of care to follow. 1.4. Consult with client and confirm their body composition goals, exercise preferences and identified barriers. 1.5. Build client trust and rapport using client-centred communication showing sensitivity and empathy during interactions. 1.6. Develop and document client profile to assist with programming and ongoing evaluation.
2. Develop personalised exercise programs for body composition.	2.1. Review client characteristics, exercise preferences, goals, current abilities and medical advice to determine types of exercises and equipment. 2.2. Determine appropriate training volume and frequency of sessions required to achieve client body composition goals. 2.3. Design a systematically structured program that incorporates the effective use of exercise science principles. 2.4. Design overall program aligned to client’s short- and long-term body composition goals. 2.5. Document exercise program according to organisational format.
3. Plan individual sessions.	3.1. Determine objectives of individual sessions within overall exercise program. 3.2. Select exercises and equipment that target body composition goals and take account of individual client characteristics. 3.3. Plan sessions that incorporate volume and intensity and load of exercises appropriate to client’s existing fitness capabilities. 3.4. Plan for exercise phases and volume within client’s preferred session duration. 3.5. Develop sequenced and varied sessions to enhance client motivation and program adherence. 3.6. Document session plans according to organisational format.
4. Instruct exercise sessions targeting body composition goals.	4.1. Use and combine verbal, visual and tactile instructional methods according to nature of information and client needs. 4.2. Observe client technique for safety and effectiveness and provide corrective instruction based on observations. 4.3. Provide succinct explanations about the relationship between exercises, their impact on body composition and implications for achieving goals. 4.4. Monitor client performance against objectives using measures suited to the type of exercise. 4.5. Identify signs of fatigue and exercise intolerance and make session modifications.
5. Encourage and support clients during sessions.	5.1. Encourage and respond to client questions about individual exercises and overall program. 5.2. Use communication techniques that provide positive reinforcement and motivation to client. 5.3. Highlight client’s key strengths during instruction and provide information about progression towards body composition goals.
6. Evaluate program effectiveness.	6.1. Monitor client progression towards body composition goals through ongoing observation and measurements and compare with expectations in program plan. 6.2. Request ongoing feedback from client to identify program likes and dislikes and their views on goal achievement. 6.3. Modify and update program and future sessions according to feedback and evaluation. 6.4. Update client records with details of evaluation and modifications made.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar information of varying complexity in client pre-exercise screening and medical guidance records, including health and fitness terminology and abbreviations.
Writing skills to:	produce detailed program and session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete forms, basic evaluation records and client records that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided provide information about body composition management to clients using plain language and terms easily understood.
Numeracy skills to:	take and record accurate basic body measurements interpret and use potentially complex body composition data complete and record calculations and estimations of varying complexity for program and session plans involving times, frequency, intervals, volume, speeds and loads.
Initiative and enterprise skills to:	critically evaluate: all client requirements for appropriate program design successes and failures of program to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT020 Instruct exercise programs for body composition goals.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT043 Develop and instruct personalised exercise programs for body composition goals

Modification History

Supersedes and is not equivalent to SISFFIT020 Instruct exercise programs for body composition goals.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document one personalised exercise program that targets specific body composition goals for a total of three clients to collectively include:

a female adult

a male adult

a client seeking to lose weight or fat

a client seeking to build muscle or increase weight

for each of the above three clients:

take, record and interpret key body measurements

develop and document two personalised session plans, each with a minimum duration of 30 minutes

instruct two sessions for two of the above clients (four sessions in total), according to session plans, each with a minimum duration of 30 minutes

consistently use client-centred communication and instructional techniques

according to actual client interactions or case studies, evaluate the effectiveness of one client program, modify program and session content and document details of the evaluation and changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

boundaries and responsibilities of fitness instructors in providing personalised body composition exercise prescription and relationship to duty of care

information and recommendations contained in fitness industry eating disorder publications, and how fitness instructors can effectively respond to behavioural warnings signs for:

eating disorders

excessive exercise disorders

body dysmorphic disorder

muscle dysmorphia

specific information related to body composition that is provided by pre-exercise screening and fitness assessment processes

key body measurements, how to take these, and their role as baseline and progress markers in body composition exercise programs:

height

weight

body mass index

body circumference including waist, hip and limbs

waist to hip ratio

strengths and limitations of commonly used methods for measuring body composition, information provided in reports and how fitness instructors use for programming purposes:

skinfold measurement and analysis

bioelectrical impedance analysis

air displacement plethysmography

DEXA (dual energy X-ray absorptiometry) scans

aspects of exercise science principles relevant to the design of programs and sessions targeting body composition goals

exercises that target body composition goals and types of equipment that can be used:

muscle maintenance and hypertrophy

fat loss

factors for consideration when selecting exercises for programs targeting body composition goals:

current physical activity status of client: sedentary and active as defined in established national guidelines for physical activity

building on existing strengths and positives

functional and equipment limitations due to existing body composition

definition and role of the following in developing and instructing exercise programs targeting body composition goals:

metabolism and resting metabolic rate

energy expenditure, energy intake and the balance between them for body composition maintenance and changes

basic concept of thermogenesis, including adaptive thermogenesis, and thermic effects of:

food

physical activity

instructional techniques relevant to the delivery of sessions targeting body composition goals including spotting for weight training

communication techniques used for clients with body composition goals:

establishing and maintaining individual rapport

motivating individuals to achieve goals, including techniques for intrinsic and extrinsic motivation

providing constructive feedback and positive reinforcement

methods used to evaluate effectiveness of personalised exercise programs:

ongoing informal discussions with client and targeted questions to elicit opinion about achievement of body composition goals

ongoing observation and measurement of client performance and improvements

staged formal assessments and comparison measurement.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, used for the purpose of skills assessment

weight scales

tape measures which can include stadiometers for measuring height

equipment required for sessions

client records which include documentation of:

completed industry standard pre-exercise screenings

completed fitness assessments

template exercise program and session plans

client records and progress charts.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT044 Develop and instruct personalised exercise programs for older clients

Modification History

Supersedes and is not equivalent to SISFFIT014 Instruct exercise to older clients.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and instruct exercise programs and sessions specifically tailored for individual older clients. Older clients are those aged at least 55 years; however, they can be significantly older. It covers skills for evaluating and modifying programs in response to client monitoring and feedback. Programs and sessions take account of the particular issues and risks for older clients.

It requires the ability to promote healthy ageing and integrate information from pre-exercise screenings, fitness assessments, and any medical guidance that may have been received for particular clients, to design suitable programs.

Program design involves effective application of exercise science principles. This unit has a direct relationship with, and is supported by, SISFFIT049 Use exercise science principles in fitness instruction.

This unit applies to personal trainers, who work independently with clients using discretion and judgement to develop and instruct individually tailored client programs. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations, depending on their role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client needs.	1.1. Review outcomes of pre-exercise screening and fitness assessment and identify relevant information for exercise program design. 1.2. Identify implications of medical guidance for exercise programming and duty of care to follow. 1.3. Consult with client and confirm their goals, exercise preferences and identified barriers. 1.4. Explain and promote the links between exercise and healthy ageing. 1.5. Build client trust and rapport using client-centred communication showing sensitivity and empathy during interactions. 1.6. Develop and document client profile to assist with programming and ongoing evaluation.
2. Develop personalised exercise programs for older clients.	2.1. Identify program considerations that support safe and sustainable exercise participation for older clients. 2.2. Review client characteristics, exercise preferences, goals, current abilities and medical advice to determine types of exercises and equipment. 2.3. Determine appropriate training volume and frequency of sessions required to achieve client goals. 2.4. Design a systematically structured program that incorporates the effective use of exercise science principles. 2.5. Design overall program consistent with client’s capabilities and goals. 2.6. Document exercise program according to organisational format.
3. Plan individual sessions.	3.1. Determine objectives of individual sessions within overall exercise program. 3.2. Select exercises and equipment suitable for older clients that target client’s goals. 3.3. Plan sessions that incorporate volume and intensity and load of exercises appropriate to client’s age and existing fitness capabilities. 3.4. Plan for exercise phases and volume within client’s preferred session duration. 3.5. Develop sequenced and varied sessions to enhance client motivation and program adherence. 3.6. Incorporate injury and fall prevention strategies that respond to exercise and day-to-day risks for older clients. 3.7. Document session plans according to organisational format.
4. Instruct exercise sessions for older clients.	4.1. Use and combine verbal, visual and tactile instructional methods according to nature of information and client needs. 4.2. Observe client technique for safety and effectiveness and provide corrective instruction based on observations. 4.3. Provide succinct explanations about the relationship between exercises, client goals and improved health outcomes. 4.4. Monitor client performance against objectives using measures suited to the type of exercise. 4.5. Identify signs of fatigue and exercise intolerance and make required session modifications.
5. Encourage and support clients during sessions.	5.1. Encourage and respond to client questions about individual exercises and overall program. 5.2. Use communication techniques that provide positive reinforcement and motivation to client. 5.3. Highlight client’s key strengths during instruction and provide information about progression of fitness capabilities. 5.4. Provide feedback to medical and allied health professionals on client response to exercise sessions and seek required further guidance.
6. Evaluate program effectiveness.	6.1. Monitor client progression towards goals through ongoing observation and measurements and compare with expectations in program plan. 6.2. Request ongoing feedback from client to identify program likes and dislikes and their views on goal achievement. 6.3. Modify and update program and future sessions according to feedback and evaluation. 6.4. Update client records with details of evaluation and modifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar information of varying complexity in client pre-exercise screening and medical guidance records, including health and fitness terminology and abbreviations.
Writing skills to:	produce detailed program and session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete forms, reports, basic evaluation records and client records that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided provide information about healthy ageing to clients using plain language and terms easily understood.
Numeracy skills to:	complete calculations of varying complexity for program and session plans involving times, frequency, intervals, volume, speeds and loads.
Initiative and enterprise skills to:	critically evaluate: all client requirements for appropriate program design successes and failures of program to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT014 Instruct exercise to older clients.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT044 Develop and instruct personalised exercise programs for older clients

Modification History

Supersedes and is not equivalent to SISFFIT014 Instruct exercise to older clients.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document one personalised exercise program for three different clients aged 55 years or over including:

a female client

a male client

a client for whom medical advice has been received

for each of the above three clients:

develop and document two personalised session plans, each with a minimum duration of 30 minutes

incorporate exercises and injury prevention strategies suited to older clients

incorporate strength and balance exercises that can help prevent falls

instruct two of the above sessions for two of the clients (four sessions in total), according to session plans, each with a minimum duration of 30 minutes

consistently use client-centred communication and instructional techniques that are suited to older clients

according to actual client interactions or case studies:

follow protocols for written reports to medical or allied health professionals for one client for whom guidance has been received, and communicate about:

client’s current fitness capabilities and goals

client response to exercise sessions

questions, concerns and further guidance sought

evaluate the effectiveness of one client program, modify program and session content and document details of the evaluation and changes made.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

boundaries and responsibilities of fitness instructors in providing personalised exercise prescription for older clients and relationship to duty of care

format and inclusions of client progress reports to medical and allied health professionals

specific information provided by pre-exercise screening and fitness assessment processes relevant to developing exercise programs for older clients

current philosophies of service delivery for older people:

concept of healthy ageing

empowerment

re-ablement

rights-based approaches

client-centred practice

contents of the key overarching recommendations contained in established national physical activity guidelines for older people

barriers to exercise for older people:

sensory decline, specifically hearing and vision loss

discomfort and pain

fear of injury and falls

fixed income

cognitive decline

isolation and depression

common health changes related to ageing:

reduced:

bone density and risk of osteoporosis

coordination and balance

muscle mass, strength and physical endurance

joint flexibility and mobility

increased risk of:

falls and injury

high cholesterol

high blood pressure

cardiovascular disease, including coronary heart disease and stroke

chronic obstructive pulmonary disease (COPD)

cancer

osteoarthritis

diabetes mellitus

mental health issues including depression and anxiety

exercises suited to older clients that target improvements in the above age related health changes, the particular importance of strength and balance exercises, and types of equipment that can be used

aspects of exercise science principles relevant to the design of programs and sessions for older clients

injury risks and issues for older clients during exercise and how to prevent and address these in exercise instruction:

falls

strains

sore joints

overexertion

appropriateness of different demonstration and instruction techniques for effective instruction of older clients

how older clients with sensory, cognitive and physical decline can be supported during instruction

communication considerations for older clients:

allowing time for interactions

avoiding fitness terminology

recognising and adapting to visual and hearing impairments

being positive and focussing on strengths

respecting the older person’s rights

checking own understanding and the understanding of the older person

how to recognise and respond to indicators of over exertion and discomfort that can present in older clients, and when exercise should be modified or stopped:

chest pain at rest and during activity

severe breathlessness, feeling faint, dizziness and loss of balance

unusual fatigue and shortness of breath

significant muscle, bone and joint pain beyond what is normally expected during exercise

methods used to evaluate effectiveness of personalised exercise programs:

ongoing informal discussions with client and targeted questions to elicit opinion about achievement of goals

reports from older clients about improvements to health and functional movement

ongoing observation and measurement of client performance and improvements

staged formal assessments and comparison measurement.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with older clients; these can be:

older clients in an industry workplace, or

older people who participate in simulated activities used for the purpose of skills assessment

equipment required for sessions

client records which include documentation of:

completed industry standard pre-exercise screenings

completed fitness assessments

samples of guidance information provided by medical or allied health professionals

template progress reports to medical or allied health professionals

template exercise program and session plans

client records and progress charts.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT045 Develop and instruct personalised exercise programs for adolescent clients

Modification History

Supersedes and is not equivalent to SISFFIT013 Instruct exercise to young people aged 13 to 17 years.

Application

This unit describes the performance outcomes, skills and knowledge required to complete pre-exercise screening and fitness assessments for individual clients aged thirteen to seventeen years, and to develop and instruct exercise programs and sessions specifically tailored for these clients. It covers skills for evaluating and modifying programs in response to client monitoring and feedback.

Programs and sessions take account of the particular issues and limitations for adolescent clients.

Program design involves effective application of exercise science principles. This unit has a direct relationship with, and is supported by, SISFFIT049 Use exercise science principles in fitness instruction.

This unit applies to personal trainers, who work independently with clients using discretion and judgement to develop and instruct individually tailored client programs. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication. However, individuals must receive formal clearance to work with adolescents through completion of a working with children check required in the relevant State or Territory.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Screen and assess adolescent clients.	1.1. Consult with clients and parents or guardians to identify reasons for exercise program, current physical activity and specific goals. 1.2. Build client trust and rapport using client-centred and age-appropriate communication, and showing sensitivity and empathy during interactions. 1.3. Select and use pre-exercise screening questionnaire and fitness assessment activities and equipment based on client age and stage of development. 1.4. Accurately record and evaluate client data to determine current fitness capabilities and explain program implications to clients and parents or guardians. 1.5. Identify need for medical guidance prior to participation in exercise programs and communicate to client and parent or guardian. 1.6. Develop and document client profile to assist with programming and ongoing evaluation.
2. Develop personalised exercise programs for adolescent clients.	2.1. Review client goals, stage of development, current fitness capabilities, and medical and physical activity-specific advice in program design. 2.2. Determine types of exercises and equipment that are suited to client stage of growth and development. 2.3. Determine appropriate training volume and frequency of sessions required to achieve client goals. 2.4. Design a systematically structured program that incorporates the effective use of exercise science principles. 2.5. Design overall program consistent with client’s stage of development and goals and gain parent or guardian informed consent according to procedures. 2.6. Document exercise program according to organisational format.
3. Plan individual sessions.	3.1. Determine objectives of individual sessions within overall exercise program. 3.2. Select exercises and equipment suitable for adolescent clients that target client’s goals. 3.3. Plan sessions that incorporate volume and intensity and load of exercises appropriate to client's age and existing fitness capabilities. 3.4. Plan for exercise phases and volume within client’s preferred session duration. 3.5. Develop sequenced and varied sessions to enhance client motivation and program adherence. 3.6. Incorporate injury prevention strategies that respond to exercise risks and duty of care for adolescent clients. 3.7. Document session plans in according to organisational format.
4. Instruct exercise sessions for adolescent clients.	4.1. Use and combine verbal, visual and tactile instructional methods according to nature of information, client age and needs. 4.2. Observe client technique for safety and effectiveness and provide corrective instruction based on observations. 4.3. Monitor client performance against objectives using measures suited to the type of exercise. 4.4. Provide succinct explanations about relationship between exercises and client goals. 4.5. Identify signs of fatigue and exercise intolerance and make required session modifications.
5. Encourage and support clients during sessions.	5.1. Encourage and respond to client questions about individual exercises and overall program. 5.2. Use age-appropriate communication techniques that provide positive reinforcement and motivation to client. 5.3. Highlight client’s key strengths during instruction and provide information about progression of fitness capabilities.
6. Evaluate program effectiveness.	6.1. Monitor client progression towards goals through ongoing observation and measurements and compare with expectations in program plan. 6.2. Request ongoing feedback from client and parent or guardian to identify program likes and dislikes and their views on goal achievement. 6.3. Modify and update program and future sessions according to feedback and evaluation. 6.4. Update client records with details of evaluation and modifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information of varying complexity about exercise options for adolescents, including fitness and health terminology.
Writing skills to:	produce detailed program and session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete forms, basic evaluation records and client records that require factual and subjective information.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from adolescents and adults and to determine understanding of information provided modify and use language according to client age and stage of development.
Numeracy skills to:	complete calculations of varying complexity for program and session plans involving times, frequency, intervals, volume, speeds and loads.
Problem-solving skills to:	critically analyse client health information to determine significance of risk factors and referral needs.
Initiative and enterprise skills to:	critically evaluate: all client requirements for appropriate program design successes and failures of program to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT013 Instruct exercise to young people aged 13 to 17 years.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT045 Develop and instruct personalised exercise programs for adolescent clients

Modification History

Supersedes and is not equivalent to SISFFIT013 Instruct exercise to young people aged 13 to 17 years.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete pre-exercise screening and fitness assessments of three different adolescent clients, to collectively include:

a female adolescent client

a male adolescent client

an adolescent client aged between 13 and 15 years

an adolescent client aged between 16 and17 years

for each of the above three client assessments:

determine health risk factors for exercise participation using industry standard screening questionnaire and guidelines for young people

select and use activities and equipment appropriate to age and stage of development to assess:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

functional motor skills

accurately record screening and fitness assessment results in client records

for each of the above three clients:

develop and document one personalised exercise program suited to the client age and stage of development

develop and document two personalised session plans, each with a minimum duration of 30 minutes

incorporate exercises and injury prevention strategies suited to client stage of development

instruct two sessions for two of above the clients (four sessions in total), according to session plans, each with a minimum duration of 30 minutes

consistently use client-centred communication and instructional techniques that are suited to client age and stage of development

develop one 30 minute group session plan and instruct one group session of at least four adolescent clients

according to actual client interactions or case studies, evaluate the effectiveness of one client program, modify program and session content and document details of the evaluation and changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

procedures for obtaining informed consent from parents or guardians

boundaries and responsibilities of fitness instructors in providing personalised exercise prescription for adolescent clients and relationship to duty of care

legal requirements for fitness instructors specific to working with adolescents:

working with children checks

obtaining informed consent from parent or guardian

sharing adolescent health information with parents or guardians, including ability of adolescents to limit and refuse information sharing

format and inclusions of industry standard pre-exercise screening questionnaires and guidelines for young people, and:

purpose of different stages of screening questionnaires

how to use to identify and evaluate adolescent health risk factors

circumstances indicating need for guidance from medical and allied health professionals

specific health risk factors to be considered in screening adolescents for participation in exercise programs, why these factors are important, and how single and multiple factors contribute to assessment outcomes:

heart conditions in adolescents and family history of conditions

epilepsy, seizures, convulsions, fainting and dizziness

diabetes

asthma

allergies and anaphylactic reactions

surgery in recent months

use of medications

key purpose and overview content of established national guidelines that support the provision of fitness services to adolescents:

movement guidelines for children and young people

Australian Physical Literacy Framework or its successor

industry-developed children’s health and fitness services guidelines

overview of the key stages of development and milestones for adolescent females and males, and implications for exercise programming and instruction at different ages:

physical

social

emotional

cognitive

language

common reasons why adolescent clients present for personalised exercise prescription and instruction:

sport and event specific training goals

muscle hypertrophy

fat loss

developmental and health concerns

credible sources of information about eating and excessive exercise disorders in adolescents and overview knowledge of:

prevalence in adolescents

physical, social, and psychological impacts

physical and behavioural warnings signs

referral options and how fitness instructors can work collaboratively with medical and allied health professionals to support recovery

methods, exercises and equipment suitable for assessing adolescents in:

health related components of fitness:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

body composition

skill related components of fitness:

power

speed

agility

coordination

balance

reaction time

aspects of exercise science principles relevant to the design of programs and sessions for adolescents

principles of safe practice when prescribing exercise for adolescents related to:

growth and maturation

coordination development and control

stability

posture

fundamental movement skills

aerobic capacity

different types of exercises suited to adolescent clients, types of suitable equipment, and safe techniques for their completion:

cardiovascular exercises

resistance exercises

flexibility exercises

coordination and balance exercises

common exercise-related injuries and issues for adolescent clients, and how to prevent and address these in exercise instruction:

sprains

osteochondrosis including severs and patellofemoral pain syndrome

shoulder instability and joint hypermobility

appropriateness of different demonstration and instruction techniques for effective instruction of adolescent clients of varying ages

communication considerations for adolescents:

recognising stage of cognitive development

being positive and focussing on strengths

respecting the rights of young people

checking own understanding and the understanding of the younger person

methods used to evaluate effectiveness of personalised exercise programs:

ongoing informal discussions with client and parent or guardian, and targeted questions to elicit opinion about achievement of goals

ongoing observation and measurement of client performance and improvements

staged formal assessments and comparison measurement.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with adolescent clients; these can be:

young clients aged between thirteen to seventeen years in an industry workplace, or

young people aged between thirteen to seventeen years who participate in simulated activities used for the purpose of skills assessment, or

individuals who role play adolescents during simulated activities

equipment required for fitness assessments and sessions

industry standard pre-exercise screening questionnaires and guidelines for young people

parental informed consent forms

template exercise program and session plans

client records and progress charts

procedures for obtaining informed consent from parents or guardians.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT046 Plan and instruct online exercise sessions

Modification History

No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and instruct online exercise sessions for individuals or groups of clients. Online exercise activities are diverse in nature and could involve live or pre-recorded on demand sessions.

The focus of this unit is on the specific considerations for the delivery of online exercise sessions. It requires the ability to research, set up and use basic technologies for online instruction and to assess and manage session related safety risks. Exercises are selected based on their suitability for the online environment.

This unit applies to fitness instructors who use considerable discretion and judgement to deliver online sessions as part of a fitness operator’s service delivery. It has particular application to personal trainers working independently with clients.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish technology requirements for online exercise sessions.	1.1. Source technologies that support delivery of live and other types of online exercise sessions. 1.2. Research costs, features and capabilities of basic technologies and determine suitability for own fitness instruction activities and client technology capabilities. 1.3. Select technology suited to online exercise activities based on research outcomes. 1.4. Establish and set up hardware and software for effective operation according to technology requirements.
2. Assess safety risks associated with online exercise sessions.	2.1. Identify common and foreseeable hazards for clients and others present during online exercise activities. 2.2. Assist clients to identify environmental and equipment hazards in their exercise location. 2.3. Analyse type and level of risk posed by identified hazards. 2.4. Determine ways to eliminate and control risks during delivery of online exercise sessions. 2.5. Confirm suitability of clients for online exercise sessions based on outcomes of pre-exercise screening and available fitness assessments. 2.6. Document outcomes of risk assessment and proposed actions to eliminate and control risks. 2.7. Determine legal and business consideration specific to online exercise delivery.
3. Plan online exercise sessions.	3.1. Determine type of session and fitness goals to be targeted. 3.2. Plan all activities according to documented risk assessment outcomes. 3.3. Select exercises and exercise combinations that take account of instructional and monitoring limitations of the online environment. 3.4. Select exercise equipment that will be safe and accessible to clients in their exercise location. 3.5. Identify and incorporate other resources that support and complement the online exercise experience of clients. 3.6. Document session plans according to organisational format.
4. Instruct online exercise sessions.	4.1. Set up own online instruction environment and equipment according to session plan and exercise demonstration requirements. 4.2. Use and optimise technology features during all session phases. 4.3. Support clients with clear advice on technology use for effective participation. 4.4. Brief clients about risk management requirements for a safe physical environment for participation. 4.5. Combine clear and accurate verbal instructions and exercise technique demonstrations suitable for online viewing. 4.6. Monitor participant technique and safety in live sessions and provide corrective instruction based on observations.
5. Evaluate online exercise sessions.	5.1. Seek and acknowledge feedback from clients and evaluate satisfaction with sessions. 5.2. Evaluate effectiveness of technology and own performance and identify areas for improvement in online instruction. 5.3. Complete session documentation and evaluation according to record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar technical details about basic technologies that support online exercise instruction.
Writing skills to:	use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	provide clear and unambiguous information to participants using language and terms easily understood.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT046 Plan and instruct online exercise sessions

Modification History

No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

research and set up one basic technology for the delivery of live online exercise sessions

plan, document and instruct three live online exercise sessions, each with a minimum duration of 30 minutes, and include:

at least one session for an individual

at least one session for a group with a minimum of four and a maximum of eight participants

across the above three online exercise sessions collectively, instruct exercises with and without equipment

for each of the above three sessions:

assess the safety risks associated with the online exercise session:

identify hazards and analyse type and level of associated risk

document outcomes of risk assessment and proposed actions to eliminate or control risks

set up the online instruction environment and exercise equipment

complete participant safety briefing

effectively use communication and demonstration techniques suited to the online environment

use and optimise technology features effectively

complete accurate session documentation and evaluation reports.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal and business considerations specific to online exercise service offerings:

obligations to manage the safety of remote clients

requirements for insurance coverage

maintaining privacy of clients when instructing online

obtaining informed consent to record client exercise sessions

maintaining records for session delivery and evaluation

different types of online exercise services offered by the fitness industry, and their features, benefits and limitations:

personal consultations

live online sessions

pre-recorded on demand sessions

library of pre-recorded individual exercise demonstrations

one-to-one services

group services with and without instructor interaction

how different types of online services may work together with an overall suite of exercise service offerings and with personalised client programs

types and features of basic technologies, both free and paid, that are typically used by fitness instructors to provide online exercise instruction and used for live instruction:

hardware

software

communication capabilities and limitations for live sessions

basic troubleshooting

risk assessment considerations for the safe delivery of online exercise sessions:

common types of exercise related hazards in client exercise locations including those that relate to environment, equipment and the presence of other people

methods for identifying hazards in client locations, and types of assistance that can be provided to allow clients to identify hazards

features of commonly used risk assessment methods and templates

methods of eliminating and controlling risks particular to online exercise instruction

industry established safety standards and codes of practice

documentation requirements for risk assessments

factors for consideration when determining client suitability for online exercise instruction:

outcomes of pre-exercise screening and fitness assessments

current capability and previous exercise participation

level of physical supervision required

for online exercise sessions:

types of suitable exercises and rationale for their use:

those with easier technique

those which are easier to demonstrate and explain

those which can be suitably viewed and monitored in live online sessions

exercise equipment limitations and opportunities for clients to use safe alternative items

types of safety information to be provided to clients about the physical environment in which they are exercising

instructional limitations and suitable demonstration and communication techniques

importance of using appropriate technology to clearly view clients

challenges for monitoring participant technique and safety and how these can be overcome

resources that can support and complement online instruction:

pre-recorded individual exercise demonstrations

fitness tracking equipment and applications

applications to allow clients to report progress

emergency procedures for live sessions

factors to consider in online exercise session evaluation:

effectiveness of technology used

suitability of exercises and equipment for the online environment

client feedback

trainer demonstration, instruction and communication in the online environment.

Assessment Conditions

Skills must be demonstrated in a workplace or simulated workplace venue suitable for instructing online exercise sessions.

Assessment must ensure the use of:

interaction with clients in an online environment; these can be:

actual clients

individuals who participate in simulated activities used for the purpose of skills assessment

hardware and software for live online exercise instruction

equipment for demonstrating exercises

hazard identification and risk assessment templates

template online exercise session plans

template evaluation reports.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT047 Use anatomy and physiology knowledge to support safe and effective exercise

Modification History

Supersedes and is not equivalent to SISFFIT004 Incorporate anatomy and physiology principles into fitness programming.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the role of anatomy and physiology knowledge in fitness instruction, and to use that knowledge to develop and instruct safe and effective exercise activities.

Knowledge of anatomy and physiology underpins effective performance in a range of work functions for fitness instruction. This unit has direct links to, and supports, a range of units for planning and instructing group and personalised exercise programs.

This unit applies to group fitness instructors, gym instructors and personal trainers. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations, depending on their role.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify role of anatomy and physiology in fitness instruction.	1.1. Identify credible sources of information about anatomy and physiology that are relevant to fitness instruction. 1.2. Review information and identify how it relates to safe and effective fitness training for clients.
2. Select effective exercise activities for participants.	2.1. Identify aspects of anatomy and physiology that impact selection of suitable exercises for participants. 2.2. Select exercises that account for variations associated with participant sex and age.
3. Support participants to exercise safely and effectively.	3.1. Provide succinct explanations about the relationship between exercises and their beneficial impacts on the body and health. 3.2. Explain injury risk factors and demonstrate and explain safe and effective exercise technique to participants.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information of varying complexity about anatomy and physiology, including anatomical terminology.
Oral communication skills to:	explain information that includes anatomical and physiological references using terms that participants can understand support verbal explanations using visual aids including diagrams and infographics.
Initiative and enterprise skills to:	critically analyse information about anatomy and physiology for its application to fitness instruction critically interpret and synthesise complex information into participant focussed fundamental information.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT004 Incorporate anatomy and physiology principles into fitness programming.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT047 Use anatomy and physiology knowledge to support safe and effective exercise

Modification History

Supersedes and is not equivalent to SISFFIT004 Incorporate anatomy and physiology principles into fitness programming.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source and review information about anatomy and physiology relevant to fitness instruction from three credible sources, and select specific information for use in different areas of fitness instruction work

choose two exercises that are suitable for each of the following client types (ten exercises in total):

female adults

male adults

clients aged 55 years or over

sedentary clients

active clients

for each of the ten exercises:

demonstrate safe and effective exercise technique to clients during either individual or group exercise sessions

during session instruction, provide a plain language explanation to the individual client or group about:

the relationship between the exercise and its beneficial impacts on the body and health, and muscular function

associated injury risk factors and safe exercise technique.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

types of activities where fitness instructors use knowledge of anatomy and physiology:

interpreting client health information and related terminology

developing exercise programs and sessions appropriate for participant characteristics and goals

providing instruction about exercise technique

explaining purpose of exercises and answering client questions

credible sources of information about human anatomy and physiology that draw links with fitness instruction activities

overview of the six levels of structural organisation of the human body:

chemical

cellular

tissue

organ

system

organism

basic aspects of the following and any variances for different sexes:

cardiovascular system:

structure and overall function

role of blood and circulation pathways

relationships between exercise intensity and circulatory and ventilator responses

short- and long-term effects of different types of exercise on blood pressure and cardiorespiratory fitness

respiratory system:

structure and overall function

mechanics of breathing

respiratory system demands of exercise activities

muscular system:

structure and overall function

types of muscle tissue and classifications

major muscle groups

function of muscle proprioceptors

functions and actions of major muscles during movement and exercise, and resulting joint actions

short- and long-term effects of different types of exercise on muscle

changes to the muscular skeletal system over the lifespan

skeletal system:

structure and overall function

major bones, major joints and joint structures

bony landmarks

short- and long-term effects of different types of exercise on bones and joints

nervous system:

structure and overall function

the specific role of the central and peripheral nervous systems in controlling skeletal muscle

nerves and nerve impulses

short- and long-term effects of different types of exercise on neuromuscular system

overview of these aspects of human biomechanics:

forces which act on the body during exercise

lever systems in the body

anatomical planes and axes of movement, and relationships to joints and range of movement:

sagittal

frontal

transverse

meaning of the following anatomical terms of location:

medial and lateral

anterior and posterior

superior and inferior

proximal and distal

superficial and deep

meaning of the following anatomical terms relating to movement:

flexion

extension

abduction

adduction

pronation

supination

dorsiflexion

plantarflexion

circumduction

inversion

eversion

basics of thermoregulation and its application to exercise activities:

processes of heat gain and heat loss

effects of environmental conditions

effects of dehydration on body temperature

basic definitions of these types of injuries, and common exercise related causes:

primary and secondary

direct and indirect

acute and overuse

how exercise activities can be adjusted to safely accommodate common and low risk injuries

client-focussed plain language explanations of anatomical and physiological information

types of visual aids that can assist with providing anatomical and physiological information to clients.

Assessment Conditions

Instructional activities for this unit can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with individual clients or group exercise participants; these can be:

clients or participants in an industry workplace, or

people who participate in simulated activities used for the purpose of skills assessment

equipment required for selected exercise types.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT048 Use anatomy and physiology knowledge to support safe and effective water-based exercise

Modification History

No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the role of anatomy and physiology knowledge in aqua fitness instruction, and to use that knowledge to develop and instruct safe and effective water-based exercise activities.

Knowledge of anatomy and physiology underpins effective performance in a range of work functions for water-based exercise instruction. This unit has direct links to, and supports, units for planning and instructing water-based exercise sessions.

This unit applies to aqua exercise instructors; they practise in settings with pools, such as fitness facilities, gyms, leisure and community centres.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify role of anatomy and physiology in aqua fitness instruction.	1.1. Identify situations where aqua instructors use knowledge of anatomy and physiology. 1.2. Identify and use credible sources of information about anatomy and physiology that are relevant to aqua instruction.
2. Select effective water-based exercise activities for participants.	2.1. Identify aspects of anatomy and physiology that impact selection of suitable exercises for participants. 2.2. Select exercises that account for variations associated with participant sex and age.
3. Support participants to exercise safely and effectively.	3.1. Provide succinct explanations about the relationship between water-based exercises and their beneficial impacts on the body and health. 3.2. Explain injury risk factors and demonstrate and explain safe and effective exercise technique to participants.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information of varying complexity about anatomy and physiology, including anatomical terminology.
Oral communication skills to:	explain information that includes anatomical and physiological references using terms that participants can understand.
Initiative and enterprise skills to:	critically analyse information about anatomy and physiology for its application to aqua fitness instruction critically interpret and synthesise complex information into participant focussed fundamental information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT048 Use anatomy and physiology knowledge to support safe and effective water-based exercise

Modification History

No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source and review information about anatomy and physiology relevant to aqua fitness instruction from three credible sources, and select specific information for use in different areas of aqua instruction work

choose two water-based exercises that are suitable for each of the following participant types (eight exercises in total):

female adults

participants aged 55 years or over

sedentary participants

active participants

for each of the above eight exercises:

demonstrate safe and effective exercise technique to participants during group water-based exercise sessions

during session instruction, provide a plain language explanation to the group about:

the relationship between the exercise and its beneficial impacts on the body and health, to include muscular function and process

associated injury risk factors and safe exercise technique.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

types of activities where aqua instructors use knowledge of anatomy and physiology:

interpreting participant health information and related terminology

developing water-based exercise sessions appropriate for participant characteristics and session goals

providing instruction about exercise technique

explaining purpose of exercises and answering participant questions

credible sources of information about human anatomy and physiology that draw links with aqua fitness instruction activities

basic aspects of the following and any variances for different sexes:

cardiovascular system:

structure and overall function

relationships between water-based exercise intensity and circulatory and ventilator responses

short- and long-term effects of water-based exercise on blood pressure and cardiorespiratory fitness

respiratory system:

structure and overall function

mechanics of breathing

respiratory system demands of water-based exercise activities

muscular system:

structure and overall function

major muscle groups

functions and actions of major muscles during water-based movement and exercise, and resulting joint actions

short- and long-term effects of water-based exercise on muscle

changes to the muscular skeletal system over the lifespan

skeletal system:

structure and overall function

major bones, major joints and joint structures

short- and long-term effects of water-based exercise on bones and joints

overview of physiological and biomechanical differences between aquatic and land-based exercises

properties of water and physiological impact and benefits in water-based exercise:

mass

density

viscosity

hydrostatic pressure at different depths

forces that act on the body in water at different depths, and how these affect participants during water-based exercise:

buoyancy

resistance

turbulence

propulsion

inertia

basics of thermoregulation and its application to exercising in water:

processes of heat gain and heat loss

effects of different water temperatures

effects of dehydration on body temperature

basic definitions of these types of injuries, and common exercise related causes:

primary and secondary

direct and indirect

acute and overuse

how water-based exercise activities can be adjusted to safely accommodate common and low risk injuries

participant-focussed plain language explanations of anatomical and physiological information.

Assessment Conditions

Instructional activities for this unit must be demonstrated in an indoor or outdoor pool facility meeting current State or Territory and local government regulations. The facility owner or operator must have guidelines or policies and procedures to regulate the safe operation of the facility and its use by facility users and instructors based on current industry guidelines for safe pool operations.

Pools can be publicly or commercially owned and operated, and in diverse locations including educational institutions, clubs, fitness facilities, gyms, and leisure and community centres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

rescue equipment

communication equipment for emergency response.

Assessment must ensure the use of:

interaction with group participants who are participating in exercise activities within a pool; these can be:

group participants in an industry workplace, or

group participants who participate simulated activities used for the purpose of skills assessment

equipment required for selected exercise types.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a qualification or Statement of Attainment which includes this unit of competency, SISFFIT048, and have a collective period of at least two years’ experience working in aqua fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT049 Use exercise science principles in fitness instruction

Modification History

Supersedes and is not equivalent to SISFFIT019 Incorporate exercise science principles into fitness programming.

Application

This unit describes the performance outcomes, skills and knowledge required to identify how exercise science principles (also known as exercise training principles) apply to fitness instruction, and use those principles in the design and ongoing modification of exercise programs for clients.

This unit has a direct relationship with, and supports the following units involving the application of exercise science and training principles to program design:

SISFFIT041 Develop personalised exercise programs

SISFFIT043 Develop and instruct personalised exercise programs for body composition goals

SISFFIT044 Develop and instruct personalised exercise programs for older clients

SISFFIT045 Develop and instruct personalised exercise programs for adolescent clients.

This unit applies to personal trainers who work independently with clients using discretion and judgement to develop and deliver individually tailored client exercise programs. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify information sources for exercise science principles relevant to fitness instruction.	1.1. Identify credible sources of evidence-based information about exercise science principles that are relevant to fitness instruction. 1.2. Review information and identify how exercise science principles relate to safe and optimum training and client fitness improvements. 1.3. Interpret exercise science terminology and its application to fitness instruction.
2. Incorporate exercise science principles in fitness instruction.	2.1. Identify relevance of exercise science principles to individual clients at different stages and levels of exercise activity. 2.2. Design programs for individual clients that consider client characteristics and goals and appropriate exercise science principles. 2.3. Monitor and adjust programs consistent with exercise science principles.
3. Maintain and update knowledge of exercise science.	3.1. Identify and use opportunities to update and expand knowledge of exercise science relevant to scope of practice for personal trainers. 3.2. Use critical thinking processes to evaluate changing and emerging evidence-based information and its application to fitness instruction.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and complex evidence-based information including scientific, anatomical and physiological terminology.
Numeracy skills to:	interpret numerical information of varying complexity involving times, frequency, intervals, volume and loads complete calculation and estimations of varying complexity for program design.
Learning skills to:	monitor emerging and changing information for use in own practice.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT019 Incorporate exercise science principles into fitness programming.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT049 Use exercise science principles in fitness instruction

Modification History

Supersedes and is not equivalent to SISFFIT019 Incorporate exercise science principles into fitness programming.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source information from credible sources about the exercise science principles of:

adaptation

overload

specificity

individualisation

progression and regression

reversibility

evaluate key aspects of the above information relevant to fitness instruction and identify how it can be used to inform the design of personalised exercise programs

document how exercise science principles are incorporated into the design of four client programs, and record the following details for each client:

a profile of the client and how individual characteristics of age, sex, fitness levels and basic physical characteristics have been used to design the program

how the program is systematically structured to provide progression towards planned goals and adaptations

rationale for the selection of exercises that relate to the principle of specificity

how the principle of overload has been used to determine the volume and intensity of exercises and frequency of sessions

rationale for the types of recovery that are incorporated into sessions, and how sessions are sequenced to allow recovery from specific types of exercises between sessions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

credible sources of evidence-based exercise science information that draw links with fitness instruction activities relevant to personal trainers

meaning and key physiological aspects of the following exercise science principles, how the principles interrelate, and how they underpin exercise program design and instruction:

adaptation

overload

specificity

individualisation

progression and regression

reversibility

how each of the exercise science principles is applied to achieve improvements in:

health related components of fitness:

cardiovascular endurance

muscle strength

muscle endurance

flexibility

body composition

skill related components of fitness:

power

speed

agility

coordination

balance

reaction time

proprioception

meaning of the following terms as they apply to exercise:

acute physiological response

chronic physiological adaptation

key aspects of physiological responses to exercise:

cardiovascular system including acute responses and chronic adaptations of the cardiovascular system to aerobic, anaerobic and strength training

respiratory system including acute responses and chronic adaptations of the respiratory system to aerobic, anaerobic and strength training

musculoskeletal system:

acute musculoskeletal responses and chronic adaptations to aerobic, anaerobic and strength training

responses of bone, joints and muscle tissue to weight bearing activities

neuromuscular system:

acute neuromuscular responses and chronic adaptations to aerobic, anaerobic and strength training

responses to high intensity, strength, power, speed and hypertrophy training

endocrine system:

acute responses and chronic adaptations of the endocrine system to anaerobic training

acute and chronic hormonal responses to aerobic and strength training

key aspects of physiological adaptations relevant to participating in long-term and endurance training:

energy system and substrate utilisation

nervous system improvements

improved thermoregulation

increased lactate threshold

key physiological adaptations that occur from both high and low impact training

role of exercise and fitness in the prevention of common exercise related injuries and day-to-day falls, and types of physiological adaptations that are related to this reduced risk

meaning of overtraining, common physiological responses, and client signs and symptoms

key aspects of physiology that relate to short and longer term recovery periods:

physiological needs and responses between sets of exercises

physiological needs and responses during cool down phase of exercise sessions

physiological needs and responses between exercise sessions.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure use of:

evidenced-based information about exercise science principles from credible sources

exercise program plans.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT050 Support exercise behaviour change

Modification History

Supersedes and is not equivalent to SISFFIT016 Provide motivation to positively influence exercise behaviour.

Application

This unit describes the performance outcomes, skills and knowledge required to establish current patterns of client exercise and support clients to make changes to optimise fitness outcomes, health and wellbeing. Support for behaviour change reflects evidence-based approaches and can be integrated into fitness assessment, program planning, instruction and evaluation.

This unit applies to personal trainers who work independently with clients using discretion and judgement to develop and deliver individually tailored client exercise programs, and to provide support to individual clients. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish current patterns of client exercise.	1.1. Use questioning and active listening to obtain information about client’s current exercise patterns, attitudes and motivation for change. 1.2. Build trust and rapport with client by using client-centred communication showing sensitivity and empathy during interactions. 1.3. Identify perceived and actual barriers and other factors that currently influence client exercise behaviour. 1.4. Use information to assess client readiness for change and implications for fitness instruction. 1.5. Identify situations where client needs fall outside scope of own role and refer to relevant health professional.
2. Assist clients to plan for change.	2.1. Source and critically evaluate current and emerging evidence-based information about behaviour change to support professional practice and client needs. 2.2. Provide clients with information and techniques for making exercise behaviour change based on their specific needs. 2.3. Explain ways of setting and monitoring exercise activity goals that are specific, measurable and realistic. 2.4. Support clients to set their preferred goals and nominate specific behaviour changes based on their individual exercise program. 2.5. Maintain records of client goals and exercise preferences according to record keeping and confidentiality procedures.
3. Support the change process.	3.1. Use observation and client discussion to monitor client progress towards changed behaviour and goals. 3.2. Identify and use opportunities to provide positive feedback and reinforcement to clients about exercise behaviour change. 3.3. Use techniques that address barriers and assist clients to maintain commitment to agreed exercise activities. 3.4. Identify potential changes to improve client outcomes through reflection on client feedback and own performance. 3.5. Adjust goals and approaches in collaboration with client based on reflection and progress being achieved. 3.6. Update client records to reflect changes and progress.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially complex and unfamiliar evidence-based information about exercise behaviour change.
Writing skills to:	use fundamental sentence structure to summarise both factual and subjective information in client records.
Oral communication skills to:	provide clear and succinct information to clients about behaviour change techniques ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT016 Provide motivation to positively influence exercise behaviour.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT050 Support exercise behaviour change

Modification History

Supersedes and is not equivalent to SISFFIT016 Provide motivation to positively influence exercise behaviour.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source evidence-based information on exercise behaviour change from credible sources

evaluate key aspects of the above information, and identify how it can be used to provide client-centred behaviour change advice

support the exercise behaviour change process for three clients as part of the design of their personalised exercise programs, and for each of the three clients:

collect information about:

client motivation for exercise behaviour change

client stage of readiness for change

barriers to client exercise participation and adherence

assist client to plan for exercise behaviour change according to their individual needs:

support client to identify ways they can overcome barriers to exercise participation

provide information about behaviour change techniques

assist client to nominate behaviour change actions

support client to set exercise activity goals

consistently use client-centred communication during all interactions

maintain client records that include details of information exchanged, client exercise goals, change techniques used and client progress

for one of the above three clients:

monitor client progress towards exercise behaviour change and achievement of exercise activity goals over a four week period via ongoing communications

use client-appropriate techniques to enhance client adherence to agreed exercise activities

complete a follow up assessment of client and discuss progress, achievements and changing needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

procedures for maintaining client records and confidentiality of client information

scope of practice for a personal trainer in supporting exercise behaviour change:

responsibilities and limitations

professional boundaries

situations where referral to a health professional is required for support with exercise behaviour change and role of relevant health professionals:

psychologists

general practitioners

sources of evidence-based information about contemporary and emerging exercise behaviour change techniques

how to determine the credibility of information sources

client-centred communication techniques for establishing and building trust and rapport, and how they vary depending on individual client characteristics

methods of collecting information about client’s current exercise knowledge, patterns, attitudes, motivation and commitment to change

factors that may affect exercise behaviour and the process of change:

family, cultural and social determinants

established lifestyle behaviours

experience of previous attempts at exercise behaviour change

common barriers to exercise initiation and adherence, and how these may be overcome:

low importance placed on exercise

time and access to appropriate facilities

initial low fitness levels and low confidence

previous negative experiences

body image concerns

stages in the behaviour change process and how these apply in a fitness industry context:

pre-contemplation

contemplation

preparation

action

maintenance

relapse

the role of relapse, when it may occur and how it can be managed

evidence-based techniques for promoting exercise behaviour change at different stages of fitness planning and implementation:

assessment and programming:

contracting

goal setting

client choice and self-direction

implementation:

exercise selection and variety

client self-monitoring activities

using natural supports and social networks

monitoring:

prompts and reinforcement

feedback and rewards

ongoing assessment and progress measurement

ways that techniques may be used and adapted for clients at different levels and stages of engagement with exercise activities

approaches to goal setting and achievement:

setting short-, medium- and long-term goals

importance of goals that are specific, measurable, achievable, realistic and time based

different types of goals:

outcome

process

performance

common client strategies that can be used to achieve exercise behaviour change goals

recording goals and progress, and types of technology that can assist

the role of arousal control and basic features of the following strategies in exercise behaviour change:

progressive relaxation

visualisation

positive self-talk

methods and techniques used to:

engage with clients about progress

reflect on client feedback and own performance.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

current information about evidence-based approaches to exercise behaviour change

template client records for goal setting and recording progress

procedures for maintaining client records and confidentiality of client information.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT051 Establish and maintain professional practice for fitness instruction

Modification History

Supersedes and is not equivalent to SISFFIT015 Collaborate with medical and allied health professionals in a fitness context, and SISFFIT028 Apply evidence-based practice to exercise programs.

Application

This unit describes the performance outcomes, skills and knowledge required to establish the industry context for fitness instruction work, develop collaborative relationships with medical and allied health professionals, and use reflective practice and critical thinking for ongoing professional development. It requires the ability to identify and evaluate evidence-based information for use in day-to-day fitness instruction activities.

This unit applies to personal trainers who work independently with clients using discretion and judgement to develop and deliver individually tailored client exercise programs, and to provide support to individual clients. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish context for fitness instruction work.	1.1. Identify current fitness industry practices and standards and determine their impact on planning and delivery of exercise programs. 1.2. Research legal and ethical requirements that govern fitness instruction work. 1.3. Evaluate work implications of how fitness instruction roles intersect with, and diverge from, other health-related roles. 1.4. Identify contemporary issues in fitness instruction that directly impact own workplace and clients.
2. Develop and maintain collaborative relationships with medical and allied health professionals.	2.1. Identify medical and allied health professionals with whom fitness instructors interact. 2.2. Build trust with medical and allied health professionals through use of professional communication protocols and industry terminology. 2.3. Establish contact with medical and allied health professionals based on client needs and develop shared understanding of respective roles in supporting client outcomes. 2.4. Identify and agree to nature, mode and regularity of communication required. 2.5. Incorporate guidance from medical and allied health professionals when developing and modifying personalised exercise programs. 2.6. Provide feedback on client progress to medical and allied health professionals and make suggestions for exercise activity modifications within the boundaries of agreed roles.
3. Participate in professional reflection and development.	3.1. Identify the role of reflective practice in fitness instruction and how it can be used to improve client outcomes. 3.2. Use reflective practice to identify personal strengths, areas for improvement and opportunities for further learning. 3.3. Seek and use informal and formal input from others to identify own learning needs. 3.4. Identify information from industry organisations and networks that support professional development for fitness instructors. 3.5. Plan and implement steps to address professional development needs based on reflection, feedback and information sourced.
4. Maintain evidence-based knowledge for fitness instruction.	4.1. Identify and source evidence-based information to inform decision-making in fitness instruction. 4.2. Use critical thinking processes to evaluate information and its application to own fitness instruction. 4.3. Compare different sources of information and their relative value to own work and clients. 4.4. Extract relevant information and organise in ways that support easy access for use with individual clients. 4.5. Identify opportunities for ongoing development of knowledge and incorporate learning into day-to-day activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret varied, unfamiliar and potentially complex evidence-based information that may include health, scientific and industry terminology.
Writing skills to:	summarise key information from evidence-based research using fundamental sentence structure.
Numeracy skills to:	interpret statistical data in evidence-based research complete calculations of varying complexity.
Teamwork skills to:	share and receive information about varied and potentially complex fitness and health-related issues work collaboratively with medical and allied health professionals.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT015 Collaborate with medical and allied health professionals in a fitness context, and SISFFIT028 Apply evidence-based practice to exercise programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT051 Establish and maintain professional practice for fitness instruction

Modification History

Supersedes and is not equivalent to SISFFIT015 Collaborate with medical and allied health professionals in a fitness context, and SISFFIT028 Apply evidence-based practice to exercise programs.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source information from credible sources about the current context for fitness instruction work in Australia, and identify and evaluate key aspects of:

three established industry practices or standards

three legal or ethical requirements

use critical thinking processes to analyse and respond to the fitness instruction needs of two clients using evidence-based information for each client need:

identify and evaluate current and relevant sources of evidence-based information

develop and document a response to the clients needs that is supported by analysis and evidence

review own professional development:

reflect on and evaluate own fitness instruction strengths and areas for improvement

identify sources of industry information about professional development and continuing education and document two actions for improving own skills and knowledge

use industry terminology and follow protocols for professional communication with medical or allied health professionals for two clients with health issues that are ongoing, and communicate:

client health and fitness status

program progress

questions and concerns

client response to exercise

client goals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

existence and purpose of established fitness industry practices and standards:

bodies that develop practices and standards

types of existing practices and standards, their key inclusions, and primary requirements:

industry accreditation and registration quality assurance schemes

code of ethical conduct

code of practice

scope of practice

qualification, professional development and continuing education requirements

established protocols for pre-exercise screening, assessment and programming

legal and ethical requirements that govern fitness instructors:

maintaining confidentiality of client information including requirements for the collection, use, maintenance and secure storage of private information

obtaining and documenting informed consent to share client information

duty of care

responsibilities under consumer protection laws for fair and honest dealings

permit requirements for use of public spaces:

bodies that typically issue permits including local government, and how to apply for initial and ongoing permits

skill, qualification and accreditation requirements for obtaining permits

key compliance requirements, how to manage, and consequences of non-compliance

how to factor costs into fees charged for fitness services offered

environmental sustainability considerations for use of outdoor spaces:

typical threats posed by the operation of exercise activities in public outdoor spaces, both environmental and social for local communities and other users

typical local government minimal impact codes of practice specific to environmental sustainability, and associated compliance requirements

minimal impact practices that can be implemented by fitness instructors

different models of work for fitness instructors and how those models may impact work practices:

when employed:

following organisational policies and procedures

working under organisational insurance policies

when self-employed:

developing own policies and procedures

establishing legal and risk management requirements for operation, including those for insurance

relationships between fitness instructors and medical and allied health professionals:

types of medical and allied health professionals with whom fitness instructors typically collaborate and their areas of expertise:

accredited exercise physiologists

accredited practising dietitians

chiropractors

general practitioners (GPs)

occupational therapists

osteopaths

physiotherapists

podiatrists

rehabilitation physicians

sports physicians

how to access and search practitioner registers

referral systems and communication protocols for providing and receiving information about client health, fitness and progress

basic health and fitness terminology and abbreviations commonly used in communication between fitness instructors and medical and allied health professionals

benefits of establishing relationships

respective roles of fitness instructors and medical and allied health professionals in supporting client outcomes

behaviours that support effective relationships

barriers to effective relationships

networking opportunities

contemporary issues and priorities in fitness instruction that relate to:

types of services offered

impacts of technology

changing demographics

population health profile and public health priorities

reflective practice in fitness instruction:

how reflective practice is used to learn from the everyday, and as a process to guide decision making

the link with professional development

the need for multiple perspectives

ways that fitness instructors can use:

reflection in action

reflection on action

common steps followed to create a professional development and continuing education plan, typical inclusions and methods of collating information

definition of evidence-based practice and how it relates to fitness instruction roles

how to determine the credibility of information sources

sources of established and credible evidence-based information that underpins fitness instruction:

state, federal and global public health bodies

Australian and international industry bodies:

fitness

sport

exercise science

allied health professional associations

complementary health professional associations

critical thinking processes for evaluating information:

identifying key questions for the evaluation process

distinguishing relevant from irrelevant

extracting and summarising key details

ways of organising information to support its use in day-to-day practice.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure use of:

real workplace situations, simulated activities or case studies relevant to this unit and involve communication with medical or allied health professionals

computers or mobile devices for research

current information about:

fitness industry standards and practices

legal and ethical requirements for fitness instruction

evidence-based approaches to fitness instruction.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT052 Provide healthy eating information

Modification History

Supersedes and is not equivalent to SISFFIT005 Provide healthy eating information.

Application

This unit describes the performance outcomes, skills and knowledge required to provide general, and not individualised, information about healthy eating to fitness clients. Information is based on the main recommendations of the current Australian national dietary guidelines which aim to promote optimal health and wellbeing for generally healthy people.

The unit requires the ability to recognise situations that are beyond the scope of practice for fitness instructors, and to provide information about the types of medical and allied health professionals with expertise to advise on nutritional needs.

This unit applies to group fitness and gym instructors who practise in settings such as fitness facilities, gyms, and leisure and community centres.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify authoritative and evidence-based information.	1.1. Source information about healthy eating from the national dietary guidelines that apply to healthy people. 1.2. Interpret key national dietary guideline recommendations and healthy eating messages to inform healthy eating advice.
2. Communicate general healthy eating information to clients.	2.1. Advise clients about own role and limitations in providing healthy eating advice. 2.2. Provide information consistent with national dietary guidelines to help clients make informed healthy eating choices. 2.3. Advise on recommended daily serves of the five food groups outlined in national dietary guidelines. 2.4. Provide clear information about discretionary foods and inform clients about limiting daily intake. 2.5. Explain the benefits of healthy food and beverage choices, and impact of poor choices on health and wellbeing. 2.6. Show sensitivity to cultural and social differences that may influence food choices. 2.7. Provide accurate information about the role of healthy eating as part of a fitness program.
3. Identify clients who require nutrition advice outside of own scope.	3.1. Identify characteristics of clients who require nutrition advice beyond scope of practice and recognise risks of providing information to those clients. 3.2. Provide information about types of health professionals with required expertise to clients who require nutritional advice outside scope of practice.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret key overarching recommendations of national dietary guideline documentation.
Oral communication skills to:	provide information to clients using plain language and terms easily understood ask open and closed probe questions to clarify information needs and actively listen to determine client understanding of information.
Numeracy skills to:	interpret numerical aspects of the national dietary guidelines including recommended and proportional food intakes in different food groups.
Learning skills to:	use information provided in national guidelines to update and extend knowledge of healthy eating practices.
Technology skills to:	access and use national dietary guideline documentation.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT005 Provide healthy eating information.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT052 Provide healthy eating information

Modification History

Supersedes and is not equivalent to SISFFIT005 Provide healthy eating information.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide healthy eating information from the Australian national dietary guidelines to three clients and include information about:

the five food groups and their recommended proportional daily intakes

discretionary foods that should be eaten only sometimes and in small amounts

according to actual client interactions or case studies:

identify three situations outside scope of own practice for providing nutrition advice

for each above situation:

advise client why their nutrition needs are outside scope of own role

provide information about the type of medical or allied health professional with relevant expertise.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

roles of medical and allied health professionals in providing nutritional advice and their expertise in addressing different needs:

accredited practising dietitians (APD)

accredited sports dietitians (AccSD)

general practitioners

differences and similarities between the roles and skills of dietitians and nutritionists

common consumer expectations of fitness instructors to provide nutrition and weight management advice, and:

purpose and content of established industry guidelines for scope of practice for fitness instructors in providing nutrition advice

own role and limitations in providing nutritional advice to clients

techniques used to positively communicate with clients about scope of own role and knowledge

how industry guidelines assist fitness instructors to appropriately respond to client enquiries outside their scope of practice

opportunities for fitness instructors to promote and support healthy eating with clients

how nutritional needs differ for special population clients, and characteristics of clients who require nutrition advice beyond fitness instructor scope of practice:

those with chronic conditions

the frail elderly

pregnant and breastfeeding women

clients who show signs of having an eating disorder as identified in established industry guidelines

any client seeking individualised information outside the scope of the population level recommendations in national dietary guidelines

risks to clients of fitness instructors providing nutrition-related advice outside scope of practice:

nutrient deficiencies and imbalances

exposure to low energy availability (LEA) and overview of LEA impacts

negative impact on existing health conditions

food intolerance and allergy adverse reactions

negative food-drug interactions

nutrition confusion

financial burden of product recommendations

risks to fitness instructors of providing nutrition-related advice outside scope of practice, specifically the potential professional, legal and financial consequences

key contents of current Australian national dietary guidelines and associated resources:

the principal recommendations and guidelines

characteristics and examples of types of foods in the five food groups

proportions of the five food groups recommended for consumption each day

characteristics and examples of discretionary foods to be avoided

healthy eating:

benefits of healthy eating

relationship to physical wellbeing

how healthy eating can impact on client health and fitness goals and outcomes

the role of healthy eating in a fitness program and basic aspects of how nutrition and exercise interrelate

potential impacts of unhealthy food choices and eating patterns on general health and wellbeing and:

diet-related risk factors for chronic disease, including high cholesterol, high blood pressure and obesity

risk of chronic diseases including type 2 diabetes, cardiovascular disease and some types of cancers

effects of cultural and social influences on food choices.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace set up for the purpose of skills assessment.

Assessment must ensure use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

established fitness industry guidelines for providing nutrition advice within scope of practice for fitness instructors

current Australian national dietary guidelines and associated resources:

the principal recommendations and guidelines

guides to healthy eating

consumer brochures.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate III or IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising dietitian, sports dietitian, health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT053 Support healthy eating for individual fitness clients

Modification History

Supersedes and is not equivalent to SISFFIT025 Recognise the dangers of providing nutrition advice to clients, and SISFFIT026 Support healthy eating through the Eat for Health Program.

Application

This unit describes the performance outcomes, skills and knowledge required to identify individual client needs for healthy eating advice, and provide information that supports clients to establish healthier eating patterns. Information is based on the current Australian national dietary guidelines and associated resources which aim to promote optimal health and wellbeing for generally healthy people.

The unit requires the ability to recognise situations that are beyond the scope of practice for fitness instructors and to provide referrals to medical and allied health professionals with expertise to advise on nutritional needs.

This unit applies to personal trainers who work independently with clients using discretion and judgement to plan for and deliver exercise programs, and to provide support to individual clients. They practise in settings such as fitness facilities, gyms, leisure and community centres, client workplaces and homes and outdoor locations.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client needs for nutrition advice.	1.1. Consult with client to confirm their nutritional goals and clarify their expectations and need for nutrition advice. 1.2. Explain boundaries of own role in providing nutritional advice to clients based on industry guideline scope of practice for fitness instructors. 1.3. Identify clients with nutritional needs beyond own scope of practice and provide referral to medical and allied health professionals with expertise to advise on nutritional needs.
2. Provide healthy eating advice within scope of own role.	2.1. Seek information on client’s daily pattern of eating and compare with recommendations in national dietary guidelines and associated support resources. 2.2. Provide feedback to client on their identified eating patterns and how they align with national dietary guidelines. 2.3. Use a person-centred approach to assist client to identify changes to eating patterns to align with their health, fitness and nutritional goals. 2.4. Provide information about patterns of healthy eating and appropriate proportions of different food types based on national dietary guidelines and associated support resources. 2.5. Advise on limiting daily intake of discretionary foods outlined in national dietary guidelines.
3. Support clients to adopt and sustain healthier eating patterns.	3.1. Use client-centred communication showing sensitivity and empathy to support sustained behaviour change. 3.2. Assist clients to modify their daily patterns of eating to align with their nutritional goals. 3.3. Provide clients with information about daily living strategies that support healthy eating. 3.4. Maintain records of information provided and client goals and progress according to record keeping and confidentiality procedures.
4. Evaluate effectiveness of advice to clients.	4.1. Seek and evaluate feedback from clients about value of healthy eating support. 4.2. Identify potential changes to improve client outcomes and own practice through reflection on client feedback and own performance. 4.3. Identify and use opportunities to update and expand knowledge of evidence-based nutritional information relevant to scope of practice for fitness instructors.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret key recommendations and detailed implementation advice in national dietary guideline documentation and associated support resources.
Writing skills to:	use fundamental sentence structure to complete forms and reports that require factual and subjective information.
Oral communication skills to:	provide information to clients using plain language and terms easily understood ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided.
Numeracy skills to:	interpret numerical and measurement information in national dietary guidelines and on food labels, expressed in kilojoules, cups, grams, millilitres, centimetres, percentages and fractions.

Unit Mapping Information

Supersedes and is not equivalent to SISFFIT025 Recognise the dangers of providing nutrition advice to clients, and SISFFIT026 Support healthy eating through the Eat for Health Program.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT053 Support healthy eating for individual fitness clients

Modification History

Supersedes and is not equivalent to SISFFIT025 Recognise the dangers of providing nutrition advice to clients, and SISFFIT026 Support healthy eating through the Eat for Health Program.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

support healthy eating for three fitness clients and for each of the three clients:

identify daily eating patterns

compare daily eating patterns with the recommendations of Australian national dietary guidelines

assist clients with change to achieve healthier eating patterns using national dietary guidelines and associated resources, and:

provide information about daily patterns of healthy eating and recommended proportions of the five food groups

provide examples of healthy meals and snacks

provide information about healthy ways to prepare and cook food

educate clients about how to interpret nutrition information on food labels

consistently use client-centred communication during all interactions

maintain accurate records of client goals and advice provided

seek and evaluate feedback from clients and consider ways to improve own practice

according to actual client interactions or case studies, respond to two clients seeking advice or services outside scope of own practice for providing nutrition advice, and for each client:

advise client why their nutrition needs are outside scope of own role

provide information about the appropriate type of medical or allied health professional with relevant expertise

write a referral that provides clear information about the client and the reasons for referral.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

procedures for maintaining client records and confidentiality of client information

client-centred communication techniques for establishing and building trust and rapport to support behaviour change

role and limitations of fitness instructors in providing nutritional advice to clients, and:

purpose and content of established fitness industry guidelines for providing nutrition advice within scope of practice for fitness instructors

reasons for confining information and advice that is consistent with current Australian dietary guidelines and support resources

potential professional, legal and financial consequences of providing nutrition-related advice outside of scope of practice

how to screen clients to identify the type and depth of advice they are seeking about their nutrition needs

techniques used to positively communicate with clients about scope of own role and knowledge

appropriate responses to common fitness-related client requests and situations that require referral to medical and allied health professionals involving:

detailed nutritional assessment

personalised meal planning to meet a specific goal including advice and plans for weight loss and weight gain goals

high intensity, high volume and high level sports performance requirements

advice and recommendations on specific diet, eating trends and specific popular diets

nutritional supplements and specialised foods including for performance, medical and general health purposes

ergogenic aids

queries about nutrition and medication interactions

risks to clients of fitness instructors providing nutrition-related advice outside scope of practice:

nutrient deficiencies and imbalances

exposure to relative energy deficiency in sport (RED-S) and overview of RED-S impacts

negative impact on existing health conditions

food intolerance and allergy adverse reactions

negative food-drug interactions

nutrition confusion

financial burden of product recommendations

how to find information about available accredited practising dietitians (APD) and accredited sports dietitians (AccSD) in the local area

benefits of working in collaboration with medical and allied health professionals for both fitness instructors and clients

format and inclusions of referral letters to medical and allied health professionals

information and recommendations contained in fitness industry eating disorder publications, and how fitness instructors can effectively respond to behavioural warnings signs for:

eating disorders

excessive exercise disorders

muscle dysmorphia

sources of authoritative and evidence-based information about nutrition and how to determine credibility

the meaning of key nutritional terms:

diet

healthy eating

nutrition

nutrients including macronutrients and micronutrients, and overview of how the body uses these

how to locate and use information from current Australian dietary guideline resources to provide healthy eating advice to individual fitness clients:

full guideline and summary documents

consumer brochures

teaching tools

key population level recommendations and healthy eating guidance contained in current Australian national dietary guidelines and associated resources:

the principal recommendations and guidelines

characteristics of the five food groups and the nutrients they contribute to the diet

daily patterns of healthy eating and recommended proportions of the five food groups

types of discretionary foods to be limited and why

methods and tools for collecting information about client daily eating patterns and how to evaluate this against national dietary recommendations

strategies, informed by national dietary guidelines, that support clients with healthy eating:

how to interpret food labels including health star rating labelling systems to support healthier food choices

types of healthy meals and snacks

healthy ways to prepare and cook food

the benefits to health and emotional wellbeing of combining healthy eating and physical activity

methods used to evaluate support provided to clients:

client evaluation questionnaires

informal conversations with clients

self-reflection on client responses to information including difficulties in understanding and implementing.

Assessment Conditions

Skills can be demonstrated in:

the workplace, or

a simulated workplace, set up for the purpose of skills assessment.

Assessment must ensure use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

established fitness industry guidelines for providing nutrition advice within scope of practice for fitness instructors

fitness industry eating disorder publications

current Australian national dietary guidelines and associated resources:

full guideline and summary documents

consumer brochures

teaching tools

template referral letters

procedures for maintaining client records and confidentiality of client information.

Assessors must:

satisfy the Standards for Registered Training Organisations requirements for assessors, and

hold a Certificate IV in Fitness, and have a collective period of at least two years’ experience working in fitness instruction, where they have applied the skills and knowledge covered in this unit of competency; the two years’ experience can incorporate full and part time experience, or

be a registered or accredited practising dietitian, sports dietitian, health or exercise professional with a degree and experience relevant to this unit of competency.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABL001 Lead adventure-based learning activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead adventure-based learning activities in situations where the overall responsibility for the session or program rests with a more experienced facilitator.

It requires the ability to interpret activity requirements, assist with participant goal setting, briefing and debriefing, and to interact with participants for effective learning outcomes.

This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.

It applies to those who work as assistant facilitators under supervision and according to guidance provided by adventure-based learning facilitators. They may work alongside the lead facilitator or have access to a supervisor for instructions when needed.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Adventure Based Learning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm details for activity.	1.1. Discuss, with activity lead facilitator or supervisor, participant characteristics, abilities and learning needs. 1.2. Confirm, with lead facilitator or supervisor, program plan, objectives, learning outcomes, session plans and facilitation techniques. 1.3. Determine individual roles, tasks and responsibilities. 1.4. Confirm activity safety and emergency response procedures to ensure compliance of self and participants during activities.
2. Prepare participants.	2.1. Participate in individual and group discussions to assist participants set realistic goals for activities in line with session learning outcomes. 2.2. Discuss and determine, with participants, potential individual and group guidelines for their action and behaviour. 2.3. Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries.
3. Facilitate session activities.	3.1. Respond to participant queries about activity requirements and techniques to engender trust and participant confidence. 3.2. Motivate and encourage participants to keep them engaged and challenged. 3.3. Observe individual actions and group interaction and provide constructive feedback throughout session. 3.4. Encourage cooperation between individual group members. 3.5. Monitor and maintain compliance with safety procedures and agreed individual and group guidelines. 3.6. Assist participants facing physical or emotional difficulties and report any emerging issues related to group interaction and safety.
4. Participate in activity debrief and evaluation	4.1. Participate in individual and group discussions to assist participants identify achievement of goals. 4.2. Assist participants to formulate ideas for transferring learning. 4.3. Debrief with team members to identify successes, problems and difficulties. 4.4. Review own performance and discuss how to improve.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex information about participant characteristics, session plans and objectives.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ level of engagement and comfort with challenges.
Learning skills to:	review own performance and comments from others to identify skills that need development.
Teamwork skills to:	pro-actively and cooperatively work within teams of facilitators to deliver effective outcomes for participants.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABL001 Lead adventure-based learning activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three different adventure-based learning sessions for a group of participants according to predetermined session plans

during each session consistently:

work within role boundaries and responsibilities, and follow any directions provided by lead facilitator or supervisor

communicate clearly and positively with participants to assist with motivation, group cohesion and trust

monitor and maintain participant adherence to safety procedures

after each session, assist in facilitating a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to respond to a total of three incidents involving the physical and emotional safety of participants during activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for activity sessions

role boundaries and responsibilities of assistant facilitators, lead facilitators or supervisors for adventure-based learning activities

definitions of experiential learning and adventure-based learning and how these are similar in principle and practice

basic principles and theories of the transfer of learning from one context to others

key features and phases of the adventured based learning cycle:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning

at a fundamental level of understanding, principles and theories of group formation and stages of group development

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

elicit ideas and feedback

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at early stage of escalation

format and inclusions of program and session plans.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of indoor or outdoor recreation activity, and the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment relevant to the recreational activity.

Assessment must ensure use of:

a group of participants whom the individual leads

adventure-based facilitators who supervise the candidate; these can be:

lead facilitators or supervisors in an industry workplace, or

people who participate in role plays or simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit involving responses to the physical and emotional safety of participants during activities

activity and personal protective equipment specific to the particular type of recreation activity

program and session plans

organisational safety and emergency response procedures for activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an adventure-based learning facilitator; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABL002 Facilitate adventure-based learning activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate learning through adventure activities according to a pre-designed adventure based learning program which might be self-developed or developed by others. It requires the ability to adjust program content and manage all learning activities to encourage participant engagement.

This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.

It applies to adventured-based learning facilitators who work independently using discretion and judgement to manage learning activities, risk, and any significant problems when they arise.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Adventure Based Learning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for program delivery.	1.1. Identify, from program plans, participant characteristics, learning needs and any barriers to learning. 1.2. Interpret program plan, objectives, learning outcomes, session plans and facilitation techniques. 1.3. Refine learning activities according to needs of individual participants, within scope of responsibility or refer for authorisation.
2. Prepare participants.	2.1. Advise participants on how learning during activities can transfer to life and work circumstances. 2.2. Guide and support participants to set realistic individual and group goals consistent with activity learning outcomes. 2.3. Negotiate individual and group guidelines to inform participant action and behaviour. 2.4. Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries.
3. Manage adventure-based learning activities.	3.1. Communicate activity instructions and ideas clearly and constructively to engender participant confidence. 3.2. Encourage questions and advice before and during activity and provide ongoing feedback. 3.3. Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety. 3.4. Reinforce the value of individual differences to stimulate and encourage contribution, cooperation and collaboration. 3.5. Implement strategies which develop trust between individuals within the group and with leaders. 3.6. Monitor and maintain compliance with agreed individual and group guidelines. 3.7. Monitor individual and group progression throughout activities. 3.8. Re-evaluate participant needs and session outcomes; modify activities to ensure participant engagement and challenge.
4. Manage participant safety and well-being during activities.	4.1. Monitor activity conditions, hazards and the physical and emotional safety of individuals and the group. 4.2. Respond immediately to adverse participant reactions and hazardous situations. 4.3. Complete ongoing risk assessments to minimise distress or injury to participants and others. 4.4. Amend activities if risk is unacceptable; cease activities when required.
5. Debrief with participants.	5.1. Encourage participants to identify achievement of individual and group goals. 5.2. Provide constructive feedback on individual actions and group interaction, and collaboratively evaluate individual and group outcomes. 5.3. Facilitate individuals and group to identify how learning can be transferred, and their future learning needs. 5.4. Use a suitable facilitation activity to develop personal and group action plans.
6. Evaluate learning sessions.	6.1. Debrief with team members to identify successes, problems and difficulties. 6.2. Evaluate feedback from participants on their challenges and achievements. 6.3. Self-evaluate sessions against learning objectives achieved, own performance, and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics, learning programs and session plans.
Writing skills to:	refine session plans incorporating correct terminology and jargon for activities and experiential facilitation techniques.
Oral communications skills to:	provide information to participants about conceptual ideas using language and terms easily understood.
Learning skills to:	review own performance and comments from others to identify skills that need development.
Teamwork skills to:	pro-actively and cooperatively work within teams of facilitators to deliver effective outcomes for participants.
Planning and organising skills to:	manage own timing and that of participants to complete sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABL002 Facilitate adventure-based learning activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate three different adventured-based learning sessions for a group of participants according to predetermined program and session plans

during each session consistently:

monitor individual and group progression

monitor and maintain group cohesion

manage participant adherence to safety procedures

across the three sessions, collectively use four different experiential facilitation techniques to be chosen from the following list:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit participant capabilities and responses

manage a total of three incidents involving the physical and emotional safety of participants during activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles and theories of experiential learning in the context of adventure-based learning:

the transfer of learning from one context to others

sequencing of activities to achieve effective staged learning outcomes

key features and phases of the adventured based learning cycle:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning

key features and phases of different adventure-based experiential learning models:

linear

cyclical

spiral

nested loop

key principles and theories of a range of facilitation techniques used in adventure-based learning activities:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

for each of the above techniques:

advantages, disadvantages and limitations

appropriateness for a range of ages, learning needs and learning abilities

ethical issues related to their use

principles and theories of group formation and stages of group development

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

format and inclusions of program and session plans

methods and tools used to monitor individual and group development during programs.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of indoor or outdoor recreation activity, and the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment relevant to the recreational activity.

Assessment must ensure use of:

a group of participants whom the individual facilitates

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications to meet participant needs

managing incidents involving the physical and emotional safety of participants during activities

activity and personal protective equipment specific to the particular type of recreation activity

program and session plans.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an adventure-based learning facilitator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABL003 Design adventure-based learning programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to design adventure-based learning programs to meet the objectives and learning needs of participants and enhance their learning opportunities.

Programs may be developed for general consumer groups but would generally be customised to the needs of a particular client group.

This unit applies to any type of organisation that delivers adventure-based learning programs including commercial, not-for-profit and government organisations.

It applies to senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program managers and senior facilitators and leaders who may also deliver the program.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Adventure-based Learning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify program objectives and learning needs of participant groups	1.1. Identify and analyse program objectives and learning needs of different consumer markets. 1.2. Consult with clients to determine program budget, objectives and special learning requirements for particular client groups. 1.3. Discuss and determine complex learning needs of participants and known barriers to learning. 1.4. Identify characteristics and abilities of participants that affect participation in recreational activities.
2. Design the structure and content of the program.	2.1. Consult with external service providers, as required, to assist with design of programs to meet special needs of participants. 2.2. Select an adventure-based learning model to meet participant needs, and determine phases to allow for progression and transfer of learning. 2.3. Determine and document learning outcomes according to identified learning objectives and needs. 2.4. Select suitable recreational activities and environments in line with learning outcomes, and participant abilities. 2.5. Program a sequence of activities to provide effective staged achievement of learning outcomes. 2.6. Select facilitation techniques suitable for learning outcomes, participant needs and the stages of group development. 2.7. Develop and document session plans for each stage of the program. 2.8. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures. 2.9. Document and present final program within client and organisational budgetary constraints for approval by relevant personnel and or clients.
3. Evaluate effectiveness of the program.	3.1. Develop methods and tools to monitor individual and group development during programs. 3.2. Liaise with delivery personnel throughout program operation to identify successes, problems and difficulties. 3.3. Obtain and evaluate feedback from delivery personnel, client groups and participants. 3.4. Evaluate program according consultation with others. 3.5. Modify and continuously improve current and future programs according to feedback and program evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document comprehensive adventure-based learning programs using language easily understood by clients and all staff prepare detailed session plans incorporating correct terminology and jargon for activities and experiential facilitation techniques.
Self-management skills to:	take responsibility for program development from initial research through to evaluation critically evaluate successes and failures of program to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABL003 Design adventure-based learning programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

design and document two different adventured-based learning programs tailored to the particular needs of two different types of participant groups

for each of the above programs, develop and document at least three sequential session plans

across the two planned programs, collectively incorporate the use of four different experiential facilitation techniques to be chosen from the following list:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

for one of the above programs, utilise options provided in Assessment Conditions to:

evaluate feedback from delivery personnel and participants

modify aspects of the program according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for completing risk assessments

common program objectives and learning needs of different key consumer markets for adventure-based learning programs:

corporate clients

school and other education groups

people with disability

youth at risk

offenders

types of external service providers and how they can assist with identifying individual and group learning needs and barriers to learning:

counsellors

therapists

specialist teachers

human resource officers

how characteristics of participants affect the choice of recreational activities and experiential program design:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

learning objectives

complex learning needs and barriers to learning

principles and theories of experiential learning in the context of adventure-based learning:

the transfer of learning from one context to others

sequencing of activities to achieve effective staged learning outcomes

key features and phases of the adventured based learning cycle:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning

key features and phases of different adventure-based experiential learning models:

linear

cyclical

spiral

nested loop

key principles and theories of a range of facilitation techniques used in adventure-based learning activities:

funnelling

cognitive hierarchy

challenge by choice

working agreements

isomorphic framing

indirect frontloading

for each of the above techniques:

advantages, disadvantages and limitations

appropriateness for a range of ages, learning needs and learning abilities

ethical issues related to their use

format and inclusions of program and session plans

methods and tools used to monitor individual and group development during programs.

Assessment Conditions

Assessment must ensure use of:

clients, external service providers and team members with whom the individual interacts; these can be:

clients, external service providers and team members in an industry workplace, or

people who participate in role plays or simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to evaluating program feedback and modifying programs

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

learning objectives

complex learning needs and barriers to learning

template:

adventure-based learning program plans

session plans

organisational policies and procedures for completing risk assessments.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing adventure-based learning programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS001 Abseil single pitches using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches at a fundamental skill level and to belay other abseilers.

It applies to assistant leaders and support staff who use these skills when assisting with the delivery of recreational abseiling activities for groups of participants. They work under close supervision, and according to instructions and guidance provided by supervising activity leaders who may be guides or instructors.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Discuss and identify, with supervising leader, position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system and check with supervising leader. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using single pitch descent techniques.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent.
3. Belay abseilers under supervision.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation, and seek leader’s assistance to allow abseiler to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	estimate load on ropes to determine appropriate tension for abseiling and belaying.
Teamwork skills to:	cooperatively work with supervising leader to take direction.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS001 Abseil single pitches using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete a total of four single pitch abseils with a belayer on at least two different pitches

during each of the above abseils, consistently:

follow supervising leader’s direction

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

belay abseilers according to safety procedures, and complete the following:

two top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls with assistance from supervising leader.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types

operational function of abseiling equipment:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices

belay systems

belay devices

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture

techniques for belaying others during abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls and working with supervising leader to allow abseiler to continue

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for single pitch abseiling, and techniques used to safely negotiate these:

falling objects and gear

abrasion points

sharp edges or fittings and fixtures

ledges

slippery or unstable terrain

tangled rope.

Assessment Conditions

Skills may be demonstrated on indoor or outdoor single pitches and on either natural or artificial surfaces or a combination of both. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

activity leaders, guides or instructors, who supervise the candidate

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial, naturally occurring or artificial removable anchors for natural surface abseils

established anchors for an artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS002 Abseil single pitches, artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches on artificial surfaces which can be fixed or portable structures found in indoor or outdoor environments. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these when skills leading participants during abseiling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of artificial features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using single pitch descent techniques.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Use techniques that minimise damage to equipment and the surface during abseil.
3. Belay abseilers during single pitch descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during single pitch descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS002 Abseil single pitches, artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following single pitch abseils on artificial pitches:

four descents with a belayer

two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling on artificial surfaces to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used on artificial surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture for descents on artificial surfaces to include those for:

walking backwards

self-belayed descents

techniques for belaying others during abseils on artificial surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch abseiling on artificial surfaces and structures, and techniques used to safely negotiate these:

sharp or protruding fittings and fixtures

surface irregularities

ledges

tangled rope

falling objects

how to care for abseiling equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to artificial abseiling surfaces and structures when abseiling.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where recreational single pitch abseils are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

established anchors for the artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS003 Abseil single pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches on natural surfaces such as cliff faces. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these skills when leading participants during abseiling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using single pitch descent techniques.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Use techniques that minimise damage to equipment and the surface during abseil.
3. Belay abseilers during single pitch descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during single pitch descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS003 Abseil single pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following single pitch abseils on at least two different natural pitches:

a total of four descents with a belayer

a total of two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling on natural surfaces to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture for descents on natural surfaces to include those for:

walking backwards

self-belayed descents

techniques for belaying others during abseils on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for single pitch abseiling on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

how to care for abseiling equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to abseiling surfaces in natural environments when abseiling.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational single pitch abseils are completed on natural surfaces. Pitches can feature:

undercut edges

low angled anchors

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS004 Abseil multi pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil multi pitches on natural surfaces such as cliff face and cave pitches. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these skills when leading participants during abseiling activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil using multi pitch descent techniques.	2.1. Use safety procedures at top of and throughout all descents to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents to each station. 2.3. Safely approach, avoid or negotiate hazards to descend to stations in a controlled manner. 2.4. Maintain effective communication with belayer throughout all descents. 2.5. Retrieve ropes at bottom of each pitch, as last person down. 2.6. Use techniques that minimise damage to equipment and the surface during abseil.
3. Change over safely at belay stations.	3.1. Maintain continuous attachment to anchor points, traverse line or belay system. 3.2. Changeover personal equipment from one rope system to another at belay stations, tie suitable knots and handle ropes without entanglement. 3.3. Complete safety checks prior to loading belay system and before completing subsequent descents.
4. Belay abseilers during multi pitch descents.	4.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 4.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 4.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 4.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 4.5. Arrest falls promptly using technique suitable to belaying device and situation. 4.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
5. Self-belay during multi pitch descents.	5.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 5.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 5.3. Control self-belay system to execute safe and controlled descents. 5.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS004 Abseil multi pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following multi pitch abseils on at least two different routes:

a total of four descents with a belayer

a total of three self-belayed descents with one of those descents as last person down using a doubled rope descent

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for abseiling activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling on natural surfaces to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

abseiling techniques and appropriate posture for multi pitch descents on natural surfaces to include those for:

walking backwards

self-belayed descents

changing over at re-belays and using personal attachment system

self-belayed descent as last person down, doubled rope

techniques for belaying others during abseils on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for multi pitch abseiling on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

rope catches or jams on natural features

abseiling past a belay station

limited space at belay station

uneven landing at belay station

how to care for abseiling equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to abseiling surfaces in natural environments when abseiling.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational multi pitch abseils are completed on natural surfaces which might include cliff face or cave pitches. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during abseiling activities

personal protective equipment to include:

abseiling, climbing or caving helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for abseiling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for single pitch recreational abseils on artificial surfaces. It requires the ability to select the abseil route and to select and utilise fixed anchors. Artificial surfaces can be fixed or portable structures and rigging can be for indoor or outdoor environments.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, conditions and participant. 1.4. Choose a belay device suitable for the artificial surface conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for artificial surface abseils.	2.1. Select anchors and assess condition, including performance under likely load. 2.2. Set up belay systems using existing fixed anchors. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for artificial surface abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient ascent and descent. 3.2. Set up anchors and ropes to allow for a rescue. 3.3. Select and tie knots suitable for system type established. 3.4. Minimise risk of cross loading and mis-alignment of carabiners. 3.5. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.6. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS005 Establish ropes for single pitch abseiling on artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for single pitch abseils on artificial surfaces for three different pitches

collectively set up the following types of systems:

single rope

releasable abseil line

top rope top belay

bottom brake belay

self-belay

collectively select and use at least three different types of anchors

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for artificial surfaces:

season of operation, weather and environmental conditions for outdoor abseils

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

hazards specific to abseiling on artificial surfaces and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors applicable to fixed or portable artificial abseiling structures:

bolts

chains

bollards

eyelets

U bolts

beams

poles

wire cables

single point anchors, multi-point anchors, angles and limiting knots

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used on artificial surfaces:

abseiling and belay systems for:

single rope

releasable abseil line

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions for outdoor abseils on artificial surfaces

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where rigging is completed for recreational single pitch abseils on artificial surfaces. These can include fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

established anchors for the artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS006 Establish ropes for single pitch abseiling on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for single pitch recreational abseils on natural surfaces, such as cliff faces, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface abseils.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for natural surface abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Set up anchors and ropes to allow for a rescue. 3.3. Select and tie knots suitable for system type established. 3.4. Minimise risk of cross loading and mis-alignment of carabiners. 3.5. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.6. Rig to minimise impact on the natural environment. 3.7. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS006 Establish ropes for single pitch abseiling on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for single pitch abseils at three different natural pitches

collectively set up the following types of systems:

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for natural surfaces including:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for abseiling on natural surfaces including:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used on natural surfaces:

abseiling and belay systems for:

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils on natural surfaces including cliff faces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for recreational single pitch abseils on natural surfaces. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for multi pitch recreational abseils on natural surfaces, such as cliff face and cave pitches, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface abseils.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for natural surface abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Rig retrievable abseil systems suitable for the top rope or bottom brake belay requirements. 3.3. Set up anchors and ropes to allow for a rescue. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise risk of cross loading and mis-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the natural environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS007 Establish ropes for multi pitch abseiling on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for multi pitch abseils at three different natural pitches

collectively set up the following types of systems:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

retrievable rope systems for:

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for natural surfaces

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for abseiling on natural surfaces:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used on natural surfaces:

abseiling and belay systems for:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils on natural surfaces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for recreational multi pitch abseils on natural surfaces which might include cliff face or cave pitches. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling, climbing or caving helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS008 Lead single pitch abseiling activities on artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch abseil activities on artificial surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch abseiling and belaying techniques for artificial surfaces. To do this, leaders must be proficient in single pitch abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch abseiling and belaying techniques for artificial surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch abseiling activities on artificial surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch abseiling activities on artificial surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS008 Lead single pitch abseiling activities on artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch abseiling sessions, for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for abseiling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch abseiling activities on artificial surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

incidents that can occur during abseils, and rescue techniques used to resolve, both direct and indirect techniques

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where recreational single pitch abseils are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

established anchors for the artificial structure

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for abseiling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS009 Lead single pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch abseiling activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch abseiling and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch abseiling and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch abseiling activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch abseiling activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS009 Lead single pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch abseiling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for abseiling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch abseiling activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational single pitch abseils are completed on natural surfaces. Pitches can feature:

undercut edges

low angled anchors

vertical and near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for abseiling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOABS010 Lead multi pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during multipitch abseil activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct multipitch abseiling and belaying techniques for natural surfaces. To do this, leaders must be proficient in multipitch abseiling skills on which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Abseiling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate multipitch abseiling and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise multi pitch abseiling activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during multi pitch abseiling activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOABS010 Lead multi pitch abseiling activities on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three multi pitch abseiling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for abseiling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to multi pitch abseiling activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where recreational multi pitch abseils are completed on natural surfaces which might include cliff face or cave pitches. Pitches can feature:

undercut edges

low anchors at start

vertical and near vertical surfaces

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for abseiling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an abseiling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOARC001 Lead archery sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise participants during recreational target archery sessions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk and routine problems within predetermined guidelines. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Archery

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate archery technique.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain appropriate stance and techniques for shooting arrows and the removal of arrows from the ground and target. 2.6. Engage participants in a sequence of activities to warm up and practice archery technique. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise archery activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Provide clear and accurate instructions and or demonstrations throughout the session. 3.3. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.5. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during archery activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults, and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Numeracy skills to:	complete basic cumulative additions to calculate scores.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOARC001 Lead archery sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three recreational archery sessions for a group of participants according to predetermined activity plans

during each session, consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for archery activity sessions

suitable clothing and footwear for archery sessions

purpose, features, and correct fit for safety, of personal protective equipment for archery participants to include:

eye protection

armguards

finger tabs

shooting gloves

features, functions and operation of equipment used for target archery, advantages and disadvantages of different types:

bows

strings

arrows

quivers

stands

targets

how characteristics of participants affect the selection of archery equipment, including personal protective equipment:

age, size and weight

current experience archery and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

features of different types or archery ranges, and how these are laid out and marked for safety of play

typical hazards and associated risks for archery, and techniques used to safely manage these:

poor archer technique including high draw, drawing out of line and exerting draw weight beyond capability

archer encroaching the allocated area of another archer

archer encroaching safety zones

exposure to heavy rain, hail, lightning, strong winds, extreme heat

roles and responsibilities of activity leaders during archery sessions

communication protocols used between participants and leaders during archery activities to include:

calls

hand signals

whistles

radio

appropriate stance for shooting arrows

correct positioning of bow arm and drawing arm

techniques for:

knocking the arrow

pre-draw and drawing the bow

anchor positioning

holding and aiming

releasing

following through

relaxing and recovery

removing arrows from the ground and the target

different techniques used to demonstrate archery technique to participants

appropriateness of different demonstration techniques for a range of ages and capabilities

step by step process followed when using the I.D.E.A demonstration technique:

introduce

demonstrate

explain

apply

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

a range of warm-up and practice exercises suitable for archery sessions

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation.

Assessment Conditions

Skills must be demonstrated in an indoor venue or outdoor area with a safe and even surface, marked shooting lines and designated target lanes.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

eye protection

armguards

finger tabs

shooting gloves

archery equipment:

bows

strings

arrows

quivers

stands

targets

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for archery activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as an archery activities leader where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG001 Bushwalk in tracked environments

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to complete walks in any type of environment including bushland, arid, alpine or tropical areas and according to planned routes.

The unit provides skills to walk on formed earthen tracks which generally have modified hardened or compacted surfaces. Some surfaces could be unstable with some natural obstacles such as roots, rocks and small logs. Steps and short steep slopes may be featured.

Tracks have signage at the track head, with route markers at intersections and where the track becomes less distinct. Tracks are reliably marked on maps and, along with signage, walkers do not require any specialist navigation skills to complete the track. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grades 2 to 3.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during bushwalking activities. Leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the walk.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the walk and conditions, and check for safe working condition. 1.2. Calculate and prepare food and water appropriate for the distance and environment of the trip. 1.3. Waterproof and pack clothing, personal resources, and food according to access requirements during walk. 1.4. Interpret planned route from activity plans, maps and track head signage to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between walkers. 1.7. Ensure pack weight is appropriate to body weight and level of fitness; fit and adjust for comfort and safety.
2. Walk in tracked environments.	2.1. Use appropriate posture and manual handling techniques when lifting and carrying backpack. 2.2. Establish and maintain an appropriate walking rhythm and pace according to conditions. 2.3. Use walking techniques specific to the environmental terrain. 2.4. Monitor walking pace of, and space between, party members to ensure safety of all, and completion within timelines. 2.5. Maintain effective communication with party members throughout all activities. 2.6. Follow the planned route and make adjustments to route according to track and environmental conditions. 2.7. Use techniques that minimise damage to equipment and the natural environment throughout all activities.
3. Negotiate environmental obstacles, steps and slopes.	3.1. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 3.2. Control footing to walk safely on stretches of unstable track surface. 3.3. Utilise techniques and control pace to ascend and descend steps and short steep slopes. 3.4. Monitor own fatigue, adjust pace, food and water intake, and take breaks while maintaining contact with party members. 3.5. Monitor and regulate own body temperature by adding or removing clothing layers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps and track signage interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and slope gradients from maps and track signage.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG001 Bushwalk in tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three walks, each on a different track

for one of the above activities, walk at least five kilometres

during each walk:

maintain an effective walking rhythm by:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

use techniques to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

use techniques to descend steps and slopes:

placing toes against projections to avoid overstriding

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

use walking techniques specific to the environmental terrain

consistently follow safety procedures and safely negotiate hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for walking activities

contents of the Australian Walking Track Grading System, in particular the specifications for grade 2 and 3 tracks

suitable clothing and footwear for the particular region or locality in which outdoor recreational walks are delivered:

types of clothing and fabrics that protect against the effects of local weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of footwear suitable for walking in tracked environments; advantages and disadvantages of different types

gaiters and their purpose

as relevant, purpose and features of specialist aids

purpose, features, advantages and disadvantages of walking poles

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and stowing techniques used to keep clothing, food and resources dry during walking activities

how to care for clothing, footwear, backpacks and other equipment during and after activities to avoid damage, and promote long lifespan

safe manual handling techniques used to lift and carry backpacks of various weights

communication protocols for group walks in tracked environments to include:

calls

hand signals

whistles

radio

how to maintain an effective walking rhythm:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

techniques used to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

keeping weight over feet, not leaning into the slope

techniques used to descend steps and slopes:

placing toes against projections to avoid overstriding

placing toes on available objects to reduce fatigue

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

typical hazards for walking in tracked environments, and techniques used to safely negotiate these:

roots

rocks

small logs

slippery or unstable track surface

overhanging vegetation

minor water crossings

hazardous flora and fauna in the region

temperature extremes

exposure to storms, heavy rain, hail and strong winds

techniques used to minimise damage to the natural environments when walking

for the particular region or locality in which outdoor recreational walks are delivered which may include those for bushland, arid, alpine, tropical or other environments:

specific walking techniques used for the terrain

specific hazards and techniques used to safely negotiate these

specific environmental considerations and minimal impact techniques when walking.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in tracked environments. Tracks must feature the following:

be formed earthen tracks which have modified hardened or compacted surfaces

have some surfaces which are unstable with some natural obstacles such as roots, rocks and small logs

have steps and short steep slopes

have signage at the track head, with route markers at intersections and en route

be reliably marked on maps.

If in an alpine region, assessment can only be completed in weather conditions where no snow is present and visibility is clear.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during walking activities

backpacks

food, water for duration of assessment

portable shelter/tarp

clothing and footwear suitable for the conditions

Users Guide to the Australian Walking Track Grading System

activity plans to include details of planned route

walking route maps and guides

organisational safety and emergency response procedures for walking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG002 Bushwalk in difficult tracked environments

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to complete walks in any type of environment including bushland, arid, alpine or tropical areas and according to planned routes.

The unit provides the skills to walk on generally distinct tracks but without major modification to the ground. Surfaces are likely to be unstable with many natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs and water crossings. Long steep sections and arduous climbs may be featured.

Tracks have signage at the track head and have route markers but provide limited signage en route. Tracks may be indistinct is some places. Tracks marked on maps may be unreliable requiring walkers to use navigation skills and equipment to complete the track. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 4.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during bushwalking activities. Leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the walk.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the walk and conditions, and check for safe working condition. 1.2. Calculate and prepare food and water appropriate for the distance and environment of the trip. 1.3. Waterproof and pack clothing, personal resources, and food according to access requirements during walk. 1.4. Interpret planned route from activity plans, maps and track head signage to assist with navigation. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between walkers. 1.7. Ensure pack weight is appropriate to body weight and level of fitness; fit and adjust for comfort and safety.
2. Walk in difficult tracked environments.	2.1. Use appropriate posture and manual handling techniques when lifting and carrying backpack. 2.2. Establish and maintain an appropriate walking rhythm and pace according to conditions. 2.3. Use walking techniques specific to the environmental terrain. 2.4. Monitor walking pace of, and space between, party members to ensure safety of all, and completion within timelines. 2.5. Maintain effective communication with party members throughout all activities. 2.6. Follow the planned route and make adjustments to route according to track and environmental conditions. 2.7. Use techniques that minimise damage to equipment and the natural environment throughout all activities.
3. Negotiate environmental obstacles and steep, slopes.	3.1. Safely approach, and negotiate constant obstacles and hazards to minimise risk of injury. 3.2. Control footing to walk safely on consistently uneven and unstable track surface. 3.3. Utilise techniques and control pace to ascend and descend long steep slopes. 3.4. Monitor own fatigue, adjust pace, food and water intake and take breaks while maintaining contact with party members. 3.5. Monitor and regulate own body temperature by adding and removing clothing layers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar information on maps and track head signage interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and slope gradients from maps and track head signage.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG002 Bushwalk in difficult tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three walks, including at least one lasting for a minimum of two days

during each walk:

maintain an effective walking rhythm by:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

use techniques to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

use techniques to descend steps and slopes:

placing toes against projections to avoid overstriding

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

use walking techniques specific to the environmental terrain

consistently follow safety procedures and safely negotiate hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for walking activities

contents of the Australian Walking Track Grading System, in particular the specifications for grade 4 tracks

suitable clothing and footwear for the particular region or locality in which outdoor recreational walks are delivered:

types of clothing and fabrics that protect against the effects of local weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective fabrics/materials, design and construction features of waterproof gear

footwear suitable for walking in difficult tracked environments; advantages and disadvantages of different types

gaiters and their purpose

as relevant, purpose and features of specialist aids

purpose, features, advantages and disadvantages of walking poles

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and stowing techniques used to keep clothing, food and resources dry during walking activities

how to care for clothing, footwear, backpacks and other equipment during and after activities to avoid damage, and promote long lifespan

safe manual handling techniques used to lift and carry backpacks of various weights

communication protocols for group walks in difficult tracked environments to include:

calls

hand signals

whistles

radio

how to maintain an effective walking rhythm:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

techniques used to ascend long steep slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

keeping weight over feet, not leaning into slope

techniques used to descend long steep slopes:

placing toes against projections to avoid overstriding and fatigue

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

typical hazards for walking in difficult tracked environments, and techniques used to safely negotiate these:

roots

rocks

fallen tree logs

unstable track surface: slippery, rocky or loose tread

dense and overhanging vegetation

water crossings

hazardous flora and fauna

temperature extremes

exposure to storms, heavy rain, hail and strong winds

techniques used to minimise damage to the natural environments when walking

for the particular region or locality in which outdoor recreational walks are delivered which may include those for bushland, arid, alpine, tropical or other environments:

specific walking techniques used for the terrain

specific hazards and techniques used to safely negotiate these

specific environmental considerations and minimal impact techniques when walking.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in difficult tracked environments. Tracks must feature the following:

be generally distinct tracks but without major modification to the ground; some parts of the track can be indistinct

have surfaces that are generally unstable with many natural obstacles such as rocky or loose tread, roots, rocks and fallen tree logs

have steep sections and arduous climbs

have signage at the track head, with route markers but limited signage en route

be marked on maps.

If in an alpine region and snow is present, assessment can only be completed if the track remains discernible.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during walking activities

backpacks

food, water, tents, camping supplies as required for the duration of assessment

clothing and footwear suitable for the conditions

compasses

Users Guide to the Australian Walking Track Grading System

activity plans to include details of planned route

walking route maps and guides

organisational safety and emergency response procedures for walking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to complete walks in any type of environment including bushland, arid, alpine or tropical areas and according to planned routes.

The unit provides the skills to walk in untracked areas and on rough unformed tracks with no modification to the natural surface. Surfaces will be variable and challenging with prolonged unstable sections. Tracks and untracked areas will feature constant and unpredictable natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs, dense vegetation and water crossings. Long steep sections and very arduous climbs may be featured.

Tracks and untracked areas generally have no signage or route markers at any point. Tracks marked on maps may be very unreliable requiring walkers to use navigation skills and equipment to complete the walk. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 5.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during bushwalking activities. Leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the walk.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the walk and conditions, and check for safe working condition. 1.2. Calculate and prepare food and water appropriate for the distance and environment of the trip. 1.3. Waterproof and pack clothing, personal resources, and food according to access requirements during walk. 1.4. Interpret planned route from activity plans and maps to assist with navigation, and confirm contingency routes and emergency escapes. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between walkers. 1.7. Ensure pack weight is appropriate to body weight and level of fitness; fit and adjust for comfort and safety.
2. Walk in extremely difficult tracked or untracked environments.	2.1. Use appropriate posture and manual handling techniques when lifting and carrying backpack. 2.2. Establish and maintain an appropriate walking rhythm and pace according to conditions. 2.3. Use walking techniques specific to the environmental terrain. 2.4. Monitor walking pace of, and space between, party members to ensure safety of all, and completion within timelines. 2.5. Maintain effective communication with party members throughout all activities. 2.6. Follow the planned route and make required adjustments to route according to track or environmental conditions. 2.7. Use techniques that minimise damage to equipment and the natural environment throughout all activities.
3. Negotiate environmental obstacles and arduous climbs.	3.1. Safely approach, and negotiate constant and unpredictable obstacles and hazards to minimise risk of injury. 3.2. Control footing to walk safely on prolonged sections of uneven and unstable surface. 3.3. Utilise techniques and control pace to ascend and descend prolonged steep slopes. 3.4. Set up and use a handline to negotiate steep slopes. 3.5. Manage movement of equipment using pack hauls, raises and lowers. 3.6. Monitor own fatigue, adjust pace, food and water intake and take breaks while maintaining contact with party members. 3.7. Monitor and regulate own body temperature by adding of removing clothing layers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret maps and other information to calculate numerical data involving distances, times and slope gradients.
Problem-solving skills to:	resolve significant problems associated with indistinct tracks and environmental conditions adjustments, constant hazards, and fatigue.
Planning and organising skills to:	manage own timing and plan route adjustments in the field to complete activities within planned timeframes.
Self-management skills to:	critically evaluate all circumstances encountered and take responsibility to manage own safety.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG003 Bushwalk in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three walks, including one lasting for a minimum of three days

during each walk:

maintain an effective walking rhythm by:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

use techniques to ascend steps and slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

using walking aids and ropes as handlines

use techniques to descend steps and slopes:

placing toes against projections to avoid overstriding

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

using walking aids and ropes as handlines

use walking techniques specific to the environmental terrain

consistently follow safety procedures and safely negotiate hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for walking activities

contents of the Australian Walking Track Grading System, in particular the specifications for grade 5 tracks

suitable clothing and footwear for the particular region or locality in which outdoor recreational walks are delivered:

types of clothing and fabrics that protect against the effects of local weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective fabrics/materials, design and construction features of waterproof gear and walking boots suitable for walking in extremely difficult tracked environments

gaiters and their purpose

as relevant, purpose and features of specialist aids

purpose, features, advantages and disadvantages of walking poles

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and stowing techniques used to keep clothing, food and resources dry during walking activities

how to care for clothing, footwear, backpacks and other equipment during and after activities to avoid damage, and promote long lifespan

safe manual handling techniques used to:

lift and carry backpacks of various weights

haul backpacks to negotiate hazards

communication protocols for group walks in extremely difficult tracked environments to include:

calls

hand signals

whistles

radio

how to maintain an effective walking rhythm:

maintaining same stride and pace

allowing natural body swing

avoiding jerky movements or springing

techniques used to ascend prolonged steep slopes:

placing feet down flat with a deliberate step

resting heels on any available projections

zig-zagging

keeping weight over feet, not leaning into the slope

using walking aids and ropes as handlines

techniques used to descend prolonged steep slopes:

placing toes against projections to avoid overstriding and fatigue

avoiding placing feet down heavily

flat-footed or stiff-heeled technique

using walking aids and ropes as handlines

factors that affect the selection of tie-off points and anchors for handlines, knots and how to tie them

typical hazards for walking in extremely difficult tracked environments, and techniques used to safely negotiate these:

roots

rocks

fallen tree logs

unstable track surface: slippery, rocky or loose tread

dense and overhanging vegetation

water crossings

hazardous flora and fauna

temperature extremes

exposure to storms, heavy rain, hail and strong wind

techniques used to minimise damage to the natural environments when walking

for the particular region or locality in which outdoor recreational walks are delivered which may include those for bushland, arid, alpine, tropical or other environments:

specific walking techniques used for the environmental terrain

specific hazards and techniques used to safely negotiate these

specific environmental considerations and minimal impact techniques when walking.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in extremely difficult tracked or untracked environments. Tracks and environments must feature the following:

be rough unformed tracks with no modification to the natural surface

have surfaces that are variable and challenging with prolonged unstable sections

have constant natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs and dense vegetation

have steep sections and very arduous climbs

have no signage or route markers at any point.

If in an alpine region, assessment can occur if ground is covered by snow.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during walking activities

backpacks

food, water, tents and camping supplies as required for the duration of assessment

clothing and footwear suitable for the conditions

compasses

rope for handlines

Users Guide to the Australian Walking Track Grading System

activity plans to include details of planned route

walking route maps and guides

organisational safety and emergency response procedures for walking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG004 Cross rivers during bushwalks

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select suitable locations and methods to cross rivers during bushwalking activities. It requires the ability to use a range of river crossing methods in flat and moving water up to grade 2.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants where crossing rivers is required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to cross river.	1.1. Scout the river to identify features, hazards and obstacles. 1.2. Assess risk and select a safe and suitable crossing point. 1.3. Evaluate conditions and select suitable method to cross river. 1.4. Confirm organisational safety and emergency response procedures to ensure compliance during activities. 1.5. Waterproof contents of back pack.
2. Cross rivers using techniques appropriate to conditions.	2.1. Set a ferry angle to negotiate currents and enter the river safely. 2.2. Use appropriate body position and defensive swimming techniques to negotiate moving water and river hazards. 2.3. Use appropriate body position and aggressive swimming techniques to negotiate moving water and to free self from river hazards. 2.4. Maintain ferry angle to balance swimming against current. 2.5. Wade across rivers at mid-thigh depth and negotiate swift currents, when present. 2.6. Use aids to cross rivers, as appropriate to conditions. 2.7. Utilise group techniques to cross rivers, as appropriate to conditions. 2.8. Use techniques to safely negotiate upstream and downstream currents and to exit the river safely. 2.9. Recognise unsafe crossing and retreat from river as required. 2.10. Evaluate a contingency plan if river is unable to be crossed.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known to party members.
Numeracy skills to:	estimate speed of currents and depth of water.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG004 Cross rivers during bushwalks

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three river crossings, and collectively:

utilise defensive and aggressive swimming techniques

utilise techniques to wade across a river

utilise poles and a backpack as aids

participate in one group crossing using mutual support methods

during each crossing, consistently follow safety procedures and safely and effectively negotiate river hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures

waterproofing and stowing techniques used for river crossings

river grading systems, sufficient to understand strength of currents, direction of flow and the impact on selection of crossing point

features of rivers and how these affect selection of crossing point:

eddy

current

tongue

waves

bank

rocks

different ferry angles that can be chosen to suit features of the river

locations generally suitable for crossing rivers:

narrow, straight part of the river

low banks

sections less than waist deep

hazards associated with river crossings and techniques used to safely negotiate these:

cold water

steep or slippery banks

submerged logs, rocks and vegetation

sections of dark, deep or cold water

fast moving white water

hazardous flora and fauna

defensive swimming techniques and when to use these during river crossings:

floating passively on back facing downstream

riding with the river current

pointing feet downstream, toes out of water

using arms and legs to avoid serious contact with obstacles

aggressive swimming techniques and when to use these during river crossings:

moving on to stomach

pointing head in direction of travel

stroking hard to move across the current

swimming freestyle across current

aids used in river crossings and how to use these effectively:

swimming using pack as a float

poles

ropes, including methods used to secure

methods for group crossings/mutual support and how to use these effectively:

linked arms

circle

pole

typical situations requiring retreat from river crossing.

Assessment Conditions

Skills must be demonstrated on moving rivers, which can include up to grade 2 rivers, and which must feature the following:

moving water

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

passages through rapids that are generally straightforward and can be seen from when standing on the bank.

Assessment must ensure use of:

a group of participants with whom the individual interacts during group river crossings

river crossing aids to include:

backpacks and waterproofing aids

poles

ropes

organisational safety and emergency response procedures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG005 Lead bushwalks in tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during bushwalking activities on well-defined tracks according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct bushwalking techniques applicable to tracked environments. To do this, leaders must be proficient in bushwalking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate bushwalking techniques applicable to tracked environments	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise bushwalking activities in tracked environments.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during bushwalking activities in tracked environments.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG005 Lead bushwalks in tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three bushwalks for a group of participants according to predetermined activity plans

across the three bushwalks, collectively use two different demonstration and instruction techniques

during each bushwalk consistently manage participant adherence to safety procedures

after each bushwalk, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for bushwalking activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to bushwalking activities in tracked environments:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

typical group equipment and how this is distributed amongst participants and leaders

how to establish the capabilities of self, other leaders and participants to carry appropriate weight in backpack

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in tracked environments. Tracks must feature the following:

be formed earthen tracks which have modified hardened or compacted surfaces

have some surfaces which are unstable with some natural obstacles such as roots, rocks and small logs

have steps and short steep slopes

have signage at the track head, with route markers at intersections and en route

be reliably marked on maps.

If in an alpine region, assessment can only be completed in weather conditions where no snow is present and visibility is clear.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

backpacks

food, water, shelter and camping equipment needed for the duration of the assessment

clothing and footwear suitable for the conditions

activity plans to include details of planned route

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for bushwalking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG006 Lead bushwalks in difficult tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during bushwalking activities in difficult tracked environments according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct bushwalking techniques applicable to difficult tracked environments. To do this, leaders must be proficient in bushwalking skills in difficult tracked environment which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate bushwalking techniques applicable to difficult tracked environments.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise bushwalking activities in difficult tracked environments.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during bushwalking activities in difficult tracked environments.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG006 Lead bushwalks in difficult tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three bushwalks for a group of participants according to predetermined activity plans

across the three bushwalks, collectively use two different demonstration and instruction techniques

during each bushwalk consistently manage participant adherence to safety procedures

after each bushwalk, facilitate a debrief with participant and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for bushwalking activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to bushwalking activities in difficult tracked environments:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

typical group equipment and how this is distributed amongst participants and leaders

how to establish the capabilities of self, other leaders and participants to carry appropriate weight in backpack

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in difficult tracked environments. Tracks must feature the following:

be generally distinct tracks but without major modification to the ground; some parts of the track can be indistinct

have surfaces that are generally unstable with many natural obstacles such as rocky or loose tread, roots, rocks and fallen tree logs

have steep sections and arduous climbs

have signage at the track head, with route markers but limited signage en route

be marked on maps.

If in an alpine region and snow is present, assessment can only be completed if the track remains discernible.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

backpacks

food, water, shelter and camping equipment for duration of assessment

clothing and footwear suitable for the conditions

activity plans to include details of planned route

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for bushwalking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during bushwalking activities in extremely difficult tracked and untracked environments according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct bushwalking techniques applicable to extremely difficult tracked and untracked environments. To do this, leaders must be proficient in bushwalking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Bushwalking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate instruct bushwalking techniques applicable to extremely difficult tracked and untracked environments.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise bushwalking activities in extremely difficult tracked and untracked environments.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during bushwalking activities in extremely difficult tracked and untracked environments.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOBWG007 Lead bushwalks in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three bushwalks for a group of participants according to predetermined activity plans

across the three bushwalks, collectively use two different demonstration and instruction techniques

during each bushwalk consistently manage participant adherence to safety procedures

after each bushwalk, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for bushwalking activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to bushwalking activities in extremely difficult tracked and untracked environments:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

typical group equipment and how this is distributed amongst participants and leaders

how to establish the capabilities of self, other leaders and participants to carry appropriate weight in backpack

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a setting where bushwalking activities are delivered in extremely difficult tracked or untracked environments. Tracks must feature the following:

be rough unformed tracks with no modification to the natural surface

have surfaces that are variable and challenging with prolonged unstable sections

have constant natural obstacles such as rocky or loose tread, roots, rocks, fallen tree logs and dense vegetation

have steep sections and very arduous climbs

have no signage or route markers at any point

If in an alpine region, assessment can occur if ground is covered by snow.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

backpacks

food, water, shelter and camping equipment for duration of assessment

clothing and footwear suitable for the conditions

activity plans to include details of planned route

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for bushwalking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a bushwalking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY001 Traverse canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to travel through canyons, according to planned routes, and utilise features for recreational activities such as rock scrambling, swimming, water sliding and liloing. It requires the ability to safely negotiate a range of terrain obstacles, hazards and canyon formations. It applies to both wet and dry canyons.

This unit focuses on activities within canyons and not on methods used to access or escape from them.

It applies to leaders, guides or instructors who use these skills when leading during canyoning activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for canyoning activities.	1.1. Select clothing, footwear and personal protective equipment suitable for canyon conditions and activities. 1.2. Waterproof, as required, and pack clothing, personal resources, and food according to access requirements during activities. 1.3. Interpret planned route from activity plans and maps to assist in following the route. 1.4. Determine contingency routes and emergency escapes. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between party members. 1.7. Complete equipment safety checks prior to canyoning activities.
2. Utilise canyon features for recreational activities.	2.1. Survey canyon to identify hazards and obstacles, assess risk, and select a safe and suitable site for activities. 2.2. Safely approach, and negotiate hazards, canyon terrain and formations to minimise risk of injury. 2.3. Remove and handle loaded backpacks to enable safe passage through canyon. 2.4. Select and use suitable techniques and natural formations for a range of recreational activities. 2.5. Maintain close contact and effective communication with party members throughout all activities. 2.6. Use techniques that minimise damage to equipment and the canyon environment throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret complex and potentially unfamiliar technical information about routes and environmental features.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	readily adapt to changing situations and terrain by selecting appropriate techniques and equipment to traverse canyons efficiently.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY001 Traverse canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two canyoning trips

complete at least one of the above trips in a wet canyon

during each canyoning activity, consistently follow safety procedures and safely negotiate hazards

across all canyoning trips, collectively use the following techniques:

rock scrambling

spotting

during any wet canyon trips, use at least two of the following techniques:

water jumping

water sliding

liloing

wading

swimming.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canyoning activities

features of different types of local canyons and canyon formations sufficient to understand the overall characteristics of the canyon setting and its particular hazards

clothing and footwear suitable for canyoning activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear used for canyoning activities; advantages and disadvantages of different types

waterproofing and stowing techniques used to keep clothing, equipment and resources dry during canyoning activities

techniques used for canyon activities to include those for:

rock scrambling

spotting

water jumping

water sliding

liloing

wading

swimming, white water swimming

communication protocols used between canyoners to include:

calls

hand signals

whistles

typical hazards associated with canyoning activities, and techniques used to safely negotiate these:

dense vegetation

squeezes and overhangs

slippery or unstable terrain including rocks

submerged logs and rocks

sections of dark, deep or cold water and extended immersion

rising water

formations that might lead to foot entrapment

practices used to minimise environmental impact to canyons to include removing all general and human (toileting) waste.

Assessment Conditions

Skills can be demonstrated in canyons which feature the following:

easy climbing and downclimbing with little exposure

hand lines may be required on occasion

escape from canyon may take up to 1 hour.

Wet canyons would feature:

slow moving water, with up to Grade 1 river features

pools of calm to slightly moving water

low angled slides.

No climbing or abseiling is required to reach canyons but it is possible to abseil in, participate in canyon activities and walk or climb out.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canyoning activities

personal protective equipment, relevant to the activity, which might include:

helmets

exposure suits

containers for the removal of liquid and solid waste including those for human waste

template safety checklists

organisational safety and emergency response procedures for canyoning activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY002 Abseil in easy to intermediate canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil in easy to intermediate wet or dry canyons. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors who use these skills when leading participants during canyoning activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the canyon abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the canyon abseil and conditions. 1.2. Waterproof food, clothing, equipment and resources, for wet canyoning. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between abseiler and belayer. 1.5. Interpret route description; identify position of natural features and the abseil route. 1.6. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil vertical canyon pitches.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Retrieve ropes at bottom of each pitch, as last person down. 2.6. Use techniques that minimise damage to equipment and the surface during abseil.
3. Belay abseilers during canyon descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during canyon descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY002 Abseil in easy to intermediate canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three abseiling sessions in canyons, with at least one in a wet canyon

across the three sessions collectively complete the following abseils:

four descents with a belayer

two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canyoning activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling in canyons to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

waterproofing and stowing techniques used to keep clothing, equipment and resources dry during wet canyoning activities

features, functions and operation of abseiling equipment used in canyons:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

canyoning abseiling techniques and appropriate posture for easy to intermediate descents to include those for:

walking backwards on dry and wet surfaces

self-belayed descents

lowering

disconnecting self from belay in a pool of water

techniques for belaying others during easy to intermediate canyon abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for abseiling in canyons, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

rising water levels

cold water, immersion for extended periods

how to care for abseiling equipment during canyoning activities to avoid damage, and promote long lifespan

techniques used to minimise damage to canyon surfaces when abseiling in canyons.

Assessment Conditions

Skills must be demonstrated in easy to intermediate canyons which may feature the following:

pitches up to 30 metres

anchors that can be easily reached

room to regroup between abseils

pitches that require some up and down climbing using a rope

canyon escapes can take up to 1 hour.

Wet canyons may feature:

low vertical flow

pools of calm to slightly moving water

pools that require jumps between 3 to 5 metres

low to moderately angled slides.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during canyoning activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for canyoning activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning guide, leader or instructor where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY003 Abseil in intermediate to advanced canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil in intermediate to advanced wet or dry canyons. It also requires the ability to belay abseilers and to self-belay.

This unit covers the skills required to abseil in canyon conditions featuring multiple vertical pitches of variable length.

It applies to leaders, guide or instructors who use these skills when leading participants during canyoning activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the canyon abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the canyon abseil and conditions. 1.2. Waterproof food, clothing, equipment and resources for wet canyons. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between abseiler and belayer. 1.5. Interpret route description; identify position of natural features and the abseil route. 1.6. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil in canyons using multi pitch descent techniques.	2.1. Use safety procedures at top of and throughout all descents to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents to each station. 2.3. Safely approach, avoid or negotiate hazards to descend to stations in a controlled manner. 2.4. Maintain effective communication with belayer throughout all descents. 2.5. Retrieve ropes at bottom of each pitch, as last person down. 2.6. Use techniques that minimise damage to equipment and the surface during abseil.
3. Change over safely at belay stations.	3.1. Maintain continuous attachment to anchor points, traverse line or belay system. 3.2. Changeover personal equipment from one rope system to another at belay stations, tie suitable knots and handle ropes without entanglement. 3.3. Complete safety checks prior to loading belay system and before completing subsequent descents.
4. Belay abseilers during multi pitch descents in canyons.	4.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 4.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 4.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 4.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 4.5. Arrest falls promptly using technique suitable to belaying device and situation. 4.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
5. Self-belay during multi pitch canyon descents.	5.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 5.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 5.3. Control self-belay system to execute safe and controlled descents. 5.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY003 Abseil in intermediate to advanced canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three abseiling sessions in canyons, with at least two in a wet canyon

across the three sessions collectively complete the following abseils on at least two different routes:

a total of four descents with a belayer

a total of three self-belayed descents with one of those descents as last person down using a doubled rope descent

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canyoning activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling in canyons to include:

clothing

footwear

gloves, advantages and disadvantages

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

waterproofing and stowing techniques used to keep clothing, equipment and resources dry during wet canyon activities

features, functions and operation of abseiling equipment used in canyons:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

hanging belay

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

canyoning abseiling techniques and appropriate posture for intermediate to difficult descents to include those for:

walking backwards on dry and wet surfaces

lowering

self-belayed descents

changing over at re-belays and using personal attachment system

self-belayed descent as last person down, doubled rope

disconnecting self from belay in a pool of water

techniques for belaying others during intermediate to difficult canyon abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

radio

typical hazards for abseiling in canyons, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

rope catches or jams on natural features

abseiling past a belay station

limited space at belay station

uneven landing at belay station

rising water levels

cold water, immersion for extended periods

how to care for abseiling equipment during canyoning activities to avoid damage, and promote long lifespan

techniques used to minimise damage to canyon surfaces when abseiling in canyons.

Assessment Conditions

Skills must be demonstrated in intermediate to advanced canyons which may features the following:

pitches greater than 30 metres high

anchors that can be difficult to reach

pitches with obscure sections and or landing pools

limited standing areas for multi pitch abseils or for hanging re-belay stations

canyon escapes can take 2 to 4 hours.

Wet canyons may feature:

moderate to high vertical flow

landing pools with a current

pools that require jumps between 5 to 10 metres

jumps that have a difficult trajectory

current strong enough to affect swimmer’s path

siphons

white water features up to white water Grade 2 for short periods of time.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during canyoning activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for canyoning activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for abseils in easy to intermediate canyons, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the canyon abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the canyon conditions and belayer. 1.5. Select other equipment to suit abseil requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for abseils in easy to intermediate canyons.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for canyon abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Rig retrievable abseil systems suitable for the top rope or bottom brake belay requirements. 3.3. Set up anchors and ropes to allow for a rescue. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise the risk of cross loading and mis-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the natural environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY004 Establish ropes and belays for abseils in easy to intermediate canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes for abseils at four different canyon pitches, with at least one in a wet canyon

collectively set up the following types of systems:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

retrievable rope systems for:

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for canyoning environments:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling in canyons and how these affect:

safe access to and egress from the pitch

choice of descent and routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors and used in canyons:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used in canyons:

abseiling and belay systems for:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

auto locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils in a canyoning environment and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in easy to intermediate canyons which may feature the following:

pitches up to 30 metres

anchors that can be easily reached

room to regroup between abseils

pitches that require some up and down climbing using a rope

pitches that require some climbing moves up to grade 12 using a rope

canyon escapes can take up to 1 hour.

Wet canyons may feature:

low vertical flow

pools of calm to slightly moving water

pools that require jumps between 3 to 5 metres

low to moderately angled slides.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning activity leader or rigger where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems and ropes suitable for abseils in intermediate to advanced canyons, and according to current conditions. It requires the ability to select the abseil route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the canyon abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select an abseiling and belay system suitable for the abseil, environmental conditions and participant. 1.4. Choose a belay device suitable for the canyon conditions and belayer. 1.5. Select other equipment to suit abseil requirements participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for abseils in intermediate to advanced canyons.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches for canyon abseils.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Rig retrievable abseil systems suitable for the top rope or bottom brake belay requirements. 3.3. Set up anchors and ropes to allow for a rescue. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise the risk of cross loading and mis-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the natural environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY005 Establish ropes and belays for abseils in intermediate to advanced canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes for abseils at four different canyon pitches, with at least two in a wet canyon

collectively set up the following types of systems:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

retrievable rope systems for:

top rope top belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for canyoning environments:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling skill level

group objectives and size

environmental hazards specific to abseiling in canyons and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used in canyons:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

bottom brake belay

self-belay

abseiler descending under control

abseiler fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler to impact with hazards, or become entangled

features, functions, advantages and disadvantages of the following abseiling and belay equipment used in canyons:

abseiling and belay systems for:

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling ability

cumulative load for group size and number of abseils

abseiling techniques to be used

distance, height and angle of anchor relative to top edge of abseil

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseils in a canyoning environment and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in intermediate to advanced canyons which may features the following:

pitches greater than 30 metres high

anchors that can be difficult to reach

pitches with obscure sections and or landing pools

limited standing areas for multi pitch abseils or for hanging re-belay stations

canyon escapes can take 2 to 4 hours.

Wet canyons may feature:

moderate to high vertical flow

landing pools with a current

pools that require jumps between 5 to 10 metres

jumps that have a difficult trajectory

current strong enough to affect swimmer’s path

siphons

white water features up to white water Grade 2 for short periods of time.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning activity leader or rigger where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY006 Lead canyoning activities, easy to intermediate canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canyoning activities in easy to intermediate canyons according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct abseiling techniques applicable to easy to intermediate canyons. To do this, leaders must be proficient in canyon abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate abseiling techniques applicable to easy to intermediate canyons.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canyoning activities in easy to intermediate canyons.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canyoning activities in easy to intermediate canyons.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY006 Lead canyoning activities, easy to intermediate canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canyoning sessions for a group of participants according to predetermined activity plans

complete at least one of the above sessions in a wet canyon

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canyoning activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canyoning activities in easy to intermediate canyons:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in easy to intermediate canyons which may feature the following:

pitches up to 30 metres

anchors that can be easily reached

room to regroup between abseils

pitches that require some climbing, and down climbing using a rope

canyon escapes can take up to 1 hour.

Wet canyons would feature:

low vertical flow

pools of calm to slightly moving water

pools that require jumps between 3 to 5 metres

low to moderately angled slides.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

static

rope protectors

tape or sewn sling

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canyoning activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCAY007 Lead canyoning activities, intermediate to advanced canyons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canyoning activities in intermediate to advanced canyons according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct abseiling techniques applicable to intermediate to advanced canyons. To do this, leaders must be proficient in canyon abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canyoning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate abseiling techniques applicable to intermediate to advanced canyons	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canyoning activities in intermediate to advanced canyons.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canyoning activities in intermediate to advanced canyons.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCAY007 Lead canyoning activities, intermediate to advanced canyons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canyoning sessions for a group of participants according to predetermined activity plans

complete at least two of the above sessions in a wet canyon

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canyoning activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canyoning activities in intermediate to advanced canyons:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope and off rope and waiting zones.

Assessment Conditions

Skills must be demonstrated in an intermediate to advanced canyons which may features the following:

pitches greater than 30 metres high

anchors that can be difficult to reach

pitches with obscure sections and or landing pools

limited standing areas for multi pitch abseils or for hanging re-belay stations

canyon escapes can take 2 to 4 hours

Wet canyons may feature:

moderate to high vertical flow

landing pools with a current

pools that require jumps between 5 to 10 metres

jumps that have difficult trajectory

current strong enough to affect swimmer’s path

siphons

white water features up to white water Grade 2 for short periods of time.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

gloves, as required

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

static

rope protectors

tape or sewn sling

cow’s tails

Prusik cords

descending devices

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canyoning sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC001 Lead challenge course sessions, low elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead participants during challenge course sessions at a facility where low elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to explain and demonstrate, to participants, techniques for spotting, and for using independent and linked low elements.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to activity leaders who use discretion and judgement to manage participant logistics, safety, and routine problems within clearly defined operating procedures. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up personal protective equipment (PPE) to match participants, low elements and prevailing conditions. 1.4. Complete, for PPE, required safety and serviceability inspections and reports according to organisational procedures. 1.5. Direct and assist participants to fit and adjust personal protective equipment; check comfort and safety of fit.
2. Brief participants.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity.
3. Instruct spotting technique for low elements.	3.1. Explain importance of spotting and demonstrate essential components of spotting technique. 3.2. Demonstrate and explain different techniques and spotter positions used for different course elements and participant characteristics. 3.3. Verify participant understanding of spotting techniques and safety procedures. 3.4. Engage participants in a sequence of activities to warm up, develop trust and practice spotting in a low risk situation. 3.5. Observe and monitor participant performance of spotting technique and provide feedback and corrective instruction.
4. Lead low element activities.	4.1. Explain and demonstrate techniques for use of independent and linked low elements. 4.2. Reinforce appropriate spotter technique and position for the particular element. 4.3. Provide clear and accurate instructions and demonstrations throughout the session. 4.4. Monitor performance of spotters and participants, and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during activities.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults, and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	organise participants into manageable groups for activities manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC001 Lead challenge course sessions, low elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three low element challenge course sessions for a group of participants

across the three sessions, collectively:

explain and demonstrate at least three different spotting techniques

explain and demonstrate techniques for negotiating at least four different low elements

during each session, consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of low elements

emergency response and first aid for low element challenge course sessions

clothing and footwear suitable for low element challenge course activities

purpose, features, and correct fit for safety, of personal protective equipment for low element participants, including climbing helmets and when these might be used

features of different types of low elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

how characteristics of participants affect the selection of course elements and personal protective equipment:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

hazards and associated risks for participant use of low elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

roles and responsibilities of activity leaders and supervisors for low element activities

communication protocols used between participants and leaders during low element activities:

calls

hand signals

whistles

radio

spotting techniques, spotter positioning and:

variations for different low elements

variations to suit different participant characteristics

techniques used to negotiate low elements

different techniques used to demonstrate, to participants, low element negotiation and spotting

appropriateness of different demonstration techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

a range of warm-up and practice exercises suitable for low element activities

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different low course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment which can include climbing helmets, as required

activity plans

template:

safety and serviceability checklists

participant informed consents

equipment fault reports

incident reports

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of low elements

emergency response and first aid for low element challenge course sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course leader where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC002 Set up and supervise challenge course sessions, low elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise activity leaders and participants during challenge course sessions at a facility where low elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to complete routine visual inspections of course elements, select and set up a sequence of challenge course activities to meet participant needs and to monitor participation across multiple course elements.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to senior activity leaders or challenge course supervisors who work independently using discretion and judgement to manage operational logistics, risk, and any significant problems when they arise.

Leaders and supervisors might also be involved in providing adventure based learning outcomes; the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOCHC001 Lead challenge course sessions, low elements

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete visual inspections.	1.1. Complete visual inspection of low course elements before commencement of sessions according to organisational schedule and procedures. 1.2. Confirm no obvious damage to low course elements. 1.3. Confirm integrity of safety systems. 1.4. Inspect course site and surrounding area for hazards according to organisational schedule and procedures. 1.5. Complete required organisational reports to confirm safety. 1.6. Report on and escalate issues of immediate concern according to organisational procedures.
2. Prepare low element activities and equipment for participants.	2.1. Identify characteristics, abilities and needs of participants. 2.2. Select a suitable sequence of low element activities to meet requirements. 2.3. Select activity equipment according to requirements of known participant characteristics and for general admission participants. 2.4. Establish any additional equipment required for low elements; complete safety and serviceability checks and reports.
3. Supervise low element activities.	3.1. Monitor multiple course elements and performance of spotters and participants. 3.2. Provide corrective instruction of technique through explanation and demonstration, as required. 3.3. Direct and supervise activity leaders to ensure safe and positive conduct of all activities. 3.4. Monitor participant and leader adherence to safety procedures and correct breaches, as required. 3.5. Respond immediately to hazardous situations and promptly assess risks to minimise risk of injury to participants and others. 3.6. Direct leaders to amend activities if risk is unacceptable or cease activities when required. 3.7. Respond to emergency situations according to organisational, emergency response and first aid procedures.
4. Complete post session responsibilities.	4.1. Dismantle additional equipment, inspect for wear or breakage, tag faults and store in designated. 4.2. Lead debrief with team members to identify sessional successes, problems and difficulties. 4.3. Evaluate and report on feedback from leaders and participants. 4.4. Identify and report on any course or equipment maintenance requirements. 4.5. Provide recommendations to improve activities and safety management.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and reports that require factual information produce cohesive reports which clearly represent team and participant feedback and own recommendations through use of persuasive language.
Oral communications skills to:	provide clear and unambiguous instructions to leaders and participants using language and terms easily understood ask open and closed probe questions and actively listen to determine leader and participant understanding of instructions.
Self-management skills to:	critically evaluate successes and failures of challenge course activities to recommend improvements critically analyse all circumstances and implications to report on safety issues and recommend improved practices.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC002 Set up and supervise challenge course sessions, low elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prior to commencement of two sessions, complete two visual inspections and complete reports:

course site and surrounding area

four low course elements

for three different challenge course sessions and according to predetermined activity plans:

select and set up a sequence of low element activities to meet the requirements of three different participant groups

supervise activity leaders and participants during three low element sessions

during each session consistently manage activity leader and participant adherence to safety procedures

after each session, lead a debrief with team members

utilise options provided in Assessment Conditions to:

direct activity leaders to amend activities in response to a total of two safety issues that arise during activities

complete a brief written or verbal report to recommend improvements for activities and management of safety issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

safe participant use of low elements

emergency response and first aid for low element challenge course sessions

for low element challenge courses, organisational:

schedule for completing visual inspections

items that must be inspected and extent of inspection requirements prior to commencement of session

requirements for recording and filing outcomes of inspections

requirements for reporting issues of immediate concern including hazardous ones

typical environmental hazards found within challenge course sites and surrounding areas and associated risks, to include:

unstable trees and tree branches; tree debris

tree and tree debris hazards, including falling limbs

ground surface hazards

spiders, insects, snakes and fauna

features of different types of low elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

signs of deterioration

failures that pose an immediate safety risk

factors that affect the selection and sequencing of low element activities:

group objectives and session duration outlined in activity plans for particular client groups

objectives of activity participation for general admission clientele

participant characteristics:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

season of operation, weather and environmental conditions

hazards and associated risks for participant use of low elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

methods used by challenge course supervisors to:

roam and supervise multiple course elements, and performance of spotters and participants

lead team member debriefs

provide overall reports on activity successes, problems and incidents

provide recommendations to improve activities and management of safety.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different low course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants and activity leaders whom the individual supervises

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

arising safety issues and activity modifications

recommending activity and safety management improvements

personal protective equipment used to set up low elements which can include climbing helmets, as required

activity plans

organisational procedures for:

safe participant use of low elements

emergency response and first aid for low element challenge course sessions

organisational schedule, procedures and templates for completing and documenting visual inspections of course site and low elements.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course supervisor where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC003 Lead challenge course sessions, high elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead participants during challenge course sessions at a facility where high elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to explain and demonstrate, to participants, techniques for belaying others, and for using independent and linked high elements. It covers skills for basic rescues.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to activity leaders who use discretion and judgement to manage participant logistics, safety, and routine problems within clearly defined operating procedures. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up personal protective equipment (PPE) to match participants, high elements and prevailing conditions. 1.4. Complete, for PPE, required safety and serviceability inspections and reports according to organisational procedures. 1.5. Direct and assist participants to fit and adjust personal protective equipment; check comfort and safety of fit.
2. Brief participants.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity.
3. Instruct belay techniques for high elements.	3.1. Fit and adjust harnesses and belay equipment to participants to ensure comfort and safety. 3.2. Attach participants to established belay system, tie suitable knots, as required, and complete safety checks. 3.3. Explain importance of belaying and demonstrate essential components of belay technique. 3.4. Explain communication protocols and their importance. 3.5. Verify participant understanding of belay technique, communication protocols, and safety procedures. 3.6. Supervise belayer’s practice of belay techniques in a low risk situation. 3.7. Observe and monitor participant performance of belay technique and provide feedback and corrective instruction.
4. Lead high element activities.	4.1. Explain and demonstrate techniques for use of independent and linked high elements. 4.2. Position belayer appropriately for the course element, to allow effective use of belay system. 4.3. Provide clear and accurate instructions and demonstrations throughout the session. 4.4. Monitor performance of belayers and participants, and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during activities and complete basic rescues.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to participants in difficulty and provide verbal directions to recover and continue. 5.7. Use safe approach procedures to provide direct assistance for participants to recover and continue. 5.8. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults, and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	organise participants into manageable groups for activities manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC003 Lead challenge course sessions, high elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three high element challenge course sessions for a group of participants

across the three sessions, explain and demonstrate techniques for belaying and negotiating at least four different high elements

during each session, consistently:

manage participant adherence to safety procedures

connect participants to belay system using appropriate device and or knots and complete safety checks

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults

complete two simulated high element rescues to indirectly assist a rescuee to recover and continue through verbal direction

complete two simulated high element rescues, using safe approach procedures, to directly assist the rescuee to recover and continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of high elements

emergency response and first aid for high element challenge course sessions

clothing and footwear suitable for high element challenge course activities

purpose, features, and correct fit for safety, of personal protective equipment for high element participants:

harnesses of different types, advantages and disadvantages

climbing helmets

features of different types of high elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

how characteristics of participants affect the selection of course elements and personal protective equipment:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

hazards and associated risks for participant use of high elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

roles and responsibilities of activity leaders and supervisors for high element activities

communication protocols used between participants and leaders during high element activities:

calls

hand signals

whistles

radio

features, functions and operation of belaying equipment used for high element challenge courses:

carabiners

rope

belay systems

types of equipment and methods used to attach participants to a high element belay system, including suitable knots that may be used

techniques used to:

negotiate high elements

belay others, including appropriate position for belayer

different techniques used to demonstrate, to participants, high element negotiation and belaying

appropriateness of different demonstration techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

techniques used for basic high element rescues to include those for:

indirect assistance to rescuee to recover and continue through verbal direction

direct assistance to rescuee to recover and continue.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different high course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

people who act as rescuees with whom the individual interacts during simulated rescues

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

equipment to include:

harnesses

climbing helmets

established anchors or attachment points and belay systems

carabiners

activity plans

template:

safety and serviceability checklists

participant informed consents

equipment fault reports

incident reports

organisational procedures for:

completing and documenting safety and serviceability inspections on personal protective equipment

safe participant use of high elements

emergency response and first aid for high element challenge course sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course leader where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC004 Set up and supervise challenge course sessions, high elements

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise activity leaders and participants during challenge course sessions at a facility where high elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to complete routine visual inspections of course elements, select and set up a sequence of challenge course activities to meet participant needs, to establish belay systems and to monitor participation across multiple course elements. It covers skills for complex rescues.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to senior activity leaders or challenge course supervisors who work independently using discretion and judgement to manage operational logistics, risk, and any significant problems when they arise.

Leaders and supervisors might also be involved in providing adventure based learning outcomes; the skills for which are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOCHC003 Lead challenge course sessions, high elements

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete visual inspections.	1.1. Complete visual inspection of high course elements before commencement of sessions according to organisational schedule and procedures. 1.2. Confirm no obvious damage to high course elements. 1.3. Confirm integrity of safety systems. 1.4. Inspect course site and surrounding area for hazards according to organisational schedule and procedures. 1.5. Complete required organisational reports to confirm safety. 1.6. Report on and escalate issues of immediate concern according to organisational procedures.
2. Prepare high element activities and equipment for participants.	2.1. Identify characteristics, abilities and needs of participants. 2.2. Select a suitable sequence of high element activities to meet requirements. 2.3. Select activity equipment according to requirements of known participant characteristics and for general admission participants. 2.4. Establish any additional equipment required for high elements; complete safety and serviceability checks and reports.
3. Set up belay system.	3.1. Select and assess condition of anchors along course for attachment of safety lines and belays. 3.2. Select harnesses and belay system suitable for the course element, conditions and participant. 3.3. Choose a belay device suitable for the situation and belayer. 3.4. Complete safety and serviceability checks on equipment and action faulty equipment according to organisational procedures. 3.5. Establish participant belays, and self-belays suitable for rescue circumstances. 3.6. Select and tie appropriate knots and rig ropes suitable for load and function within the belay system. 3.7. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.8. Complete safety checks on rigging according to organisational procedures.
4. Supervise high element activities.	4.1. Monitor multiple course elements and performance of belayers and participants. 4.2. Provide corrective instruction of technique through explanation and demonstration, as required. 4.3. Direct and supervise activity leaders to ensure safe and positive conduct of all activities. 4.4. Monitor participant and leader adherence to safety procedures and correct breaches, as required. 4.5. Respond immediately to hazardous situations and promptly assess risks to minimise risk of injury to participants and others. 4.6. Direct leaders to amend activities if risk is unacceptable or cease activities when required. 4.7. Respond to emergency situations according to organisational, emergency response and first aid procedures.
5. Rescue participants or others from high elements.	5.1. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of person in need of rescue. 5.2. Determine roles and responsibilities of others and provide clear and concise instructions throughout rescue. 5.3. Use appropriate approach procedure for element to provide direct rescuee assistance. 5.4. Operate rescue system to lower persons from high elements. 5.5. Provide clear and concise instructions and information to person being rescued. 5.6. Safely and efficiently escape a loaded belay system and transfer from belay device to direct connection to anchor.
6. Complete post session responsibilities.	6.1. Dismantle additional equipment, inspect for wear or breakage, tag faults and store in designated. 6.2. Lead debrief with team members to identify sessional successes, problems and difficulties. 6.3. Evaluate and report on feedback from leaders and participants. 6.4. Identify and report on any course or equipment maintenance requirements. 6.5. Provide recommendations to improve activities and safety management.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and reports that require factual information produce cohesive reports which clearly represent team and participant feedback and own recommendations through use of persuasive language.
Oral communications skills to:	provide clear and unambiguous instructions to leaders and participants using language and terms easily understood ask open and closed probe questions and actively listen to determine leader and participant understanding of instructions.
Self-management skills to:	critically evaluate successes and failures of challenge course activities to recommend improvements critically analyse all circumstances and implications to report on safety issues and recommend improved practices.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC004 Set up and supervise challenge course sessions, high elements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prior to commencement of two sessions, complete two visual inspections and complete reports:

course site and surrounding area

four high course elements

for three different challenge course sessions and according to predetermined activity plans:

select and set up a sequence of high element activities to meet the requirements of three different participant groups

select and set up belay systems suitable for course elements and participants

across the three sessions, select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

supervise activity leaders and participants during three high element sessions

during each session consistently manage activity leader and participant adherence to safety procedures

after each session, lead a debrief with team members

utilise options provided in Assessment Conditions to:

direct activity leaders to amend activities in response to a total of two safety issues that arise during activities

complete a brief written or verbal report to recommend improvements for activities and management of safety issues

set up two belay systems suitable for rescues at two different high elements

complete simulated high element rescues, using safe approach procedures, to:

lower a conscious person on two occasions

lower an unconscious person on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

safe participant use of high elements

emergency response and first aid for high element challenge course sessions

for high element challenge courses, organisational:

schedule for completing visual inspections

items that must be inspected and extent of inspection requirements prior to commencement of session

requirements for recording and filing outcomes of inspections

requirements for reporting issues of immediate concern including hazardous ones

typical environmental hazards found within challenge course sites and surrounding areas and associated risks, to include:

unstable trees and tree branches; tree debris

tree and tree debris hazards, including falling limbs

ground surface hazards

spiders, insects, snakes and fauna

features of different types of high elements found in challenge courses:

common elements:

independent elements

linked elements

those which are specific to the particular course in use

signs of deterioration

failures that pose an immediate safety risk

factors that affect the selection and sequencing of high element activities:

group objectives and session duration for particular client groups

objectives of activity participation for general admission clientele

participant characteristics:

age, size and weight

current experience in challenge course activities and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

season of operation, weather and environmental conditions

features, functions, advantages and disadvantages of different types of anchors or attachment points used in challenge course facilities:

bolts

camming devices

wire rope grip

shackles

working load limits of anchors or attachment points and tension formula

issues that are assessed when selecting anchors or attachment points and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

features, functions, advantages and disadvantages of challenge course high element equipment:

harnesses of different types

carabiners

rope

wire rope

hand ropes

swing ropes

pulleys

tape

sewn sling

Prusik cord

personal attachment systems, including cow’s tails

crab claws

thimbles

rigging screws

turnbuckles

staples

belay devices:

plate

assisted locking

tubular

belay systems:

static belay

dynamic belay

bottom braking belay

self-belay

how the following factors affect the selection and rigging of above equipment:

element characteristics

weather and environmental conditions

participant size, weight and abilities

manufacturers’ specifications for equipment use

techniques used to rig belays for performance of rescues

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

hazards and associated risks for participant use of high elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

methods used by challenge course supervisors to:

roam and supervise multiple course elements, and performance of belayers and participants

lead team member debriefs

provide overall reports on activity successes, problems and incidents

provide recommendations to improve activities and management of safety.

roles and responsibilities that can be allocated to team members to effectively complete a complex high element rescue

appropriate approach methods for high element rescues:

using ladders

using ascending ropes

approaching via the element

approaching from start, mid or finish point of course

how these will vary depending on rescue circumstance

techniques used for complex high element rescues to include those for:

ascending and descending a single rope

lowering conscious and unconscious persons

securing rescuee and escaping from a loaded belay system.

Assessment Conditions

Skills must be demonstrated in a challenge course facility where at least four different high course elements are set up.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants and activity leaders whom the individual supervises

people who act as rescuees with whom the individual interacts during simulated rescues

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

arising safety issues and activity modifications

recommending activity and safety management improvements

personal protective equipment used to set up high elements which can include climbing helmets

equipment to include:

established anchors or attachment points

harnesses

carabiners

rope

wire rope

tape or sewn sling

pulleys

Prusik cord

personal attachment systems, including cow’s tails

crab claws

thimbles

rigging screws

turnbuckles

staples

belay devices

activity plans

organisational procedures for:

safe participant use of high elements

emergency response and first aid for high element challenge course sessions

organisational schedule, procedures and templates for completing and documenting visual inspections of course site and high elements.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course supervisor where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCHC005 Manage challenge course

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage a range of specialist functions within challenge course facilities. It requires the ability to develop and document a range of plans and procedures including those for course inspection, safe participant use, rescues, emergency response and for training staff. It also covers the selection of specialist equipment and services appropriate for course elements and the site.

This unit applies to any type of organisation that operates a challenge course including commercial, not-for-profit and government organisations.

It applies to challenge course managers who work with significant autonomy to manage the operation and safety of the course.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Challenge Course

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop course inspection schedules and procedures.	1.1. Develop and implement procedures for hazard identification and risk assessments for the site, surrounding areas and all course elements. 1.2. Develop hazard identification and risk assessment templates for use of relevant personnel. 1.3. Establish and document all required course inspection types and create templates for course and equipment inspections. 1.4. Develop schedules for inspections and allocate responsibility to internal personnel and external specialists. 1.5. Disseminate documented procedures, schedules and templates and ensure all personnel understand requirements. 1.6. Establish and maintain a record keeping system for inspections and risk assessments.
2. Determine course operational procedures	2.1. Determine different activity techniques suited to course elements and different participant characteristics. 2.2. Develop and document procedures for safe participant use of course elements, in line with particular element features. 2.3. Evaluate course elements, determine and document suitable rescue techniques and procedures. 2.4. Establish and maintain emergency response plans and procedures. 2.5. Develop and implement plans for ongoing staff training in course use, safety procedures, hazard identification, emergency response and rescue requirements. 2.6. Implement mechanisms to inform course users and leaders of changes to elements and procedures.
3. Select specialist equipment and services for challenge courses.	3.1. Consult with course installation specialists to identify equipment appropriate for course elements. 3.2. Select ancillary equipment suited to requirements of the course and clientele. 3.3. Select external specialists to inspect, maintain and modify the site and course elements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex product specifications when selecting equipment.
Writing skills to:	develop comprehensive plans, procedures and template documents in a format and style easily understood by a full range of workers.
Self-management skills to:	critically analyse the characteristics and needs of the facility to design tailored systematic plans and procedures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCHC005 Manage challenge course

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document the following procedures for a challenge course:

completing and reporting routine visual inspections of site, surroundings and course elements

completing and reporting hazard identification and risk assessments

safe participant use of two course elements including types of equipment that must be used to support safety

completing rescues, including approach methods, techniques and variables for two course elements

develop and document the following templates for a challenge course:

inspections of the site, surrounding areas and two course elements

hazard identification and risk assessments for the site, surrounding areas and two course elements

develop and document schedules for the following types of inspections and indicate who is responsible for each:

routine visual inspection of site, surroundings and course elements

operational inspection

periodical inspection

tree inspection

develop and document:

an emergency response plan for dealing with incidents involving injured participants

a basic training plan for activity leaders and supervisors, limited to covering procedural issues for course operation, and not skill issues

document a process for:

disseminating plans, procedures and information to activity leaders, supervisors and course users

maintaining records

research the availability of one type of ancillary equipment suited to a course and one type of specialist service available and write a brief recommendation on why these should be purchased.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

different types of challenge course inspections that should be completed, at what intervals, and extent of inspection requirements:

routine visual inspection of site, surroundings and course elements

operational inspection

periodical inspection

tree inspection

for each of the above inspection types:

who would complete these; staff or external specialists

requirements for recording and filing outcomes of inspections

typical settings for challenge courses and features of both internal site environments and surrounding areas

typical environmental hazards found within challenge course sites and surrounding areas, associated risks, and methods used to minimise risk to include:

unstable trees and tree branches; tree debris

ground surface hazards

spiders, insects, snakes and fauna

features of different types of low and high elements found in challenge courses, both independent and linked

hazards and associated risks for participant use of low and high course elements, and methods used to minimise risk:

hazards associated with the structure

hazards associated with equipment used to negotiate the element

fall protection hazards

group management hazards

weather related hazards; wind, rain, lightning etc.

operational features of the following equipment used to support participant safety:

safety lines for low elements

belay systems for high elements

fall protection

safe techniques that should be used by participants to negotiate low and high course elements

unsafe practices that may be used by participants on course elements and the importance of controlling potential behaviours

spotting techniques used with different types of low elements and how these can be tailored to the element features and characteristics of participants

appropriate approach methods for high element rescues:

using ladders

using ascending ropes

approaching via the element

approaching from start, mid or finish point of course

how these will vary depending on rescue circumstance

techniques used for high element rescues to include those for:

indirect assistance to rescuee to recover and continue through verbal direction

direct assistance to rescuee to recover and continue

ascending and descending a single rope

lowering conscious and unconscious persons

a range of formats for and inclusions of:

procedures and schedules

training plans

hazard identification and reporting tools

risk assessment and control tools based on the hierarchy of control method

emergency response plans and procedures

inspection reports

equipment safety and serviceability checklists

Australian Standards relevant to the operation of challenge courses:

the purpose and legal status of the standards

why the guideline standard might be adopted by organisations

how the standards may be used to assist the development of organisational procedures

emerging equipment research and technology for challenge courses, at an overview level

suppliers of specialist equipment and services for challenge courses, their product and service range and suitability to meet the needs of particular courses.

Assessment Conditions

In order to develop tailored systematic plans and procedures, access to the following is required:

a challenge course where low or high course elements, or a combination of both, are set up

comprehensive information about the operation and clientele of the challenge course facility to determine its characteristics and needs

Assessment must ensure access to information about suppliers of specialist equipment and services for challenge courses and details of their product and service range.

Assessment must ensure use of:

computers, printers and general software programs used to produce system documents

template documents:

procedures and schedules

hazard identification and reporting tools

risk assessment and control tools based on the hierarchy of control method

emergency response plans and procedures

training plans

inspection reports.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a challenge course manager where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM001 Top rope climb single pitches, artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb single pitches on artificial surfaces using top rope techniques. It also requires the ability to belay top rope climbers. Artificial surfaces can be fixed or portable structures and can be in indoor or outdoor environments.

It applies to leaders, guides or instructors, who use these skills when leading participants during climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of artificial features and the climb route. 1.5. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to climbing or belaying.
2. Climb and descend single pitch routes using top rope techniques.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Use appropriate posture and climbing techniques suitable to artificial features and holds. 2.3. Locate and evaluate artificial features during climb and adjust technique to suit. 2.4. Locate and utilise rest positions to reduce fatigue. 2.5. Safely approach, avoid or negotiate hazards to ascend and descend in a controlled manner. 2.6. Maintain effective communication with belayer throughout climb. 2.7. Use appropriate posture and top rope lowering techniques during descent. 2.8. Use techniques that minimise damage to equipment and the surface during climb.
3. Belay top rope climbers.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 3.4. Monitor climber progress constantly, and maintain clear communication with climber. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM001 Top rope climb single pitches, artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete four single pitch top rope climbing sessions on artificial surfaces and collectively use six of the following techniques:

bridging

heel hooks

jamming

laybacking

mantle

pinch grips

side pulls

smearing

underclings

during each of the above climbs, consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate device and or knots

belay climbers according to safety procedures, and complete the following:

four belays

two simulated climber falls, and safely and efficiently secure and release climber to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment used for climbing on artificial surfaces:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of tope rope climbing equipment used on artificial surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

top rope bottom belay systems

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

types of personal and equipment safety checks completed prior to climbing and belaying

tope rope climbing techniques and appropriate posture for artificial surfaces and structures to include those for:

bridging

heel hooks

jamming

laybacking

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these artificial climb features:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during tope rope climbs on artificial surfaces to include those for

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch top rope climbing on artificial surfaces and structures, and techniques used to safely negotiate these:

sharp or protruding fittings and fixtures

surface irregularities

ledges

tangled rope

falling objects

how to care for climbing equipment during activities to avoid damage, and promote long lifespan.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where single pitch top rope climbs are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

established anchors for the artificial structure

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM002 Top rope climb single pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb single pitches on natural surfaces using top rope techniques. It also requires the ability to belay top rope climbers.

It applies to leaders, guides or instructors, who use these skills when leading participants during top rope climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of natural features, the climb route and contingencies. 1.5. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to climbing or belaying.
2. Climb and descend single pitch routes using top rope techniques.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Use appropriate posture and climbing techniques suitable to natural features. 2.3. Locate and evaluate natural features during climb and adjust technique to suit. 2.4. Locate and utilise rest positions to reduce fatigue. 2.5. Safely approach, avoid or negotiate hazards to ascend and descend in a controlled manner. 2.6. Maintain effective communication with belayer throughout climb. 2.7. Use appropriate posture and top rope lowering techniques during descent. 2.8. Use techniques that minimise damage to equipment and the surface during climb.
3. Belay tope rope climbers.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 3.4. Monitor climber progress constantly, and maintain clear communication with climber. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM002 Top rope climb single pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete four single pitch top rope climbing sessions on natural surfaces and cumulatively use six of the following techniques:

bridging

chimneying

crimping

heel hooks

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

during each of the above climbs, consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate device and or knots

belay climbers according to safety procedures, and complete the following:

two top rope top belays

two top rope bottom belays

two simulated climber falls, and safely and efficiently secure and release climber to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment used for climbing on natural surfaces to include:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions and operation of tope rope climbing equipment used on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

belay systems:

top rope top belay

top rope bottom belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

types of personal and equipment safety checks completed prior to climbing and belaying

tope rope climbing techniques and appropriate posture for natural surfaces to include those for:

bridging

chimneying

crimping

heel hooks

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these climb features found in natural environments:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during top rope climbs on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, and tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch top rope climbing on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

how to care for climbing equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to climbing surfaces in natural environments when climbing.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch top rope climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM003 Lead climb single pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb single pitches on natural surfaces using lead climbing techniques. It also requires the ability to belay climbers and to ascend single pitch routes as a second climber.

It applies to leaders, guides or and instructors who use these skills when leading participants during climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of natural features, the climb route and contingencies. 1.5. Determine need for artificial protection during ascent; select and rack for accessibility during climb. 1.6. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to climbing or belaying.
2. Climb single pitch routes.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Use appropriate posture and climbing techniques suitable to natural features. 2.3. Locate and utilise rest positions to reduce fatigue. 2.4. Safely approach, avoid or negotiate hazards to ascend in a controlled manner. 2.5. Maintain effective communication with belayer throughout climb. 2.6. Use techniques that minimise damage to equipment and the surface during climb.
3. Ascend single pitch routes as a lead climber.	3.1. Evaluate potential direction of falls, magnitude of force and second climber’s ability. 3.2. Select suitable type, and set anchors and belay system safely and efficiently throughout climb. 3.3. Place protection periodically during climb to reduce fall distance. 3.4. Use techniques to minimise rope drag, displacement of artificial protection and injury in the event of a fall. 3.5. Monitor and maintain the safeguard system continuously. 3.6. Retreat from pitches when climber safety is compromised. 3.7. Select solid and secure anchors at top of pitch, or place artificial protection. 3.8. Establish belay system at top of pitch to maximise climber and belayer safety.
4. Ascend single pitch routes as a second climber.	4.1. Utilise belaying system to maximise climber safety. 4.2. Remove artificial protection with and without a nut tool and minimise damage to equipment and natural surface.
5. Belay climbers.	5.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 5.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 5.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 5.4. Monitor climber progress constantly, and maintain clear communication with climber. 5.5. Arrest falls promptly using technique suitable to belaying device and situation. 5.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying calculate loads for anchors and ropes under normal conditions, and in the event of a fall to determine fall distances.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM003 Lead climb single pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work as lead climber on four single pitch climbs

work as second climber on four single pitch climbs

across the climbs, collectively use six of the following techniques:

bridging

chimneying

crimping

heel hooks

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

during each climb consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate devices and or knots

across the climbs, collectively establish these types of anchor systems:

multi-directional

uni-directional

self-equalising

across the climbs collectively use the following rope systems:

single rope

double rope technique

twin rope

across the climbs collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

belay climbers according to safety procedures, and complete the following:

two top rope top belayed ascents

two top rope bottom belayed ascents

two simulated climber falls, and safely and efficiently secure and release climbers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment for climbers and belayers to include:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions, advantages and disadvantages of different types of artificial removable anchors used as protection for lead climbing to include:

spring loaded camming devices

nuts, wires and hexes

pitons

techniques used to secure and remove the above types of protection

types of forces generated during lead climb falls, and how to calculate:

fall factor

fall distances

placement of artificial protection

features, functions, advantages and disadvantages of different types of anchor systems used in lead climbing:

multi-directional

uni-directional

self-equalising

features, functions and operation of climbing and belaying equipment used for single pitch lead climbs on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

belay systems:

single rope

double rope technique

twin rope

top rope top belay

top rope bottom belay

self-belay

dynamic and static belays

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

principle of closing the system, advantages, disadvantages and methods used

types of personal and equipment safety checks completed prior to climbing and belaying

lead climbing techniques and appropriate posture for natural surfaces to include those for:

bridging

chimneying

crimping

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these climb features found in natural environments:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during lead climbs on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch lead climbing on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

stuck ropes

how to care for climbing equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to climbing surfaces in natural environments when climbing.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape

sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM004 Lead climb multi pitches, natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to climb multi pitches on natural surfaces using lead climbing techniques. It also requires the ability to belay climbers and to ascend multi pitch routes as a second climber.

It applies to leaders, guides or instructors who use these skills when leading participants during climbing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the climb.	1.1. Select clothing, footwear and personal protective equipment suitable for the climb and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Interpret route description; identify position of natural features, the climb route and contingencies. 1.5. Determine need for artificial protection during ascent; select and rack for accessibility during climb. 1.6. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.7. Complete equipment safety checks prior to climbing or belaying.
2. Climb multi pitch routes.	2.1. Use safety procedures at bottom, top of and throughout climbs to minimise risk to self and others present. 2.2. Maintain balance and use appropriate posture and climbing techniques to link a series of controlled moves to enable progress. 2.3. Locate and utilise rest positions to reduce fatigue. 2.4. Safely approach, avoid or negotiate hazards to ascend in a controlled manner. 2.5. Maintain effective communication with belayer throughout climb. 2.6. Use techniques that minimise damage to equipment and the surface during climb.
3. Ascend multi pitch routes as a lead climber.	3.1. Evaluate potential direction of falls, magnitude of force and second climber’s ability. 3.2. Select suitable type and set anchors and belay system safely and efficiently throughout climb. 3.3. Place protection periodically during climb to reduce fall distance. 3.4. Use techniques to minimise rope drag, displacement of artificial protection and injury in the event of a fall. 3.5. Monitor and maintain the safeguard system continuously. 3.6. Retreat from pitches when climber safety is compromised. 3.7. Select solid and secure anchors at top of pitch, or place artificial protection. 3.8. Establish belay system at top of pitch to maximise climber and belayer safety.
4. Ascend multi pitch routes as a second climber.	4.1. Utilise belaying system to maximise climber safety. 4.2. Remove artificial protection with and without a nut tool and minimise damage to equipment and natural surface.
5. Change over at belay stations.	5.1. Maintain continuous attachment to a reliable anchor system or anchor point. 5.2. Exchange climber roles at belay stations and transition to next pitch without entangling ropes. 5.3. Confirm alignment and stability of belay system before transitioning to next pitch.
6. Belay climbers.	6.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 6.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 6.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 6.4. Monitor climber progress constantly, and maintain clear communication with climber. 6.5. Arrest falls promptly using technique suitable to belaying device and situation. 6.6. Safely and efficiently secure climber, when compromised, using tie off techniques.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for climbing and belaying calculate loads for anchors and ropes under normal conditions and in the event of a fall to determine fall distances.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM004 Lead climb multi pitches, natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work as lead climber on four multi pitch climbs

work as second climber on four multi pitch climbs

across the climbs, collectively use six of the following techniques:

bridging

chimneying

crimping

heel hooks

jamming

layaways

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

during each climb consistently:

follow safety procedures and safely negotiate hazards to climb in a controlled manner

connect self to belay system using appropriate devices and or knots

across the climbs, collectively establish these types of anchor systems:

multi-directional

uni-directional

self-equalising

across the climbs, collectively use the following rope systems

single rope

double rope technique

twin rope

across the climbs collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

belay climbers according to safety procedures, and complete the following:

two top rope top belayed ascents

two top rope bottom belayed ascents

two simulated climber falls, and safely and efficiently secure and release climbers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for climbing activities

purpose, features, and correct fit for safety, of personal protective equipment for climbers and belayers to include:

clothing

climbing shoes

abseiling/climbing helmets

harnesses of different types, advantages and disadvantages

features, functions, advantages and disadvantages of different types of artificial anchors used as protection for lead climbing to include:

spring loaded camming devices

nuts, wires and hexes

pitons

techniques used to secure and remove the above types of protection

types of forces generated during lead climb falls, and how to calculate:

fall factor

fall distances

placement of artificial protection

features, functions, advantages and disadvantages of different types of anchor systems used in lead climbing:

multi-directional

uni-directional

self-equalising

features, functions and operation of climbing and belaying equipment used for multi pitch lead climbs on natural surfaces:

carabiners

static and dynamic rope and when each might be used

tape

sewn sling

Prusik cord

chalk bag and chalk

belay systems:

single rope

double rope technique

twin rope

top rope top belay

top rope bottom belay

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

principle of closing the system, advantages, disadvantages and methods used

types of personal and equipment safety checks completed prior to climbing and belaying

lead climbing techniques and appropriate posture for natural surfaces to include those for:

bridging

chimneying

crimping

jamming

laybacking

lunging

mantle

pinch grips

side pulls

smearing

underclings

lowering self during descents

climbing techniques which are best suited to these climb features found in natural environments:

aretes

chimneys

corners

cracks

edges

flakes

jugs

overhangs

roofs

pinnacles

ledges

pockets

techniques for belaying others during lead climbs on natural surfaces to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

protecting seconder on traverse

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risk of belayer fall

communication protocols used between climbers and belayers to include:

calls

hand signals

whistles

typical hazards for multi pitch lead climbing on natural surfaces, and techniques used to safely negotiate these:

falling rocks, water, debris, gear

abrasion points

sharp edges

squeezes and overhangs

ledges

traverses

slippery or unstable terrain

dense vegetation and trees

strong breezes

tangled rope

stuck ropes

how to care for climbing equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to climbing surfaces in natural environments when climbing.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where multi pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during climbing activities

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

slings

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational safety and emergency response procedures for climbing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM005 Establish belays for single pitch climbing on artificial surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems suitable for single pitch climbs on artificial surfaces. It requires the ability to select the climb route and to select and utilise fixed anchors. Artificial surfaces can be fixed or portable structures and rigging can be for indoor or outdoor environments.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the climb.	1.1. Identify safe access to and egress from the pitch. 1.2. Interpret route descriptions, inspect the position and quality of artificial features and select climb route. 1.3. Select a belay system suitable for the climb, conditions, and participant. 1.4. Choose a belay device suitable for the artificial surface conditions and belayer. 1.5. Select other equipment to suit climbing requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for artificial surface climbs.	2.1. Select anchors and assess condition, including performance under likely load. 2.2. Set up belay system using existing anchors. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and climber. 2.6. Position belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 2.9. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	estimate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM005 Establish belays for single pitch climbing on artificial surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems suitable for single pitch climbs on artificial surfaces for three different pitches

collectively set up the following types of systems:

top rope bottom belay

automatic belay

collectively select and use at least three different types of anchors

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of climbing routes for artificial surfaces:

season of operation, weather and environmental conditions for outdoor climbs

participant characteristics including age, size, weight, fitness and climbing skill level

group objectives and size

hazards specific to climbing on artificial surfaces and how these affect:

safe access to and egress from the pitch

choice of ascent routes for safety of climber

positioning of belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors applicable to fixed or portable artificial climbing structures:

bolts

chains

bollards

eyelets

U bolts

beams

poles

wire cables

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

types of forces (upwards, downwards) generated during climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope bottom belay

automatic belay

climber ascending and lowering under control

climber fall

belayer arresting falls

features, functions, advantages and disadvantages of the following climbing and belay equipment used on artificial surfaces:

belay systems:

top rope bottom belay

automatic belay

dynamic and static belays

belay devices:

automatic locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions for outdoor climbs on artificial surfaces

participant size, weight, and climbing ability

belayer to climber ratio

cumulative load for group size and number of climbs

climbing techniques to be used

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for climbing equipment when rigging to avoid damage, and promote long lifespan.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where rigging is completed for single pitch climbs on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

established anchors for the artificial structure

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM006 Establish belays for single pitch climbing on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems suitable for single pitch climbs on natural surfaces, and according to current conditions. It requires the ability to select the climb route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the climb.	1.1. Identify safe access to and egress from the pitch. 1.2. Interpret route descriptions, inspect the position and quality of natural features and select climb route. 1.3. Select a top or bottom belay system suitable for the climb, environmental conditions, and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit climbing requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface climbs.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and climber. 2.6. Position belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 2.9. Rig to minimise impact on the natural environment. 2.10. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures which can include those for safety checks and minimal impact to the environment.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM006 Establish belays for single pitch climbing on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems suitable for single pitch climbs on natural surfaces for three different pitches

collectively set up the following types of systems:

top rope top belay

top rope bottom belay

self belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of climbing routes for natural surfaces:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and climbing skill level

group objectives and size

environmental hazards specific to climbing on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of ascent routes for safety of climber

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for climbing on natural surfaces:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

knobs of rock

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

top rope bottom belay

climber ascending and lowering under control

climber fall

belayer arresting falls

features, functions, advantages and disadvantages of the following climbing and belay equipment used on natural surfaces:

belay systems:

top rope top belay

top rope bottom belay

self belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and climbing ability

belayer to climber weight ratio

cumulative load for group size and number of climbs

climbing techniques to be used

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for climbing equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for climbs on natural surfaces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for single pitch climbs on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM007 Establish belays for multi pitch climbing on natural surfaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems suitable for multi pitch climbs on natural surfaces, and according to current conditions. It requires the ability to select the climb route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors to establish belays for the lead climber and the second (or following) climbers.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the climb.	1.1. Identify safe access to and egress from the pitch. 1.2. Interpret route descriptions, inspect the position and quality of natural features and select climb route. 1.3. Select a top or bottom belay system suitable for the climb, environmental conditions, and participant. 1.4. Choose a belay device suitable for the natural surface conditions and belayer. 1.5. Select other equipment to suit climbing requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up belay system for natural surface climbs.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and climber. 2.6. Position belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Verify manufacturer’s recommendations, equipment limitations and safety margins, and rig equipment accordingly. 2.9. Rig to minimise impact on the natural environment. 2.10. Complete safety checks according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures which can include those for safety checks and minimal impact to the environment.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.
Planning and organising skills to:	follow a logical equipment selection, rigging and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM007 Establish belays for multi pitch climbing on natural surfaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems suitable for multi pitch climbs on natural surfaces for three different pitches

collectively set up the following types of systems:

double rope technique

single rope systems suitable for single rope techniques

lead climber belay

second (or following) climber belay

self belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of climbing routes for natural surfaces:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and climbing skill level

group objectives and size

environmental hazards specific to climbing on natural surfaces and how these affect:

safe access to and egress from the pitch

choice of ascent routes for safety of climber

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used for climbing on natural surfaces:

fixed artificial:

threads

bolts

chains

concrete bollards

naturally occurring:

trees

boulders

knobs of rock

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single component failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

mis-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

lead climber belay

second (or following) climber belay

climber ascending and lowering under control

climber fall

belayer arresting falls

features, functions, advantages and disadvantages of the following climbing and belay equipment used on natural surfaces:

rope and belay systems:

double rope technique

single rope systems suitable for single rope techniques

lead climber belay

second (or following) climber belay

self belay

dynamic and static belays

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

carabiners

harnesses of different types

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

Prusik cord

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and climbing ability

belayer to climber weight ratio

cumulative load for group size and number of climbs

climbing techniques to be used

manufacturer’s specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for climbing equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for climbs on natural surfaces and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where rigging is completed for recreational multi pitch climbs on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch top rope climbing activities on artificial surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch top rope climbing and belaying techniques for artificial surfaces. To do this, leaders must be proficient in single pitch top rope climbing skills which are covered by other units.

It requires the ability to demonstrate and instruct single pitch abseiling and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch abseiling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch top rope climbing and belaying techniques for artificial surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch top rope climbing activities on artificial surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch top rope climbing activities on artificial surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM008 Lead single pitch climbing activities on artificial surfaces, top rope climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch top rope climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch top rope climbing activities on artificial surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

incidents that can occur during climbs, and rescue techniques used to resolve, both direct and indirect techniques

designated on rope zones, and off rope waiting zones.

Assessment Conditions

Skills may be demonstrated in an indoor or outdoor environment where single pitch top rope climbs are completed on artificial surfaces. Artificial surfaces can be fixed or portable structures.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

established anchors for the artificial structure

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch, top rope climbing activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch, top rope climbing and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch top rope climbing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch, top rope climbing and belaying techniques for natural surfaces	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch, top rope climbing activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch, top rope climbing activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM009 Lead single pitch climbing activities on natural surfaces, top rope climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch, top rope climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch, top rope climbing activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope zones, and off rope waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch top rope climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

slings

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during single pitch, lead climbing activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct single pitch lead climbing and belaying techniques for natural surfaces. To do this, leaders must be proficient in single pitch lead climbing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate single pitch lead climbing and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise single pitch, lead climbing activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during single pitch, lead climbing activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM010 Lead single pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three single pitch, lead climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to single pitch, lead climbing activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope zones, and off rope waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where single pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during multi pitch, lead climbing activities on natural surfaces according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct multi pitch lead climbing and belaying techniques for natural surfaces. To do this, leaders must be proficient in multi pitch lead climbing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Climbing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate multi pitch lead climbing and belaying techniques for natural surfaces.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise multi pitch, lead climbing activities on natural surfaces.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during multi pitch lead climbing activities on natural surfaces.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCLM011 Lead multi pitch climbing activities on natural surfaces, lead climbing

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three multi pitch, lead climbing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for climbing activity sessions on natural surfaces

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to multi pitch, lead climbing activities on natural surfaces:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated on rope zones, transfer stations and off rope waiting zones.

Assessment Conditions

Skills must be demonstrated in an outdoor environment where multi pitch lead climbs are completed on natural surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

abseiling or climbing helmets

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

climbing equipment to include:

carabiners

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

Prusik cords

chalk bag and chalk

belay devices

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for climbing activity sessions on natural surfaces.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a climbing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency: the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE001 Paddle a craft using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a craft as part of a group on small inland flatwater areas such as small lakes, dams and rivers according to planned courses. It requires the ability to self-rescue from a capsize.

The unit provides skills to paddle a canoe, sit in or sit on top kayak on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot, and where there is ease of access to the shore; within 400 metres.

It applies to assistant leaders and support staff who use these skills when assisting with the delivery of paddling activities for groups of participants. They work under close supervision, and according to instructions and guidance provided by supervising activity leaders who may be guides or instructors.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Access and interpret activity plans, and clarify any details. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre small crafts on flatwater.	2.1. Embark and launch craft from bank, shore or jetty while maintaining stability. 2.2. Control direction of craft forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle craft. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between craft and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the craft in a controlled manner, following a capsize, and recover paddle. 3.2. Follow instructions from leader or other party members to complete deep water self-rescue. 3.3. Re-enter craft and assess personal ability to continue with paddle session. 3.4. Manoeuvre an upturned craft to shore or to rescue craft, when unable to re-enter.
4. Land and secure canoes.	4.1. Land and disembark craft at bank, shore or jetty while maintaining stability. 4.2. Secure craft to bank, shore or jetty using appropriate knots. 4.3. Secure craft for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively work within teams

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE001 Paddle a craft using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group paddle trips

during each trip consistently:

consistently supervising leader’s directions

control direction of craft forward, in reverse and change direction using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

stern rudder

low support

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for paddling activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

types of footwear suitable for paddling including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and functions of lifejackets and helmet suitable for flatwater conditions and how to fit and adjust these for comfort and safety

location and function of different parts of the craft being paddled

types of paddles suitable for use with selected craft in flatwater conditions

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry paddle craft

equipment features and techniques used to secure craft for transportation

communication protocols for group paddling activities to include:

calls

hand and paddle signals

whistles

hydrological features of flatwater areas such as lakes, dams and flatwater rivers sufficient to understand the impacts on paddling activity

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used on flatwater to:

embark, launch, land and disembark craft from bank, shore or jetty

secure craft s to bank, shore or jetty

a range of strokes used in flatwater conditions to direct canoes forward, in reverse and change direction:

forward and reverse paddle

forward and reverse sweeps

low support

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hands through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self-rescues:

methods used to extricate self from inverted craft

methods used to control and manoeuvre the paddle and craft to shore

appropriate swimming strokes and techniques to use while in paddling gear in flatwater conditions

how to empty water from craft, and equipment used to assist

techniques used to re-establish upright craft and re-enter in deep water.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot

easy access to shoreline; within 400 metres .

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during paddling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmet as required

pea-less whistles not affected by water

open canoes, sit in or sit on kayak, which can include singles and doubles

canoe or kayak paddles

ropes and tie down straps

rescue equipment:

towlines

bailing devices

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing or kayak leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE002 Paddle a canoe on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a canoe as part of a group on inland flatwater areas such as lakes, dams and slow moving rivers and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

The unit provides skills to paddle on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot.

It applies to leaders, guides or instructors, who use these skills when leading participants during canoeing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre canoes on flatwater.	2.1. Embark and launch canoe from bank, shore or jetty while maintaining stability. 2.2. Control direction of canoe forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the canoe. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between canoes and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the canoe in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned canoe to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter canoe.
4. Perform deep water rescues in flatwater conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure canoes.	5.1. Land and disembark canoe at bank, shore or jetty while maintaining stability. 5.2. Secure canoe to bank, shore or jetty using appropriate knots. 5.3. Secure canoe for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE002 Paddle a canoe on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group canoe trips

complete at least one solo paddle on one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of canoes forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes

feathered and sculling draw

forward J stroke

low support

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X)rescue

curl rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for canoeing activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for canoeing including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for flatwater conditions and how to fit and adjust these for comfort and safety

types of single and double open canoes suitable for use in flatwater conditions and location and function of different parts of the canoe

types of paddles suitable for use with canoes used in flatwater conditions,

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry canoes

equipment features and techniques used to secure canoes for transportation

communication protocols for group canoeing activities to include:

calls

hand and paddle signals

whistles

hydrological features of flatwater areas such as lakes, dams and slow moving rivers sufficient to understand the impacts on canoeing activities

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms, strong wind

prolonged emersion in cold water

techniques used on flatwater to:

embark, launch, land and disembark canoes from bank, shore or jetty

secure canoes to bank, shore or jetty

a range of strokes used in flatwater conditions to direct canoes forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

feathered and sculling draw

feathered pry

forward J stroke

low support

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self-rescues:

methods used to extricate self from inverted canoes

methods used to control and manoeuvre the paddle and canoe to shore

appropriate swimming strokes and techniques to use while in paddling gear in flatwater conditions

how to empty water from canoes, and equipment used to assist

techniques used to re-establish upright canoe and re-enter in deep water

for deep water rescues, the specific application of the following to flatwater conditions and open canoes:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

curl rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canoeing activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

rescue equipment:

towlines

bailing devices

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a canoe on a planned course as part of a group on waterways that feature slow moving water conditions. It covers the skills to paddle on rivers, up to grade 1, and on large open bodies of water such as lakes or dams.

For rivers, grade 1 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. These rivers have long stretches of slow moving water that could feature regular small waves and or riffles, relatively few obstacles and an easy passage to find and follow. Large bodies of water also feature slow moving water conditions.

It applies to leaders, guides or instructors, who use these skills when leading participants during canoeing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre canoes on slow moving water.	2.1. Embark and launch canoe from bank while maintaining stability. 2.2. Control direction of canoe forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the canoe. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between canoes and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the canoe in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned canoe to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter canoe.
4. Perform deep water rescues in slow moving river conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure canoes.	5.1. Land and disembark canoe at bank while maintaining stability. 5.2. Select a secure bank feature and secure canoe using appropriate knots. 5.3. Secure canoe for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE003 Paddle a canoe on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group canoe trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of canoes forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

feathered and sculling draw

cross bow draw

low support

forward and reverse J stroke

feathered pry

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

curl rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for canoeing activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for canoeing including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for slow moving water conditions and how to fit and adjust these for comfort and safety

types of single and double open canoes suitable for use in slow moving water conditions and:

location and function of different parts of the canoe

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with canoes used in slow moving water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry canoes

equipment features and techniques used to secure canoes for transportation

communication protocols for group canoeing activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 1 rivers

examples of local rivers attributed as slow moving and any that are grade 1

hydrological features of slow moving water sufficient to understand the impacts on canoeing activities

typical hazards associated with paddling and swimming in slow moving water conditions, and techniques used to safely negotiate these:

currents

eddies

strainers

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms, strong wind

prolonged emersion in cold water

techniques used on slow moving water to:

embark, launch, land and disembark canoes from bank

secure canoes to bank

a range of strokes used in slow moving water conditions to direct canoes forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

cross bow draw

feathered and sculling draw

low support

forward and reverse J stroke

feathered Pry stroke

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self-rescues:

methods used to extricate self from inverted canoes

methods used to control and manoeuvre the paddle and canoe to shore

appropriate swimming strokes and techniques to use while in paddling gear in slow moving water conditions

how to empty water from canoes, and equipment used to assist

techniques used to re-establish upright canoe and re-enter in deep water

for deep water rescues, the specific application of the following to slow moving water conditions and open canoes:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

curl

modified Capistrano

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canoeing activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

canoe helmets as required

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

rescue equipment:

towlines

bailing devices

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE004 Paddle a canoe on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a canoe as part of a group on inland rivers with grade 2 rapids, and according to planned and scouted courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

Grade 2 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to paddle on rivers with fairly frequent but straightforward rapids with regular medium sized waves, less than one metre, low ledges or drops, easy eddies and gradual bends. These rivers have small obstacles that require manoeuvring around with a good command of paddling strokes. Passages through rapids are generally straightforward and can be seen from the water, although some scouting may be required.

It applies to leaders, guides or instructors, who use these skills when leading participants during canoeing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre canoes on grade 2 rivers.	2.1. Select suitable location, embark and launch canoe using technique suitable to situation to maintain stability. 2.2. Identify hydrological features from the water and utilise favourably to control and manoeuvre canoe. 2.3. Control direction of canoe forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.4. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the canoe. 2.5. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Support canoe using the paddle to prevent capsizes. 2.8. Maintain visual contact and effective communication with party members throughout all activities. 2.9. Monitor party formation, paddling pace and space between canoes and make required adjustments.
3. Plan and run routes through rapids.	3.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 3.2. Assess features and hazards to determine a safe route through rapids. 3.3. Plan route through rapids accounting for party member numbers, abilities and management during run. 3.4. Identify reference points to guide chosen passage through rapids. 3.5. Run predetermined route using avoidance techniques to safely negotiate river hazards. 3.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
4. Rescue self following a capsize.	4.1. Exit the canoe in a controlled manner, following a capsize, and recover paddle. 4.2. Maintain appropriate body position in water to minimise entrapment and injury. 4.3. Manoeuvre the paddle and upturned canoe to shore or to rescue craft. 4.4. Drain water from craft in safe shallow river position or on shore and re-enter craft on shore or in an eddy. 4.5. Use techniques when in deep water to empty water and re-enter canoe.
5. Perform deep water rescues in grade 2 rivers	5.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 5.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 5.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 5.4. Provide clear and concise instructions to person being rescued and others assisting. 5.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 5.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
6. Land and secure canoes.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark canoe using techniques suitable for river conditions to maintain stability. 6.3. Select a secure bank feature and secure canoe using appropriate knots. 6.4. Secure canoe for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE004 Paddle a canoe on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group canoe trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land canoes to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of canoes forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow and cross bow draw

feathered pry

feathered and sculling draw

low support using back and front of blade

forward and reverse J stroke

emergency stop

utilise the following techniques while consistently controlling the canoe:

combining strokes to effectively manoeuvre the canoe

breaking in and out of eddies and currents

forward and reverse ferry gliding

using hydrological features to assist with paddling, controlling the canoe and negotiating rapids

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

curl rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for canoeing activities

suitable clothing and footwear for canoeing activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for canoeing including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 2 river conditions and how to fit and adjust these for comfort and safety

types of single and double open canoes suitable for use in grade 2 river conditions and:

location and function of different parts of the canoe

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with canoes used in grade 2 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry canoes

equipment features and techniques used to secure canoes to the bank and for transportation

communication protocols for group canoeing activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 2 rivers

examples of local rivers attributed as grade 2

typical hydrology features and hazards for grade 2 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark canoes in grade 2 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark, launch and land

a range of strokes used in grade 2 river conditions to direct canoes forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow and cross bow draw

feathered pry

feathered and sculling draw

low support using back and front of blade

forward and reverse J stroke

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre canoes in grade 2 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

how certain types of hydrological features can be used to assist with paddling, controlling the canoe and negotiating rapids

for self-rescues:

methods used to extricate self from inverted canoes

methods used to control and manoeuvre the paddle and canoe to shore

appropriate swimming strokes and techniques to use while in paddling gear in grade 2 river conditions

how to empty water from canoes, and equipment used to assist

techniques used to re-establish upright canoe and re-enter in deep water

for deep water rescues, the specific application of the following to grade 2 river conditions and open canoes:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

curl techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during canoeing activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

bailing devices

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for canoeing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE005 Lead canoeing activities on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canoeing activities on flatwater areas according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct canoeing techniques applicable to flatwater conditions. To do this, leaders must be proficient in canoeing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate canoeing techniques applicable to flatwater conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise flatwater canoeing activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during flatwater canoeing activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE005 Lead canoeing activities on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canoeing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canoeing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canoeing activities in flatwater conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

games used to enhance the development of canoe skills

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canoeing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canoeing activities on waterways that feature slow moving water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct canoeing techniques applicable to slow moving water conditions. To do this, leaders must be proficient in canoeing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate canoeing techniques applicable to slow moving river conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canoeing activities on slow moving water.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canoeing activities on slow moving water.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE006 Lead canoeing activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canoeing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

after each determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canoeing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canoeing activities on slow moving water:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

games used to enhance the development of canoe skills

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

canoe helmets as required

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canoeing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCNE007 Lead canoeing activities on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during canoeing activities on grade 2 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct canoeing techniques applicable to grade 2 rivers. To do this, leaders must be proficient in canoeing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Canoeing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate canoeing techniques applicable to grade 2 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise canoeing activities on grade 2 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during canoeing activities on grade 2 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCNE007 Lead canoeing activities on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three canoeing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief.

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for canoeing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to canoeing activities on grade 2 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

games used to enhance the development of canoe skills

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

open canoes which can include singles and doubles

canoe paddles

ropes and tie down straps

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for canoeing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canoeing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE001 Traverse caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to travel through caves which feature frequently travelled tracks and a range of formations and features that may or may not be reliably marked on maps. It requires the ability to safely negotiate a range of terrain obstacles, hazards and cave formations using techniques that minimise environmental damage to the cave.

It applies to leaders, guides or instructors who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for horizontal caving activities.	1.1. Obtain information on the features, formations and particular hazards for local caves. 1.2. Obtain and become familiar with cave maps, as available, and identify features that will assist with navigating the cave. 1.3. Plan a route and determine contingency routes and emergency escapes. 1.4. Select clothing, footwear and personal protective equipment suitable for caving conditions and activities. 1.5. Confirm activity safety and emergency response procedures, and minimal impact caving codes to ensure compliance during activities. 1.6. Confirm protocols for communications between party members. 1.7. Complete equipment safety checks prior to caving activities.
2. Navigate in caves.	2.1. Follow a route in a cave using a map, compass and underground navigation aids. 2.2. Use techniques to estimate distance travelled. 2.3. Identify features in the cave using map and compass to maintain route. 2.4. Make minor adjustments to route according to prevailing conditions, and navigate using aids, map and compass as required.
3. Travel through caves.	3.1. Maintain close contact and effective communication with party members throughout all activities. 3.2. Safely approach, and negotiate obstacles, hazards and cave terrain to minimise risk of injury. 3.3. Select and use caving techniques suitable to circumstances to move efficiently through caves. 3.4. Utilise a range of climbing techniques to explore caves. 3.5. Use techniques that minimise damage to equipment and the cave environment throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret complex and potentially unfamiliar technical information about routes and environmental features.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times, depths, gradients and degrees.
Problem-solving skills to:	readily adapt to changing situations and terrain by selecting appropriate techniques and equipment to traverse caves efficiently.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE001 Traverse caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three caving trips and collectively:

navigate three pre-planned routes using maps, compass and underground navigation aids

utilise options provided in Assessment Conditions to determine two minor adjustments to routes

across the three trips, use at least three of the following techniques when traversing caves:

squeezing

crawling

rock scrambling

stooping

chimneying

bridging

walking through stream passages

during each caving trip, consistently:

follow safety procedures and safely negotiate hazards

comply with minimal impact caving codes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

the key contents of caving codes, in particular those issued by the Australian Speleological Federation (ASF) including:

minimal impact caving code

code of ethics

minimal impact techniques specific to the caving environment and why these are important to cave conservation:

avoiding sensitive areas and not accessing restricted areas

keeping to well used or marked tracks

avoiding disturbance to cave fauna, nests and bones

taking care with hand and foot placement

avoiding or minimising eating in caves, or eating over containers to avoid spillage

removing all general and human (toileting) waste

features of different types of local caves and cave formations sufficient to understand the overall characteristics of the cave setting and its particular hazards

trusted sources and technologies used to access cave maps and guides for the region or locality

characteristics of different types of cave maps, their different uses and advantages and disadvantages:

detailed cave maps

developed long sections

maps with wall details and labels

symbols contained on cave maps and what they represent, and other information found on maps:

scale

map legend

magnetic declination

markers

gradient

distance

tracks

water depth

cross sections

significant cave features including speleothems

map and compass techniques used to:

calculate bearings

orientate map to surroundings

determine location and maintain a designated route

techniques used to estimate distance travelled within caves

types of navigation aids found in caves and how these can assist with navigation:

track markers

built infrastructure

natural cave features including speleothems, water direction and air flow

purpose, features, and correct fit for safety, of personal protective equipment for cavers to include:

clothing

footwear

gloves

caving helmets

headlamps

techniques used during cave traverses to include those for:

squeezing

crawling

rock scrambling

stooping

chimneying

bridging

walking through stream passages

communication protocols used between cavers to include:

calls

hand signals

whistles

typical hazards associated with horizontal caving activities, and techniques used to safely negotiate these:

falling rocks, water, debris

slippery or unstable terrain

narrow passages

sharp edges

vertical squeezes

darkness

unstable roof and floor

rising waters

elevated carbon dioxide levels.

Assessment Conditions

Skills must be demonstrated in natural caves which feature frequently travelled tracks and a range of formations and features which may or may not be reliably marked on maps.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during caving activities

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve adjusting planned routes

personal protective equipment to include:

gloves

caving helmets

headlamps

compasses

containers for the removal of liquid and solid waste including those for human waste

cave maps and guides

caving codes including those issued by the Australian Speleological Federation (ASF):

minimal impact caving code

code of ethics

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE002 Descend and ascend ladders in caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to descend and ascend vertical pitches in caves using ladders. It also requires the ability to belay ladder climbers during descents and ascents and to self-belay.

It applies to leaders, guides or instructors, who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ladder descent or ascent.	1.1. Select clothing, footwear and personal protective equipment suitable for the caving activity and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between climber and belayer. 1.4. Identify position of ladder in relation to natural features to account for obstacles, hazards and techniques. 1.5. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to descent, ascent, or belaying.
2. Descend and ascend and vertical ladders in caves.	2.1. Use safety procedures at bottom, top of and throughout descents and ascents to minimise risk to self and others present. 2.2. Use appropriate posture and fluent laddering techniques to descend and ascend cave ladders. 2.3. Utilise techniques for resting on a ladder to reduce fatigue. 2.4. Safely approach, avoid or negotiate hazards to descend and ascend in a controlled manner. 2.5. Maintain effective communication with belayer throughout descents and ascents. 2.6. Use techniques that minimise damage to equipment and the cave environment during climbs.
3. Belay ladder climbers during descents and ascents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure climber movement is not unduly restricted. 3.4. Monitor climber progress constantly, and maintain clear communication with climber. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure climber using tie off techniques; release tie off and allow climber to continue.
4. Self-belay during ladder descents and ascents.	4.1. Attach self to suitable belay device for climb with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and laddering techniques to execute self-belayed ladder descents and ascents. 4.3. Control self-belay system to execute safe and controlled ladder descents and ascents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete climb.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes and ladders to determine appropriate tension for climbing and belaying.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE002 Descend and ascend ladders in caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following ladder climbs in natural caves:

two descents with a belayer

two ascents with a belayer

two self-belayed descents

two self-belayed ascents

during each of the above climbs, consistently:

follow safety procedures and safely negotiate hazards to descend and ascend in a controlled manner

connect self to belay system using appropriate device and or knots

complete two additional self-belayed climbs, simulating a self-arrest and self-rescue to complete the climb

belay ladder climbers according to safety procedures, and complete the following:

one top rope, top belayed descent

one top rope, top belayed ascent

one top rope, bottom belayed descent

one top rope, bottom belayed ascent

two simulated climber falls, and safely and efficiently secure and release climbers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

purpose, features, and correct fit for safety, of personal protective equipment for laddering in caves to include:

clothing

footwear

gloves

caving helmets

headlamps

harnesses of different types, advantages and disadvantages

features, functions and operation of laddering equipment used in caves:

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

caving ladders

personal attachment systems, including cow’s tails

Prusik cord

mechanical ascenders

belay systems:

top rope top belay

top rope bottom belay

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching belay equipment to self

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to climbing and belaying

laddering techniques and appropriate posture for:

descending and ascending caving ladders

resting on ladders

self-belayed ladder descents and ascents

techniques for belaying others during ladder climbs in caves to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

arresting climber falls

securing climber, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of climber fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between climbers and belayers in caves to include:

calls

hand signals

whistles

typical hazards associated with vertical laddering in caves, and techniques used to safely negotiate these:

water pools, streams and seepage

falling rocks, water, debris, gear

abrasion points

sharp edges

vertical squeezes and overhangs

strong cave breezes

darkness

rising waters

rope and ladder tangles

broken or damaged rungs

how to care for laddering equipment during activities to avoid damage, and promote long lifespan

techniques used to minimise damage to the cave environment when descending and ascending caving ladders.

Assessment Conditions

Skills must be demonstrated in a natural cave where ladders are used as part of recreational caving activities.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during caving activities

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

laddering equipment to include:

carabiners

maillon rapides

rope which can include static and or dynamic rope

tape or sewn sling

caving ladders

personal attachment systems, including cow’s tails

Prusik cords

mechanical ascenders

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE003 Abseil single pitches in caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to abseil single pitches in caves. It also requires the ability to belay abseilers and to self-belay.

It applies to leaders, guides or instructors, who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the cave abseil.	1.1. Select clothing, footwear and personal protective equipment suitable for the cave abseil and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Confirm protocols for communications between abseiler and belayer. 1.4. Interpret route description; identify position of natural features and the abseil route. 1.5. Attach descending device to abseil rope and tie knots suitable for the established belay system. 1.6. Complete equipment safety checks prior to abseiling or belaying.
2. Abseil vertical cave pitches.	2.1. Use safety procedures at top of and throughout descent to minimise risk to self and others present. 2.2. Use appropriate posture and abseiling techniques to execute descents. 2.3. Safely approach, avoid or negotiate hazards to descend in a controlled manner. 2.4. Maintain effective communication with belayer throughout descent. 2.5. Use techniques that minimise damage to equipment and the cave environment during abseil.
3. Belay abseilers during cave descents.	3.1. Avoid or negotiate hazards and use safety procedures to minimise risk to self and others present. 3.2. Establish belaying position and attach self to anchor, as required, to allow effective and safe use of belay system. 3.3. Maintain rope tension to minimise fall distance and ensure abseiler movement is not unduly restricted. 3.4. Monitor abseiler progress constantly, and maintain clear communication with abseiler. 3.5. Arrest falls promptly using technique suitable to belaying device and situation. 3.6. Safely and efficiently secure abseiler using tie off techniques; release tie off and allow abseiler to continue.
4. Self-belay during cave descents.	4.1. Attach self to suitable belay device for descent with back up to maintain safety in the event of a fall. 4.2. Use appropriate posture and abseiling techniques to execute self-belayed descents. 4.3. Control self-belay system to execute safe and controlled descents. 4.4. Utilise features of back up belay system in the event of a fall to self-arrest, self-rescue and complete descent.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for abseiling and belaying.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE003 Abseil single pitches in caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following single pitch abseils in natural caves:

four descents with a belayer

two self-belayed descents

during each of the above abseils, consistently:

follow safety procedures and safely negotiate hazards to descend in a controlled manner

connect self to abseil and belay system using appropriate device and or knots

complete two additional self-belayed descents, simulating a self-arrest and self-rescue to complete the descent

belay abseilers according to safety procedures, and complete the following:

three top rope, top belayed descents

one bottom braked descent

two simulated abseiler falls, and safely and efficiently secure and release abseilers to continue.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

purpose, features, and correct fit for safety, of personal protective equipment for abseiling in caves to include:

clothing

footwear

gloves

caving helmets

headlamps

harnesses of different types, advantages and disadvantages

features, functions and operation of abseiling equipment used in caves:

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching descending devices to abseil ropes

attaching belay system to anchors

attaching self to back up belay system for self-belays

attaching self to anchor

types of personal and equipment safety checks completed prior to abseiling and belaying

caving abseiling techniques, and appropriate posture for descents to include those for:

walking backwards on wet and dry surfaces

self-belayed descents

techniques for belaying others during cave abseils to include those for:

establishing belaying position for effective and safe use of belay system

rope handling and maintaining adequate rope tension

controlling bottom brake system

arresting abseiler falls

securing abseiler, tying off belay system and releasing

reasons for attaching belayer to anchor system when belaying others including:

minimising belayer movement to retain stable position and stance

minimising effects of force of abseiler fall and risk of injury to belayer

minimising risks of belayer fall

communication protocols used between abseilers and belayers to include:

calls

hand signals

whistles

typical hazards for single pitch abseiling in caves, and techniques used to safely negotiate these:

water pools, streams and seepage

falling rocks, water, debris, gear

abrasion points

sharp edges

vertical squeezes and overhangs

strong cave breezes

darkness

rising waters

tangled rope

how to care for abseiling equipment during caving activities to avoid damage, and promote long lifespan

techniques used to minimise damage to the cave environment when abseiling in caves.

Assessment Conditions

Skills must be demonstrated in a natural cave where single pitch abseils are completed as part of recreational caving activities.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

participants with whom the individual interacts during caving activities

personal protective equipment to include:

caving helmets

headlamps

gloves

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE004 Descend and ascend single ropes in caves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use single rope techniques to descend and ascend ropes in a caving environment.

It applies to leaders, guides or instructors, who use these skills when leading participants during caving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the single rope descent or ascent.	1.1. Select clothing, footwear and personal protective equipment suitable for the caving activity and conditions. 1.2. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.3. Identify position of fixed rope in relation to natural features to account for obstacles, hazards and techniques. 1.4. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 1.5. Complete equipment safety checks prior to descent or ascent.
2. Descend and ascend a pitch using single rope techniques.	2.1. Descend and ascend a fixed rope efficiently, using and adjusting techniques suitable for circumstances. 2.2. Safely approach, avoid or negotiate hazards to descend and ascend in a controlled manner. 2.3. Utilise techniques and equipment to adjust the single rope rig. 2.4. Choose optimum position and complete safe and efficient changeovers between descending and ascending. 2.5. Use descending and ascending equipment for redirections and re-belays. 2.6. Use techniques that minimise damage to equipment and the cave environment during activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Numeracy skills to:	visually estimate angles, estimate load on ropes to determine appropriate tension for ascents and descents.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE004 Descend and ascend single ropes in caves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete the following activities in natural caves using single rope techniques:

three descents

three ascents

during the descents and ascents collectively use the following single rope techniques:

changeovers from descending to ascending

changeovers from ascending to descending

redirections and re-belays

changeover to another system while suspended on a rope

during each activity, consistently:

connect self to belay system and anchors using appropriate device and or knots

follow safety procedures and safely negotiate hazards to descend and ascend in a controlled manner by both:

bypassing obstacles

raising body weight.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for caving activities

purpose, features, and correct fit for safety, of personal protective equipment for cavers to include:

clothing

footwear

gloves

caving helmets

headlamps

harnesses of different types, advantages and disadvantages

features, functions and operation of equipment used for single rope descents and ascents in caves:

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

foot loops

mechanical ascenders

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay systems:

top rope top belay

bottom brake

self-belay

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

types of equipment and knots used, and how to tie them, when:

attaching self to belay system

attaching self to anchor

safety requirements at the pitch head including use of personal attachment systems

types of personal and equipment safety checks completed prior to descents and ascents

how to care for equipment during caving activities to avoid damage, and promote long lifespan

techniques used to adjust the rope rig to include those for changing:

cord length

types of descenders and ascenders

type of ascending action used

single rope techniques used in caves to:

descend and ascend a fixed rope

lock off during descent

changeover from descending to ascending

changeover from ascending to descending

complete redirections and re-belays

changeover to another system while suspended on a rope

avoid obstacles and rope knots during descents and ascents including bypassing and by raising body weight

typical hazards associated with single rope descents and ascents in caves, and techniques used to safely negotiate these:

water pools, streams and seepage

falling rocks, water, debris, gear

abrasion points

sharp edges

vertical squeezes and overhangs

strong cave breezes

darkness

rising waters

tangled rope

techniques used to minimise damage to the cave environment when descending and ascending single ropes.

Assessment Conditions

Skills must be demonstrated in a natural cave where single rope descents and ascents are used as part of recreational caving activities.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

single rope abseiling equipment:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

template safety checklists

organisational safety and emergency response procedures for caving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE005 Establish ropes, ladders and belays for caving

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and set up belay systems, ropes and ladders suitable for single pitch recreational caving activities, and according to current conditions. It requires the ability to select the route and to select and utilise fixed artificial, naturally occurring or artificial removable anchors.

It applies to rigging staff and activity leaders who work independently or with limited guidance from others.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select route and equipment suitable for the cave abseil.	1.1. Identify safe access to and egress from the pitch. 1.2. Determine descent and ascent route appropriate for conditions. 1.3. Select a belay system suitable for the abseil or climb, environmental conditions and participant. 1.4. Choose a belay device suitable for the cave conditions and belayer. 1.5. Select other equipment to suit abseil or climb requirements and participants. 1.6. Complete safety and serviceability checks on equipment and tag faulty equipment according to organisational procedures.
2. Set up caver belay system for caving.	2.1. Select anchors and assess condition, including performance under likely load and stability of surroundings. 2.2. Rig or establish multiple anchors, ensuring equalisation, and minimise potential for shock loading. 2.3. Select and tie appropriate knots, and rig ropes suitable for load and function within the belay system. 2.4. Establish a belay from which belayer is independent of the system. 2.5. Establish a belay that maintains safety of belayer and abseiler. 2.6. Position top rope or bottom brake belay away from hazards, or remove as able. 2.7. Determine need for, and establish, back up belay systems. 2.8. Complete safety checks according to organisational procedures.
3. Rig rope pitches and ladders for caving.	3.1. Rig ropes to minimise effects of rope stretch and rub points and to allow efficient descent and ascent. 3.2. Set up anchors and ropes to allow for a rescue. 3.3. Rig ladders for ease of use and safety. 3.4. Select and tie knots suitable for system type established. 3.5. Minimise risk of cross loading and miss-alignment of carabiners. 3.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly. 3.7. Rig to minimise impact on the cave environment. 3.8. Complete safety checks according to organisational procedures.

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for completing safety checks.
Writing skills to:	use fundamental sentence structure to complete safety and serviceability forms and fault tags that require factual information.
Numeracy skills to:	calculate loads for anchors and ropes under normal conditions and in the event of a fall visually estimate distances to calculate lengths for ropes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE005 Establish ropes, ladders and belays for caving

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and set up belay systems and ropes suitable for single pitch abseiling and laddering in caves for four different pitches

collectively set up the following types of systems:

cave ladders

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques, including rigs for redirections and re-belays

top rope top belay

tope rope bottom belay

bottom brake belay

self-belay

collectively select and use these different types of anchors:

fixed artificial

naturally occurring

artificial removable

collectively select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

identify and tag three different types of faulty equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for safety and serviceability checks

how the following factors affect selection of descent and ascent routes for caving environments:

season of operation, weather and environmental conditions

participant characteristics including age, size, weight, fitness and abseiling or climbing skill level

group objectives and size

environmental hazards specific to abseiling and climbing in caves and how these affect:

safe access to and egress from the pitch

choice of descent and ascent routes for safety of abseiler or climber

positioning of top or bottom belay systems for safety of belayer

features, functions, advantages and disadvantages of different types of anchors used in caves:

fixed artificial:

threads

bolts

chains

naturally occurring:

trees

in cave natural bollards and jug handles

artificial removable:

spring loaded camming devices

nuts, wires and hexes

pitons

issues that are assessed when selecting anchors and likely impacts of poor condition on performance under load:

wear and abrasion due to age and use

corrosion

decay

dislodgment

underlying stability of structural features and presence of:

cracks

deformities

fissures

meaning of the following terms, and principles which apply when rigging anchors and ropes:

equalisation of load

single point of failure

anchor redundancy

angle of separation

shock loading

cross loading and cyclical loading of carabiners

miss-alignment of carabiners

closing the system, including advantages, disadvantages and methods used

types of forces (upwards, downwards) generated during abseiling, climbing and belaying, and how to calculate load on anchors and ropes for these circumstances:

top rope top belay

tope rope bottom belay

bottom brake belay

self-belay

abseiler or climber descending under control

abseiler or climber fall

belayer arresting falls

the effects of rope stretch during operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

potential for abseiler or climber to impact with hazards, or become entangled

features, functions, advantages and disadvantages of laddering, abseiling and belay equipment used in caves:

abseiling, climbing and belay systems for:

cave ladders

doubled rope technique

single rope

releasable abseil line

rope systems suitable for single rope techniques

top rope top belay

tope rope bottom belay

bottom brake belay

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

harnesses of different types

carabiners

maillon rapides

static and dynamic rope and when each might be used

rope protectors

caving ladders

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cord

foot loops

mechanical ascenders

how the following factors affect the selection and rigging of above equipment:

site characteristics including position of rub points

weather and environmental conditions

participant size, weight, and abseiling or climbing ability

belayer to climber weight ratio

cumulative load for group size and number of abseils or ladder climbs

abseiling and laddering techniques to be used

distance, height and angle of anchor relative to abseil or climb position

manufacturers' specifications for equipment use

techniques used to establish belay systems for safety of belayer:

rigging belays for performance of rescues

attaching to anchor or self belay safety system

techniques used to establish descending and ascending equipment for redirections and re-belays

situations requiring back up belay systems

when different knots are used, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

types of safety checks completed for rigging of equipment

how to care for abseiling and laddering equipment when rigging to avoid damage, and promote long lifespan

potential environmental impacts of rigging for abseiling and laddering in caves and techniques used to minimise damage.

Assessment Conditions

Skills must be demonstrated in a natural cave where rigging is completed for recreational single pitch abseiling and laddering.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

anchors to include:

fixed artificial

naturally occurring

artificial removable

abseiling equipment to include:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

caving ladders

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

template safety checklists

organisational procedures for safety and serviceability checks.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a canyoning activity leader or rigger, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can be part time or full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCVE006 Lead caving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during caving activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct caving activity techniques which might include abseiling, laddering, navigation and negotiation of cave formations when traversing caves. To do this, leaders must be proficient in caving skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Caving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate caving activity techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise caving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during caving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCVE006 Lead caving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three caving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for caving activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to caving activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a natural cave used for recreational caving activities which may include fundamental abseiling and laddering, and traversing caves using fundamental techniques for navigation and negotiating cave formations, e.g. rock scrambling.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

personal protective equipment to include:

gloves

caving helmets

headlamps

harnesses

activity equipment relevant to activities which might include abseiling and laddering equipment

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for caving activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a caving leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT001 Set up, maintain and repair bicycles

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, set up and maintain bikes used for recreational cycling activities. It requires the ability to set up bikes to meet the requirements of pre-planned cycling activities and terrain, as well as for participant characteristics. It covers the ability to maintain and repair bike system components. Repairs can be completed both at base and in the field during activities.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to personnel working at all levels including activity assistants, support staff and leaders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and set up bikes.	1.1. Identify, from activity plans, characteristics and abilities of participants, and activity terrain and route. 1.2. Select bikes to meet needs, size and proportions of riders and activity conditions. 1.3. Make required adjustments to ensure bikes are correct fit for riders and suitable for terrain requirements. 1.4. Complete pre-departure safety and serviceability checks and action faults according to organisational procedures.
2. Maintain and repair bicycles.	2.1. Use personal protective equipment and safe manual handling techniques throughout all activities. 2.2. Interpret and follow maintenance schedules and manufacturers' instructions. 2.3. Inspect bikes periodically to identify additional repair and maintenance requirements. 2.4. Clean bikes and parts using appropriate cleaning agents to prevent corrosion and deterioration. 2.5. Complete periodical maintenance on bicycle system components to restore equipment to optimum working condition. 2.6. Complete repairs according to reports or in response to incidents as they arise, at base or in the field. 2.7. Refer complex repair and maintenance requirements to technical specialists. 2.8. Complete maintenance records according to organisational procedures. 2.9. Assemble an in-field repair kit for use during activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret factual activity plan information and maintenance schedules in familiar formats interpret potentially unfamiliar and complex manufacturer instructions and specifications.
Writing skills to:	complete basic documents requiring factual information including fault tags and maintenance records.
Numeracy skills to:	complete bike measurements to approximate best fit for participants complete basic calculations involving ratios to dilute cleaning products identify and calculate accurate bicycle system settings and adjustments from specifications.
Planning and organising skills to:	manage own timing to complete bike preparations, repairs and maintenance within departure deadlines.
Technology skills to:	use specialist bicycle tools and equipment.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT001 Set up, maintain and repair bicycles

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

according to activity plans for three cycling activities operated in three different conditions:

select bicycles suited to conditions

assemble an in-field repair kit, including tools and spare parts, suited to conditions

adjust a total of three bicycles to suit the size of different participants and collectively make the following adjustments:

saddle position and height

handlebar height and width

distance from saddle to handlebars

position of gears and brakes

complete pre-departure safety and serviceability checks on a total of two bicycles to include those for:

legally required accessories e.g. bells, reflectors, lights

handlebars and plugs

wheels, hubs and spokes

suspension

headsets

tyre condition and tyre pressure

chains and gears

brakes

bolts or quick release skewers

clean and service the following bicycle systems, collectively across two different bikes:

frame

drivetrain

steering

brakes

suspension

wheels and hubs

tyres, including two puncture repairs

accessories

across the services, collectively :

remove, adjust and refit a total of two components

identify a total of two worn or damaged components and replace

lubricate components

complete maintenance records for each bike serviced.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for completing repairs, maintenance and safety and serviceability checks

different types of bikes used for recreational cycling activities, their differing construction features and how features are suited to different surfaces and terrain:

road bikes

mountain bikes

hybrid bikes

fixed gear

how these factors that affect the selection of bikes:

participant characteristics:

age, height, reach and weight

current cycling experience and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

cycling surface:

sealed roads, formed bike paths or trails

unsealed surfaces - gravel roads, fire trails, single track, open or rocky ground

gradient of terrain

manufacturers' specifications for bike use

bike sizing guidelines, and how to take measurements to suit rider size, for:

road bikes

mountain bikes

hybrid bikes

types of adjustments made to bikes to suit participant characteristics, surface and terrain and how to make these:

saddle position and height

handlebar height and width

distance from saddle to handlebars

position of gears and brakes

suspension

tyre pressure including range of suitable pressures

types of pre-departure safety and serviceability checks, how to complete these and what tools would be used, to include those for:

legally required accessories e.g. bells, reflectors, lights

handlebars and plugs

wheels, hubs and spokes

suspension

headsets

tyre condition and tyre pressure

chains and gears

brakes

components and key operational features of these bicycle systems:

frame

drivetrain

steering

brakes

suspension

wheels and hubs

tyres

accessories

for each of the above systems:

how to remove, adjust and refit components

how to identify worn or damaged components for replacement

cleaning requirements and techniques

lubrication requirements, as relevant

types of repairs referred to specialist technicians

for tyres, how to remove tubes, repair punctures and re-inflate

different types of cleaning products and how these are used on different bike parts:

cleaning solutions and sprays for removing mud and dirt

degreasers for cleaning chains and other moving parts

brake cleaners

suspension solutions and sprays

rust prevention polishes and sprays

types and use of tools and equipment used to maintain and repair bicycles including those typically used in the field

spare parts typically carried in the field

safe manual handling techniques for bending, lifting and carrying heavy equipment during maintenance tasks

types and correct use of personal protection equipment for maintaining bicycles

a range of formats for and inclusions of maintenance documents:

fault tags and reports

repair and maintenance reports.

Assessment Conditions

Skills can be assessed in the field or in an operational depot or a combination, provided that the situation is appropriate to the repair or maintenance task.

A depot can be:

an industry workplace or

a simulated industry environment set up for the purposes of assessment.

Assessment must ensure use of:

personal protective equipment for repair and maintenance activities

bicycles of different types which can include:

road bikes

mountain bikes

hybrid bikes

spare parts for all bicycle system components

tools used to maintain and repair bicycles:

Allen keys

cassette remover

chain breaker

chain whip

crank puller and crank wrench

pliers, cable cutting pliers

pressure gauge

pumps and connectors

puncture repair kit

screwdrivers

spanners: ring, open ended, shifting, two cone, pedal, headset, sockets and ratchets

spoke key

tyre levers

lubricants

cloths, stiff and soft brushes used for cleaning

cleaning products for bikes to include:

agents for removing mud and dirt

degreasers

brake cleaners

suspension cleaners

rust prevention agents

participant profiles

activity plans

manufacturer’s cleaning, repair and maintenance instructions

template maintenance documents:

fault tags and reports

repair and maintenance reports

organisational:

procedures for completing repairs, maintenance and safety and serviceability checks

maintenance schedules.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational cycling programs, or as a bicycle technician, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT002 Ride bicycles on roads and pathways, easy conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride road bicycles as part of a group on easy road terrain, in lightly trafficked and other areas and according to planned routes.

Easy road terrain is defined as on sealed roads and sealed or unsealed, but compacted, off-road pathways over gentle gradients, with no steep ascents or descents. Light vehicular traffic would be present on roads with routes confined to minor roads.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders and with motorists. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles in easy road and pathway conditions.	2.1. Mount and dismount bike safely while maintaining balance. 2.2. Control speed of bike using techniques suitable for sealed and compacted surfaces, to smoothly pedal, change gears and brake. 2.3. Establish and maintain an appropriate riding rhythm and pace to minimise fatigue, strain and injury. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through wide bends and around corners. 2.5. Ride in bunch formation, where appropriate, and make required adjustments to own pace and place in formation.
3. Negotiate hazards, obstacles and gentle gradients.	3.1. Modify riding technique to account for changes in gradient, on and off road surfaces. 3.2. Control line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Choose and maintain posture and body position appropriate for negotiating gentle ascents and descents. 3.4. Utilise smooth and timely gear changes to assist pedalling effort when negotiating gentle ascents.
4. Negotiate minor roads in light vehicular traffic	4.1. Maintain appropriate position on the road to avoid collisions with vehicles and other users. 4.2. Monitor traffic conditions at minor intersections and roundabouts to safely negotiate a course of travel. 4.3. Monitor driveways and other situations for cars entering the traffic. 4.4. Ride at an appropriate speed for traffic conditions. 4.5. Maintain effective communication with party members, motorists and other users throughout all activities. 4.6. Ensure compliance with road rules and etiquette applicable to cycling.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT002 Ride bicycles on roads and pathways, easy conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cycling trips each taking a different route

during each trip:

utilise effective cycling techniques, modified to account for changes in surface, to:

mount and dismount without assistance on the flat

use efficient cadence for flat terrain and gentle gradients

execute timely and smooth gear changes, including for gentle ascents and descents

brake smoothly, including for gentle descents, negotiate corners and wide bends, using weight shift

choose and maintain appropriate body position and posture, including for flat terrain and gentle ascents and descents

ride in bunch formation for two short sections

consistently maintain a safe position on the road, pathway or trail, follow safety procedures and safely negotiate traffic conditions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for cycling activities

clothing and footwear suitable for cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear including specialist cycling shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of bicycle saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of cyclists and with motorists and other users to include:

calls

hand signals

whistles, use of bike bell

effective riding techniques for cycling on sealed roads and sealed or unsealed off-road pathways:

mounting and dismounting without assistance on the flat

using efficient cadence for flat terrain and gentle gradients

gear selection and timely and smooth changing of gears

smooth braking

weight shifting to negotiate corners and wide bends

changing posture and body position; sitting and standing and when both are effective

negotiating flat terrain and gentle ascents and descents

riding in bunch formation, and when this is appropriate

how techniques would be modified to account for changes in gradient and surface

safe position on minor roads and pathways to avoid collisions with motorists and other uses

defensive cycling techniques applicable to riding on minor roads and in light traffic

typical hazards associated with cycling on sealed roads and sealed or unsealed off-road pathways, and techniques used to safely negotiate these:

bridges

water on road

bumps

depressions

potholes

drainage grates

rail crossings

moving and parked vehicles

other users: pedestrians, runners, horse riders

etiquette applicable to cycling in groups and used with motorists and other users

road rules applicable to cyclists for the particular state or territory

special road rules that apply to cyclists for the particular state or territory.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads and sealed or unsealed, but compacted, off-road pathways

gentle gradients with no steep ascents or descents

minor roads with light vehicular traffic.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

cycling route maps and guides

organisational safety and emergency response procedures for cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride road bicycles as part of a group on both moderate road terrain and in heavily trafficked areas, according to planned routes.

Moderate road terrain is defined as on sealed roads over moderate ascents and descents. Terrain would vary across routes and would likely include a combination of gradients upwards from flat. Heavy vehicular traffic would be present and routes could cover major open roads and those within built up areas.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders and with motorists. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles on moderate road conditions.	2.1. Mount and dismount bike safely, on different road gradients, while maintaining balance. 2.2. Control speed of bike using techniques suitable for sealed surfaces and changing gradients, to smoothly pedal, change gears and brake. 2.3. Establish and adjust riding rhythm and pace to minimise fatigue, strain and injury over changing gradients. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through winding bends and around corners. 2.5. Ride in bunch formation, where appropriate, and make required adjustments to own pace and place in formation, according to ability over changing gradients.
3. Negotiate hazards, obstacles and moderate gradients.	3.1. Modify riding technique to account for changes in gradient and road surface. 3.2. Control line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Establish and maintain posture and body position appropriate for negotiating moderate ascents and descents. 3.4. Utilise smooth and timely gear changes to assist pedalling effort when negotiating moderate ascents. 3.5. Maintain steady pace to ascend moderate inclines. 3.6. Utilise smooth and timely brake and balance techniques to descend moderate inclines under control.
4. Negotiate major roads in heavy vehicular traffic	4.1. Maintain appropriate position on the road to avoid collisions with vehicles and other users. 4.2. Monitor traffic conditions at major intersections and roundabouts to safely negotiate a course of travel. 4.3. Monitor driveways and other situations for cars entering the traffic. 4.4. Ride at an appropriate speed for heavy and variable traffic conditions. 4.5. Maintain effective communication with party members, motorists and other users throughout all activities. 4.6. Ensure compliance with road rules and etiquette applicable to cycling.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT003 Ride bicycles on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cycling trips each taking a different route

during each trip:

utilise effective cycling techniques, modified to account for ongoing changes in gradient, to:

mount and dismount without assistance on moderate inclines and declines

efficiently pedal and maintain steady cadence through use of gears

execute timely and smooth gear changes including for moderate ascents and descents

brake smoothly, including for moderate descents

negotiate corners, sweeping and winding bends using weight shift

choose and maintain appropriate body position and posture, including for moderate ascents and descents

maintain a steady pace when ascending moderate inclines

ride in bunch formation for two short sections

consistently maintain a safe position on the road, follow safety procedures and safely negotiate heavy traffic conditions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for cycling activities

clothing and footwear suitable for cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear including specialist cycling shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of bicycle saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of cyclists and with motorists and other users to include:

calls

hand signals

whistles, use of bike bell

effective riding techniques for cycling on sealed roads:

mounting and dismounting without assistance on different road gradients, including moderate inclines and declines

efficient pedalling and maintaining steady cadence through use of gears

gear selection and timely and smooth changing of gears

smooth braking, including for moderate descents

weight shifting to negotiate corners, sweeping and winding bends

changing posture and body position; sitting and standing and when both are effective

negotiating moderate ascents and descents

maintaining a steady pace when ascending moderate inclines

riding in bunch formation and when this is appropriate

how techniques would be modified to account for changes in gradient from flat to moderate

safe position on roads to avoid collisions with motorists and other users for:

major open roads

those within built up areas

defensive cycling techniques applicable to riding on major roads and in heavy traffic

typical hazards associated with cycling on sealed roads, and techniques used to safely negotiate these:

bridges

water on road

bumps

depressions

potholes

drainage grates

rail crossings

moving and parked vehicles

other users: pedestrians, runners, horse riders

etiquette applicable to cycling in groups and used with motorists and other users

road rules applicable to cyclists for the particular state or territory

special road rules that apply to cyclists for the particular state or territory.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads

a combination of road gradients upwards from flat terrain to moderate inclines

moderate ascents and descents

heavy vehicular traffic on either open roads or those within built up areas or a combination.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

cycling route maps and guides

organisational safety and emergency response procedures for cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT004 Ride off road bicycles on easy trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride mountain or other off road bicycles as part of a group on easy trails and according to planned routes.

This unit provides the skills to cycle off road on easy trails defined as trails that are likely to be a combination of fire road and wide single tracks with a gentle gradient, smooth surface and relatively free of unavoidable obstacles. The trail surface is mostly firm and stable but may have obstacles such as small logs, roots and rocks, and some areas of loose surface. Climbs and descents are mostly shallow but may include some moderately steep sections.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

When on road, cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and trail maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders and with other trail users. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles off road in easy trail conditions.	2.1. Mount and dismount bike safely, on both smooth and uneven trail surfaces, while maintaining balance. 2.2. Control speed of bike using techniques suitable for off road smooth and uneven tread, to pedal, change gears and brake. 2.3. Select and adjust cadence appropriate for differing trail surfaces and gradient. 2.4. Adopt appropriate riding rhythm and pace to minimise fatigue, strain and injury and adjust according to trail conditions. 2.5. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through bends and corners. 2.6. Ride in bunch formation, where appropriate, and make required adjustments to own pace and place in formation. 2.7. Maintain effective communication with party members and motorists and other users throughout all activities. 2.8. Ensure compliance of self and party members with road rules and etiquette applicable to off road cycling.
3. Negotiate hazards, obstacles and gentle gradients.	3.1. Monitor trail for vehicles and other users, select and adjust appropriate riding position to avoid collisions. 3.2. Modify riding technique, posture and body position to account for trail surface obstacles. 3.3. Control line of direction and speed to safely approach, avoid or negotiate obstacles. 3.4. Choose and maintain posture and body position appropriate for negotiating gentle ascents and descents. 3.5. Utilise smooth and timely gear changes to assist pedalling effort when negotiating gentle ascents.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT004 Ride off road bicycles on easy trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group off road cycling trips each taking a different route

during each trip:

consistently maintain a safe position on the trail, follow safety procedures and safely negotiate hazards

utilise effective off road cycling techniques, modified to account for trail surface obstacles, to:

mount and dismount without assistance on both smooth and uneven trail surfaces

use efficient cadence for smooth and uneven trail surfaces, flat terrain and gentle gradients

execute timely and smooth gear changes, including for gentle ascents and descents

brake smoothly, including for gentle descents

negotiate corners and bends, using weight shift and other off road bike corning techniques

choose and maintain appropriate body position and posture, including for flat terrain and gentle ascents and descents

ride in bunch formation for two short sections.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for off road cycling activities

clothing and footwear suitable for off road cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear for off road cycling including specialist mountain bike shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of mountain bike saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of off road cyclists and with other trail users to include:

calls

hand signals

whistles, use of bike bell

for off road cycling on easy trails:

safe position on trails to avoid collisions with motorists and other users

effective riding techniques for:

mounting and dismounting without assistance on both smooth and uneven trail surfaces

using efficient cadence for smooth and uneven trail surfaces, flat terrain and gentle gradients

gear selection and timely and smooth changing of gears

smooth braking

weight shifting to negotiate corners and bends

cornering off road bikes

changing posture and body position; sitting and standing and when both are effective

negotiating flat terrain and gentle ascents and descents

riding in bunch formation, and when this is appropriate on trails

how techniques would be modified to account for trail surface obstacles and changes in gradient

typical hazards associated with cycling off road on easy trails, and techniques used to safely negotiate these:

small logs, roots and rocks

loose surface

ruts and corrugations

bumps

berms

depressions

pot holes

overhanging vegetation

bridges

drainage grates

water on road and slippery surfaces

vehicles

other users: pedestrians, runners, horse riders

etiquette applicable to off road cycling in groups and used with other trail users

road rules that are applicable to cyclists for the particular state or territory

special road rules that apply to cyclists for the particular state or territory.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

easy trails that may combine fire roads and wide single tracks

a trail surface which is mostly smooth, firm and stable but may have obstacles such as small logs, roots and rocks

gentle gradient; climbs and descents which are mostly shallow but may include some moderately steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

trail route maps and guides

organisational safety and emergency response procedures for off road cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT005 Ride off road bicycles on intermediate trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride mountain or other off road bicycles as part of a group on intermediate trails and according to planned routes.

This unit provides the skills to cycle off road on intermediate trails defined as those that are likely to be a single trail with moderate gradients, variable surface and obstacles. Sections of the trail will have rocky or loose tread with obstacles such as logs, roots and rocks. Climbs and descents are mostly of moderate gradient but may include steep sections.

It applies to leaders, guides or instructors, who use these skills when leading participants during cycling activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

When on road, cyclists must comply with the legislated road rules for the particular Australian state or territory, and with special road rules that apply to cyclists. All training and assessment activities must comply with the local state or territory requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the ride and conditions, and check for safe working condition. 1.2. Complete safety and serviceability checks immediately before riding and correct bike deficiencies, as required. 1.3. Stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned route from activity plans and trail maps to assist in following the route. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between party members and with other riders. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Ride bicycles off road in intermediate trail conditions.	2.1. Mount and dismount bike safely, on different trail surfaces and gradients, while maintaining balance. 2.2. Control speed of bike using techniques suitable for rocky and loose tread and changing gradients, to pedal, change gears and brake. 2.3. Select and adjust cadence appropriate for rocky, loose and variable tread and changing gradients. 2.4. Adopt appropriate riding rhythm and pace to minimise fatigue, strain and injury and adjust according to trail conditions. 2.5. Maintain appropriate posture, balance and weight shift to efficiently handle and control the bike in a straight line, through bends and tight corners. 2.6. Monitor party formation, riding pace and space between riders and adjust own position and pace according to conditions. 2.7. Maintain effective communication with party members and other riders throughout all activities. 2.8. Ensure compliance of self and party members with etiquette applicable to off road cycling.
3. Negotiate hazards, obstacles, moderate and steep gradients.	3.1. Monitor trail for other riders, select and adjust appropriate riding position to avoid collisions. 3.2. Modify riding technique, posture and body position to account for ongoing trail surface obstacles. 3.3. Control line of direction and speed to safely approach, and negotiate obstacles. 3.4. Choose and maintain posture and body position appropriate for negotiating moderate and steep ascents and descents. 3.5. Utilise smooth and timely gear changes to assist pedalling effort when negotiating moderate and steep ascents. 3.6. Utilise timely brake and balance techniques to descend moderate and steep inclines under control.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT005 Ride off road bicycles on intermediate trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group off road cycling trips each taking a different route

during each trip:

consistently maintain a safe position on the trail, follow safety procedures and safely negotiate hazards

utilise effective off road cycling techniques, modified to account for trail surface obstacles, to:

mount and dismount without assistance on different trail surfaces, including rocky and loose tread, and on moderate and steep inclines and declines

use efficient cadence for rocky and loose trail surfaces, moderate and steep gradients

execute timely and smooth gear changes, including for moderate and steep ascents and descents

brake smoothly, including for moderate and steep descents

negotiate tight corners and bends, using weight shift and other off road bike corning techniques

smoothly ride trail obstacles and features

choose and maintain appropriate body position and posture, including for moderate and steep ascents and descents.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for off road cycling activities

clothing and footwear suitable for off road cycling activities:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear

types of cycling footwear for off road cycling including specialist mountain bike shoes and cleats and their advantages over other types of footwear

features and functions of personal protective equipment, items used to improve rider comfort, and how to fit and adjust these for comfort and safety:

bicycle helmets

high visibility vests or clothing

gloves

elbow pads

knee pads

wrist guards

padded shorts

eye protection

features of mountain bike saddlebags, handlebar bags and panniers, and techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of bicycle

to waterproof clothing, food and resources

types of pre-departure safety and serviceability checks completed immediately prior to riding and how to complete, including those for:

tyre pressure appropriate for conditions

required accessories such as lights and reflectors

brakes

seat and or handlebars for best rider fit

handlebar plugs

communication protocols used between groups of off road cyclists and with other trail riders to include:

calls

hand signals

whistles, use of bike bell

for off road cycling on intermediate trails:

safe position on trails to avoid collisions with other riders

effective riding techniques for:

mounting and dismounting without assistance on different trail surfaces, including rocky and loose tread, and on moderate and steep inclines and declines

using efficient cadence for rocky and loose trail surfaces, moderate and steep gradients

gear selection and timely and smooth changing of gears

smooth braking, including for moderate and steep descents

weight shifting to negotiate bends and tight corners

cornering off road bikes

changing posture and body position; sitting and standing and when both are effective

negotiating moderate and steep ascents and descents

how techniques would be modified to account for trail surface obstacles and changes in gradient

typical hazards associated with cycling off road on intermediate trails, and techniques used to safely negotiate these:

logs, roots and rocks

loose surface

ruts and corrugations

bumps

berms

depressions

pot holes

trees and overhanging vegetation

bridges

drainage grates

water crossings

etiquette applicable to off road cycling.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

intermediate single trails

a trail surface which is variable including rocky or loose tread with obstacles such as logs, roots and rocks

moderate to steep gradient; climbs and descents which are mostly moderate but may include some steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cycling activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans to include details of planned route

trail route maps and guides

organisational safety and emergency response procedures for off road cycling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT006 Lead cycling activities on roads and pathways, easy conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during cycling activities on minor roads and off-road pathways according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct on road cycling techniques applicable to easy road and pathway conditions. To do this, leaders must be proficient in cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate cycling technique applicable to easy road and pathway conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise cycling activities on minor roads and off-road pathways.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during cycling activities on minor roads and off-road pathways.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT006 Lead cycling activities on roads and pathways, easy conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to cycling activities on minor roads and off-road pathways:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads and sealed or unsealed, but compacted, off-road pathways

gentle gradients with no steep ascents or descents

minor roads with light vehicular traffic.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during cycling activities on major roads within heavy traffic conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct on road cycling techniques applicable to moderate terrain and difficult road conditions. To do this, leaders must be proficient in cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate on road cycling techniques applicable to moderate terrain and difficult road conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise on road cycling activities in difficult road conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during cycling activities in difficult road conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT007 Lead cycling activities on roads, up to moderate terrain and heavy traffic

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to cycling activities on major roads within heavy traffic conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in riding conditions which feature:

sealed roads

a combination of road gradients upwards from flat terrain to moderate inclines

moderate ascents and descents

heavy vehicular traffic on either open roads or those within built up areas or a combination.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT008 Lead off road cycling activities on easy trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during off road cycling activities on easy trails according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct off road cycling techniques. To do this, leaders must be proficient in off road cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate off road cycling technique applicable to easy trails.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise off road cycling activities on easy trails.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during off road cycling activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT008 Lead off road cycling activities on easy trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three off road cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for off road cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to off road cycling activities on easy trails:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

easy trails that may combine fire roads and wide single tracks

a trail surface which is mostly smooth, firm and stable but may have obstacles such as small logs, roots and rocks

gentle gradient; climbs and descents which are mostly shallow but may include some moderately steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for off road cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOCYT009 Lead off road cycling activities on intermediate trails

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during off road cycling activities on intermediate trails according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct off road cycling techniques. To do this, leaders must be proficient in off road cycling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cycle Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate off road cycling technique applicable to intermediate trails.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise off road cycling activities on intermediate trails.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during off road cycling activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOCYT009 Lead off road cycling activities on intermediate trails

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three off road cycling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for off road cycling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to off road cycling activities on intermediate trails:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in off road riding conditions which feature:

intermediate single trails

a trail surface which is variable including rocky or loose tread with obstacles such as logs, roots and rocks

moderate to steep gradient; climbs and descents which are mostly moderate but may include some steep sections.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant bicycle helmets

off road bicycles fitted with equipment compliant with local state or territory road law

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for off road cycling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cycling leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISODRV001 Drive AWD/4WD vehicles on unsealed roads

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to operate all-wheel drive and four drive vehicles on graded formed dirt roads. It also requires the ability to negotiate minor water crossings.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to all delivery personnel working at any level including support staff, activity assistants and leaders. They drive vehicles for a range of purposes including transporting participants, personnel and equipment to and from activity sites.

Driving is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local state or territory road rules and driver licensing requirements. This unit assumes the driver has knowledge of applicable road rules which do not need to be assessed.

Pre-requisite Unit

Nil

Competency Field

Driving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for departure.	1.1. Confirm organisational safety and emergency response procedures to ensure compliance during trip. 1.2. Complete pre-start checks on oil, fuel and water. 1.3. Check and adjust tyre pressure to suit road conditions and terrain. 1.4. Check equipment and resources are loaded to ensure balance, and secure load. 1.5. Adjust steering wheel, seats and mirrors to suit own driving position.
2. Operate vehicle.	2.1. Set and operate vehicle equipment and controls appropriate to road conditions and terrain. 2.2. Drive vehicle at speed appropriate for road, traffic and terrain conditions. 2.3. Maintain traction of vehicle using smooth acceleration and braking techniques suited to road conditions and terrain. 2.4. Monitor and safely negotiate road conditions, hazards and other users constantly to avoid vehicle damage and collisions. 2.5. Park and shut down vehicle according to manufacturer’s specifications.
3. Negotiate minor water crossings.	3.1. Inspect water crossings for depth, flow rate and solidity of base prior to crossing. 3.2. Negotiate water crossings using appropriate speed, gear selection and device engagement while maintaining safety of vehicle, personnel and environment.
4. Change wheels.	4.1. Locate jack and position according to manufacturers' specifications. 4.2. Remove and replace wheel according to manufacturers’ specifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret basic factual information on road signs and in manufacturer’s specifications.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete trip within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISODRV001 Drive AWD/4WD vehicles on unsealed roads

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three trips in all-wheel or four feel drive vehicles on three different graded formed dirt roads

during each trip consistently follow safety procedures and safely negotiate hazards and road conditions

complete a minor water crossing on three occasions

change a total of three wheels.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for driving activities

difference between all-wheel and four feel drive vehicles, at a basic level of understanding

manufacturers' specifications for wheel replacement

features, function and operation of AWD and 4WD vehicle equipment and controls used for dirt road driving and when negotiating minor water crossings:

instruments

traction devices

wheel hubs, self-locking and manual locking

how tyre pressure can affect comfort and safety of dirt road driving and how to determine appropriate tyre pressure for a range of conditions and loads

factors that affect a vehicle’s traction on dirt roads

techniques used to maintain traction including those for:

braking

acceleration

steering

meaning of centre of gravity for a vehicle and factors that affect this when driving

driving techniques used when negotiating minor water crossings

features, functions and operation of equipment for:

checking oil and water

changing tyre pressure

securing loads

changing wheels

typical hazards associated with driving on unsealed roads, and techniques used to safely negotiate these:

blind corners

one-lane bridges

slippery road surface

bumps

depressions

potholes

drainage grates

rail crossings

moving and parked vehicles

other users:

cyclists

pedestrians

runners

horse riders.

Assessment Conditions

Skills must be demonstrated on graded formed dirt roads and in environments which feature minor water crossings.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

all-wheel drive or four wheel drive vehicles

wheel changing equipment including jacks

spare fully functioning wheels and tyres

organisational safety and emergency response procedures for driving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a driver’s licence which complies with local state or territory law.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISODRV002 Lead four wheel driving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during four wheel driving activities in a range of conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct a range of techniques associated with four wheel driving. This might involve driving, basic maintenance, vehicle recovery and operation of ancillary equipment. To do this, leaders must be proficient in four wheel driving and ancillary skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Driving is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local state or territory road rules and driver licensing requirements. This unit assumes the driver has knowledge of applicable road rules which do not need to be assessed.

Pre-requisite Unit

Nil

Competency Field

Four Wheel Driving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match activities and prevailing conditions; complete safety checks. 1.4. Check participants’ own ancillary equipment, if provided, and confirm it is in safe working condition.
2. Brief participants and demonstrate four wheel driving and associated techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise four wheel driving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during four wheel driving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISODRV002 Lead four wheel driving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three four wheel driving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for four wheel driving activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to four wheel driving activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in off road conditions which can involve varied terrain, track surfaces and gradients.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

vehicle recovery equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

four wheel drive vehicles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for four wheel driving sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a four wheel leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

hold a driver’s licence which complies with local state or territory law.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD001 Assist in conducting recreation sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist in the conduct of any type of indoor or outdoor recreation activity session. It requires the ability to assist with equipment and participant preparation and to interact with participants to assist with activity technique and adherence to activity rules.

This unit applies to any type of organisation that delivers indoor and outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to those who assist with the delivery of recreational activities. Assistant leaders use little judgement and work within the parameters of plans and procedures. They work under close supervision, and according to instructions and guidance provided by supervising activity leaders who may be guides or instructors.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with activity preparation.	1.1. Confirm, with supervising leader, activity logistics and objectives and participant characteristics and abilities. 1.2. Determine, with supervising leader, individual roles, tasks and responsibilities. 1.3. Assist with the selection of equipment and with safety and serviceability checks. 1.4. Discuss and identify, with supervising leader, potential hazards and associated risks for the activity. 1.5. Confirm activity safety and emergency response procedures to ensure compliance of self and participants during activities.
2. Assist with participant preparation.	2.1. Check suitability of participants’ clothing and footwear for activity and report to supervising leader. 2.2. Assist, as directed, with setting up equipment for activity and fitting to participants. 2.3. Assist participants to understand activity rules, codes, safety procedures and communication protocols.
3. Assist with session activities.	3.1. Respond to participant queries or difficulties within scope of ability and responsibility or refer to supervising leader. 3.2. Assist participants with activity technique and use of equipment, as directed by supervising leader. 3.3. Communicate information about technique clearly and constructively to encourage participant confidence. 3.4. Assist supervising leader to monitor participant behaviour, and compliance with activity rules, codes, safety procedures and communication protocols. 3.5. Reinforce activity rules, and report any ongoing breaches to ensure safe conduct of activities. 3.6. Monitor equipment for faults and refer to supervising leader.
4. Complete post activity responsibilities.	4.1. Assist with equipment retrieval, inspection and storage. 4.2. Participate in activity debrief, provide feedback from self and participants and suggest improvements for future activities. 4.3. Review own performance and discuss how to improve.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Oral communications skills to:	ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Learning skills to:	review own performance and comments from others to identify skills that need development.
Teamwork skills to:	pro-actively and cooperatively work within teams of activity leaders to deliver a quality experience to participants.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD001 Assist in conducting recreation sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assist with the setting up and delivery of three activity sessions for a group of participants

during each of the above sessions, consistently:

work within role boundaries and responsibilities and follow supervising leader’s direction

communicate clearly and positively with participants to assist with activity technique and adherence to activity rules and safety procedures

after each activity session, participate in a debrief

utilise options provided in Assessment Conditions to:

respond to a total of three participant problems involving non-compliance with activity rules, codes or safety procedures

respond to a total of three different equipment faults that have arisen during activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures

different reasons and objectives for people participating in recreational activities

specific to the particular type of recreational activity:

role boundaries and responsibilities of activity assistants

roles and responsibilities of different types of activity leaders including guides and instructors

potential hazards and associated risks for the activity and safety procedures used to manage these

suitable clothing and footwear

factors that affect the selection of equipment, including personal protective equipment, to suit individual participants:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

communication protocols used between participants, leaders and assistants during activities

communication techniques used to:

provide participant information to improve activity technique

encourage participant confidence

reinforce activity rules and correct breaches

provide feedback during debrief.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of indoor or outdoor recreation activity, and the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment relevant to the recreational activity.

Assessment must ensure use of:

a group of participants with whom the individual interacts

activity leaders, guides or instructors who supervise the candidate

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

participant problems involving non-compliance with activity rules, codes or safety procedures

equipment faults

activity and personal protective equipment specific to the particular type of outdoor recreation activity

organisational safety and emergency response procedures for activity sessions, specific to the particular type of outdoor recreation activity.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activities leader, guide or instructor; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD002 Minimise environmental impact

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement predetermined minimal environmental impact practices while delivering outdoor recreation activities. Environmental impact includes that to the natural environment and to Indigenous and non-Indigenous heritage and cultural sites.

References to land managers and land management are used for simplicity and can equally apply to other environments such as marine locations.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to all delivery personnel working at any level including support staff and assistants, and leaders including guides and instructors.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine environmental impacts of outdoor recreation activities.	1.1. Interpret organisational minimal impact plans, practices and codes for the specific outdoor recreation activity. 1.2. Identify potential environmental impacts caused by activity and identify specific causes. 1.3. Evaluate consequences of impact on the environment including heritage or cultural sites.
2. Communicate minimal impact practices to participants.	2.1. Explain aims of minimal impact plans and practices to activity participants. 2.2. Communicate unique aspects of the setting and potential impacts of activities. 2.3. Provide clear participant instructions for minimal impact practices and any cultural protocols for heritage or cultural sites. 2.4. Monitor participant adherence to practices and assertively correct breaches.
3. Conduct activities with minimal impact.	3.1. Follow organisational minimal impact plans, practices and codes throughout all activities. 3.2. Comply with conditions of land manager permits and permissions that relate to location usage and practices. 3.3. Use equipment in a manner that reduces impact on the natural environment. 3.4. Demonstrate appropriate behaviour toward the environment when interacting with participants. 3.5. Utilise heritage or cultural sites according to land management requirements and codes. 3.6. Note and report any inappropriate practices to relevant personnel and provide suggestions for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and sometimes unfamiliar documents and information which can include: organisational minimal impact plans, practices and codes land management permits, permissions and conditions.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Initiative and enterprise skills to:	identify any organisational deficits in minimal impact practices and suggest improvements.
Teamwork skills to:	pro-actively and cooperatively work within teams of activity leaders and support staff to manage environmental impacts during activities.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD002 Minimise environmental impact

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular setting in which outdoor recreational activities are delivered:

source information on the environmental, cultural and heritage characteristics of the setting and any unique aspects, and organise into a portfolio

provide information in a brief written or verbal report on potential causes and consequences of environmental damage as they relate to two different types of outdoor recreation activities

interact with participant groups during the delivery of three recreational activity sessions

during each of the three sessions:

promote practices that minimise impact on both the natural environment and cultural and heritage sites

ensure compliance of self and participants with organisational plans, practices and codes of conduct for minimal environmental impact

utilise options provided in Assessment Conditions to identify organisational deficits in minimal impact practices and incorporate suggested improvements in debriefs or reports.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific to particular types of outdoor recreation activities:

the key contents of minimal impact codes, standards or guidelines issued by industry associations, land management authorities, Indigenous custodians, or other stakeholders and how these can be adopted by organisations

for a particular setting in which outdoor recreational activities are delivered:

organisational plans, practices and codes of conduct for minimal environmental impact

conditions of any land manager, owner or Indigenous custodian permits or permissions that relate to:

parameters of location use for recreational activities: area restrictions, dispersal of use, allowable activity types, locations, times, participant numbers

the use of appropriate minimal environmental practices and cultural protocols

basic features of ecological systems and their interrelationships sufficient to understand the overall environmental characteristics of the setting

specific problems of fragile environments and threatened species

characteristics and sensitivities of unique aspects including those for cultural and heritage sites

potential causes and consequences of environmental damage as they relate to specific types of outdoor recreation activities:

use of equipment

human impact

equine impact, as relevant

impact of transportation to and from activity sites

typical organisational minimal impact practices which activity assistants, support staff and leaders must implement in the field:

avoiding sensitive areas

ensuring restricted areas are not accessed

following pre-determined access routes to transport participants and equipment

keeping to marked tracks or routes

using low impact equipment

ensuring cultural protocols are used at cultural and heritage sites

ensuring participants don’t damage or take souvenirs from natural, cultural or heritage sites

implementing basic biosecurity measures to limit the spread of pests and diseases

using appropriate general and human waste disposal methods.

methods used to communicate minimal impact practices to participants including through briefings, conversations, demonstrations and instruction.

Assessment Conditions

Skills must be demonstrated in a setting where outdoor recreation activities are delivered and where there is at least one cultural or heritage site present.

Assessment must ensure use of:

a group of participants with whom the individual interacts

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve identifying and reporting on organisational deficits in minimal impact practices

equipment specific to the particular type of outdoor recreation activity

minimal impact codes, standards or guidelines issued by industry associations, land management authorities, Indigenous custodians or other stakeholders

organisational plans, practices and codes of conduct for minimal environmental impact

permits or permissions and conditions that relate to the use of appropriate minimal environmental practices and cultural protocols.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activities leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD003 Select, set up and operate a temporary or overnight site

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, set up, operate and dismantle a temporary or overnight site used during any type of outdoor recreation activity. Temporary sites include those used for rest and meal stops, and overnight camping. It requires the ability to pre-plan operational logistics for sites including menu planning for participants.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders and support staff who work independently in the field using discretion and judgement to manage operational logistics and risk.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select site.	1.1. Obtain information to determine preferences, expectations and needs of participants that relate to food and shelter. 1.2. Obtain information on available sites within operational zone of outdoor recreation activities. 1.3. Pre-select and book site, if required, to meet participant needs and operational requirements of activity. 1.4. Where no designated area exists, select site for comfort, safety, minimal environmental impact and in compliance with land management requirements.
2. Plan outdoor menus.	2.1. Plan nutritionally-balanced menus, taking account of activity and participant factors. 2.2. Identify special requests and ensure special meals are provided for those with special dietary requirements. 2.3. Identify food safety hazards involved in storing, preparing and serving planned meals; assess risks, and take action to eliminate or minimise them.
3. Select and pack equipment and resources.	3.1. Select catering equipment according to food preparation and service requirements. 3.2. Select shelter equipment to meet participant needs and anticipated weather conditions. 3.3. Obtain food, beverage, water and other resources to meet requirements for the stay. 3.4. Complete pre-departure safety and serviceability checks on equipment. 3.5. Pack equipment and resources according to route terrain, perishability of food, and access requirements during activity.
4. Set up site.	4.1. Assess site, identify hazards and take measures to minimise risk of injury. 4.2. Identify sources of supplementary natural water and treat, as required, for human consumption. 4.3. Set up site facilities for shelter, catering, and waste disposal according to land management requirements for minimal environmental impact. 4.4. Arrange shelter appropriate for prevailing weather and conditions and to ensure comfort and safety.
5. Operate and dismantle temporary site.	5.1. Brief participants on site behaviour, safe zones, boundaries, waste disposal and sanitation practices. 5.2. Prepare and serve food using safe and hygienic food preparation and handling practices. 5.3. Operate temporary site equipment, monitor and assist participants’ use to maintain comfort, safety and hygiene. 5.4. Clean, dismantle, pack and store equipment and resources. 5.5. Remove waste from site where disposal facilities are unavailable. 5.6. Leave site in original or improved condition; note and report any site problems to relevant personnel or authorities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics and land management requirements.
Writing skills to:	use fundamental sentence structure to complete pre-departure safety and serviceability forms that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Numeracy skills to:	calculate and load correct quantities of equipment and resources.
Teamwork skills to:	pro-actively and cooperatively work within teams of activity leaders and support staff to organise logistics, solve operational problems and deliver a quality experience to participants.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD003 Select, set up and operate a temporary or overnight site

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan for the provision of meals which meet the daily fluid, nutritional and energy requirements of participants for the duration of one activity

select, set up and operate a temporary rest and meal stop on two occasions

select, set up and operate an overnight camp site, which has no permanent facilities, on at least one occasion

during all temporary stops, consistently:

manage the safety of the site for participants

ensure compliance of self and participants with minimal environmental practices

ensure food safety practices are implemented for handling and storage of food and for cleaning catering equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

factors that affect the selection of meal and camping sites:

location in relation to activity site

current weather and environmental conditions

land management requirements sufficient to know:

where meal and camping stops are allowed and under what conditions

how to obtain and maintain permits or permissions

preferences, expectations and needs of:

different types of consumer groups that participate in outdoor recreation activities

the particular participant group

availability of:

food preparation and service facilities

toilet and washing facilities

space to set up all facilities and sufficient space from other users

availability of desirable environmental features:

level ground with good drainage

shade

shelter from sun and wind

natural water supplies

hazards associated with meal and camping sites and methods used to manage associated risks:

slippery or unstable terrain

natural and man-made debris

unstable trees and tree branches

spiders, insects, snakes and fauna

changing environmental conditions such as storm, snow, flood and bush fire

specific to meal and camp sites, practices used to manage minimal environmental impact:

following pre-determined access routes to transport participants and equipment

keeping to marked tracks or routes to access natural features, and temporary or permanent facilities

using appropriate methods for general and human waste disposal

managing fires, including requirements when total fire ban days are invoked

features, set up and operation of typical shelter and other equipment, and appropriateness for different weather conditions:

tents

bivvies

swags

bedding and sleeping bags

tables, chairs

lighting

for the selection, preparation and service of food:

basic principles of nutrition sufficient to know the food groups, source of nutrients and the basis of a balanced meal plan

specific to the particular type of outdoor recreation activity, daily fluid and energy requirements of participants and any local environmental conditions which impact

meaning of food allergy and food intolerance, and basic understanding of consequences of exposure to or consumption of untolerated food

food preparation methods for a range of meals typically available at meal and camp stops

food safety practices for handling and storing a range of food types typically available at meal and camp stops; and those for cleaning food preparation and service equipment

features, set up and operation of food preparation equipment typically used at meal and camp stops

methods used to treat natural water for human consumption

safe manual handling techniques used to avoid injury when shifting and packing equipment

importance of loading equipment and supplies for:

even weight distribution and load balance particular to the transportation mode and terrain (vehicle, vessel, watercraft, cycle, horse etc.)

easy access at relevant time during activities.

Assessment Conditions

Pre-departure skills must be demonstrated in a venue, such as an operational depot, from where recreational activities depart and pre-departure checks and loading take place. This can be:

an industry workplace

a simulated industry environment set up for the purposes of assessment.

Meal preparation and camping skills must be demonstrated in an outdoor setting where temporary stops are provided:

temporary rest and meals sites may or may not have permanent facilities

camping sites must have no permanent facilities.

Assessment must ensure use of:

a group of participants with whom the participant interacts

catering equipment to match food preparation, service and cleaning requirements

shelter and bedding equipment to match participant needs and anticipated weather conditions

ancillary equipment which can include tables, chairs, lighting and human waste facilities

participant profiles

documents issued by land managers describing requirements for operating temporary meal and overnight camping sites.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD004 Provide first aid in remote locations

Modification History

Release 2.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 1.	No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to provide first aid to casualties in a remote or isolated area over an extended period of time until medical assistance is provided or evacuation occurs. It requires the ability to manage the incident and to direct others to provide or assist with first aid.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to senior leaders, guides or instructors, and others who work independently in the field using discretion and judgement to manage operational logistics for emergencies when they arise.

Specific regulatory requirements relating to this unit of competency, including requirements for refresher training, should be obtained from the local state or territory work health and safety regulatory authority.

Pre-requisite Unit

HLTAID011 Provide first aid

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment for first aid response in remote or isolated areas.	1.1. Evaluate information about remote or isolated destinations and identify potential injuries and illnesses requiring extended management. 1.2. Select first aid equipment and resources to deal with a range of potential incidents, according to organisational emergency response and first aid procedures. 1.3. Select communication equipment to allow for emergency response at remote or isolated destination. 1.4. Complete pre-departure safety and serviceability checks on equipment.
2. Assess the situation.	2.1. Identify hazards promptly, assess risks and manage to avoid injury to self and others. 2.2. Assess condition of casualty or casualties to determine extent of first aid response. 2.3. Determine need for emergency services or medical assistance and relay initial and concise information to base and authorities, as required. 2.4. Triage when multiple casualties are involved, engage others to assist, and provide instructions.
3. Manage casualty or casualties.	3.1. Direct other first aiders and participants to provide or assist with first aid, and manage use of resources. 3.2. Provide first aid using available equipment and resources, and improvise use of other resources as required. 3.3. Monitor and respond to casualty's condition in accordance with effective first aid principles. 3.4. Explain, to casualty, nature of injury or illness, first aid management and provide reassurance. 3.5. Assess and ensure casualty comfort through questioning and monitoring, and use of shelter and available resources. 3.6. Communicate calmly with casualty using a style to match level of consciousness. 3.7. Monitor and document casualty's condition over time to assist on-going management. 3.8. Assess need to evacuate casualty, ability to transport to medical assistance or need for external assistance.
4. Liaise with external services to manage casualty or casualties.	4.1. Establish communication with emergency services and medical assistance. 4.2. Relay accurate factual information about casualty’s injury or illness and condition, including any casualty is able to provide. 4.3. Communicate essential details of first aid provided, and follow instructions to adjust or use additional first aid. 4.4. Administer medication according to medical instructions. 4.5. Monitor and report ongoing casualty condition and seek ongoing medical input, as required.
5. Coordinate evacuation and first aid activities until assistance arrives.	5.1. Determine need, in consultation with external services, to evacuate casualty. 5.2. Provide accurate information about location of incident, number of casualties, their condition and their position to enable deployment of appropriate resources. 5.3. Engage others present to assist with ongoing first aid and management of incident circumstances. 5.4. Continue to respond to and monitor the condition of casualty and provide ongoing reassurance until assistance arrives. 5.5. On approach, assist emergency services to locate the site of the incident. 5.6. Follow instructions and provide assistance to emergency services personnel during evacuation.
6. Debrief, document and evaluate the incident.	6.1. Participate in incident management de-brief and identify future response improvements. 6.2. Evaluate compliance with organisational emergency response policies and procedures, their suitability and any need to amend. 6.3. Evaluate need for self and others to access support services to assist with post-incident stress. 6.4. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response and first aid.
Writing skills to:	record detailed and accurate factual information about illness and injury, first aid and emergency response using correct terminology.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to illness and injury in remote locations.

Unit Mapping Information

Release 2.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 1.	No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD004 Provide first aid in remote locations

Modification History

Release 2.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 1.	No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in three simulated remote or isolated first aid incidents involving outdoor recreation participants

during one of the above simulations, work in a small team of up to three responders to manage a single casualty

during one of the above simulations, work in a team of responders to manage multiple casualties, where the number of casualties outnumbers the number of responders

during one of the above simulations, work as a single responder to manage three casualties

across the three simulations, collectively respond to at least six conditions, covering illness and injury, suffered by the casualties

during each of the simulations:

conduct visual and verbal secondary survey assessments of casualties

assess, interpret and document vital signs of casualties, including respirations, temperature and pulse

monitor and manage the casualties’ condition over an extended period of time

use available man-made and natural resources to supplement first aid equipment

after each of the simulations, participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational emergency response and first aid policies and procedures

the nature of remote or isolated locations and how this may impact on first aid management

common injuries or illnesses that relate to participation, generally, in outdoor recreation activities and the general range of first aid equipment and resources carried by organisations to remote or isolated locations

common injuries or illnesses that relate to participation in a specific type of outdoor recreation activity, and specific types of first aid equipment and resources typically made available in remote or isolated locations

key features, functions and limitations of different types of emergency communication equipment used in remote or isolated areas, and factors that affect choice:

radio equipment

mobile phones

satellite phones

alerting and tracking devices including personal locator beacons (PLBs)

principles of triage as they relate to first aid at an incident site

methods used to:

conduct a visual and verbal secondary survey assessment of a casualty

assess, interpret and document vital signs of casualties, including respirations, temperature and pulse

use available man-made and natural resources to supplement first aid equipment

coordinate and direct the actions of group participants and other first aiders within the team to effectively manage a critical incident

legal requirements for administration of medication and the rights and responsibilities of the first aider for administration

safe manual handling techniques used to avoid injury when shifting casualties

key considerations for evacuating casualties or waiting for emergency services and medical assistance:

severity of injury or illness and immediate threat to life

time required for assistance to arrive

potential that transporting casualty may cause condition to deteriorate

capability of emergency services to access incident side

hindrance to rescue

methods used to assist emergency services to locate incident sites and the key features, functions and limitations of resources used to assist:

verbal directions

flags

flares

fires.

Assessment Conditions

Skills must be demonstrated in a setting where outdoor recreation activities are delivered. This does not need to be a remote or isolated area provided simulated activities and scenarios concentrate on the significance of remote area circumstances.

Assessments can only be completed through simulated activities.

Assessment must ensure use of:

people who act as casualties, team member first aid responders and external service providers with whom the individual interacts during simulated activities

first aid equipment and resources made available in remote or isolated locations by outdoor recreation organisations

personal protective equipment used when providing first aid

emergency communication equipment used in remote or isolated areas

real or mock medications

template incident reports

templates for recording vital signs of casualties

organisational emergency response and first aid policies and procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience in providing first aid in remote or isolated areas during which they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD005 Navigate waterway courses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and navigate courses for small recreational craft in waterway environments. It also covers knowledge of waterway rules applicable to small craft utilised for recreational purposes.

Waterway navigation skills are required in a range of activity contexts which could include canoeing, kayaking, sea kayaking, and when riding personal watercraft. Techniques and equipment will vary according to the type of craft and waterway environment.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors, who use these skills when leading participants during activities where waterway navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan the course.	1.1. Obtain and interpret waterway charts appropriate for the area of navigation. 1.2. Determine expected wind, tidal, or current conditions for the intended course. 1.3. Identify navigational hazards, position of landmarks and any buoyage to assist in planning and navigating the course. 1.4. Utilise all information to plan an efficient course according to specific activity and waterway requirements. 1.5. Identify and plot critical points along the course, midpoint and end destinations. 1.6. Prepare a navigation data sheet, and identify emergency or contingency escape routes.
2. Navigate waterway courses.	2.1. Select instrumentation and equipment suitable for navigation requirements. 2.2. Follow the planned course using charts, natural and constructed features and any buoyage to assist. 2.3. Use instrumentation and equipment as navigational aids to maintain course. 2.4. Make required adjustments to course according to prevailing environmental conditions. 2.5. Comply with waterway rules throughout all activities, including use of craft within permitted areas.
3. Fix position of craft.	3.1. Fix position of craft at regular intervals to maintain planned course. 3.2. Use techniques to estimate distance travelled, accounting for prevailing environmental conditions. 3.3. Utilise navigation techniques to identify unfamiliar features and fix position when lost. 3.4. Adjust and resume planned course where position indicates a deviation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information on waterway charts. interpret potentially unfamiliar and complex information about waterway rules.
Writing skills to:	develop detailed navigation data sheets using correct terminology and symbols.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times and speeds.
Technology skills to:	use a range of technologies to access information about courses.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD005 Navigate waterway courses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three different waterway courses for small recreational craft

navigate each of the above three planned courses using charts, instrumentation and equipment appropriate for the waterway environment and small craft utilised

on two occasions, determine when the craft is deviating from a planned course, adjust and resume the planned course after fixing position using:

manual techniques on one occasion

a GPS device on one occasion

during each navigation activity, consistently follow waterway rules.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of waterway charts for the region or locality

different technologies used to access charts

characteristics of different chart types, their different uses, advantages and disadvantages, accuracy and sources of errors

information found on waterway charts including symbols and what they represent:

survey or edition date

map legend

scale and distance

latitude and longitude

compass rose or cardinal points and bearings

hydrographic features such as depth, high and low water mark, rocks, wrecks, obstructions

topographic features of surrounding land

buoyage

constructed features such as bridges, weirs, breakwaters, wharves and jetties

magnetic variation and annual change

principal colours used on waterway charts and what they represent

other information and key features that can assist with waterway navigation:

satellite imagery

aerial photographs

wave, wind, tide and current charts

navigational warning notices

features, functions and operation of navigation instruments either inbuilt or available for small watercraft

features, functions and operation of global positioning systems (GPS):

when these might be used, advantages and disadvantages

reliability of signal, device and battery

system structure at fundamental level of understanding

how to identify and use datum grids

how to create, enter and transfer waypoints

how to create courses and grid references

accuracy and sources of errors

different types of compasses used for waterway navigation, their features and factors which affect accuracy

for waterway environments, chart and compass techniques used to:

calculate grid, magnetic and true north bearings

measure distance on a chart

techniques used to fix location and navigate waterways, and applicability to different craft and environments:

using chart, identifying natural landmarks and constructed features and determining distance travelled

using dead reckoning, taking into account environmental factors such as winds, tides, currents and estimated speed

using simultaneous bearings, transits of coastal features and by running fix

using GPS devices

inclusions of navigation data sheets and their purpose:

grid reference points

grid and magnetic bearings

distances

estimated travelling times and times of arrival

identifiable features

escape routes

types of navigational buoyage, how these assist with navigation and rules for complying with buoyage:

marks – buoys and beacons

zone signage

how different types of navigational buoyage are distinguished by their specific colour, shape and topmark including colours for:

lateral: port and starboard marks

cardinal marks

safe water marks

danger zone marks

special zone marks

flashing lights and patterns

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterways and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small craft within the limits, including V sheets and how these are used

life jackets required within the limits

rules specific to the operation of small watercraft:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Navigation skills can be demonstrated on any type of waterway found within the particular region or locality. Inland rivers are not considered a waterway for the purposes of this unit.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

compasses

equipment used to plot courses which can include:

scale measure

Portland square

parallel ruler

dividers

protractors

global positioning system (GPS) devices

activity plans

waterway charts

wave, wind, tide or current charts, as relevant to the type of waterway

navigational warning notices

template navigation data sheets

boating guide issued by the local state or territory maritime authority.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD006 Navigate in tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to navigate in environments which can include tracks or inland rivers according to planned routes.

The unit provides skills to navigate in environments where tracks or inland rivers, natural and constructed features are reliably marked on maps. Tracks are distinct, have signage, with route markers at intersections and where the track may become less distinct. Land based tracks could be graded according to the Australian Walking Track Grading System and might include features of grades 2 to 3.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors, who use these skills when leading participants during activities where navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for navigation.	1.1. Obtain and become familiar with maps, appropriate for the activity, and features that will assist with navigation at the location. 1.2. Interpret map symbols and information to identify the predetermined route in activity plan. 1.3. Identify planned alternative routes to deal with emergencies or changed conditions. 1.4. Select a compass suitable for basic navigation requirements.
2. Navigate a basic route on land or water.	2.1. Orientate map to surroundings with and without use of a compass. 2.2. Follow the planned route using map, route markers, natural and constructed features and compass to assist. 2.3. Use techniques to estimate distance travelled. 2.4. Identify unfamiliar features in the field using map and compass to maintain route. 2.5. Make minor adjustments to route according to prevailing conditions, and navigate using map, route markers, natural and constructed features, and compass as required. 2.6. Use techniques to determine location.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret straightforward but potentially unfamiliar information on maps and signage interpret factual activity plan information in familiar formats.
Numeracy skills to:	interpret basic numerical data from maps and signage and complete basic additions, subtractions, multiplications and divisions interpret and calculate degrees, mils and angles.
Technology skills to:	use a range of technologies to access information about routes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD006 Navigate in tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

according to predetermined routes in activity plans, navigate three different planned routes

across the three navigation activities, collectively use these navigation techniques:

determining location using map, natural features, constructed objects and distance travelled, confirming grid reference

collecting features

catch points

determine one minor adjustment to route in the field and navigate the changed route using a map and compass.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of maps for the region or locality

different technologies used to access maps

characteristics of different map types, their different uses and advantages and disadvantages:

paper based and digital

sketch maps and diagrams

guide book maps

charts

topographic

information found on maps including symbols and what they represent:

survey or edition date

map legend

scale and distance

grid lines and numbers

cardinal points and bearings

contour lines, altitude and water depth

topographic features

markers, beacons and buoyage

gradient

roads, tracks and waterways

principal colours used on maps and what they represent

features of a basic compass and factors which affect accuracy

map and compass techniques used to:

orientate map to surroundings

maintain a designated course

identify unfamiliar features

make minor adjustments to routes

the following navigation techniques at a basic level of understanding:

determining location using map, natural features, constructed objects and distance travelled

collecting features

catch points

types of navigation aids found in the field and how these can assist with navigation:

track markers, signs and arrows

track and creek junctions and crossings

survey markers

cairns

natural features and constructed objects.

Assessment Conditions

Navigation skills must be demonstrated in a setting where outdoor recreation activities are delivered in tracked or inland river environments. The environment must feature the following:

tracks or inland rivers, natural and constructed features are reliably marked on maps

any tracks utilised are distinct, have signage, with route markers at intersections and where the track becomes less distinct.

If in an alpine region, assessment can only be completed in weather conditions where no or minimal snow is present and visibility is clear.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

maps relevant to the land or river based environment

compasses

activity plans to include details of the planned route.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD007 Navigate in difficult tracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to navigate in difficult tracked environments during any type of outdoor recreation activity.

The unit provides skills to navigate in environments where tracks, natural and constructed features marked on maps may be unreliable. Tracks are generally distinct, but may be indistinct in some places. They have signage at the track head, and have route markers but provide limited signage en route. There may be many natural obstacles and, along with changes in weather and visibility, adjustments to the planned route may be necessary. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 4.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during activities where navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for navigation.	1.1. Obtain and become familiar with maps, appropriate for the activity, and features that will assist with navigation at the location. 1.2. Interpret map symbols and information to plan an efficient route according to specific activity requirements. 1.3. Select a compass suitable for navigation requirements. 1.4. Calculate grid, magnetic and true north bearings using map, compass and protractor. 1.5. Prepare a navigation data sheet, and identify emergency or contingency escape routes.
2. Navigate a route in difficult tracked environments.	2.1. Orientate map to surroundings using landmarks and compass and identify factors that affect accuracy. 2.2. Follow the planned route using map, route markers, natural and constructed features and compass to assist. 2.3. Use a global positioning system (GPS) as a navigational aid to maintain route. 2.4. Use techniques to estimate distance travelled. 2.5. Maintain, where necessary, a compass course to bypass obstacles. 2.6. Identify unfamiliar features in the field using map and compass to maintain route. 2.7. Utilise navigation techniques to identify unfamiliar features and fix position when lost. 2.8. Make required adjustments to route according to prevailing conditions, and navigate using map, route markers, natural and constructed features, compass and GPS as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information on maps and track signage interpret factual activity plan information in familiar formats.
Writing skills to:	develop detailed navigation data sheets using correct terminology and symbols.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times, altitudes, heights, depths and gradients. interpret and calculate degrees, mils and angles.
Technology skills to:	use a range of technologies to access information about routes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD007 Navigate in difficult tracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three efficient routes, each different, within difficult tracked environments

navigate each of the above three planned routes

across the three navigation activities, collectively use these techniques to determine location:

using map, identifying natural features, constructed objects and determining distance travelled

using map and compass techniques including resections/tri-bearings

using GPS devices

using grid references, estimation and Romer devices

across the three navigation activities, collectively use these navigation techniques:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: aiming off, backbearing

using GPS: waypoints, routes

on two occasions, determine when there is a deviation from a planned route, adjust and resume the planned route after fixing position using:

manual techniques on one occasion

a GPS device on one occasion

determine two adjustments to routes in the field and navigate the changed routes using:

manual techniques on one occasion

a GPS device on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of maps for the region or locality

different technologies used to access maps

characteristics of different map types, their different uses, advantages and disadvantages, accuracy and sources of error:

paper based and digital

sketch maps and diagrams

guide book maps

charts

topographic

cadastral

information found on maps including symbols and what they represent:

survey or edition date

map legend

scale and distance

grid lines and numbers

cardinal points and bearings

contour lines, altitude and water depth

topographic features

markers and beacons

gradient

roads, tracks and waterways

magnetic variation and annual change

principal colours used on maps and what they represent

other information and key features that can assist navigation in difficult tracked environments:

satellite imagery

aerial photographs

features, functions and operation of global positioning systems (GPS):

when these might be used, advantages and disadvantages

reliability of signal, device and battery

system structure at fundamental level of understanding

how to identify and use datum grids

how to create, enter and transfer waypoints

how to create tracks, routes and grid references

accuracy and sources of errors

these different types of compasses, their features and factors which affect accuracy:

baseplate/orienteering

sighting/mirror

lensatic/prismatic

for difficult tracked environments, map and compass techniques used to:

calculate grid, magnetic and true north bearings

orientate map to surroundings

maintain a designated course

identify unfamiliar features

make significant adjustments to routes

techniques to determine location:

using map, identifying natural features, constructed objects and determining distance travelled

using map and compass techniques including resections/tri-bearings

using GPS devices

using grid references, estimation and Romer devices

the following navigation techniques used to effectively navigate in difficult tracked environments; advantages and disadvantages:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: aiming off

using GPS: waypoints, routes

types of navigation aids found in the field and how these can assist with navigation:

track markers, signs and arrows

track and creek junctions and crossings

survey markers

beacons

cairns

natural features and constructed objects

contents of navigation data sheets and their purpose:

grid reference points

grid and magnetic bearings

distances

estimated travelling times

height gain or loss

gradient

identifiable features

escape routes

factors that affect the adjustment of routes during activities.

Assessment Conditions

Navigation skills must be demonstrated in a setting where outdoor recreation activities are delivered in difficult tracked environments. The environment must feature the following:

tracks, natural and constructed features are marked on maps but these could be unreliable

tracks are generally distinct but some parts of the track are indistinct

tracks have signage at the track head, with route markers but limited signage en route.

If in an alpine region and snow is present, assessment can only be completed if the track remains discernible.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

maps relevant to the activity type

compasses and protractors

global positioning system (GPS) devices

activity plans

template navigation data sheets.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFLD008 Navigate in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to navigate in extremely difficult tracked and untracked environments during any type of outdoor recreation activity.

The unit provides skills to navigate in environments where natural and constructed features marked on maps may be very unreliable. Tracks are indistinct, unformed and have no modification to the natural surface. They generally have no signage or route markers at any point. Tracked and untracked areas may feature constant and unpredictable natural obstacles and, along with changes in weather and visibility, significant adjustments to the planned route would be common. Tracks could be graded according to the Australian Walking Track Grading System and might include features of grade 5.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders, guides or instructors who use these skills when leading participants during activities where navigation skills are required.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Field Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for navigation.	1.1. Obtain and become familiar with maps, appropriate for the activity, and features that will assist with navigation at the location. 1.2. Interpret map symbols and information to plan an efficient route according to specific activity requirements. 1.3. Select a compass suitable for navigation requirements. 1.4. Calculate grid, magnetic and true north bearings using map, compass and protractor. 1.5. Prepare a navigation data sheet, and identify emergency or contingency escape routes.
2. Navigate a route in extremely difficult tracked and untracked environments.	2.1. Orientate map to surroundings using landmarks and compass and identify factors that affect accuracy. 2.2. Follow the planned route using map, natural features and compass to assist. 2.3. Use global positioning systems (GPS) and altimeters as navigation aids to maintain route. 2.4. Use techniques to estimate distance travelled in the absence of identifying features. 2.5. Utilise a combination of navigation techniques to bypass large obstacles. 2.6. Identify unfamiliar features and hazards in difficult environmental conditions using map and compass to maintain route. 2.7. Utilise a combination of navigation techniques to identify unfamiliar features and fix position when lost. 2.8. Make required adjustments to route according to prevailing conditions, and navigate using map, natural features, compass, GPS and altimeter as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and potentially unfamiliar information from maps interpret factual activity plan information in familiar formats.
Writing skills to:	develop detailed navigation data sheets using correct terminology and symbols.
Numeracy skills to:	interpret and calculate detailed numerical data involving, distances, times, altitudes, heights, depths and gradients. interpret and calculate degrees, mils and angles.
Problem-solving skills to:	resolve significant problems associated with indistinct tracks and route adjustments resolve problems associated with vague land features and implied mapping features.
Technology skills to:	use a range of technologies to access information about routes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFLD008 Navigate in extremely difficult tracked and untracked environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three efficient routes, each different, within extremely difficult tracked or untracked environments

navigate each of the above three planned routes

across the three navigation activities, collectively use these techniques to determine location:

using map, identifying natural features, and determining distance travelled

using map and compass techniques including dead reckoning, back bearings, resections/tri-bearings

using GPS devices and altimeter

using grid references, estimation and Romer devices

across the three navigation activities, collectively use these navigation techniques:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: dead reckoning, aiming off

using GPS; waypoints, routes

using altimeters, peak height, contouring

for at least one hour during any of the navigation activities, use compass techniques to navigate in conditions where visibility is less than ten metres because of environmental factors such as dense vegetation, whiteout or night time factors

on two occasions, determine when there is a deviation from a planned route, adjust and resume the planned route after fixing position using:

manual techniques on one occasion

a GPS device on one occasion

determine two adjustments to routes in the field and navigate the changed routes using:

manual techniques on one occasion

a GPS device on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of maps for the region or locality

different technologies used to access maps

characteristics of different map types, their different uses, advantages and disadvantages, accuracy and sources of error:

paper based and digital

sketch maps and diagrams

guide book maps

charts

route

topographic

cadastral

information found on maps including symbols and what they represent:

survey and edition date

map legend

scale and distance

grid lines and numbers

cardinal points and bearings

contour lines, altitude and water depth

topographic features

markers and beacons

gradient

roads, tracks and waterways

magnetic variation an annual change

principal colours used on maps and what they represent

other information and key features that can assist navigation in extremely difficult tracked environments:

satellite imagery

aerial photographs

features, functions and operation of global positioning systems (GPS):

when these might be used, advantages and disadvantages

reliability of signal, device and battery

system structure at fundamental level of understanding

how to identify and use different datum grids

how to create, enter and transfer waypoints

how to create tracks, routes and grid references

accuracy and sources of errors

features, functions and operation of altimeters:

when these might be used, advantages and disadvantages

accuracy and errors

these different types of compasses, their features, operation and factors which affect accuracy:

baseplate/orienteering

sighting/mirror

lensatic/prismatic

for extremely difficult tracked or untracked environments, map and compass techniques used to:

calculate and convert between grid, magnetic and true north bearings

orientate map to surroundings

maintain a designated course including use of dead reckoning and current correction

identify unfamiliar features

make significant adjustments to routes

techniques to determine location in unmodified environments:

using map, identifying natural features, and determining distance travelled

using map and compass techniques including dead reckoning, back bearings, resections/tri-bearings

using GPS devices and altimeter

using grid references, estimation and Romer devices

the following navigation techniques, advantages, disadvantages and how a combination can be used to effectively navigate in unmodified environments:

using linear and point references

using terrain features: handrailing, collecting features, catch points

using compass techniques: dead reckoning, aiming off

using GPS; waypoints, routes

using altimeters, peak height, contouring

using celestial bodies to fix position

how extreme conditions affect navigation and choice of methods used including dead reckoning and leapfrogging

types of navigation aids found in unmodified environments and how these can assist with navigation in the absence of signage and route markers:

creek junctions and crossings

beacons

cairns

landforms and natural features of the landscape

contents of navigation data sheets and their purpose:

grid reference points

grid and magnetic bearings

distances

estimated travelling times

height gain or loss

gradient

identifiable features

escape routes

factors that affect the adjustment of routes during activities.

Assessment Conditions

Navigation skills must be demonstrated in a setting where outdoor recreation activities are delivered in extremely difficult tracked or untracked environments. The environment must feature the following:

natural and constructed features are unreliably marked on maps

tracks are indistinct, unformed and have no modification to the natural surface

tracks have no signage or route markers at any point.

For activities involving navigation in poor visibility, the environment can feature any relevant factor such as dense vegetation, whiteout and night time conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

maps relevant to the activity type

compasses and protractors

global positioning system (GPS) devices

altimeters

activity plans

template navigation data sheets.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH001 Locate, attract and catch fish

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to locate, attract and catch fish using methods suited to targeted species. Recreational fishing activities are diverse and this unit is relevant to any type of fishing completed in any region or locality within different types of waters.

It applies to leaders, guides or instructors, who use these skills when leading participants during fishing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational fishing is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local, state or territory and international requirements.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to fish.	1.1. Determine target recreational species, identify their local habitat and select fishing locations suited to species. 1.2. Determine appropriate fishing technique for target species. 1.3. Select appropriate fishing rig, equipment and terminal tackle for target species and check working order. 1.4. Select appropriate bait, lure or fly according to feeding preference of target species. 1.5. Determine need for berley and select mix, as required. 1.6. Assemble and balance fishing rig to suit target species, habitat and the fishing environment. 1.7. Select clothing, footwear and personal protective equipment suitable for conditions; fit and adjust for comfort and safety. 1.8. Confirm activity safety and emergency response procedures to ensure compliance during activities.
2. Locate fish.	2.1. Read the water and hydrological features indicating fish habitat, identify signs of feeding activity and other indictors to determine likely location of fish. 2.2. Identify fishing spots by use of visual marks. 2.3. Use locator aids according to type of fishing and targeted species to assist with location of fishing spots. 2.4. Record visual sightings and other data for future use in relocating fishing spots.
3. Attract and approach fish.	3.1. Attract target fish using methods that utilise fish sight, tactile, taste and olfactory senses. 3.2. Approach fish without alerting them. 3.3. Disperse berley, as required, at appropriate intervals using methods suitable for attracting target species. 3.4. Rig and present bait alive, dead, whole or in pieces to attract and catch fish, according to feeding preference of target species. 3.5. Rig and present lure or fly to attract and catch target species.
4. Catch and land fish.	4.1. Deploy fishing rig using appropriate technique to present bait, lure or fly to target species. 4.2. Survey area for people present before casting to avoid injury. 4.3. Hold rod and reel securely and use casting technique suited to type of outfit to achieve accuracy and distance. 4.4. Identify own casting errors and adjust technique. 4.5. Monitor and evaluate performance of fishing rig, bait, lure or fly, and make adjustments to optimise outcomes. 4.6. Manage rig using species specific techniques; respond to bites and retrieve and land fish. 4.7. Comply with permissions, recreational fishing and other regulations and codes of practice applicable to location.
5. Handle fish.	5.1. Identify dangerous species of fish and handle to minimise risk to self and others. 5.2. De-hook fish humanely using techniques appropriate to species. 5.3. Handle and return undersized and unwanted fish to water humanely. 5.4. Despatch retained fish humanely and use methods to keep catch in optimum condition. 5.5. Handle and store live catch humanely and maintain in appropriate environmental conditions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret unfamiliar and potentially complex regulatory information within plain English guides
Writing skills to:	record basic factual data about fish sightings and locations.
Numeracy skills to:	measure length and weights of fish.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH001 Locate, attract and catch fish

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for the particular region or locality in which recreational fishing activities are delivered:

source, collect and present information in a portfolio or verbal report covering six different species of fish found in the region

for each of the six species, include information on:

basic anatomical features and linkages to preferred habitat, location and behaviour of fish

environmental factors that affect preferred habitat and location of fish

breeding patterns, spawning cycles and effects on fish behaviour, migration and location

migration patterns and during which seasons the species would be found in the local region

predator and prey relationships and how they affect fish activity and location

food sources and feeding habits

preferred bait for catching the species

types of lure or fly, where applicable, suited to the species

different mixes of berley, as appropriate, for attracting the species, equipment and methods used to disperse

complete four recreational fishing sessions each in a different location:

use a rod reel for at least two of those activities and cast using two different techniques

use any other chosen method of fishing for the remaining two sessions

during each session consistently:

follow safety procedures

comply with local regulations for recreational fishing activities

utilise effective techniques suited to the target species, equipment and location to:

locate and attract fish

manage the rig, respond to bites and retrieve and land fish

humanely de-hook the catch

handle and release unwanted fish to the water without damage

humanely despatch fish.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for fishing activities

specific to the local Australian state or territory, or international waters, and particular locality, how to source and interpret regulations and permission requirements for recreational fishing:

licensing and fee requirements

bag and size limits, and how to measure these

areas closed to fishing

protected fish

prohibited fishing methods

permissions required from Indigenous communities

personal protective equipment requirements

the key contents of recreational fishing codes of practice, issued by industry associations, land management or other authorities

clothing and footwear suitable for fishing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

reasons for layering clothes

effective design and construction features of waterproof gear, including fishing waders

types of footwear for fishing including specialist aqua shoes and booties and their advantages over other types of footwear

features and uses of specialist fishing gloves and mittens, and advantages and disadvantages

polarised sunglasses

features and functions of life jackets suitable for fishing activities in different types of waters and how to fit and adjust these for comfort and safety

for different species of fish found in saltwater, freshwater or brackish habitats within the particular region or locality in which recreational fishing activities are delivered:

basic anatomical features and how these are linked to preferred habitat, location and behaviour of fish:

size and body shape

colouration

size and position of eyes

position, size and shape of mouth

teeth

fins, spines and venomous parts

dangerous fish species, their defining features and methods for safe handling

how environmental factors affect preferred habitat, feeding behaviour and location of fish:

temperature

weather conditions

oxygen

structure, cover and vegetation

pH

air and water pressure

water depth

water clarity

currents, waves, and wash

tides and moon phases

time of day and light levels

algal blooms

breeding patterns, spawning cycles and effects on fish behaviour, migration and location

migration patterns and during which seasons the species would be found in the local region

predator and prey relationships and how they affect fish activity and location

food sources and feeding habits

preferred bait for catching the species

design features of lures and flies and types suited to the species

when berley would be used and when it is inappropriate

different mixes of berley, equipment and methods used to disperse

basic biosecurity measures for using bait to limit the spread of pests and diseases

for the particular region or locality in which recreational fishing activities are delivered, fishing locations and best times to target fish species to include optimum:

season

tide

time of day - evening, dawn etc.

stage of lunar, breeding and migration cycle

signs within rivers, lakes and ocean waters that indicate the location of fish:

hydrological features that indicate fish habitat

fish feeding activity

insect and bird activity

surface activity

principles of reading the water for fish location – cover, food and margins

aids used to locate fish and how these are used:

charts, maps, charts, satellite imagery

binoculars and polarised glasses

sonar (depth fish finders)

global positioning systems

radar

underwater cameras and microphones

thermometers

fish aggregating devices

visual markers

how sight, tactile, taste and olfactory senses of fish can be used to attract fish:

how fish use sound, light, vision and smell to locate food

extent of vision and what attracts fish visually

ability of fish to distinguish taste and touch

hand line and fishing rod designs and features suitable for the type of fishing and target species

for both handlining and line fishing with a rod and reel:

deployment techniques to present bait, lures and flies to the target species in the most advantageous manner

techniques used to manage rig to minimise snagging and knots

how to identify bites and set the hook

catch retrieval techniques which minimise stress to the fish and damage to the rig

equipment and techniques used to land and humanely de-hook the catch, appropriate to the species of fish

different casting techniques relevant to type of fishing and tackle outfit:

handline casts

closed faced

threadline

overhead

side cast

centre pin

fly – roll cast

fly – pickup laydown cast

fly – forward shooting cast

a range of common casting faults and errors and suitable fixes for each

techniques used to handle and release unwanted fish to the water without damage

methods for safely handling and de-hooking non-dangerous species

techniques used to humanely despatch fish quickly and decisively

methods used to:

handle and store live catch humanely

store live and despatched catch in optimum condition, including appropriate environmental conditions.

Assessment Conditions

Fishing skills can be demonstrated in any type of water found within the particular region or locality including saltwater, freshwater and brackish fish habitats.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets, as required for the location

rods, reels and line

terminal tackle to suit the location, target species and type of fishing, and as permitted by regulations for the location

fishing knives

bait, lures and flies, as relevant to fishing style utilised

recreational fishing guides describing regulations for the locality

recreational fishing codes of practice, issued by industry associations, land management or other authorities

organisational safety and emergency response procedures for fishing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH002 Select and catch bait

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, catch and collect bait suited to the target species of fish to be caught. It also requires the ability to select appropriate berley for attracting those fish and to maintain live and dead bait for effective future use.

It applies to leaders, guides or instructors, who use these skills when leading participants during fishing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational fishing is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local, state or territory and international requirements.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select bait and berley.	1.1. Determine target recreational fish species, identify feeding habits and preferred bait and or berley. 1.2. Evaluate effectiveness of using frozen and fresh bait to catch target species. 1.3. Select appropriate bait and or berley according to feeding preference of target species. 1.4. Determine when manufactured baits are effective and permitted, and select as appropriate.
2. Catch and maintain bait.	2.1. Follow organisational safety procedures throughout all activities. 2.2. Select appropriate method for catching and collecting target bait species. 2.3. Select and set up appropriate equipment for targeted bait species and check working order. 2.4. Use bait collecting method and equipment effectively to maximise catch. 2.5. Comply with permissions, and bait catching regulations applicable to the location. 2.6. Determine optimum level of freshness of bait for catching target species. 2.7. Keep fresh bait alive in suitable conditions to enhance its effectiveness 2.8. Maintain dead bait in suitable conditions for future use.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety procedures for fishing activities.
Planning and organising skills to:	determine the targeted species of fish to be caught and match selection of bait to plan for the selection of equipment and methods to catch bait.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH002 Select and catch bait

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for the particular region or locality in which recreational fishing activities are delivered:

source, collect and present information in a portfolio or verbal report covering four different species of fish found in the region

for each of the four species, include information on:

food sources and feeding habits

preferred bait for catching the species

when berley would be used and when it is inappropriate

contents and different mixes of berley that are appropriate for attracting the species

complete three sessions to catch or collect bait suited to one or more chosen target species of fish to be caught, and collectively use three of the following methods to catch or collect that bait, as permitted by regulations for the locality:

use of nets

use of handlines

use of rods, reels and line

use of traps

use of pumps

use of hand gathering techniques

utilise three of the following methods to maintain fresh bait for future use

use of ice water

placing of insects in a stocking

using live bait tanks

using keep nets

using wet bags, cloth and sand

using aerators and or supplying fresh water to fish stored in tubs or pools.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for fishing activities

specific to the local Australian state or territory, or international waters, and particular locality, how to source and interpret regulations and permission requirements for recreational fishing:

areas closed to fishing and bait collection

types of baits that are permissible and prohibited

protected species that might otherwise be used as bait

prohibited bait catching methods

permissions required from Indigenous communities

how the use of inappropriate bait can impact on the environment and health of fish and population

types of inappropriate bait and basic biosecurity measures to limit the spread of pests and diseases

for different species of fish found in in saltwater, freshwater or brackish habitats within the particular region or locality in which recreational fishing activities are delivered:

food sources and feeding habits

preferred bait for catching the species

when berley would be used and when it is inappropriate

contents and different mixes of berley for attracting the species:

plant and marine life from the area

fish offal

fish oils

animal offal

grain

general types of bait used to catch fish, their habitats, advantages and disadvantages of use and how the species of targeted fish will affect choice:

shellfish including prawns and pipis

fish of different sizes including pilchards and whitebait

squid

octopus

cunjevoi

yabbies

worms

maggots

mud eyes

crickets

grasshoppers

green weed

seaweed

types of manufactured bait, general contents and permissible use

permitted methods, features and operation of permitted equipment used to catch or collect different types of bait:

nets

digging

dredging

line fishing

trapping

trawling

worm pumps

yabby nets

yabby pumps

hand gathering

effectiveness, advantages and disadvantages of using:

fresh bait

frozen bait

manufactured bait

methods, features and operation of equipment used to keep bait alive and how long live bait can be maintained for effective use:

methods used to maintain dead or excess bait and how long dead bait can be maintained for effective use:

freezing and refrigeration

salting, freeze drying, dehydration and alcohol preservation.

Assessment Conditions

Bait catching skills can be demonstrated in any land or water environment found within the particular region or locality.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

equipment used to catch or collect different types of bait which complies with local regulations for use

equipment used to keep bait alive and frozen

organisational safety procedures for fishing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH003 Select and rig tackle outfits

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select, rig and balance fishing tackle outfits that are suited to the type of recreational fishing, location, habitat and target fish species.

Recreational fishing activities are diverse and this unit is relevant to any type of fishing completed in any region or locality within different types of waters.

It applies to leaders, guides or instructors, who use these skills when leading participants during fishing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational fishing is regulated by specific laws in each Australian state and territory with variable rules. All training and assessment activities must comply with the local, state or territory and international requirements.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select tackle outfit.	1.1. Select rod suitable to type of fishing, location, habitat and target fish species. 1.2. Select reel according to the rod, line and type of fishing. 1.3. Select class of line according to the rod, reel and type of fishing. 1.4. Check regulations applicable to the location for restrictions on tackle outfits.
2. Select and rig terminal tackle	2.1. Select terminal tackle according to type of fishing, location, habitat and target fish species. 2.2. Select the size and style of hook according to target fish species. 2.3. Select sinkers of a size appropriate to type of fishing and currents in waters to be fished. 2.4. Select and prepare trace or leader, and swivels, as required. 2.5. Prepare and rig all terminal tackle using methods and equipment to suit tackle characteristics. 2.6. Tie knots according to selected terminal tackle and mode of fishing. 2.7. Select other fishing accessories to maximise catch.
3. Balance outfit.	3.1. Match rod, reel and terminal tackle to optimise balance. 3.2. Match line class to rod and reel accounting for line application requirements and breaking strain. 3.3. Balance rod to reel, and balance line and terminal tackle.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety procedures for fishing activities.
Numeracy skills to:	determine the size of hooks and weight of terminal tackle components through visual and tactile estimations.
Problem-solving skills to:	make ongoing adjustments to the balance of fishing tackle rigs until final balance is achieved.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH003 Select and rig tackle outfits

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular type of fishing and for three different types of target fish species:

select the following according to the type of fishing, location, habitat and target fish species:

rod

reel

line

terminal tackle

rig and balance three fishing tackle outfits

during all rigging activities, consistently follow safety procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for rigging fishing tackle outfits

specific to the local Australian state or territory, or international waters, and particular locality, how to source and interpret regulations for recreational fishing:

prohibited and permitted fishing methods

prohibited and permitted tackle outfits and terminal tackle

how the type of fishing and target species affects selection of:

rods

reels

line

terminal tackle

for different types of fishing and typical species of associated fish, suitable types of:

rods and reels

lines of different classes and breaking strain

terminal tackle:

hooks, including barbless hooks

swivels

snaps

sinkers and other weights

traces

leaders, for fly fishing

flies

lures

the relationship of sinker size, shape and weight to water or vessel movement

methods used to:

prepare trace

rig different types of terminal tackle

different types of knots and when these are used to rig fishing tackle outfits:

terminal knots

line to line knots

specialty knots

the importance and benefits of matching rod, reel and terminal tackle to the balance of the whole rig

methods used to:

balance rod to reel

balance line and terminal tackle

features and functions of fishing accessories used to maximise catch:

cyalume sticks

floats

berley cages

corks

bait scents

fluorescent additives.

Assessment Conditions

Skills can be demonstrated in any environment, including in the field, where fishing tackle is selected, rigged and balanced.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

rods, reels and line

terminal tackle to suit the location, target species and type of fishing, and as permitted by regulations for the location

tools used to rig terminal tackle

organisational safety procedures for rigging fishing tackle outfits

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOFSH004 Lead fishing activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during fishing activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct fishing techniques. To do this, leaders must be proficient in fishing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Fishing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate fishing techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of fishing regulations, known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Demonstrate and explain how to safely carry, handle and stow fishing rods, hooks, knives and other potentially hazardous items of equipment. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise fishing activities.	3.1. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.2. Provide clear and accurate instructions and or demonstrations throughout the session. 3.3. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.5. Implement required modifications to activity or location to improve catch, to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during fishing activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOFSH004 Lead fishing activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three fishing sessions for a group of participants according to predetermined activity plans

across the three sessions:

collectively use two different demonstration and instruction techniques

identify three casting faults made by participants and advise on suitable fixes, as relevant to the tackle outfit being used

during each session consistently manage participant adherence to safety procedures and fishing regulations

after each session, facilitate a debrief with participants

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for fishing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to fishing activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

activity and locality specific regulatory requirements.

Assessment Conditions

Skills can be demonstrated in any type of water found within the particular region or locality including saltwater, freshwater and brackish fish habitats. Casting demonstrations and bait collection activities can be land based.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

Australian Standard, or equivalent, compliant lifejackets, as required for the location

rods, reels and line

terminal tackle to suit the location, target species and type of fishing, and as permitted by regulations for the location

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for fishing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a fishing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK001 Paddle a kayak on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak as part of a group on inland flatwater areas such as lakes, dams and slow moving rivers and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

The unit provides skills to paddle on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on flatwater.	2.1. Embark and launch kayak from bank, shore or jetty while maintaining stability. 2.2. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the kayak in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned kayak to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter kayak.
4. Perform deep water rescues in flatwater conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure kayaks.	5.1. Land and disembark kayak at bank, shore or jetty while maintaining stability. 5.2. Secure kayak to bank, shore or jetty using appropriate knots. 5.3. Secure kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK001 Paddle a kayak on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of kayaks forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak craft in use

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens and advantages and disadvantages

features and functions of lifejackets and helmets suitable for flatwater conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in flatwater conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in flatwater conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure kayaks for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

hydrological features of flatwater areas such as lakes, dams and slow moving rivers sufficient to understand the impacts on kayaking activities

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used on flatwater to:

embark, launch, land and disembark kayaks from bank, shore or jetty

secure kayaks to bank, shore or jetty

a range of strokes used in flatwater conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in flatwater conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to flatwater conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak on a planned course as part of a group on waterways that feature slow moving water conditions. It covers the skills to paddle on rivers, up to grade 1, and on large open bodies of water such as lakes and dams. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

For rivers, grade 1 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. These rivers have long stretches of slow moving water that could feature regular small waves and or riffles, relatively few obstacles and an easy passage to find and follow. Large bodies of water also feature slow moving water conditions.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on slow moving water.	2.1. Embark and launch kayak from bank while maintaining stability. 2.2. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Execute techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 3.2. Exit the kayak in a controlled manner following a capsize, and recover paddle. 3.3. Manoeuvre the paddle and upturned kayak to shore or to rescue craft and empty out water. 3.4. Use techniques when in deep water to empty water and re-enter kayak.
4. Perform deep water rescues in slow moving river conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure kayaks.	5.1. Land and disembark kayak at bank while maintaining stability. 5.2. Select a secure bank feature and secure kayak using appropriate knots. 5.3. Secure kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK002 Paddle a kayak on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of kayaks forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

if utilising a sit in kayak, execute two controlled rolls

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak in use

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for slow moving river conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in slow moving river conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in slow moving river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure kayaks for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 1 rivers

examples of local rivers attributed as slow moving and any that are grade 1

hydrological features of slow moving water sufficient to understand the impacts on kayaking activities

typical hazards associated with paddling and swimming in slow moving river conditions, and techniques used to safely negotiate these:

currents

eddies

strainers

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used on slow moving water to:

embark, launch, land and disembark kayaks from bank or jetty

secure kayaks to bank or jetty

a range of strokes used in slow moving river conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

roll techniques suitable for use with sit in kayaks in slow moving water:

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in slow moving river conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to slow moving river conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK003 Paddle a kayak on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak as part of a group on inland rivers with grade 2 rapids, and according to planned and scouted courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

Grade 2 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to paddle on rivers with fairly frequent but straightforward rapids with regular medium sized waves, less than one metre, low ledges or drops, easy eddies and gradual bends. These rivers have small obstacles that require manoeuvring around with a good command of paddling strokes. Passages through rapids are generally straightforward and can be seen from the water, although some scouting may be required.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on grade 2 rivers.	2.1. Select suitable location, embark and launch kayak using technique suitable to situation to maintain stability. 2.2. Identify hydrological features from the water and utilise favourably to control and manoeuvre kayak. 2.3. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.4. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.5. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Support kayak using the paddle to prevent capsizes. 2.8. Maintain visual contact and effective communication with party members throughout all activities. 2.9. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Plan and run routes through rapids.	3.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 3.2. Assess features and hazards to determine a safe route through rapids. 3.3. Plan route through rapids accounting for party member numbers, abilities and management during run. 3.4. Identify reference points to guide chosen passage through rapids. 3.5. Run predetermined route using avoidance techniques to safely negotiate river hazards. 3.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
4. Rescue self following a capsize.	4.1. Execute a roll using techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 4.2. Exit the kayak in a controlled manner when unable to roll following a capsize, and recover paddle. 4.3. Maintain appropriate body position in water to minimise entrapment and injury. 4.4. Manoeuvre the paddle and upturned kayak to shore or to rescue craft. 4.5. Drain water from craft in safe shallow river position or on shore and re-enter craft on shore or in an eddy. 4.6. Use techniques when in deep water to empty water and re-enter kayak.
5. Perform deep water rescues in grade 2 rivers	5.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 5.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 5.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 5.4. Provide clear and concise instructions to person being rescued and others assisting. 5.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 5.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
6. Land and secure kayaks.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark kayak using techniques suitable for river conditions to maintain stability. 6.3. Select a secure bank feature and secure kayak using appropriate knots. 6.4. Secure kayak for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK003 Paddle a kayak on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land kayaks to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

utilise the following techniques while consistently controlling the kayak:

combining strokes to effectively manoeuvre the kayak

breaking in and out of eddies and currents

forward and reverse ferry gliding

using hydrological features to assist with paddling, controlling the kayak and negotiating rapids

execute four controlled rolls as follows:

use one technique and roll in both directions

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

wedge rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 2 river conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in grade 2 river conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in grade 2 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure kayaks to the bank and for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 2 rivers

examples of local rivers attributed as grade 2

typical hydrology features and hazards for grade 2 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark kayaks in grade 2 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark, launch and land

a range of strokes used in grade 2 river conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre kayaks in grade 2 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

how certain types of hydrological features can be used to assist with paddling, controlling the kayak and negotiating rapids

for self rescues:

roll techniques suitable for use with sit in kayaks in grade 2 rivers

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in grade 2 river conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to grade 2 river conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

wedge rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK004 Paddle a kayak on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a kayak as part of a group on inland rivers with grade 3 rapids, and according to planned and scouted courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

Grade 3 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to paddle on rivers with rapids which have fairly high waves, one to two metres tall, broken water, and strong currents and eddies. These rivers have significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around using proficient paddling. Passages through rapids may be difficult to recognise from the river and inspection from the bank is usually required.

It applies to leaders, guides or instructors, who use these skills when leading participants during kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre kayaks on grade 3 rivers.	2.1. Select suitable location, embark and launch kayak using technique suitable to situation to maintain stability. 2.2. Identify hydrological features from the water and utilise favourably to control and manoeuvre kayak. 2.3. Control direction of kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.4. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the kayak. 2.5. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Support kayak using the paddle to prevent capsizes. 2.8. Maintain visual contact and effective communication with party members throughout all activities. 2.9. Monitor party formation, paddling pace and space between kayaks and make required adjustments.
3. Plan and run routes through rapids.	3.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 3.2. Assess features and hazards to determine a safe route through rapids. 3.3. Plan route through rapids accounting for party member numbers, abilities and management during run. 3.4. Identify reference points to guide chosen passage through rapids. 3.5. Run predetermined route using avoidance techniques to safely negotiate river hazards. 3.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
4. Rescue self following a capsize.	4.1. Execute a roll using techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 4.2. Exit the kayak in a controlled manner when unable to roll following a capsize, and recover paddle. 4.3. Maintain appropriate body position in water to minimise entrapment and injury. 4.4. Manoeuvre the paddle and upturned kayak to shore or to rescue craft. 4.5. Drain water from craft in safe shallow river position or on shore and re-enter craft on shore or in an eddy. 4.6. Use techniques when in deep water to empty water and re-enter kayak.
5. Perform deep water rescues in grade 3 rivers	5.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 5.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 5.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 5.4. Provide clear and concise instructions to person being rescued and others assisting. 5.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 5.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
6. Land and secure kayaks.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark kayak using techniques suitable for river conditions to maintain stability. 6.3. Select a secure bank feature and secure kayak using appropriate knots. 6.4. Secure kayak for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK004 Paddle a kayak on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land kayaks to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

utilise the following techniques while consistently controlling the kayak:

combining strokes to effectively manoeuvre the kayak

breaking in and out of eddies and currents

forward and reverse ferry gliding

using hydrological features to assist with paddling, controlling the kayak and negotiating rapids

execute four controlled rolls as follows:

use at least one technique and roll in both directions

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

wedge rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for kayaking activities

suitable clothing and footwear for kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 3 river conditions and how to fit and adjust these for comfort and safety

types of single and double kayaks suitable for use in grade 3 river conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with kayaks used in grade 3 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry kayaks

equipment features and techniques used to secure canoes to the bank and for transportation

communication protocols for group kayaking activities to include:

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 3 rivers

examples of local rivers attributed as grade 3

typical hydrology features and hazards for grade 3 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark kayaks in grade 3 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark, launch and land

a range of strokes used in grade 3 river conditions to direct kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre kayaks in grade 3 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

how certain types of hydrological features can be used to assist with paddling, controlling the kayak and negotiating rapids

for self rescues:

roll techniques suitable for use with sit in kayaks in grade 3 rivers

methods used to extricate self from inverted kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in grade 3 river conditions

how to empty water from kayaks, and equipment used to assist

techniques used to re-establish upright kayak and re-enter in deep water

for deep water rescues, the specific application of the following to grade 3 river conditions and kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

wedge rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids that are difficult to recognise from the river and inspection from the bank is usually required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK005 Lead kayaking activities on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on flatwater areas according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to flatwater conditions. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to flatwater conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise flatwater kayaking activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during flatwater kayaking activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK005 Lead kayaking activities on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities in flatwater conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile

area is in the entrance to an estuary or embayment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on waterways that feature slow moving water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to slow moving river conditions. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to slow moving river conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise kayaking activities on slow moving water.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during kayaking activities on slow moving water.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK006 Lead kayaking activities on moving water up to grade 1 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities on slow moving water:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in slow moving water conditions in light to moderate wind conditions. Waters can include:

large bodies of open water such as lakes or dams with slow moving water

an estuary or embayment with slow moving water

slow moving water, including grade 1 rivers, which would feature:

long stretches of slow moving water

relatively few obstacles and no major ones

an easy passage to find and follow

in grade 1 rivers, regular small waves and or riffles.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK007 Lead kayaking activities on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on grade 2 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to grade 2 rivers. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to grade 2 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise kayaking activities on grade 2 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during kayaking activities on grade 2 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK007 Lead kayaking activities on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities on grade 2 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets local maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYK008 Lead kayaking activities on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during kayaking activities on grade 3 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct kayaking techniques applicable to grade 3 rivers. To do this, leaders must be proficient in kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate kayaking techniques applicable to grade 3 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise kayaking activities on grade 3 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during kayaking activities on grade 3 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYK008 Lead kayaking activities on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to kayaking activities on grade 3 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these\

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids that are difficult to recognise from the river and inspection from the bank is usually required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS001 Paddle a sea kayak in enclosed waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a sea kayak as part of a group in enclosed waters and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

This unit provides skills to paddle in enclosed waters defined as bays and harbours where no surf is present. Water would feature small breaking white capping waves up to 0.5 metre. Paddlers at this level can paddle in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during sea kayaking activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre sea kayaks in enclosed waters.	2.1. Embark and launch sea kayak from shore while maintaining stability. 2.2. Control direction of sea kayak forward, in reverse and sideways using a range of appropriate strokes and edges. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the sea kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between sea kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Exit the sea kayak in a controlled manner, following a capsize, and recover paddle. 3.2. Manoeuvre the paddle and upturned sea kayak to shore or to rescue craft and empty out water. 3.3. Use techniques when in deep water to empty water and re-enter sea kayak.
4. Perform deep water rescues in enclosed waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure sea kayaks.	5.1. Land and disembark sea kayak on shore while maintaining stability. 5.2. Secure sea kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS001 Paddle a sea kayak in enclosed waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group sea kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of sea kayaks forward, in reverse and sideways using edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back of blade

emergency stop

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak craft in use provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sea kayaking activities

suitable clothing and footwear for sea kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for sea kayaking including specialist sandals, water shoes and booties and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for enclosed water conditions and how to fit and adjust these for comfort and safety

types of single and double sea kayaks suitable for use in enclosed waters and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with sea kayaks used in enclosed waters, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry sea kayaks

equipment features and techniques used to secure sea kayaks for transportation

communication protocols for group sea kayaking activities to include:

calls

hand and paddle signals

whistles

hydrological features of bays and harbours including currents, waves and tides sufficient to understand the impacts on sea kayaking activities

typical hazards associated with paddling and swimming in enclosed water conditions, and techniques used to safely negotiate these:

currents

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used in enclosed waters to embark, launch, land and disembark sea kayaks from shore

a range of strokes used in enclosed water conditions to direct sea kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

methods used to extricate self from inverted sea kayaks

methods used to control and manoeuvre the paddle and sea kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in enclosed water conditions

how to empty water from sea kayaks, and equipment used to assist

techniques used to re-establish upright sea kayak and re-enter in deep water

for deep water rescues, the specific application of the following to enclosed water conditions and sea kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in enclosed waters which can be bays or harbours where no surf is present. The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sea kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

sea kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for sea kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS002 Paddle a sea kayak in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a sea kayak as part of a group in sheltered coastal waters and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

This unit provides skills to paddle in sheltered coastal waters defined as estuaries, embayments, areas enclosed or partly enclosed by islands or a fringing reef; or areas of exposed coastline with surf but without overfalls and tidal races present.

Water would feature small breaking white capping waves up to 0.5 metre with no difficult landings. Paddlers at this level can paddle in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during sea kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre sea kayaks in sheltered coastal waters.	2.1. Embark and launch sea kayak from shore while maintaining stability. 2.2. Control direction of sea kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the sea kayak. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between sea kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Execute techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 3.2. Exit the sea kayak in a controlled manner following a capsize, and recover paddle. 3.3. Manoeuvre the paddle and upturned sea kayak to shore or to rescue craft and empty out water. 3.4. Use techniques when in deep water to empty water and re-enter sea kayak.
4. Perform deep water rescues in sheltered coastal waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure kayaks.	5.1. Land and disembark sea kayak on shore while maintaining stability. 5.2. Secure sea kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS002 Paddle a sea kayak in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group sea kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of sea kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using front and back of blade

emergency stop

effectively manoeuvre the sea kayak by combining strokes

if utilising a sit in kayak, execute two controlled rolls in one direction

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using at least two techniques appropriate to the type of kayak in use

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sea kayaking activities

suitable clothing and footwear for sea kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for sea kayaking including specialist sandals, water shoes and booties and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for sheltered coastal water conditions and how to fit and adjust these for comfort and safety

types of single and double sea kayaks suitable for use in sheltered coastal water conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with sea kayaks used in sheltered coastal water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry sea kayaks

equipment features and techniques used to secure sea kayaks for transportation

communication protocols for group sea kayaking activities to include:

calls

hand and paddle signals

whistles

hydrological features of sheltered coastal waters including currents, waves and tides sufficient to understand the impacts on sea kayaking activities

typical hazards associated with paddling and swimming in sheltered coastal water conditions, and techniques used to safely negotiate these:

currents

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used in sheltered coastal waters to embark, launch, land and disembark kayaks from shore

a range of strokes used in sheltered coastal water conditions to direct sea kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using front and back of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

how to effectively manoeuvre sea kayaks by combining strokes and which combinations are effective

for self rescues:

roll techniques suitable for use with sit in kayaks in sheltered coastal waters

methods used to extricate self from inverted sea kayaks

methods used to control and manoeuvre the paddle and kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in sheltered coastal water conditions

how to empty water from sea kayaks, and equipment used to assist

techniques used to re-establish upright sea kayak and re-enter in deep water

for deep water rescues, the specific application of the following to sheltered coastal water conditions and sea kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

rescue techniques specific to sit in kayaks

rescue techniques specific to sit on top kayaks

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sea kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for sea kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS003 Paddle a sea kayak in exposed coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a sea kayak as part of a group in exposed coastal waters, and according to planned courses. It requires the ability to self-rescue from a capsize and to rescue others in deep water.

This unit provides skills to paddle in exposed coastal waters defined as areas of exposed coastline with surf but without overfalls and tidal races present.

Water would feature breaking white capping waves up to 1.0 metre and difficult landings may be involved. Paddlers at this level can paddle in fresh winds of 17-21 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during sea kayaking activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select clothing, footwear, personal protective and other equipment suitable for the paddle and conditions, and check for safe working condition. 1.2. Carry, prepare craft and complete safety and serviceability checks. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during paddle. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Paddle and manoeuvre sea kayaks in exposed coastal waters.	2.1. Embark and launch sea kayak from shore in surf while maintaining stability. 2.2. Control direction of sea kayak forward, in reverse and sideways using a range of appropriate strokes, leans, edges and combinations. 2.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the sea kayak. 2.4. Utilise appropriate paddling strokes and techniques to manoeuvre sea kayaks across, into and down wind. 2.5. Utilise waves to assist in turning sea kayaks. 2.6. Avoid or negotiate obstacles and hazards using a combination of strokes and paddling techniques. 2.7. Maintain visual contact and effective communication with party members throughout all activities. 2.8. Monitor party formation, paddling pace and space between sea kayaks and make required adjustments.
3. Rescue self following a capsize.	3.1. Execute a roll using techniques appropriate for situation to avoid a wet exit and re-establish paddling position promptly. 3.2. Exit the sea kayak in a controlled manner when unable to roll following a capsize, and recover paddle. 3.3. Manoeuvre the paddle and upturned sea kayak to shore or to rescue craft and empty out water. 3.4. Use techniques when in deep water to empty water and re-enter sea kayak.
4. Perform deep water rescues in exposed coastal waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre rescue craft to capsized party member, forming a raft-up as required. 4.4. Provide clear and concise instructions to person being rescued and others assisting. 4.5. Assist rescuee to return to their craft using rescue technique appropriate to situation. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.
5. Land and secure sea kayaks.	5.1. Land and disembark sea kayak on shore in surf while maintaining stability. 5.2. Secure sea kayak for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS003 Paddle a sea kayak in exposed coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group sea kayak trips

complete at least one solo paddle for one of the above trips

during each trip:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of sea kayaks forward, in reverse and sideways using leaning, edging and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

utilise the following techniques while consistently controlling the sea kayak:

combining strokes to effectively manoeuvre the sea kayak

manoeuvring the sea kayak across, into and down wind

using waves to assist in turning

execute four controlled rolls as follows:

use one or more techniques and roll in both directions

participate in simulations to:

complete two self-rescues following a capsize, swimming self and craft a maximum distance of 50 metres to shore

complete three deep water rescues to assist a single capsized paddler, using these techniques:

T (or X) rescue

wedge rescue

provide one contact tow

provide one tow using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sea kayaking activities

suitable clothing and footwear for sea kayaking activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for kayaking including specialist sandals, water shoes and booties and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for exposed coastal water conditions and how to fit and adjust these for comfort and safety

types of single and double sea kayaks suitable for use in exposed coastal water conditions and:

location and function of different parts of the kayak

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of paddles suitable for use with sea kayaks used in exposed coastal water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry sea kayaks

equipment features and techniques used to secure sea kayaks for transportation

communication protocols for group sea kayaking activities to include:

calls

hand and paddle signals

whistles

typical hydrology features and hazards for exposed coastal waters, and techniques used to safely negotiate hazards:

currents

waves

tides

swell

rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

techniques used in exposed coastal waters to embark, launch, land and disembark kayaks from shore in surf

a range of strokes used in exposed coastal water conditions to direct sea kayaks forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

bow draw strokes - feathered and sculling

stern rudder

support using back and front of blade

emergency stop

for each of the above strokes:

how to use them when solo paddling and when padding as a double

correct posture and trunk rotation

correct hand placement on paddle

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre kayaks in exposed coastal waters:

combining strokes and which combinations are effective

manoeuvring sea kayaks across, into and down wind

using waves to assist in turning

for self rescues:

roll techniques suitable for use with sit in kayaks in exposed coastal waters

methods used to extricate self from inverted sea kayaks

methods used to control and manoeuvre the paddle and sea kayak to shore

appropriate swimming strokes and techniques to use while in paddling gear in exposed coastal water conditions

how to empty water from sea kayaks, and equipment used to assist

techniques used to re-establish upright sea kayak and re-enter in deep water

for deep water rescues, the specific application of the following to exposed coastal water conditions and sea kayaks:

features, functions and operation of equipment used for rescues, advantages and disadvantages

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue

raft up techniques

T (or X) rescue techniques

wedge rescue techniques

techniques for contact tows and those using a towline with a quick release system

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

water with breaking white capping waves up to 1.0 metre and difficult landings may be involved

ideally fresh winds of 17-21 knots (Beaufort Scale); winds could vary but warnings should not exceed fresh wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

Assessment must ensure use of:

a group of participants with whom the individual interacts during sea kayaking activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

ropes and tie down straps

rescue equipment:

towlines

carabiners, Prusik cords and tape sling

bailing device

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for sea kayaking activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS004 Lead sea kayaking activities in enclosed waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during sea kayaking activities in enclosed waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct sea kayaking techniques applicable to enclosed waters. To do this, leaders must be proficient in sea kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate sea kayaking techniques applicable to enclosed waters	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise sea kayaking activities in enclosed waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during sea kayaking activities in enclosed waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS004 Lead sea kayaking activities in enclosed waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three sea kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to sea kayaking activities in enclosed waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in enclosed waters which can be bays or harbours where no surf is present. The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

sea kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS005 Lead sea kayaking activities in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during sea kayaking activities in sheltered coastal waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct sea kayaking techniques applicable to sheltered coastal waters. To do this, leaders must be proficient in sea kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate sea kayaking techniques applicable to sheltered coastal waters.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise sea kayaking activities in sheltered coastal waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during sea kayaking activities in sheltered coastal waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS005 Lead sea kayaking activities in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three sea kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to sea kayaking activities in sheltered coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with small breaking white capping waves up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include:

single or double sit in kayaks

single or double sit on top kayaks

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOKYS006 Lead sea kayaking activities in exposed coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during sea kayaking activities in exposed coastal waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct sea kayaking techniques applicable to exposed coastal waters. To do this, leaders must be proficient in sea kayaking skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sea Kayaking

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate sea kayaking techniques applicable to exposed coastal waters.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Form a raft up of participants, as required, for demonstrations. 2.7. Check and confirm participant ability to use and control equipment before activity commencement. 2.8. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise sea kayaking activities in exposed coastal waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during sea kayaking activities in exposed coastal waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOKYS006 Lead sea kayaking activities in exposed coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three sea kayaking sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

utilise options provided in Assessment Conditions to:

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults

after each session, facilitate a debrief with participants and participate in a team member debrief.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to sea kayaking activities in exposed coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

water with breaking white capping waves up to 1.0 metre and difficult landings may be involved

ideally fresh winds of 17-21 knots (Beaufort Scale); winds could vary but warnings should not exceed fresh wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

helmets as required

pea-less whistles not affected by water

kayaks which can include singles or doubles

kayak paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sea kayaking activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sea kayaking leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN001 Finalise operation of outdoor recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to organise the final operational logistics for any type of outdoor recreation activity before departure. It requires the ability to evaluate the predetermined activity plan, which might be self-developed or developed by others, and to adjust this according to current conditions. It involves the final selection and packing of equipment.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who work independently or with limited guidance from others in operational or coordination roles. This includes logistics coordinators and leaders, guides or instructors, who will be responsible for delivering the activity.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm operational details for activity.	1.1. Identify, from activity plans, characteristics and abilities of and special requirements for participants. 1.2. Interpret plans and risk assessments for activity and confirm suitability. 1.3. Access and interpret current weather and environmental information to ascertain impacts on activity plans. 1.4. Confirm receipt of, and conditions that apply to, any required permits and permissions from land management authorities, owners or custodians. 1.5. Make adjustments to location and activity, as required, within scope of responsibility or refer for authorisation. 1.6. Inform relevant personnel of locations, routes and anticipated timings before departure.
2. Prepare and pack equipment for activities.	2.1. Select, as required, first aid, rescue, navigation and communication equipment suitable for destinations and according to activity plans. 2.2. Select activity equipment according to activity plans and known participant characteristics. 2.3. Adjust selection according to current operational conditions. 2.4. Complete pre-departure safety and serviceability checks on equipment. 2.5. Pack equipment according to route terrain, access requirements during activity, and to ensure load balance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret factual operational information in familiar formats interpret sometimes unfamiliar and potentially complex information about participant characteristics, land management requirements and risk assessments.
Writing skills to:	use fundamental sentence structure to complete pre-departure safety and serviceability forms that require factual information.
Numeracy skills to:	calculate and load correct quantities of equipment and resources.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support staff and base operational staff to finalise activity logistics.
Planning and organising skills to:	follow a logical selection, loading and checking process.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN001 Finalise operation of outdoor recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

organise the final pre-departure operational logistics for three different group activity sessions according to predetermined activity plans

for each of the three group activity sessions, select, complete pre-departure safety and serviceability checks for, and pack the following:

activity and personal protective equipment

first aid equipment

rescue equipment

communication equipment

utilise options provided in Assessment Conditions to make adjustments to two planned activity sessions after evaluating:

participant characteristics and associated risks

current weather and other environmental information and associated risks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

features and inclusions of activity plans to be considered when finalising operational logistics for an activity:

participant profiles

equipment lists

resource lists

risk assessments

location and duration of activities

sources of information on weather and environmental conditions and how to use to ascertain activity conditions

specific to the particular type of outdoor recreation activity:

the effects of weather and other environmental conditions on:

activity and management of risk

route

selection of equipment including personal protective and rescue equipment

local activity venues, sites or locations suited to current conditions

aspects of applicable state, territory, local government or land manager regulations sufficient to know where the activity may be delivered and under what conditions

pre-departure safety and serviceability checks for equipment including personal protective and rescue equipment

features and functions, at an overview level, of different types of communication equipment used for recreational activities, and factors that affect choice:

radio equipment

mobile phones and applications

satellite phones

alerting and tracking devices including personal locator beacons (PLBs).

safe manual handling techniques used to avoid injury when shifting and packing equipment

importance of loading equipment and supplies for:

even weight distribution and load balance particular to the transportation mode and terrain (vehicle, trailer, vessel, watercraft, cycle, horse etc.)

easy access at relevant time during activities

waterproofing and stowing techniques used to keep clothing and equipment dry during activities.

Assessment Conditions

Skills must be demonstrated in a venue, such as an operational depot, from where recreational activities depart and pre-departure checks and loading take place. This can be:

an industry workplace

a simulated industry environment set up for the purposes of assessment.

Assessment must ensure use of:

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to adjusting activity sessions

activity, personal protective and rescue equipment specific to the particular type of outdoor recreation activity

first aid equipment

navigation equipment, where relevant

communication equipment including equipment for emergency response

specific to particular activity sessions:

participant profiles

activity plans

equipment lists

resource lists

risk assessments to include known and anticipated hazards, risks and control measures

permits and permissions, where relevant

hard copy or online information on weather and other environmental conditions

documents issued by state, territory, local government regulators or land managers describing regulations for operating recreational activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN002 Plan outdoor activity sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to plan sessions for any type of outdoor recreation activity and to coordinate operational logistics. It requires the ability to plan for activity sessions within a whole of program, or for standalone activity sessions that meet the needs of participants, and to evaluate the effectiveness of sessions.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who work independently or with limited guidance from others in senior operational or coordination roles. This includes logistics coordinators and senior leaders, guides or instructors, who will be responsible for delivering the activity session.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of participants.	1.1. Obtain information to determine preferences and expectations of participants. 1.2. Identify characteristics, abilities and special needs of participants. 1.3. Advise participants of any reasons why they should not participate in activities.
2. Plan activity sessions.	2.1. Determine activity objectives to meet identified participant needs. 2.2. Plan activity session to meet identified objectives, needs, participant characteristics and abilities, and to enhance participation and motivation. 2.3. Consult with relevant personnel and clients, as required, for input to activity plan and adjust accordingly. 2.4. Determine human and other resource requirements and plan session within budgetary constraints and organisational capacity to deliver. 2.5. Obtain and interpret weather and environmental information and factor into plans. 2.6. Complete activity risk assessment, according to organisational policies and procedures, and plan session according to determined risks and control measures. 2.7. Document and present activity plan for approval by relevant personnel and or clients.
3. Coordinate activity resources.	3.1. Select activity venues, sites or locations appropriate for activity, participant needs and abilities, and organise access. 3.2. Obtain or check on any required permits and permissions from land management authorities, owners or custodians. 3.3. Identify roles of activity delivery personnel and roster those with appropriate skill set. 3.4. Allocate equipment to meet activity and participant needs. 3.5. Identify food and water required to maintain physiological wellbeing of participants and personnel for activity duration. 3.6. Organise, as required, catering, temporary sites and other resources.
4. Issue activity documents and brief delivery personnel.	4.1. Complete operational documents required by personnel delivering the activity. 4.2. Brief delivery personnel and support staff in operational details of the activity.
5. Evaluate effectiveness of activity sessions.	5.1. Obtain and evaluate feedback from delivery personnel and participants. 5.2. Identify successes, problems and difficulties. 5.3. Evaluate effectiveness of activity and identify areas for improvement to assist future planning.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics and land management requirements.
Writing skills to:	develop comprehensive recreational activity plans and operational documents using language easily understood by all staff.
Self-management skills to:	take responsibility for activity session development from initial research through to evaluation critically evaluate successes and failures of recreational activities to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN002 Plan outdoor activity sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan three different outdoor activity sessions tailored to the particular needs of three different participant groups

for each of the above sessions, coordinate all activity resources

for each the above sessions, develop the following operational documents required by delivery personnel and provide a briefing:

activity plan

activity risk assessment

participant profiles

utilise options provided in Assessment Conditions to:

evaluate feedback from delivery personnel and participants for two activity sessions

determine how to modify aspects of future sessions according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for completing risk assessments

different reasons and objectives for people participating in outdoor recreation activities

principles and theories of recreational activity design to:

achieve objectives of different types of participants

enhance engagement and motivation

provide educational outcomes

factors that affect activity design to meet participant preferences, expectations and needs:

participant characteristics:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

objectives of activity participation

budget and cost expectations

desired duration of activity session

season of operation, weather and environmental conditions

specific to the particular type of outdoor recreation activity:

factors affecting ability to participate and reasons for non-participation

suitable activity venues, sites or locations

aspects of applicable state, territory, local government, land manager, owner or custodian regulations sufficient to know:

where the activity may be delivered and under what conditions

how to obtain and maintain permits or permissions

key features of the range of equipment required

roles of delivery personnel and level of skill required:

leaders ( guides or instructors)

activity assistants

organisational support personnel

support personnel provided by client groups

acceptable ratio of participants to leaders to ensure safety

daily fluid and energy requirements of participants and any local environmental conditions which impact

basic principles of nutrition sufficient to know the food groups, source of nutrients and the basis of a balanced meal plan

format, inclusions and use of operational documents required by delivery personnel:

activity risk assessment

activity plans for sessions

participant profiles

participant informed consents

methods used to evaluate recreational activities:

participant, staff and client organisation evaluation questionnaires

debriefs with delivery personnel and client organisations

evaluation of complaints, problems, difficulties or incident reports.

Assessment Conditions

Assessment must ensure use of:

clients and team members with whom the individual can interact; these can be:

clients and team members in an industry workplace, or

people who participate simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

evaluating feedback from delivery personnel and participants

modifying aspects of subsequent sessions according to evaluation.

weather and environmental information including terrain when relevant

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

activity risk assessments

activity plans for sessions

participant informed consents

organisational policies and procedures for completing risk assessments

documents issued by state, territory, local government regulators or land managers describing regulations for operating recreational activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN003 Develop outdoor recreation programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge to develop outdoor recreation programs for any type of recreational activity, to plan whole of program operational logistics, and to evaluate, modify and continuously improve programs.

Programs may be developed for general consumer groups or customised to the needs of a particular client group. Programs could consist multiple and different sessions for the same group or a series of the same session for different groups.

This unit applies to any type of organisation that delivers outdoor recreation programs including commercial, not-for-profit and government organisations.

It applies to senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program managers and senior leaders, guides or instructors, who may also deliver the program.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of participant groups.	1.1. Identify and analyse program preferences and expectations of different consumer markets. 1.2. Discuss and determine preferences, expectations, characteristics, abilities and special needs of particular client groups. 1.3. Advise client of any reasons why their participants should not participate in a program.
2. Plan programs for outdoor recreation activities.	2.1. Determine program objectives to meet identified participant needs. 2.2. Design program to meet identified objectives, needs, participant characteristics and abilities and to enhance participation and motivation. 2.3. Consult, as relevant, with client, land managers, owners and custodians for input to program design and adjust accordingly. 2.4. Determine human and other resource requirements and design programs within budgetary constraints and organisational capacity to deliver. 2.5. Obtain and interpret weather and environmental information and factor into forward plans. 2.6. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures. 2.7. Document and present program for approval by other parties; personnel, clients, land managers, owners or custodians, as relevant.
3. Coordinate program resources.	3.1. Allocate resources according to program budget and refer problems to relevant personnel. 3.2. Evaluate and organise access to activity venues, sites or locations appropriate for program, participant needs and abilities. 3.3. Obtain any required permits and permissions from land management authorities, owners or custodians. 3.4. Identify roles of activity delivery personnel, select and roster those with appropriate skill set. 3.5. Allocate organisational equipment and obtain other, as required, to meet program and participant needs. 3.6. Arrange for equipment to be safely customised for use by different participant groups. 3.7. Book camp sites, accommodation, catering and other resource requirements as required.
4. Develop program documents and brief delivery personnel.	4.1. Determine, develop and provide information documents for client and program participants. 4.2. Determine, develop and provide operational documents required by personnel delivering the recreational program. 4.3. Brief delivery personnel and support staff in operational and risk management details of program.
5. Evaluate effectiveness of the program.	5.1. Determine criteria for program evaluation. 5.2. Liaise with delivery personnel and clients throughout program operation to identify successes, problems and difficulties. 5.3. Obtain and evaluate feedback from delivery personnel, clients and participants, according to evaluation criteria. 5.4. Evaluate program according to criteria and consultation with others. 5.5. Modify and continuously improve current and future programs according to feedback and program evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics and land management requirements.
Writing skills to:	develop comprehensive recreational programs and operational documents using language easily understood by clients, participants and staff.
Self-management skills to:	take responsibility for program development from initial research through to evaluation critically evaluate successes and failures of program to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN003 Develop outdoor recreation programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

design two different outdoor recreation programs tailored to the particular needs of two different participant groups

for each of the above programs, coordinate whole of program resources

for each the above programs, develop the following documents:

information documents for client and program participants

operational documents required by delivery personnel and provide a briefing:

program plan

program risk assessment

participant profiles

two activity session plans or outlines

utilise options provided in Assessment Conditions to:

evaluate feedback from delivery personnel, client, and participants for one program

determine how to modify aspects of future programs according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for completing risk assessments

different reasons and objectives for people participating in outdoor recreation activities

principles and theories of recreational programming and sequencing of activities to:

achieve objectives of different types of participants

enhance engagement and motivation

provide educational outcomes

for outdoor recreation organisations:

different types of consumer markets and different types of programs that are delivered

program preferences, expectations and special needs of different consumer markets

factors that affect general program design:

requirements of local land managers, owners and custodians

season of operation, weather and environmental conditions

organisational budget and cost expectations of market

availability of activity sites or venues

style, location and availability of accommodation to meet consumer expectations

style of catering to meet expectations and operational constraints of providing

factors that affect program design for particular client groups:

participant characteristics:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

objectives of program participation

budget and cost expectations

desired duration of program

preferred style of accommodation and catering

specific to the particular type of outdoor recreation activity:

factors affecting ability to participate and reasons for non-participation

suitable activity venues, sites or locations

aspects of applicable state, territory, local government, land manager, owner or custodian regulations sufficient to know:

where the activity may be delivered and under what conditions

how to obtain and maintain permits or permissions

key features of the range of equipment required and how equipment can be customised to suit different participants

sources of additional non-organisational equipment

roles of delivery personnel and level of skill required:

leaders (guides or instructors)

activity assistants

organisational support personnel

support personnel provided by client groups

acceptable ratio of participants to leaders to ensure safety

format, inclusions and use of program documents:

information documents for client and program participants

operational documents required by delivery personnel:

program plan

program risk assessment

participant profiles

session plans or outlines

participant informed consents

land manager, owner or custodian permits or permissions

methods used to evaluate recreational programs:

participant, staff and client evaluation questionnaires

debriefs with delivery personnel and client organisations

evaluation of complaints, problems, difficulties or incident reports.

Assessment Conditions

Assessment must ensure use of:

clients, team members and land management stakeholders with whom the individual can interact; these can be:

clients, team members and land management stakeholders in an industry workplace, or

people who participate in simulated activities during assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

evaluating feedback from delivery personnel, clients and participants

modifying aspects of subsequent programs according to evaluation

weather and environmental information including terrain when relevant

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

program plans

program risk assessments

session plans or outlines

participant informed consents

organisational policies and procedures for completing risk assessments

documents issued by state, territory, local government regulators or land managers describing regulations for operating recreational activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify hazards, assess associated risks, take measures to eliminate or control those risks and document all processes. It covers the processes necessary to manage the significant risks associated with delivering outdoor recreation activities. It can apply to whole of program planning or planning for standalone activity sessions and is relevant to any type of activity.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who plan or deliver programs or activity sessions including program and logistics managers and coordinators, and leaders (guides or instructors). They may complete risk assessments independently, in consultation with others or through a team effort.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify hazards for outdoor recreation activities.	1.1. Use hazard identification and risk assessment templates, independently or with other personnel to complete assessments. 1.2. Use a range of methods to identify current and foreseeable hazards with potential to harm health and safety of anyone involved in or present during activities. 1.3. Identify built or environmental obstacles and hazards in areas where activities are delivered. 1.4. Gather and interpret weather and environmental information to ascertain impacts on activity conditions. 1.5. Identify features of and potential hazards for equipment to be used. 1.6. Record identified hazards according to organisational procedures and legal requirements.
2. Assess risks associated with hazards.	2.1. Consult with other personnel, as required, for input into risk assessments. 2.2. Collect sufficient evidence of the type and level of risk posed by identified hazards. 2.3. Use commonly accepted methods to complete risk analysis and risk assessments. 2.4. Document outcomes of risk assessments and proposed actions to eliminate or control risks. 2.5. Maintain records of risk assessments according to organisational procedures and legal requirements.
3. Assess risks associated with participants.	3.1. Identify participant characteristics and level of recreational skill to assess and determine acceptable degree of difficulty and risk for activities. 3.2. Identify reasons for general and particular client groups participating in outdoor recreation activities and different perceptions of competence and associated risk. 3.3. Assess how perceptions and behaviour might change while participating in specific activities. 3.4. Identify risk management strategies for potential participant responses and behaviour. 3.5. Maintain records of assessments according to organisational procedures and legal requirements.
4. Plan activities to eliminate or control risks.	4.1. Evaluate and determine ways to eliminate hazards from activity. 4.2. Evaluate and determine ways that risks can be effectively controlled for activity. 4.3. Determine measures to eliminate or control risks, within scope of responsibility or refer for authorisation. 4.4. Incorporate risk control methods into documented plans and procedures for recreational activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational work health and safety procedures and templates materials describing work health and safety regulatory requirements for hazard identification and risk assessment.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN004 Identify hazards, assess and control risks for outdoor recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three risk assessments for different activity sessions

incorporate risk control methods into documented plans and safety procedures for the above three sessions

complete three risk assessments for particular participant groups, and develop and document risk management strategies for potential participant responses and behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements under the local state or territory work health and safety law for:

organisational and worker responsibility to ensure safety of self, other workers and other people in the workplace

when, where and how hazards must be identified

when, where and how risk assessments must be conducted

consultation in the hazard identification and risk assessment process

record keeping

for outdoor recreation organisations:

what constitutes the workplace including environments where activities occur

what constitutes a worker including paid and volunteer workers

what constitutes other people present in the workplace including participants and spectators

organisational work health and safety procedures for:

identifying hazards and assessing risks

assessing risks associated with participants

a range of methods that can be used to identify hazards for recreational activities to include:

inspecting the activity site or venue and all equipment used for the activity, and completing safety checklists

gathering and evaluating weather and environmental information including terrain when relevant

identifying participant characteristics and level of recreational skill

reviewing accidents and near miss incidents

evaluating the complexity of activities

features of commonly used risk assessment methods which can include:

identifying potential injuries, illness and consequences

determining the exposure

estimating probability

determining overall risk level

features of commonly used methods for controlling risks which can include:

substituting systems or equipment with something safer

isolating the hazard

introducing engineering or administrative or procedural controls

using personal protective equipment

implementing combined controlled measures to minimise risks

factors that affect the development and use of risk management strategies to manage potential participant responses and behaviour:

participant characteristics:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

reasons why people engage in outdoor activities that involve risk

participant perceptions of own competence and risk from low to high and how this can be a match or mismatch to actual competence and risk

how optimal arousal and flow state during recreational activities can affect how personal risk is managed

risk management strategies for potential participant responses and behaviour:

setting ground rules

role modelling safe behaviours

closely monitoring, supervising and correcting behaviour of confident and influential participants

closely monitoring, supervising less confident participants

removing participants from activities

postponing, modifying or ceasing activities

specific to the particular type of outdoor recreation activity:

industry association safety standards or codes or practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

format, inclusions and use of templates to:

identify and record hazards

identify and record safety issues associated with potential participant behaviour

assess and record associated risks and control methods.

Assessment Conditions

In order to demonstrate the physical hazard identification components of this unit, access to the following is required:

the environment where the recreational activities are conducted

all equipment used for the activity.

Assessment must ensure use of:

hazard identification and risk assessment templates specific to recreational activities

weather and environmental information including terrain when relevant

participant profiles to include:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

organisational work health and safety procedures for:

identifying hazards and assessing risks

assessing risks associated with participants

specific to the particular type of outdoor recreation activity:

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to collect and interpret information on weather conditions for a specific locality or region. It also requires the ability to collect and evaluate information about environmental events such as floods, bushfires and droughts. These skills are used to plan outdoor recreation programs and activity sessions, and to assess weather and other conditions immediately before and during activities.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to individuals who plan or deliver programs or activities including program and logistics managers and coordinators, and leaders (guides or instructors).

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Interpret information from a weather map.	1.1. Select map type according to required use. 1.2. Interpret weather map symbols and colours and associated weather conditions. 1.3. Compare and identify differences between current weather conditions and a current weather forecast.
2. Obtain and interpret information about, weather conditions for a locality or region.	2.1. Identify seasonal variations in weather patterns for a specific area. 2.2. Obtain long and short range weather forecasts for the general region and activity location. 2.3. Determine differences between large scale and localised weather conditions for a specific area. 2.4. Identify major cloud types, altitude level and influence on local weather. 2.5. Identify typical wind types, speeds and directions for locality and seasonal variations. 2.6. Determine effects of topography and landforms on weather conditions for activity location.
3. Obtain and interpret information about environmental events.	3.1. Access and interpret information about seasonal environmental events that occur in a specific area and locality. 3.2. Access and evaluate information on current environmental events and likelihood of impact on operational zone of outdoor recreation activities.
4. Plan activities according to weather and environmental conditions.	4.1. Determine and document a weather prediction for duration of activity for a specific locality or region using weather maps and forecast data. 4.2. Identify hazards associated with the onset of changing weather and other environmental conditions for locality or region and impacts on activities. 4.3. Assess weather conditions and forecast immediately before activities to determine suitability and limitations of activities. 4.4. Identify and implement strategies to ensure the safety and wellbeing of participants in current and predicted weather conditions.
5. Interpret weather in the field.	5.1. Access immediate weather forecast in the field, as able, and identify conditions and onset timelines. 5.2. Use a range of atmospheric features including wind and direction, temperature, sky colour, cloud type and coverage to assess weather. 5.3. Estimate probable changing weather conditions and onset timelines. 5.4. Identify and implement strategies to ensure the safety and wellbeing of participants in prevailing weather conditions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and potentially complex technical information about weather and environmental events.
Writing skills to:	record weather predictions incorporating correct terminology and jargon.
Numeracy skills to:	interpret and record detailed numerical data involving degrees, percentages, speeds, volume and mass.
Technology skills to:	use a range of technologies to access information about weather and environmental conditions.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN005 Interpret weather and environmental conditions for outdoor recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular region or locality and for a particular type of outdoor recreational activity:

interpret weather and environmental conditions for the seasons of operation and outline the following in a brief written or verbal report to include:

nature of different weather conditions in different seasons

nature of environmental events that occur and likelihood of their onset

activity specific hazards associated with those conditions

optimum time for operation of activities

interpret weather and environmental conditions for the operation of three forthcoming activity sessions and outline the following in a brief written or verbal report:

the predicted weather conditions for the duration of each activity session

activity specific hazards associated with the onset of particular weather conditions and environmental events

how activities can be delivered to provide for the safety and wellbeing of participants

utilise options provided in Assessment Conditions to interpret weather conditions in the field during the operation of two activity sessions and determine required activity modifications to suit prevailing conditions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

different types of weather maps, forecasts, current weather and environmental event information that are available

trusted sources and technologies used to access weather and environmental event information

methods used to predict and record weather conditions

characteristics of different map types and their different uses:

mean sea level pressure analysis

synoptic charts

forecast charts

marine wind forecasts

symbols and colours used on weather maps, what they represent, and associated weather conditions:

cyclones

anti-cyclones

isobars

depressions

troughs

ridges

fronts – cold, warm, stationary, occluded

precipitation type and intensity - drizzle, rain, hail, sleet, snow

wind speed and direction

sky, cloud cover

temperature

difference between current weather conditions and current forecast

different cloud types, altitude range and effects on ground weather:

cirrus

stratus

cumulus

nimbus

cumulonimbus

for a particular region or locality:

the general seasonal patterns of weather and environmental events to include:

temperature

humidity

precipitation

winds of different types, strengths and directions, common wind chill factors and how these are ascertained

storms

lightning

cyclones

floods

bush fires

droughts

tides and currents, as relevant

difference between large scale and localised weather conditions and forecasts

different topography and landforms present, and effects on local weather

hazards associated with local weather conditions and environmental events, including those which are life threatening, (e.g. storms, lightning, cyclones, floods, tides, currents, bush fires, droughts)

specific to the particular type of outdoor recreation activity:

particular weather conditions and weather hazards which affect operations

particular hazardous environmental events which affect operations

adjustments that can be made to provide for the safety and wellbeing of participants

when conditions are so extreme that activities must be abandoned

how the following can be used to estimate probable changing weather conditions and onset timelines:

wind and direction

temperature

sky colour, cloud type and coverage.

Assessment Conditions

Skills for in the field interpretation of weather must be demonstrated in an environment specific to the particular type of outdoor recreation activity.

Assessment must ensure use of:

information about the region and locality to allow the individual to evaluate specific characteristics related to topography, landforms, weather conditions and environmental events

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve in the field activity modifications

different types of weather maps

weather forecasts for the region and locality

forecasts for and information about environmental events

specific to the particular type of outdoor recreation activity:

programs plans

activity plans for sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN006 Plan for minimal environmental impact

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan outdoor activities to ensure that minimal environmental impact occurs. It requires the ability to determine the appropriateness of the activities for the setting and to develop plans and practices which reduce impact. Environmental impact includes that to the natural environment and to Indigenous and non-Indigenous heritage and cultural sites.

References to land managers and land management are used for simplicity and can equally apply to other environments such as marine locations.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to senior personnel who plan programs or activities including program and logistics managers and coordinators, and senior leaders (guides or instructors).

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify interrelationships between the environment and recreational activities.	1.1. Source information on ecological systems within the activity setting and their interrelationships. 1.2. Determine human impact of outdoor recreation activities on ecological systems and heritage and cultural sites. 1.3. Consult with appropriate regulatory authorities and custodians to identify sensitive areas within setting and aspects unique to it. 1.4. Liaise with stakeholders to identify parameters of use. 1.5. Identify implications of parameters of use to plan outdoor recreation activities.
2. Prepare a minimal impact plan for activities.	2.1. Analyse current environmental and cultural management strategies and codes implemented by land managers or custodians for the setting. 2.2. Identify and assess environmental, heritage and cultural characteristics of the setting and evaluate implications for proposed outdoor recreation activities. 2.3. Determine minimal impact practices to reduce impact on the environment, including heritage or cultural sites, according to regulations and codes. 2.4. Develop and document a minimal impact plan for activities to ensure sustainable outcomes for the setting.
3. Evaluate minimal impact practices.	3.1. Identify techniques to determine nature and degree of impact and evaluate effectiveness of minimal impact practices. 3.2. Modify and continuously improve current and future practices according to evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research, interpret and analyse complex and potentially unfamiliar information about environmental issues and land management requirements.
Writing skills to:	develop minimal impact plans and practices using language easily understood by a broad audience including staff and participants.
Self-management skills to:	take responsibility for minimal impact planning from initial research through to evaluation critically evaluate successes and failures of practices to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN006 Plan for minimal environmental impact

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular setting in which outdoor recreational activities are delivered:

research information on the following and provide a broad summary in a written report:

environmental, cultural and heritage characteristics of the setting and any unique aspects

environmental management strategies and minimal impact codes implemented by land managers, owners or custodians for the setting

any regulated parameters of land use

any requirements for permits or permissions and conditions that relate to the use of appropriate minimal environmental practices and cultural protocols

develop and document two minimal impact plans:

one for a whole program of activities for a particular type of outdoor recreation activity

one for an individual activity session for a different type of outdoor recreation activity

within the above plans, document minimal impact practices and codes of conduct to be used by delivery personnel and participants

utilise options provided in Assessment Conditions to:

evaluate feedback received from delivery personnel and stakeholders about minimal impact practices

determine how to modify aspects of future practices according to evaluation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

as relevant to the activity setting:

the applicable state, territory, local government, land management authority, owner or Indigenous custodians with oversight of the setting and:

their roles and responsibilities and the key aspects of land management strategies they use to regulate environmental impact, including that to heritage or cultural sites

regulated parameters of location use for recreational activities: area restrictions, dispersal of use, allowable activity types, locations, times, participant numbers

minimal impact codes they have developed which can or must be adopted

cultural protocols that should or must be followed

requirements for permits or permissions and conditions that relate to the use of appropriate minimal environmental practices

key features of ecological systems and their interrelationships sufficient to understand the overall environmental characteristics of the setting

specific problems of fragile environments and threatened species

characteristics and sensitivities of unique aspects including those for cultural and heritage sites

causes of environmental damage and consequences as they relate to specific outdoor recreation activities:

use of equipment

human impact

equine impact, as relevant

impact of transportation to and from activity sites

minimal impact practices implemented by recreational organisations:

avoiding sensitive areas

dispersing activities across areas to decentralise use

choosing activities, routes and types of transportation appropriate for the setting

using low impact equipment

limiting group size

implementing basic biosecurity measures to limit the spread of pests and diseases

using appropriate general and human waste disposal practices

adopting or developing participant codes of conduct for minimal impact and cultural respect

format and inclusions of:

minimal impact plans

codes of conduct

techniques used to determine the nature and degree of impact:

identifying the extent or spatial scale of the impact

identifying intensity or severity of the impact

identifying duration of the impact

evaluating stakeholder feedback or concerns

protocols for making contact and communicating with people, organisations and Indigenous communities to enable effective consultation.

Assessment Conditions

Assessment must ensure use of:

at least one site inspection of the setting where the proposed outdoor recreation activities will be delivered

information about the setting to allow the individual to assess its characteristics and any regulatory or other requirements that apply:

environmental, cultural and heritage characteristics of the setting and any unique aspects

environmental management strategies and minimal impact codes implemented by land managers or custodians for the setting

any regulated parameters of land use

any requirements for permits or permissions and conditions that relate to the use of appropriate minimal environmental practices and cultural protocols

template or sample:

minimal impact plans for recreational activities

codes of conduct

stakeholders with whom the individual can interact; these can be:

stakeholders in an industry environment, or

people who participate in role plays or simulated activities during the assessment

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

evaluating feedback from delivery personnel and stakeholders about minimal impact practices

modifying aspects of practices according to evaluation.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPLN007 Manage risk for outdoor programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and sustain effective risk management practices for outdoor recreation programs.

This unit applies to any type of organisation that delivers outdoor recreation programs including commercial, not-for-profit and government organisations.

It applies to senior personnel who work autonomously and who are responsible for making decisions at an organisational level. This includes program and logistics managers and senior leaders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Outdoor Recreation Planning

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish the context for risk management.	1.1. Interpret organisation’s strategic direction or policy on risk management, in accordance with general or industry standards. 1.2. Identify and analyse nature and extent of program objectives and activities offered by the organisation. 1.3. Determine risk management context with consideration of different programs, client group characteristics and requirements for competent leaders. 1.4. Determine overall sources of risk to guide risk management plans and practices for programs. 1.5. Identify insurance limitations and exclusions and determine effects on risk management processes. 1.6. Identify whether the proposed program aligns with the organisation’s risk tolerance.
2. Plan for risk management.	2.1. Identify, interpret and select appropriate and contemporary risk management models to suit organisational requirements. 2.2. Investigate and identify all sources of foreseeable risks associated with design and delivery of the program in consultation with relevant stakeholders. 2.3. Ensure identification of human risk factors relevant to dependent participants in outdoor recreation activities. 2.4. Account for risks presented by third party provider and requirements asked by them. 2.5. Analyse risks, determine levels and acceptable and unacceptable risks and document in consultation with relevant stakeholders. 2.6. Identify risk treatment options, and select preferred risk management methods in consultation with relevant personnel. 2.7. Document and present risk management plan for approval by relevant personnel and other parties as required; modify and finalise as required.
3. Develop resources and communicate to personnel and clients.	3.1. Develop hazard identification and risk assessment templates for program activities. 3.2. Identify organisational requirements for pre-activity participant safety briefings. 3.3. Develop and provide program risk communication documents for client and participants. 3.4. Develop and provide participant waivers or informed consents in consultation with relevant personnel or with appropriate legal advice. 3.5. Incorporate requirements of third party provider into all resources for clients and personnel. 3.6. Establish and implement induction or training to inform activity leaders about organisational risk management practices and documents.
4. Manage and evaluate risk management practices.	4.1. Determine staffing requirements for program activities and allocate suitable personnel for management of risk. 4.2. Monitor leader and participant compliance with program risk management practices. 4.3. Review incident reports and analyse causal factors. 4.4. Track incidents, collate and analyse incident trends and report findings. 4.5. Review risk management practices and initiate change in practices to achieve reduced incidents. 4.6. Communicate the outcomes of evaluation to relevant stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and potentially unfamiliar materials describing policies and standards for risk management.
Writing skills to:	develop comprehensive risk management plans and operational documents using language easily understood by clients, participants and staff.
Oral communications skills to:	explain legal and conceptual information to a full range of outdoor recreation personnel using language easily understood.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	take responsibility for risk management planning from initiation through to evaluation critically evaluate successes and failures of practices to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPLN007 Manage risk for outdoor programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document two different risk management plans for two different programs; these could involve different activities or different sites for the same type of activity

for each of the above plans incorporate the following documents:

emergency management plan

critical incident plan

hazard identification, risk assessment and control templates

risk communication information for client and participants

guidelines for pre-activity participant safety briefings

utilise options provided in Assessment Conditions to:

develop and deliver a presentation to communicate foreseeable program risk and benefits

provide a group briefing, for one of the above programs, to explain the risk management plan and all documents to a team of three leaders who will deliver the activities

collate, analyse and report on incident data, trends and causal factors for a program of activities

review and adapt risk management practices based on analysis.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

for outdoor recreation organisations, general and industry risk management standards relevant to program planning to include:

current Australian risk management standards

Australian Adventure Activity Standards and Good Practice Guides

components, inclusions and format of risk management programs and plans for outdoor recreation organisations:

risk management plan

emergency management plan

critical incident plan

field practices documentation

hazard identification, risk assessment and control templates

decision making models

risk communication information documents for client and participants

participant waivers and informed consents

typical insurance policy limitations and exclusions provided to outdoor recreation operators

risk factors relevant to outdoor recreation programs and activities and how these can impact on the risk management planning process:

specific participant characteristics

staffing

location specific

environment

activity specific including equipment

considerations for staffing requirements in the risk management process to include

current competence, skills, knowledge experience relevant to program

level of support available for program

capacity to operate independently

general risk management requirements of third party provider

format and inclusions of a range of hazard identification and risk assessment templates

contemporary risk management models used in outdoor recreation:

domino theory (chain of sequential events)

Swiss cheese

human factors (people, place, personal protective equipment)

systems analysis

incident, injury and fatality prevention

importance of consultation and communication at every stage of the risk management cycle

involvement of stakeholders and clients in risk management plans

involvement of personnel in identifying hazards, assessing risk and determining control measures

communicating risk to staff and clients

typical incident data captured by outdoor recreation operators:

date, time, weather, exact location

age and gender of participant

size of group

staff profiles

witness reports

nature of incident, near miss or injury

narrative description of what happened

first aid and or advanced medical care actions.

Assessment Conditions

Assessment must ensure use of:

team members with whom the individual can interact for consultation; these can be:

team members in an industry workplace, or

people who participate in simulated activities during assessment

comprehensive information about the operation of a real or simulated outdoor recreation organisation to determine its characteristics for the development of tailored risk management practices for outdoor programs

actual workplace incident data, or data for a simulated organisation to allow for evaluation of an organisation’s risk management performance and adaptation of practices

computers and general software programs used to produce system documents

template or sample:

risk management plans

emergency management plans

critical incident plans

hazard identification, risk assessment and control documents

risk information documents for client and participants

participant waivers and informed consent

industry standards or codes of practice including Australia Adventure Activity Standards and Good Practice Guides.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience with an organisation providing recreational programs where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC001 Ride personal watercraft in smooth water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride personal water craft, usually as part of a group, in smooth water conditions and according to planned courses.

A personal watercraft (PWC) is a vessel with an engine used for propulsion, a fully enclosed hull and is designed not to retain water when capsized. The operator sits, stands or kneels on the vessel and uses handle bars to steer the craft. Craft are often referred to by their trademarked brand names which include Jet Ski®, WaveRunner® and Sea-Doo®.

This unit provides skills to ride craft in smooth water conditions within bodies of water which might include lakes, rivers, bays, harbours and sheltered coastline waters within breakwaters or headlands. Smooth water could feature small formed rippled wavelets which do not break but can include no more than small breaking white capping waves up to 0.5 metre. Riders at this level can operate craft in light winds up to 10 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during riding activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select lifejacket, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Complete PWC pre-start safety and serviceability checks according to manufacturers' recommendations and correct basic deficiencies. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders. 1.7. Fit and adjust exposure protection wear and lifejacket to ensure comfort and safety.
2. Ride and manoeuvre personal water craft in smooth water conditions.	2.1. Confirm number of passengers does not exceed craft design limits. 2.2. Launch and board craft, attach kill switch lanyard to self and start craft while maintaining stability. 2.3. Control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the craft. 2.5. Monitor waterway hazards and other users consistently, and execute powered turns and emergency stops to avoid collisions. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Utilise bunch riding formation, monitor and make required adjustments to formation and speed. 2.8. Ensure compliance of self and party members with waterway rules for personal water craft.
3. Rescue self and others following ejection or capsize in deep water.	3.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 3.2. Ensure engine has shut down and craft is stationary. 3.3. Follow manufacturer’s directions to avoid engine damage, and roll capsized craft to upright position. 3.4. Approach upright craft from stern, after ejection or capsize, and reboard while maintaining craft stability. 3.5. Manoeuvre rescue craft to ejected or capsized party member, provide clear and concise instructions. 3.6. Assist rescuee to return to their craft using rescue technique appropriate to situation. 3.7. Conduct a craft to craft tow to return disabled personal water craft to shore.
4. Land and secure personal water craft.	4.1. Land, alight and retrieve craft at shore while maintaining stability. 4.2. Secure craft for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret factual activity plan information in familiar formats interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC001 Ride personal watercraft in smooth water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group personal water craft (PWC) sessions

during each session, consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules for PWC

control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle

participate in simulations to:

complete three self-rescues following a capsize

complete four deep water rescues to assist a single rider:

two ejections, craft upright

two capsizes, craft upturned

conduct two craft to craft tows to return PWC to shore.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for personal water craft activities

exposure protection swim wear suitable for PWC activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

features and uses of exposure suits, booties, water shoes, gloves and mittens of different styles and grades suited to different conditions

features and functions of lifejackets suitable for PWC activities in different types of waters and how to fit and adjust these for comfort and safety

location and function of these PWC parts:

deck and hull

handle bars, throttle and reverse levers

steering cable

ignition and kill switch

battery

engine and drive shaft

water pump, impellor and steering nozzle

intake grate

fuel tank

how personal water craft work, at a basic level of understanding

manufacturers' recommendations for use

types of personal water craft suitable for use in smooth water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of pre-start safety and serviceability checks completed prior to riding, how to complete these and what tools would be used:

checking fuel, oil and battery fluid supplies

ensuring engine compartment is adequately ventilated with no excess fumes

looking for leaks in fuels lines, oil tanks, exhaust system

ensuring battery terminals are secure

checking that the pump/intake area is free of debris

checking for cracks and other damage to the hull

ensuring engine hood cover is securely latched

testing throttle is working

ensuring kill switch is working and lanyard is attached to self

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

equipment features and techniques used to secure PWCs for transportation

communication protocols for group riding activities to include:

calls

hand signals

whistles

typical hydrology features and hazards for smooth waters, and techniques used to safely negotiate hazards:

currents

tides

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features of different locations that can be used to launch, board, land, alight and retrieve PWC including:

boat ramps

jetties

the shore

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used

techniques used for riding and manoeuvring PWC in smooth water conditions:

sitting and standing

weight shifting

throttle control for speed and direction

controlling direction – forward, reverse, turns

for ejections, capsizes and rescues:

appropriate swimming strokes and techniques to use while wearing lifejackets in smooth water conditions

where to locate manufacturer’s directions for rolling PWC in water and importance of following

methods used to right upturned PWC

importance of avoiding craft with engine running and for reboarding from stern

equipment and towing techniques used for PWC to PWC tows

rules specific to the operation of personal water craft and specific to the local state or territory:

requirements for PWC registration and display of registration numbers and labels

requirement for safe operation sticker, where this is affixed and information inclusions

requirements to hold a carry a PWC licence

restrictions that apply to licence holders under 16 years old

alcohol and drug restrictions for riders and others

restrictions on hours of operation

restrictions for number of passengers

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers, residential properties)

prohibited local areas – also called "exclusion" and "no go zones"

speed limits and any associated distance limitations, e.g. 4 knots when within 50metres of…

freestyling distance limitations; including what constitutes freestyling and how this is described in local rules, e.g. surfing, crossing or jumping waves, driving in irregular manner, erratic and non-directional operation

towing requirements – limitations, observer requirements, distance and speed limitations

incident reporting requirements including those for verbal and written reports

life jacket requirements

safety equipment requirements including those for kill switch safety lanyards and fire extinguishers.

Assessment Conditions

Skills can be demonstrated in bodies of water which can include lakes, rivers, bays, harbours and sheltered coastline waters within breakwaters or headlands.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during PWC activities

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

basic tool and repair kit

ropes and tie down straps

towlines

activity plans to include details of planned route

marine charts and guides

template safety and serviceability checklists

boating guide issued by the local state or territory maritime authority

organisational safety and emergency response procedures for personal water craft activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC002 Ride personal watercraft in slight water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride personal water craft, usually as part of a group, in slight water conditions and according to planned courses.

A personal watercraft (PWC) is a vessel with an engine used for propulsion, a fully enclosed hull and is designed not to retain water when capsized. The operator sits, stands or kneels on the vessel and uses handle bars to steer the craft. Craft are often referred to by their trademarked brand names which include Jet Ski®, WaveRunner® and Sea-Doo®.

This unit provides skills to ride craft in slight water conditions in areas of exposed coastline with surf but without overfalls and tidal races present. Water would feature breaking white capping waves up to 1.25 metres. Riders at this level can operate craft in in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during riding activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements.

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ride.	1.1. Select lifejacket, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Complete PWC pre-start safety and serviceability checks according to manufacturer’s recommendations and correct basic deficiencies. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during ride. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between riders. 1.7. Fit and adjust exposure protection wear and lifejacket to ensure comfort and safety.
2. Ride and manoeuvre personal water craft in slight water conditions.	2.1. Confirm number of passengers does not exceed craft design limits. 2.2. Launch and board craft, attach kill switch lanyard to self and start craft while maintaining stability. 2.3. Control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle. 2.4. Maintain appropriate posture, balance and weight shift to efficiently handle and control the craft. 2.5. Monitor waterway hazards and other users consistently, and execute powered turns and emergency stops to avoid collisions. 2.6. Utilise appropriate techniques to cross waves. 2.7. Maintain visual contact and effective communication with party members throughout all activities. 2.8. Utilise bunch riding formation, monitor and make required adjustments to formation and speed. 2.9. Ensure compliance of self and party members with waterway rules for personal water craft.
3. Rescue self and others following ejection or capsize in deep water.	3.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 3.2. Ensure engine has shut down and craft is stationary. 3.3. Follow manufacturer’s directions to avoid engine damage, and roll capsized craft to upright position. 3.4. Approach upright craft from stern, after ejection or capsize, and reboard while maintaining craft stability. 3.5. Manoeuvre rescue craft to ejected or capsized party member, provide clear and concise instructions. 3.6. Assist rescuee to return to their craft using rescue technique appropriate to situation. 3.7. Conduct a craft to craft tow to return disabled personal water craft to shore.
4. Land and secure personal water craft.	4.1. Land, alight and retrieve craft at shore while maintaining stability. 4.2. Secure craft for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret factual activity plan information in familiar formats interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speeds.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC002 Ride personal watercraft in slight water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group personal water craft (PWC) sessions

during each session, consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules for PWC

control speed and direction of craft forward, in reverse and throughout turns using appropriate level of throttle

safely negotiate crossing waves

participate in simulations to:

complete three self-rescues following a capsize

complete four deep water rescues to assist a single rider:

two ejections, craft upright

two capsizes, craft upturned

conduct two craft to craft tows to return PWC to shore.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for personal water craft activities

exposure protection swim wear suitable for PWC activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

features and uses of exposure suits, booties, water shoes, gloves and mittens of different styles and grades suited to different conditions

features and functions of lifejackets suitable for PWC activities in exposed coastal areas and how to fit and adjust these for comfort and safety

location and function of these PWC parts:

deck and hull

handle bars, throttle and reverse levers

steering cable

ignition and kill switch

battery

engine and drive shaft

water pump, impellor and steering nozzle

intake grate

fuel tank

how personal water craft work, at a basic level of understanding

manufacturer’s recommendations for use

types of personal water craft suitable for use in slight water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

types of pre-start safety and serviceability checks completed prior to riding, how to complete these and what tools would be used:

checking fuel, oil and battery fluid supplies

ensuring engine compartment is adequately ventilated with no excess fumes

looking for leaks in fuels lines, oil tanks, exhaust system

ensuring battery terminals are secure

checking that the pump/intake area is free of debris

checking for cracks and other damage to the hull

ensuring engine hood cover is securely latched

testing throttle is working

ensuring kill switch is working and lanyard is attached to self

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

equipment features and techniques used to secure PWCs for transportation

communication protocols for group riding activities to include:

calls

hand signals

whistles

typical hydrology features and hazards for coastal waters, and techniques used to safely negotiate hazards:

currents

waves

tides

swell

rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features of different locations that can be used to launch, board, land, alight and retrieve PWC in coastal waters including:

boat ramps

jetties

the shore

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used

techniques used for riding and manoeuvring PWC in slight water conditions:

sitting and standing

weight shifting

throttle control for speed and direction

controlling direction – forward, reverse, turns

negotiating waves

for ejections, capsizes and rescues:

appropriate swimming strokes and techniques to use while wearing lifejackets in slight water conditions

where to locate manufacturer’s directions for rolling PWC in water and importance of following

methods used to right upturned PWC

importance of avoiding craft with engine running and for reboarding from stern

equipment and towing techniques used for PWC to PWC tows

rules specific to the operation of personal water craft and specific to the local state or territory:

requirements for PWC registration and display of registration numbers and labels

requirement for safe operation sticker, where this is affixed and information inclusions

requirements to hold a carry a PWC licence

restrictions that apply to licence holders under 16 years old

alcohol and drug restrictions for riders and others

restrictions on hours of operation

restrictions for number of passengers

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers, residential properties)

prohibited local areas – also called "exclusion" and "no go zones"

speed limits and any associated distance limitations, e.g. 4 knots when within 50metres of…

freestyling distance limitations; including what constitutes freestyling and how this is described in local rules, e.g. surfing, crossing or jumping waves, driving in irregular manner, erratic and non-directional operation

towing requirements – limitations, observer requirements, distance and speed limitations

incident reporting requirements including those for verbal and written reports

life jacket requirements

safety equipment requirements including those for kill switch safety lanyards and fire extinguishers.

Assessment Conditions

Skills must be demonstrated in in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

slight water defined as water which features breaking white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during PWC activities

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

basic tool and repair kit

ropes and tie down straps

towlines

activity plans to include details of planned route

marine charts and guides

template safety and serviceability checklists

boating guide issued by the local state or territory maritime authority

organisational safety and emergency response procedures for personal water craft activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC003 Lead personal water craft activities in smooth water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during personal water craft riding activities in smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct personal water craft riding techniques applicable to smooth water conditions. To do this, leaders must be proficient in personal water craft riding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements.

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and lifejackets, and exposure suits, as required to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust exposure protection wear and lifejackets; check comfort and safety of fit.
2. Brief participants and demonstrate personal water craft riding techniques applicable to smooth water conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise personal water craft riding activities in smooth water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during personal water craft riding activities in smooth water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC003 Lead personal water craft activities in smooth water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three personal water craft riding sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for personal water craft activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to personal water craft riding activities in smooth water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills can be demonstrated in bodies of water which can include lakes, rivers, bays, harbours and sheltered coastline waters within breakwaters or headlands.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for personal water craft activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOPWC004 Lead personal water craft activities in slight water conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during personal water craft riding activities in slight water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct personal water craft riding techniques applicable to slight water conditions. To do this, leaders must be proficient in personal water craft riding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of personal watercraft. All training and assessment activities must comply with the local state or territory requirements.

Most states and territories require personal water craft riders to hold a licence but they are not required to be certified as competent in this unit.

Pre-requisite Unit

Nil

Competency Field

Personal Water Craft

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and lifejackets, and exposure suits, as required to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust exposure protection wear and lifejackets; check comfort and safety of fit.
2. Brief participants and demonstrate personal water craft riding techniques applicable to slight water conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise personal water craft riding activities in slight water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during personal water craft riding activities in slight water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOPWC004 Lead personal water craft activities in slight water conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three personal water craft riding sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for personal water craft activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to personal water craft riding activities in slight water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in in areas of exposed coastline with surf but without overfalls and tidal races present. The environment must feature the following:

slight water defined as water which features breaking white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

personal water craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for personal water craft activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a personal water craft leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

where required by local state or territory law, hold a compliant personal water craft driving licence.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF001 Guide a raft on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to control a raft as a leader, with participants on board, on rivers with grade 2 rapids, and according to planned and scouted courses. It requires the ability to implement rescue processes for ejected swimmers and self, and to manage capsize responses. Other rescue skills are covered in complementary units.

Grade 2 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to raft on rivers with fairly frequent but straightforward rapids with regular medium sized waves, less than one metre, low ledges or drops, easy eddies and gradual bends. These rivers have small obstacles that require manoeuvring around with a good command of paddling strokes. Passages through rapids are generally straightforward and can be seen from the water, although some scouting may be required.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk, problems and emergencies when they arise. Other leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the rafting activity.	1.1. Select clothing, footwear, personal protective, rescue and other equipment suitable for the trip conditions, and check for safe working condition. 1.2. Prepare craft and complete safety and serviceability checks, including pressure checks on inflation. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during trip. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between team members. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Launch raft and complete participant drill.	2.1. Select launch site according to river conditions and participant abilities. 2.2. Board participants in seating positions appropriate to their paddling, swimming and physical abilities. 2.3. Launch raft using technique suitable for river conditions and participant abilities. 2.4. Inform participants of guide commands and strokes to be used. 2.5. Demonstrate and explain correct stroke technique, and engage participants in practice. 2.6. Check and confirm participant stroke abilities and understanding of communication protocols.
3. Manoeuvre rafts on grade 2 rivers.	3.1. Identify hydrological features from the water and utilise favourably to control and manoeuvre raft. 3.2. Control direction of raft forward, in reverse and sideways using a range of appropriate strokes and combinations. 3.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the raft. 3.4. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 3.5. Avoid or negotiate obstacles and hazards using a combination of strokes, paddling techniques and weight shifts. 3.6. Maintain control over participant paddling, providing prompt and clear commands. 3.7. Maintain visual contact and effective communication with participants, other rafts and guides in party throughout all activities. 3.8. Monitor party formation, paddling pace and space between rafts and make required adjustments.
4. Plan and run routes through grade 2 rapids.	4.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 4.2. Assess features and hazards to determine a safe route through rapids. 4.3. Plan route through rapids accounting for participant abilities; communicate route, strokes and manoeuvres. 4.4. Identify reference points to guide chosen passage through rapids. 4.5. Run predetermined route using avoidance techniques and commands to safely negotiate river hazards. 4.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
5. Perform swimmer and capsize rescues.	5.1. Assist ejected participants in moving water using reach techniques and assist to re-enter raft. 5.2. Rescue self in water, maintaining position upstream of raft, retrieve paddle and re-enter craft. 5.3. Promptly reach and recover capsized raft using techniques to re-establish upright raft. 5.4. Manage capsize response of participants and take actions appropriate to situation.
6. Land and secure rafts.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark raft using techniques suitable for river conditions and participant abilities. 6.3. Select a secure bank feature and secure raft using appropriate knots. 6.4. Secure raft for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF001 Guide a raft on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rafting trips on different rivers or different section of the same river

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land rafts to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of rafts forward, in reverse and sideways using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

utilise the following techniques while consistently controlling the raft:

combining strokes to effectively manoeuvre the raft

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

using hydrological features to assist with paddling, controlling the raft and negotiating rapids

participate in simulations to:

complete two self-rescues in moving water and re-enter the raft

complete two rescues of an ejected person, one at any given time, and assist re-entry to raft

compete two capsize rescues, re-establish the upright raft, assist a minimum of three swimmers simultaneously in the water to re-enter or reach the shore, and take the raft to the shore on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for rafting activities

suitable clothing and footwear for rafting activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for rafting including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 2 river conditions and how to fit and adjust these for comfort and safety

types of white water rafts suitable for use in grade 2 river conditions and:

location and function of different parts of the raft

different construction materials, effects on performance, advantages and disadvantages

design features including size, handling characteristics and limitations: manoeuvrability, stability and speed

pressure requirements and factors which affect different levels of inflation

types of paddles suitable for use with rafts used in grade 2 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry rafts

equipment features and techniques used to secure rafts to the bank and for transportation

communication protocols for group rafting activities to include:

guide commands:

forward paddle

back paddle

left and right turn

over left and right

hold on

lean in

high side

on the job

stop

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 2 rivers

examples of local rivers attributed as grade 2

typical hydrology features and hazards for grade 2 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark rafts in grade 2 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark groups of participants, launch and land

a range of strokes used in grade 2 river conditions to direct rafts forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

for each of the above strokes:

how to use them when paddling as the raft guide

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre rafts in grade 2 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

how certain types of hydrological features can be used to assist with paddling, controlling the raft and negotiating rapids

for rescues of ejected persons:

appropriate swimming strokes and techniques to use while in paddling gear in grade 2 river conditions

techniques used to re-enter raft from water and to assist swimmers to re-enter raft

aids used in rescues and how to use these effectively as rescuer and rescuee:

reach equipment, including improvised use of equipment on hand

craft and paddle as a flotation device

for capsize rescues:

methods used to re-establish an upright raft, guide multiple swimmers and their re-entry to raft and importance of head count

methods for taking a raft to shore

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on different rivers or different sections of the same grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual guides during rafting activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 2 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 2 river conditions

raft paddles

ropes and tie down straps

rescue equipment:

reach equipment

fliplines

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for rafting activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a white water rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF002 Guide a raft on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to control a raft as a leader, with participants on board, on rivers with grade 3 rapids, and according to planned and scouted courses. It requires the ability to implement rescue processes for ejected swimmers and self, and to manage capsize responses. Other rescue skills are covered in complementary units.

Grade 3 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to raft on rivers with rapids which have fairly high waves, one to two metres tall, broken water, and strong currents and eddies. These rivers have significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around using proficient paddling. Passages through rapids may be difficult to recognise from the river and inspection from the bank is usually required.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk, problems and emergencies when they arise. Other leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the rafting activity.	1.1. Select clothing, footwear, personal protective, rescue, and other equipment suitable for the trip conditions, and check for safe working condition. 1.2. Prepare craft and complete safety and serviceability checks, including pressure checks on inflation. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during trip. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between team members. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Launch raft and complete participant drill.	2.1. Select launch site according to river conditions and participant abilities. 2.2. Board participants in seating positions appropriate to their paddling, swimming and physical abilities. 2.3. Launch raft using technique suitable for river conditions and participant abilities. 2.4. Inform participants of guide commands and strokes to be used. 2.5. Demonstrate and explain correct stroke technique, and engage participants in practice. 2.6. Check and confirm participant stroke abilities and understanding of communication protocols.
3. Manoeuvre rafts on grade 3 rivers.	3.1. Identify hydrological features from the water and utilise favourably to control and manoeuvre raft. 3.2. Control direction of raft forward, in reverse and sideways using a range of appropriate strokes and combinations. 3.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the raft. 3.4. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 3.5. Avoid or negotiate obstacles and hazards using a combination of strokes, paddling techniques and weight shifts. 3.6. Maintain control over participant paddling, providing prompt and clear commands. 3.7. Maintain visual contact and effective communication with participants, other rafts and guides in party throughout all activities. 3.8. Monitor party formation, paddling pace and space between rafts and make required adjustments.
4. Plan and run routes through grade 3 rapids.	4.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 4.2. Assess features and hazards to determine a safe route through rapids. 4.3. Plan route through rapids accounting for participant abilities; communicate route, strokes and manoeuvres. 4.4. Identify reference points to guide chosen passage through rapids. 4.5. Run predetermined route using avoidance techniques and commands to safely negotiate river hazards. 4.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
5. Perform swimmer and capsize rescues.	5.1. Assist ejected participants in moving water using reach techniques and assist to re-enter raft. 5.2. Rescue self in water, maintaining position upstream of raft, retrieve paddle and re-enter craft. 5.3. Promptly reach and recover capsized raft using techniques to re-establish upright raft. 5.4. Manage capsize response of participants and take actions appropriate to situation.
6. Land and secure rafts.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark raft using techniques suitable for river conditions and participant abilities. 6.3. Select a secure bank feature and secure raft using appropriate knots. 6.4. Secure raft for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF002 Guide a raft on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rafting trips on different rivers or different sections of the same river

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land rafts to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of rafts forward, in reverse and sideways using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

utilise the following techniques while consistently controlling the raft:

combining strokes to effectively manoeuvre the raft

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

using hydrological features to assist with paddling, controlling the raft and negotiating rapids

participate in simulations to:

complete two self-rescues in moving water and re-enter the raft

complete two rescues of an ejected person, one at any given time, and assist re-entry to raft

compete two capsize rescues, re-establish the upright raft, assist a minimum of three swimmers simultaneously in the water to re-enter or reach the shore, and take the raft to the shore on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for rafting activities

suitable clothing and footwear for rafting activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for rafting including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of personal lifejackets and helmets suitable for grade 3 river conditions and how to fit and adjust these for comfort and safety

types of white water rafts suitable for use in grade 3 river conditions and:

location and function of different parts of the raft

different construction materials, effects on performance, advantages and disadvantages

design features including size, handling characteristics and limitations: manoeuvrability, stability and speed

pressure requirements and factors which affect different levels of inflation

types of paddles suitable for use with rafts used in grade 3 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry rafts

equipment features and techniques used to secure rafts to the bank and for transportation

communication protocols for group rafting activities to include:

guide commands:

forward paddle

back paddle

left and right turn

over left and right

hold on

lean in

high side

on the job

stop

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 3 rivers

examples of local rivers attributed as grade 3

typical hydrology features and hazards for grade 3 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark rafts in grade 3 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark groups of participants, launch and land

a range of strokes used in grade 3 river conditions to direct rafts forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

for each of the above strokes:

how to use them when paddling as the raft guide

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre rafts in grade 3 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

how certain types of hydrological features can be used to assist with paddling, controlling the raft and negotiating rapids

for rescues of ejected persons:

appropriate swimming strokes and techniques to use while in paddling gear in grade 3 river conditions

techniques used to re-enter raft from water and to assist swimmers to re-enter raft

aids used in rescues and how to use these effectively as rescuer and rescuee:

reach equipment, including improvised use of equipment on hand

craft and paddle as a flotation device

for capsize rescues:

methods used to re-establish an upright raft, guide multiple swimmers and their re-entry to raft and importance of head count

methods for taking a raft to shore

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on different rivers or different section of the same grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids are difficult to recognise from the river and inspection from the bank is usually required

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual guides during rafting activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 3 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 3 river conditions

raft paddles

ropes and tie down straps

rescue equipment:

reach equipment

fliplines

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for rafting activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a white water rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF003 Guide a raft on grade 4 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to control a raft as a leader, with participants on board, on rivers with grade 4 rapids, and according to planned and scouted courses. It requires the ability to implement rescue processes for ejected swimmers and self, and to manage capsize responses. Other rescue skills are covered in complementary units.

Grade 4 refers to the International River Grading System which provides a broad indication of a river’s rapid features, and the degree of difficulty in negotiating these. This unit provides skills to raft on rivers with difficult rapids which have high irregular waves, difficult broken water, strong powerful and confused currents, and often boiling or strongly recirculating eddies. These rivers have significant and often constant obstacles, including exposed rocks, ledges, large drops and stoppers that require precise and sequential manoeuvring. Passages through rapids are difficult to recognise from the river, and scouting would be required.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently in the field using discretion and judgement to manage operational logistics, risk, problems and emergencies when they arise. Other leadership skills are provided in complementary units.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the rafting activity.	1.1. Select clothing, footwear, personal protective, rescue and other equipment suitable for the trip conditions, and check for safe working condition. 1.2. Prepare craft and complete safety and serviceability checks, including pressure checks on inflation. 1.3. Waterproof, pack and stow clothing, personal resources, and food according to access requirements during trip. 1.4. Interpret planned course from activity plans and maps to assist in following the course. 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between team members. 1.7. Fit and adjust personal protective equipment to ensure comfort and safety.
2. Launch raft and complete participant drill.	2.1. Select launch site according to river conditions and participant abilities. 2.2. Board participants in seating positions appropriate to their paddling, swimming and physical abilities. 2.3. Launch raft using technique suitable for river conditions and participant abilities. 2.4. Inform participants of guide commands and strokes to be used. 2.5. Demonstrate and explain correct stroke technique, and engage participants in practice. 2.6. Check and confirm participant stroke abilities and understanding of communication protocols.
3. Manoeuvre rafts on grade 4 rivers.	3.1. Identify hydrological features from the water and utilise favourably to control and manoeuvre raft. 3.2. Control direction of raft forward, in reverse and sideways using a range of appropriate strokes and combinations. 3.3. Maintain appropriate posture, use of trunk rotation, paddle and blade to efficiently paddle the raft. 3.4. Utilise appropriate padding strokes and techniques to cross currents and break into and out of eddies. 3.5. Avoid or negotiate obstacles and hazards using a combination of strokes, paddling techniques and weight shifts. 3.6. Maintain control over participant paddling, providing prompt and clear commands. 3.7. Maintain visual contact and effective communication with participants, other rafts and guides in party throughout all activities. 3.8. Monitor party formation paddling pace and space between rafts and make required adjustments.
4. Plan and run routes through grade 4 rapids.	4.1. Scout rapids from the water and shore to identify hydrological features, hazards and impediments. 4.2. Assess features and hazards to determine a safe route through rapids. 4.3. Plan route through rapids accounting for participant abilities; communicate route, strokes and manoeuvres. 4.4. Identify reference points to guide chosen passage through rapids. 4.5. Run predetermined route using avoidance techniques and commands to safely negotiate river hazards. 4.6. Use efficient paddling techniques and strokes and utilise hydrological features to assist in turning and crossing currents.
5. Perform swimmer and capsize rescues.	5.1. Assist ejected participants in moving water using reach techniques and assist to re-enter raft. 5.2. Rescue self in water, maintaining position upstream of raft, retrieve paddle and re-enter craft. 5.3. Promptly reach and recover capsized raft using techniques to re-establish upright raft. 5.4. Manage capsize response of participants and take actions appropriate to situation.
6. Land and secure rafts.	6.1. Select a suitable location to exit the river, and to allow for any subsequent re-entries. 6.2. Land and disembark raft using techniques suitable for river conditions and participant abilities. 6.3. Select a secure bank feature and secure raft using appropriate knots. 6.4. Secure raft for road transport, on activity conclusion, using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving river gradients, distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF003 Guide a raft on grade 4 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rafting trips on different rivers or different sections of eth same river

during each trip:

consistently follow safety procedures and safely negotiate hazards

use different locations to launch and land rafts to include:

the bank in moving water

ledges

eddies

run routes through at least four rapids

consistently control direction of rafts forward, in reverse and sideways using this range of strokes:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

utilise the following techniques while consistently controlling the raft:

combining strokes to effectively manoeuvre the raft

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

paddling through holes

paddling over drops

using rocks to stop

using hydrological features to assist with paddling, controlling the raft and negotiating rapids

participate in simulations to:

complete two self-rescues in moving water and re-enter the raft

complete two rescues of an ejected person, one at any given time, and assist re-entry to raft

compete two capsize rescues, re-establish the upright raft, assist a minimum of three swimmers simultaneously in the water to re-enter or reach the shore, and take the raft to the shore on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for rafting activities

suitable clothing and footwear for rafting activities:

types of clothing and fabrics that protect against the effects of weather and water conditions including sun, temperatures, winds, and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of waterproof gear and exposure suits

types of footwear suitable for rafting including specialist sandals, river or paddling shoes and their advantages over other types of footwear

features and uses of gloves and mittens, and advantages and disadvantages

features and functions of lifejackets and helmets suitable for grade 4 river conditions and how to fit and adjust these for comfort and safety

types of white water rafts suitable for use in grade 4 river conditions and:

location and function of different parts of the raft

different construction materials, effects on performance, advantages and disadvantages

design features including size, handling characteristics and limitations: manoeuvrability, stability and speed

pressure requirements and factors which affect different levels of inflation

types of paddles suitable for use with rafts used in grade 4 river conditions, different construction materials and designs, effects on performance, advantages and disadvantages

techniques used to effectively stow items:

for ease of access and maximum usage of space

for stability of craft and minimal effect on trim

to waterproof clothing, food and resources

safe manual handling techniques used to lift and carry rafts

equipment features and techniques used to secure rafts to the bank and for transportation

communication protocols for group rafting activities to include:

guide commands:

forward paddle

back paddle

left and right turn

over left and right

hold on

lean in

high side

on the job

stop

calls

hand and paddle signals

whistles

the International River Grading system:

strengths and limitations of the grading system; what is covered and not covered in classifications

specifications for grade 4 rivers

examples of local rivers attributed as grade 4

typical hydrology features and hazards for grade 4 rivers, how to recognise features from the shore and water, and techniques used to safely negotiate hazards:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

exposure to lightning, storms and strong winds

prolonged emersion in cold water

different locations that can be used to embark, launch, land and disembark rafts in grade 4 waters including:

the bank in moving water

ledges

eddies

for each of the above locations:

factors that affect selection

advantages and disadvantages of use

techniques used to embark groups of participants, launch and land

a range of strokes used in grade 4 river conditions to direct rafts forward, in reverse and sideways:

forward and reverse paddle

forward and reverse sweeps

draw stroke

Pry

emergency stop

for each of the above strokes:

how to use them when paddling as the raft guide

correct posture and trunk rotation

correct hand placement on paddle and movement of top hand through the stroke

wrist movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to craft and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

a range of techniques used to manoeuvre rafts in grade 4 water:

combining strokes and which combinations are effective

breaking in and out of eddies and currents

forward and reverse ferry gliding

eddy hopping

weight shifting

paddling through holes

paddling over drops

using rocks to stop

how certain types of hydrological features can be used to assist with paddling, controlling the raft and negotiating rapids

for rescues of ejected persons:

appropriate swimming strokes and techniques to use while in paddling gear in grade 4 river conditions

techniques used to re-enter raft from water and to assist swimmers to re-enter raft

aids used in rescues and how to use these effectively as rescuer and rescuee:

reach equipment, including improvised use of equipment on hand

craft and paddle as a flotation device

for capsize rescues:

methods used to re-establish an upright raft, guide multiple swimmers and their re-entry to raft and importance of head count

methods for taking a raft to shore

when different knots are used, advantages and disadvantages, and how to tie them:

knots for tying on

rope joining knots

quick release knots.

Assessment Conditions

Skills must be demonstrated on different rivers or different sections of the same grade 4 rivers which must feature the following:

difficult rapids which have high irregular waves

difficult broken water, strong powerful and confused currents, boiling or strongly recirculating eddies

significant obstacles, including exposed rocks, ledges, large drops and stoppers that require precise and sequential manoeuvring

passages through rapids are difficult to recognise from the river and scouting would be required

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants whom the individual guides during rafting activities

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 4 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 4 river conditions

raft paddles

ropes and tie down straps

rescue equipment:

reach equipment

fliplines

towlines

carabiners, Prusik cords and tape sling

knives

activity plans to include details of planned route

template safety checklists

information about the International River Grading System

organisational safety and emergency response procedures for rafting activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a white water rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF004 Lead rafting activities on grade 2 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during rafting activities on grade 2 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct rafting techniques applicable to grade 2 rivers. To do this, leaders must be proficient in rafting skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate rafting techniques applicable to grade 2 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise rafting activities on grade 2 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during rafting activities on grade 2 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF004 Lead rafting activities on grade 2 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three rafting sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for rafting activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to rafting activities on grade 2 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on grade 2 rivers which must feature the following:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water, although some may require scouting.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 2 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 2 river conditions

raft paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for rafting activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF005 Lead rafting activities on grade 3 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during rafting activities on grade 3 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct rafting techniques applicable to grade 3 rivers. To do this, leaders must be proficient in rafting skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate rafting techniques applicable to grade 3 rivers	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise rafting activities on grade 3 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during rafting activities on grade 3 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF005 Lead rafting activities on grade 3 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three rafting sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for rafting activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to rafting activities on grade 3 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on grade 3 rivers which must feature the following:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids are difficult to recognise from the river and inspection from the bank is usually required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 3 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 3 river conditions

raft paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for rafting activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORAF006 Lead rafting activities on grade 4 rivers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during rafting activities on grade 4 rivers according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct rafting techniques applicable to grade 4 rivers. To do this, leaders must be proficient in rafting skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rafting

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate rafting techniques applicable to grade 4 rivers.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise rafting activities on grade 4 rivers.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during rafting activities on grade 4 rivers.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORAF006 Lead rafting activities on grade 4 rivers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three rafting sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

utilise options provided in Assessment Conditions to:

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for rafting activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to rafting activities on grade 4 rivers:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on grade 4 rivers which must feature the following:

difficult rapids which have high irregular waves

difficult broken water, strong powerful and confused currents, boiling or strongly recirculating eddies

significant obstacles, including exposed rocks, ledges, large drops and stoppers that require precise and sequential manoeuvring

passages through rapids are difficult to recognise from the river and scouting would be required.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing and footwear suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for grade 4 river conditions

helmets

pea-less whistles not affected by water

white water rafts suitable for grade 4 river conditions

raft paddles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for rafting activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a rafting leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC001 Conduct search and rescue

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to conduct a search and rescue within an activity-specific context. It requires the ability to fully assess the situation, develop a response plan and complete searches and rescues using methods and equipment appropriate for the situation.

It applies to senior leaders, guides or instructors, and others who use discretion and judgement to manage significant problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and make plans.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Assess probable and possible location of lost participants and define search area. 1.3. Identify any known location and condition of participants in need of rescue. 1.4. Determine a suitable search and or rescue method according to situation and in line with organisational emergency response policies and procedures. 1.5. Select suitable equipment and resources to complete search or rescue. 1.6. Develop a response plan to include contingencies, roles and responsibilities of others. 1.7. Relay information to base as able and required.
2. Conduct search.	2.1. Provide clear and concise search instructions and information to others. 2.2. Advise search participants of communication processes and contingency plans. 2.3. Conduct search methodically using search techniques appropriate for situation.
3. Conduct rescue.	3.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 3.2. Establish communication with rescuee and provide clear and concise instructions and information throughout the rescue. 3.3. Determine condition of persons in need of rescue. 3.4. Brief others involved in rescue and provide clear and concise instructions throughout rescue. 3.5. Use equipment and rescue techniques appropriate to situation. 3.6. Determine ambulatory status of rescued persons and use or construct an evacuation structure as required. 3.7. Evaluate and monitor condition of rescued persons and determine need for first aid, medical treatment or evacuation.
4. Seek outside assistance.	4.1. Identify situations requiring outside assistance and alert search or rescue authorities to initiate search or rescue. 4.2. Hand over search or rescue to relevant authorities according to organisational policies and procedures.
5. Debrief and complete reports.	5.1. Participate in incident management debrief and identify future response improvements. 5.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about search and rescue responses.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to search and rescue requirements.
Technology skills to:	use the features of emergency communication equipment to relay information about search and rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC001 Conduct search and rescue

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two simulated searches for lost parties using methods suitable for the land or water based environment

complete two simulated rescues using methods and equipment suitable for the circumstance

during each of the above search and rescue operations, designate roles and responsibilities to team members and participants to effectively conduct operations

for one of the above search or rescue operations, seek outside assistance from search or rescue authorities

for each search and rescue operation, participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational emergency response policies and procedures

roles and responsibilities that can be allocated to team members and participants to effectively conduct a search and a rescue

hazards and risks associated with search and rescue situations and methods uses to manage these

search methods, suitability for different circumstances, effectiveness and limitations to include those for:

ground searches

water based searches

rescue methods, suitability for different circumstances, effectiveness and limitations:

use of hand line

support techniques

use of flotation aids

specific to the particular type of outdoor recreation activity:

key features, functions and use of rescue equipment

evacuation equipment and how to improvise a structure if none available

key considerations for seeking outside assistance:

failed search or rescue

area of search exceeds ability to cover

weather, topography and time limitations

limitations of rescuer skill

inability to access person in need of rescue

condition of person in need of rescue and need for medical attention

functions of search and rescue authorities and how to contact:

police search and rescue

State Emergency Services (SES)

volunteer rescue agencies

ski patrol, as relevant.

Assessment Conditions

Skills must be demonstrated in an environment specific to the particular type of outdoor recreation activity.

First aid equipment must be available to replicate industry conditions of operation.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

people who act as team members, participants, rescuees and external service providers with whom the individual interacts during simulated activities

rescue equipment specific to the particular type of outdoor recreation activity

communication equipment for emergency response

template incident reports

organisational emergency response policies and procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a search and rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC002 Perform vertical rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish ropes and belays for rescue rope systems, and to use single rope techniques and mechanical advantage systems to rescue self and others during single pitch activities.

Vertical single rope rescue skills are required in a range of activity contexts which can include abseiling, climbing, canyoning and caving.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Determine appropriate rescue methods and techniques for situation and according to needs of person to be rescued. 1.3. Select equipment required for single rope rescues. 1.4. Determine roles and responsibilities of others; complete a briefing and provide clear and concise instructions throughout rescue. 1.5. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Establish systems for vertical rescues.	2.1. Determine need for use of mechanical advantage systems, identify and establish type appropriate for the rescue situation. 2.2. Select and rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Promptly establish rescue systems required to raise and lower persons from a single pitch. 2.4. Rig single rescue rope to minimise effects of rope stretch and rub points and for efficient descent and ascent during rescue. 2.5. Establish belays suitable for rescue circumstance and to ensure personal safety during rescues. 2.6. Verify manufacturers' recommendations, equipment limitations and safety margins, and rig equipment accordingly.
3. Descend and ascend a pitch using single rope techniques.	3.1. Attach and adjust belay equipment to self and tie knots suitable for the established belay system. 3.2. Descend and ascend a fixed rope efficiently, using and adjusting techniques suitable for circumstances. 3.3. Safely approach, avoid or negotiate hazards to descend and ascend in a controlled manner. 3.4. Utilise techniques and equipment to adjust the single rope rig. 3.5. Choose optimum position and complete safe and efficient changeovers between descending and ascending. 3.6. Use techniques that minimise damage to equipment and the surface during activities.
4. Rescue others.	4.1. Establish communication with rescuee and provide clear and concise instructions and information throughout the rescue. 4.2. Operate rescue system to raise and lower persons from a single pitch. 4.3. Safely and efficiently escape a loaded belay system and transfer from belay device to direct connection to anchor. 4.4. Maintain safety of self, others and rescuee throughout rescue operations.
5. Rescue self.	5.1. Determine need for self rescue, assess situation and identify suitable techniques to resolve. 5.2. Anticipate hazards and utilise techniques to approach, avoid or negotiate throughout self rescue. 5.3. Implement extrication techniques to release from compromised situation. 5.4. Maintain personal safety throughout rescue operations.
6. Debrief and complete reports.	6.1. Participate in incident management debrief and identify future response improvements. 6.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Numeracy skills to:	complete simple calculations and approximations of loads for anchors, ropes and pulleys visually estimate distances to calculate lengths for ropes.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC002 Perform vertical rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

establish systems for and complete the following simulated vertical rescues:

two rescues of conscious persons

two self rescues

across the four rescues, collectively utilise the following equipment, techniques and methods:

select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

mechanical advantage systems which include simple pulley systems with one moving pulley

raising rescuee

lowering rescuee

single rope techniques including:

changeovers from descending to ascending

changeovers from ascending to descending

changeover to another system while suspended on a rope

bypassing knots

for each rescue operation

designate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuee

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

roles and responsibilities that can be allocated to team members and participants to effectively complete a single rope rescue

features, functions, advantages and disadvantages of different types of anchors:

fixed artificial

naturally occurring

artificial removable:

the effects of rope stretch during single rope operations and implications if not minimised:

abrasions

rope bounce

undue stress on the anchor system

stretch increases haulage effort

potential for rescuer and rescuee to impact with hazards, or become entangled or further entangled

features and functions of equipment used for single rope descents and ascents, and their specific application to rescue operations:

belay systems:

top rope top belay

bottom brake

self-belay

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

harnesses of different types

carabiners

maillon rapides

static and dynamic rope and when each might be used

rope protectors

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

mechanical advantage systems; simple pulley systems with one moving pulley

how the following factors affect the selection and rigging of above equipment for single rope rescues:

site characteristics including position of rub points

weather and environmental conditions

rescuee’s size, weight, and ability

manufacturers' specifications for equipment use

techniques used to:

establish belay systems for single rope rescues

close the system; advantages and disadvantages of doing so

when different knots are used in rigging, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

safety requirements at the pitch head including use of personal attachment systems

techniques used to adjust the rope rig to include those for changing:

cord length

types of ascenders and descenders

type of ascending action used

single rope rescue techniques used to:

raise and lower conscious persons from single pitches

descend and ascend a fixed rope

lock off during descent

changeover from descending to ascending

changeover from ascending to descending

changeover to another system while suspended on a rope

bypass knots

secure rescuee and escape from a loaded belay system

typical hazards associated with single rope descents and ascents, and techniques used to safely negotiate.

Assessment Conditions

Skills must be demonstrated in an above or below ground single pitch environment which might include cliff faces, canyons or caves with vertical to near vertical surfaces.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

personal protective equipment to include:

gloves, as required

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

single rope abseiling equipment:

carabiners

maillon rapides

rope which can include static and or dynamic rope

rope protectors

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

mechanical advantage systems

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC003 Perform complex vertical rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish ropes and belays for rescue rope systems, and to use rope rescue techniques and mechanical advantage systems to rescue self and others during single and multi pitch activities. Complex situations may involve bad or extreme weather, unconscious persons, numerous environmental hazards or a combination of many factors.

Complex rope rescue skills are required in a range of activity contexts which can include abseiling, climbing, canyoning and caving.

It applies to senior leaders, guides or instructors, and others who use discretion and judgement to manage significant problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of persons in need of rescue. 1.3. Select rescue equipment according to requirements. 1.4. Determine roles and responsibilities of others, complete a briefing and provide clear and concise instructions throughout rescue. 1.5. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Establish systems for complex rescues.	2.1. Determine need for use of mechanical advantage systems, identify and establish type appropriate for rescue situation. 2.2. Select and rig or establish multiple anchors, ensuring equalisation and minimise potential for shock loading. 2.3. Promptly establish rescue systems required to raise and lower persons for complex situations. 2.4. Rig rescue ropes to minimise effects of rope stretch and rub points and for efficient ascent and descent during rescue. 2.5. Establish belays suitable for rescue circumstance and to ensure personal safety during rescues. 2.6. Verify manufacturers’ recommendations, equipment limitations and safety margins, and rig equipment accordingly.
3. Conduct complex rescue of others.	3.1. Identify situations requiring approach from above or below and implement suitable approach procedures. 3.2. Establish communication with rescuee and provide clear and concise instructions and information throughout the rescue. 3.3. Operate rescue system to raise and lower persons on single and multi pitches. 3.4. Safely and efficiently escape a loaded belay system and transfer from belay device to direct connection to anchor. 3.5. Maintain safety of self, others and rescuee throughout rescue operations.
4. Complete complex self rescues.	4.1. Determine need for self rescue, assess complexities of situation and identify suitable techniques to resolve. 4.2. Anticipate hazards and utilise techniques to approach, avoid or negotiate throughout complex self rescues. 4.3. Implement extrication techniques to release from compromised situation. 4.4. Maintain personal safety throughout rescue operations.
5. Debrief and complete reports.	5.1. Participate in incident management debrief and identify future response improvements. 5.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Numeracy skills to:	complete significant calculations and estimations of loads for anchors, ropes and pulleys visually estimate distances to calculate lengths for ropes.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC003 Perform complex vertical rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

establish systems for and complete the following simulated vertical rescues:

one rescue of a conscious person

two rescues of unconscious persons

two self rescues

across the five rescues, collectively utilise the following equipment, techniques and methods:

select and tie at least four different types of knots suitable for the system type established, and appropriate for the intended load and function

mechanical advantage systems which include compound pulley systems with more than one moving pulley

rescue from above

rescue from below

raising rescuee

lowering rescuee

rescue with assisted haul from other team member(s)

single rope techniques including:

changeovers from descending to ascending

changeovers from ascending to descending

changeover to another system while suspended on a rope

bypassing knots

tandem descent

pluck off

rescue from a traverse

transfer load from one rope to another

for each rescue operation

designate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuee

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

roles and responsibilities that can be allocated to team members and participants to effectively complete a complex rope rescue

key considerations for determining rescue methods and techniques for complex rescues:

site topography and access to person to be rescued

severity of site hazards

degree of urgency to avoid situation worsening

weather conditions

condition of person to be rescued

rescue abilities of self and team members

availability of equipment and human resources

features, functions, advantages and disadvantages of different types of anchors:

fixed artificial

naturally occurring

artificial removable

features, functions and operation of equipment used for complex rescues:

belay systems:

top rope top belay

top rope bottom belay

bottom brake belay

self-belay

static and live belays

descending devices:

assisted locking

inline

plate

figure 8

tubular

improvised

belay devices:

assisted locking

inline

plate

figure 8

tubular

improvised

harnesses of different types

carabiners

maillon rapides

static and dynamic rope and when each might be used

tape

sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

releasable hitches

mechanical advantage systems to include:

simple pulley systems with one moving pulley

compound pulley systems with more than one moving pulley

factors that affect the selection and rigging of above equipment for complex rescues

manufacturers' specifications for equipment use

techniques used to:

establish belay systems for complex rope rescues

close the system; advantages and disadvantages of doing so

when different knots are used in rigging, advantages and disadvantages, and how to tie them:

fixed eye

mid line tied in the bight

end to end joining

termination

load control hitches

slide and grip hitches

complex rope rescue techniques used to:

raise and lower conscious and unconscious persons on single and multi pitches

rescue with assisted haul from other team member(s)

use a single rope and execute:

changeovers from descending to ascending

changeovers from ascending to descending

changeover to another system while suspended on a rope

bypass knots

complete two person (tandem) descents

pluck off

rescue from a traverse

transfer loads from one rope to another

traverse diagonally or horizontally

secure rescuee and escape from a loaded belay system

typical hazards associated with complex rope rescues, and techniques used to safely negotiate.

Assessment Conditions

Skills must be demonstrated in an above or below ground environment which might include cliff faces, canyons or caves.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

personal protective equipment to include:

gloves, as required

abseiling or climbing helmets

harnesses

anchors which can include:

fixed artificial

naturally occurring

artificial removable

equipment used for complex rescues:

carabiners

maillon rapides

rope which can include static and or dynamic rope

tape or sewn sling

personal attachment systems, including cow’s tails

Prusik cords

foot loops

mechanical ascenders

descending devices

belay devices

mechanical advantage systems

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC004 Self rescue in white water

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to self rescue when in water after a craft capsize or ejection within inland white water rivers with rapids. These self rescue skills are required in a range of activity contexts which can include canoeing, kayaking and white water rafting.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manoeuvre self in moving water.	1.1. Assess situation, identify immediate hazards and risks and promptly determine best action. 1.2. Set and maintain ferry angle to balance swimming against current. 1.3. Use appropriate body position and defensive swimming techniques to negotiate moving water and river hazards. 1.4. Use appropriate body position and aggressive swimming techniques to negotiate moving water and to free self from river hazards. 1.5. Transition between defensive and aggressive swimming and maintain body position that avoids foot entrapment. 1.6. Break in and out of eddies and cross a current to reach shore. 1.7. Use direction and support aids provided by others to reach shore or rescue craft.
2. Wade in moving water.	2.1. Identify safe river location to wade. 2.2. Wade across rivers at mid-thigh depth and negotiate swift currents, when present. 2.3. Use direction and support aids provided by others to reach shore.
3. Re-enter craft.	3.1. Select a method of re-entry according to physical ability, type of craft and situation. 3.2. Re-enter craft with and without assistance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known to party members.
Numeracy skills to:	estimate speed of currents and depth of water.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC004 Self rescue in white water

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated self rescues in one or more inland white water rivers with rapids

during each of the above rescues:

consistently negotiate river hazards safely and effectively

use re-entry techniques suited to the type of craft utilised for the activity

across the three rescues collectively utilise the following aids effectively as the rescuee:

reach equipment

throw bags

rope coils.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

typical hydrology conditions and hazards associated with self rescues on inland white water rivers with rapids, and techniques used to safely negotiate these:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

appropriate swimming strokes and techniques to use while in paddling gear

defensive swimming techniques and when to use these in white water conditions:

floating passively on back facing downstream

riding with the river current

pointing feet downstream, toes out of water

using arms and legs to avoid serious contact with obstacles

aggressive swimming techniques and when to use these in white water conditions:

moving on to stomach

pointing head in direction of travel

stroking hard to move across the current

swimming freestyle across current

factors that affect selection of appropriate location for wading

shallow water wading techniques

aids used in rescues and how to use these effectively as rescuee:

reach equipment, including improvised use of equipment on hand

throw bags

rope coils

craft and paddle as a flotation device

for the particular type of water craft, techniques used to re-enter.

Assessment Conditions

Skills must be demonstrated on inland white water rivers with rapids which must include, as a minimum, features of grade 2 rivers:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as rescuers providing aids during simulated activities

Australian Standard, or equivalent, compliant lifejackets suitable for inland river conditions

helmets

pea-less whistles not affected by water

white water craft which can include canoes, kayaks and rafts

paddles suited to type of craft

throw bags

rope coils.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC005 Rescue others in white water

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform rescues and recoveries on inland white water rivers with rapids. White water rescue skills are required in a range of activity contexts which can include canoeing, kayaking and white water rafting, and techniques will vary according to the type of craft.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISORSC004 Self rescue in white water

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 1.3. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue others from moving water.	2.1. Identify immediate hazards, assess risks and negotiate throughout rescue to avoid injury to self and others. 2.2. Provide clear and concise instructions to person being rescued and others assisting. 2.3. Rescue a swimmer in moving water using reach techniques. 2.4. Utilise throw resources to reach a swimmer in moving water. 2.5. Release entrapped person, utilising methods suitable for situation. 2.6. Use safe contact methods, using craft, to rescue and transport a swimmer. 2.7. Provide both tethered and supported tows to nearest safe landing. 2.8. Select and use equipment and methods appropriate to situation to retrieve abandoned craft and equipment.
3. Use mechanical advantage systems.	3.1. Determine need for use of mechanical advantage systems. 3.2. Identify and promptly establish type appropriate for the rescue or recovery situation. 3.3. Verify manufacturers' recommendations, equipment limitations and safety margins; rig and use equipment accordingly. 3.4. Modify system, as required, to increase efficiency and communicate system changes to others assisting.
4. Debrief and complete reports.	4.1. Participate in incident management debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC005 Rescue others in white water

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated white water rescues, on one or more inland white water rivers with rapids, which collectively involve the following situations:

swimmers in the water, one at any given time

entrapped persons, one at any given time

abandoned craft and paddles to be recovered, one at any given time

across the three rescues, collectively utilise the following techniques and methods as relevant to the type of craft utilised:

reach techniques to rescue swimmers

reach techniques to recover paddles

throw techniques to rescue swimmers using throw bags and coiled ropes

two point craft on tether

single tow with paddler onboard (excluding raft rescues)

contact rescue, using craft and techniques relevant to the type of craft utilised

use of a mechanical advantage system to recover wrapped, pinned or breached craft

for each rescue operation:

consistently negotiate river hazards safely and effectively

designate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuee

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

roles and responsibilities that can be allocated to team members and participants to effectively complete a white water rescue

communication protocols for rescue operations in white water:

calls

hand and paddle signals

whistles

typical hydrology conditions and hazards associated with rescues on inland white water rivers with rapids, and techniques used to safely negotiate these:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

features, functions and operation of equipment used for white water rescues:

reach equipment, including improvised use of equipment on hand

throw bags

rope coils

two point boat tether system

mechanical advantage systems to include:

z drags

pig-rigs

vector pulls

3:1 ratio

4:1 ratio

factors that affect the selection and rigging of mechanical advantage systems

manufacturers' specifications for equipment use

types of anchors used in rescue systems and factors that affect selection

types of knots used, and how to tie them, when establishing rescue systems

techniques used to rescue swimmers in moving water:

reach techniques

throw techniques using throw bags and rope coils

contact techniques

different types of entrapment encountered by rescuees and suitable methods used to extricate entrapped persons

as relevant to the particular type of water craft, techniques used when implementing the following rescue and recovery methods:

T (or X) rescue

wedge rescue

deck carry

providing single and double tows

retrieving abandoned craft and equipment

two point tethered tow.

Assessment Conditions

Skills must be demonstrated on inland white water rivers with rapids which must include, as a minimum, features of grade 2 rivers:

fairly frequent but straightforward rapids

rapids with regular medium sized waves, less than one metre

low ledges or drops, easy eddies and gradual bends

small obstacles that require manoeuvring around

passages through rapids that are generally straightforward and can be seen from the water.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

Australian Standard, or equivalent, compliant lifejackets suitable for inland river conditions

helmets

pea-less whistles not affected by water

white water craft which can include canoes, kayaks and rafts

paddles suited to type of craft

rescue equipment:

throw bags

rope coils

towlines

static rope

carabiners, Prusik cords and tape sling

mechanical advantage systems

knives

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC006 Lead and participate in complex white water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to both direct and complete complex rescues and recoveries on inland white water rivers with grade 3 and above rapids. White water rescue skills are required in a range of activity contexts which can include canoeing, kayaking and white water rafting, and techniques will vary according to the type of craft.

Complex situations may involve multiple capsized participants, multiple equipment recoveries, dealing with numerous environmental hazards, or a combination of many factors.

It applies to senior leaders, guides or instructors, and others who use discretion and judgement to manage significant problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISORSC004 Self rescue in white water

Competency Field

Rescue Operations

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of persons in need of rescue. 1.3. Select rescue equipment according to requirements. 1.4. Assess abilities, establish a chain of command and allocate roles and responsibilities to others. 1.5. Provide clear and concise instructions and confirm rescue crew understanding of roles, communication protocols and rescue actions. 1.6. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue multiple persons from moving water.	2.1. Prioritise rescue of persons according to need, and manage rescue crew response. 2.2. Monitor hazards, changing circumstances and actions of rescuers and provide ongoing direction. 2.3. Participate in rescue in and out of water, changing position as required, to effect rescue of multiple swimmers. 2.4. Provide clear and concise instructions to rescuers and rescuees throughout rescue. 2.5. Utilise reach and throw techniques to rescue multiple swimmers in moving water. 2.6. Release entrapped persons, utilising methods suitable for situation. 2.7. Use safe contact methods, using craft, to rescue and transport a swimmer. 2.8. Provide both tethered and supported tows to nearest safe landing. 2.9. Select and use equipment and methods appropriate to situation to retrieve abandoned craft and equipment.
3. Use mechanical advantage systems.	3.1. Determine need for use of mechanical advantage systems. 3.2. Identify and promptly establish type appropriate for the rescue or recovery situation. 3.3. Verify manufacturers' recommendations, equipment limitations and safety margins; rig and use equipment accordingly. 3.4. Modify system, as required, to increase efficiency and communicate system changes to others assisting.
4. Debrief and complete reports.	4.1. Participate in incident management debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively direct and work within teams to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC006 Lead and participate in complex white water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated complex white water rescues on one or more inland white water rivers with rapids, which collectively involve the following situations:

a minimum of three swimmers simultaneously in the water

a minimum of two simultaneously entrapped persons

a minimum of three simultaneously abandoned craft and paddles to be recovered

across the three rescues, collectively utilise the following techniques and methods, as relevant to the type of craft utilised:

reach techniques to rescue swimmers

reach techniques to recover paddles

throw techniques to rescue swimmers using throw bags and coiled ropes

two and four point craft on tether

single and double tows with paddler onboard (excluding raft rescues)

tyrolean rope system with craft on tether

contact rescue, using craft and techniques relevant to the type of craft utilised

use of a mechanical advantage system to recover a wrapped, pinned or breached craft

for each rescue operation:

consistently negotiate river hazards safely and effectively

establish a chain of command, allocate and communicate roles and responsibilities to team members and participants to effectively complete rescues

maintain effective communication with the rescuees

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

principles of a chain of command as relevant to rescue operations

roles and responsibilities that can be allocated to team members and participants to effectively complete a complex white water rescue

communication protocols for rescue operations in white water:

calls

hand and paddle signals

whistles

key considerations for determining rescue methods and techniques for complex white water rescues:

river topography and access to person to be rescued

river conditions

severity of river hazards

degree of urgency to avoid situation worsening

condition of persons to be rescued

rescue abilities of self and team members

availability of equipment and human resources

typical hydrology conditions and hazards associated with complex white water rescues on grade 3 and above rivers, and techniques used to safely negotiate these:

currents

eddies

waves

strainers

holes

stoppers

sieves

rocks, including undercut rocks

waterfalls

downstream and upstream Vs

boils

pour overs

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

other boating traffic

features, functions and operation of equipment used for complex white water rescues:

reach equipment, including improvised use of equipment on hand

throw bags

rope coils

two and or four point boat tether system

mechanical advantage systems to include:

high line tyrolean tethering system (telfer lower)

z drags

pig-rigs

vector pulls

3:1 ratio

4:1 ratio

factors that affect the selection and rigging of mechanical advantage systems

manufacturers' specifications for equipment use

types of anchors used in rescue systems and factors that affect selection

types of knots used, and how to tie them, when establishing rescue systems

techniques used to rescue swimmers in moving water:

reach techniques

throw techniques using throw bags and rope coils

contact techniques

different types of entrapment encountered by rescuees and suitable methods used to extricate entrapped persons

as relevant to the particular type of water craft, techniques used when implementing the following rescue and recovery methods:

T (or X) rescue

wedge rescue

deck carry

providing single and double tows

retrieving abandoned craft and equipment

two point tethered tow

four point tethered tow.

Assessment Conditions

Skills must be demonstrated on inland white water rivers with rapids which must include, as a minimum, features of grade 3 rivers:

rapids which have fairly high waves, one to two metres tall

broken water, strong currents and eddies

significant obstacles including large holes, exposed rocks and small falls that require manoeuvring around

passages through rapids are difficult to recognise from the river and inspection from the bank is usually required.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

Australian Standard, or equivalent, compliant lifejackets suitable for inland river conditions

helmets

pea-less whistles not affected by water

white water craft which can include canoes, kayaks and rafts

paddles suited to type of craft

rescue equipment:

throw bags

rope coils

towlines

static rope

carabiners, Prusik cords and tape sling

mechanical advantage systems to include high line tyrolean tethering system

knives

template incident reports

organisational policies and procedures for emergency response

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a recreational activity leader, guide or instructor; or as a rescue operator where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISORSC007 Perform basic surf rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform rescues and recoveries in surf conditions with waves up to 1 metre.

It applies to leaders, guides or instructors, and others who use discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 1.3. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue others from surf.	2.1. Provide clear and concise instructions to person being rescued and others assisting. 2.2. Select approach and contact methods to minimise risk of injury or submersion of self as rescuer. 2.3. Rescue person in surf using rescue tube and non-motorised rescue craft. 2.4. Support, tow and monitor condition of rescued person. 2.5. Use appropriate carrying techniques to ensure airways are kept clear. 2.6. Utilise deep water resuscitation techniques according to standard practice and current guidelines.
3. Debrief and complete reports.	3.1. Participate in incident management debrief and identify future response improvements. 3.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISORSC007 Perform basic surf rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three simulated surf rescues

across the three rescues, collectively utilise the following aids effectively:

rescue tubes

rescue boards

surf craft (non-motorised) used as rescue craft

for each rescue:

consistently negotiate surf hazards safely and effectively

designate roles and responsibilities to team members and participants to effectively complete rescues

utilise appropriate carrying and deep water resuscitation techniques

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response.

roles and responsibilities that can be allocated to team members and participants to effectively complete a surf rescue

communication protocols for surf rescue operations:

calls

hand signals

whistles

key characteristics of winds, currents, tides, rips, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surf rescues and appropriate responses

typical hazards associated with surf environments, and techniques used to safely negotiate these:

rips

lateral currents

marine animals

rocks

sandbars

water users: surfers, swimmers, small craft

large waves

shore breaks

dumping waves

features, functions and operation of equipment used for surf rescues and factors that affect selection:

rescue tubes

rescue boards

surf craft used as rescue craft

for surf rescues:

appropriate contact methods to ensure safety of rescuer

methods used to support and tow rescued persons

methods used to carry rescued persons to ensure airways are clear

resuscitation techniques used in deep water and current Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in a surf environment which features the following:

waves up to 1 metre

beach breaks, point breaks, river mouth or reef breaks

water depth of shoulder height or less.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

people who act as team members, participants, and rescuees with whom the individual interacts during simulated activities

exposure protection surf wear suitable for conditions, and exposure suits as required

rescue craft which can include surfboards, sea kayaks, stand up paddle boards or any type of non-motorised small craft

rescue equipment:

rescue tube

rescue boards

rope

knives

pea-less whistles not affected by water

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as recreational activity leader, guide or instructor; surf lifesaver or lifeguard, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate part time and full time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail small boats, under 8.5 metres length of deck, in light to moderate wind conditions within smooth waters. It requires the ability to use fundamental skills to launch, land and sail; steer on all points of sail, and to tack and gybe. It also requires the ability to rescue crew members from the water, recover from a capsize, and to operate small boats under tow.

This unit provides the skills to sail in smooth water conditions found within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays. Sailors at this level can sail in variable winds from light winds up to 10 knots and in moderate winds of 11 to 16 knots (Beaufort Scale).

Smooth water could feature small formed rippled wavelets which do not break but can include small breaking white capping waves up to 0.5 metre. When moderate winds prevail, water could feature small white capping waves up to 1.25 metres.

It applies to leaders, guides or instructors, who use these skills when leading participants during sailing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select clothing, footwear and personal protective equipment suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for sailing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust lifejacket to ensure comfort and safety.
2. Rig small boat.	2.1. Select lines and other rigging equipment to suit design of small boat in use. 2.2. Rig sails to mast and boom using appropriate tension. 2.3. Secure lines by tying knots suitable for rigging. 2.4. Complete safety checks according to organisational procedures.
3. Launch small boats.	3.1. Determine wind direction to enable easy launching. 3.2. Embark and launch small boat from bank or shore while maintaining stability, direction, speed and control. 3.3. Secure or drop the centreboard, where present, and rudder.
4. Sail a marked course in smooth water and light to moderate wind conditions.	4.1. Comply with waterway rules throughout all activities, including use of boat within permitted areas. 4.2. Manoeuvre boat using primary boat controls, safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.3. Determine wind direction and use wind, wind indicators and directional change to follow marked course. 4.4. Respond to changing wind conditions; adjust sails to effectively manoeuvre boat using techniques appropriate for wind conditions. 4.5. Use wind indicators and angle of sail to vary speed and use a basic heave to as a reference point. 4.6. Sail the boat close hauled to a destination directly upwind. 4.7. Identify perimeters of no go zone, and tack boat from close hauled to close hauled. 4.8. Sail boat on a dead run and gybe mainsail while boat remains sailing on a dead run. 4.9. Identify hazards of gybing when sailing downwind, and implement strategies to avoid unexpected gybe.
5. Recover crew member lost overboard.	5.1. Provide clear and concise instructions to person being rescued and others assisting. 5.2. Engage a lookout to maintain sight of crew overboard at all times and to consistently indicate position in water. 5.3. Reduce speed to safe level, approach and stop to leeward side of crew member in water. 5.4. Rescue crew member from water using reach techniques. 5.5. Utilise throw resources to reach and recover crew member in water. 5.6. Position boat appropriately and assist injured crew to re-enter boat.
6. Recover from a capsize.	6.1. Recognise warning signs and take immediate action to prevent capsize. 6.2. Signal for assistance following capsize, as required, and implement organisational capsize procedures. 6.3. Check safety of crew, provide instruction, and stay clear of rigging in water. 6.4. Maintain contact with boat, secure floating items, as able, and ease sheets. 6.5. Utilise all crew members to right small boat using counterweight methods and smooth transitions; maintain head to wind. 6.6. Re-enter crew to boat gradually as sufficient freeboard is regained after first crew member has re-entered and started bailing.
7. Operate small boats under tow.	7.1. Drop and secure sails and secure all equipment. 7.2. Receive and secure towline using appropriate fixtures, knots and tensions to spread load on towline. 7.3. Seat crew in positions to provide balance to small boat. 7.4. Signal towing vessel when ready to proceed. 7.5. Maintain communication with towing vessel and monitor towline and response of small boat, adjust any equipment as required.
8. Land and secure small boats.	8.1. Bring small boat to anchor using techniques appropriate to situation. 8.2. Drop sails, raise centreboard, where present, and rudder and prepare lines in preparation for return to shore. 8.3. Account for effects of wind and tide to safely manoeuvre boat into landing position. 8.4. Maintain stability, direction, speed and control to land boat into a range of free and tight positions. 8.5. Secure small boat to bank or shore using appropriate knots, and retrieve boat from water. 8.6. De-rig and pack all components. 8.7. Secure boat for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI001 Sail small boats in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group sailing sessions in light wind conditions

complete two group sailing sessions in moderate wind conditions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules

utilise effective techniques to:

rig the sail boat

launch and land the sailboat under control

power, steer and turn the sailboat under control on a marked course

participate in simulations to:

recover three crew members lost overboard, one at any given time, and collectively use reach and throw techniques and equipment

recover from a capsize on three occasions

operate under tow on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sailing activities

clothing and footwear suitable for sailing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

effective design and construction features of waterproof gear

types of footwear including specialist boating sandals and shoes and their advantages over other types of footwear

features and uses of sailing gloves and mittens, and advantages and disadvantages

features and functions of lifejackets suitable for smooth water conditions and how to fit and adjust these for comfort and safety

location and function of these small sailboat parts:

bow and stern

hull

deck

cockpit

painters ring

centreboard

tiller and rudder

mast

boom

sails:

mainsail and jib

parts of sails – battens, luff, leech, head, foot, tack and clew

rigging:

standing and running rigging - meaning and difference

halyards and sheets

downhauls, including Cunningham’s eye, and outhauls

cleats of different types

types of small sailing boats suitable for use in smooth water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for sailing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of sailing location, and on launching, landing and manoeuvring small sailing boats:

tides, currents, waves and rips

on, cross, and off shore winds

the meaning of the following terminology used for sailing:

port

starboard

ahead, abeam, astern

fore and aft

windward, upwind

leeward, downwind

cross wind

dead run

luffing up

bearing away

safe manual handling techniques used to lift and carry small sailing boats and equipment

equipment features and techniques used to secure small sailing boats for transportation

techniques and knots used to rig small sailing boats, and correct tensions

techniques used to:

embark, launch, land and disembark small sailing boats from bank or shore, including those for tight positions

secure boats to bank or shore

specific to smooth water and light to moderate wind conditions:

fundamental sailing manoeuvres and techniques for tacking and gybing on a marked course

different techniques used to adjust sails and when these would be used:

trimming

reefing

heaving to

different techniques used to anchor small boats and when these would be used

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

hazards associated with gybing downwind and how to manage these

typical hazards associated with sailing, and techniques used to safely negotiate these:

tides, currents and rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features, functions and operation of equipment used to rescue crew from water:

reach equipment

throw bags, lifebuoys and slings

throw ropes

techniques used to rescue crew from water:

reach techniques

throw techniques

using rescuee’s lifejacket and dragging injured crew member onto boat

for capsizes:

actions that can prevent imminent capsize; easing sheets, shifting weight, change heading

appropriate swimming strokes and techniques to use while clothed in smooth water conditions

counterweight techniques used to re-establish upright small boat, and correct positioning of boat in relation to wind direction

importance of gradual crew re-entry into boat

how to empty water from small boats, and equipment used to assist

equipment and towing techniques used for small sailing boats when under tow

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterway and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small sailing boats within the limits

life jackets required within the limits

rules specific to the operation of small sailing boats:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

for two assessments:

light winds up to 10 knots (Beaufort scale) and small breaking white capping waves up to .05 metre

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sailing activities

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues, capsizes and tows

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

ropes and tie down straps for transportation

rescue equipment:

reach equipment

throw equipment

towlines

bailing device

knives

boating guide issued by the local state or territory maritime authority

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for sailing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail small boats, under 8.5 metres length of deck, in moderate to fresh wind conditions within partially smooth waters. It requires the ability to launch, land and sail; steer on all points of sail, and to tack and gybe. It also requires the ability to rescue crew members from the water, recover from a capsize, and to operate small boats under tow.

This unit provides the skills to sail in partially smooth water conditions found within ports, bays and harbours, and sheltered coastal areas up to 2 nautical miles seaward from the coast. Sailors at this level can sail in variable winds from moderate winds of 11 to 16 knots and in fresh winds of 17 to 21 knots (Beaufort Scale).

Partially smooth water could feature small white capping waves up to 1.25 metres. When fresh winds prevail, water could feature long moderate sized white capping waves between 1.25 and 2.5 metres.

It applies to leaders, guides or instructors, who use these skills when leading participants during sailing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select clothing, footwear and personal protective equipment suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for sailing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust lifejacket to ensure comfort and safety.
2. Rig small boat.	2.1. Select lines and other rigging equipment to suit design of small boat in use. 2.2. Rig sails to mast and boom using appropriate tension. 2.3. Secure lines by tying knots suitable for rigging. 2.4. Complete safety checks according to organisational procedures.
3. Launch small boats.	3.1. Determine wind direction to enable easy launching. 3.2. Embark and launch small boat from bank, shore or wharf while maintaining stability, direction, speed and control. 3.3. Secure or drop the centreboard, where present, and rudder.
4. Sail a marked course in partially smooth water and moderate to fresh wind conditions.	4.1. Comply with waterway rules throughout all activities, including use of boat within permitted areas. 4.2. Manoeuvre boat using primary boat controls, safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.3. Determine wind direction and use wind, wind indicators and directional change to follow marked course. 4.4. Use the tiller extension where necessary to sail a course which includes windward and downwind legs. 4.5. Respond to changing wind conditions; adjust sails to effectively manoeuvre boat using techniques appropriate for wind conditions.
5. Recover crew member lost overboard.	5.1. Provide clear and concise instructions to person being rescued and others assisting. 5.2. Engage a lookout to maintain sight of crew overboard at all times and to consistently indicate position in water. 5.3. Reduce speed to safe level, approach and stop to leeward side of crew member in water. 5.4. Rescue crew member from water using reach techniques. 5.5. Utilise throw resources to reach and recover crew member in water. 5.6. Position boat appropriately and assist injured crew to re-enter boat.
6. Recover from a capsize.	6.1. Recognise warning signs and take immediate action to prevent capsize. 6.2. Signal for assistance following capsize, as required, and implement organisational capsize procedures. 6.3. Check safety of crew, provide instruction, and stay clear of rigging in water. 6.4. Maintain contact with boat, secure floating items, as able, and ease sheets. 6.5. Utilise all crew members to right small boat using counterweight methods and smooth transitions; maintain head to wind. 6.6. Re-enter crew to boat gradually as sufficient freeboard is regained after first crew member has re-entered and started bailing.
7. Operate small boats under tow.	7.1. Drop and secure sails and secure all equipment. 7.2. Receive and secure towline using appropriate fixtures, knots and tensions to spread load on towline. 7.3. Seat crew in positions to provide balance to small boat. 7.4. Signal towing vessel when ready to proceed. 7.5. Maintain communication with towing vessel and monitor towline and response of small boat, adjust any equipment as required.
8. Land and secure small boats.	8.1. Bring small boat to anchor using techniques appropriate for situation 8.2. Drop sails, raise centreboard, where present, and rudder and prepare lines in preparation for return to shore. 8.3. Account for effects of wind and tide to safely manoeuvre boat into landing position. 8.4. Maintain stability, direction, speed and control to land boat into a range of free and tight positions. 8.5. Secure small boat to bank or shore or wharf using appropriate knots, and retrieve boat from water. 8.6. De-rig and pack all components. 8.7. Secure boat for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI002 Sail small boats in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group sailing sessions in moderate wind conditions

complete two group sailing sessions in fresh wind conditions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules

utilise effective techniques to:

rig the sail boat

launch and land the sailboat under control

power, steer and turn the sailboat under control on a marked course

participate in simulations to:

recover three crew members lost overboard, one at any given time, and collectively use reach and throw techniques and equipment

recover from a capsize on three occasions

operate under tow on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sailing activities

clothing and footwear suitable for sailing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

effective design and construction features of waterproof gear

types of footwear including specialist boating sandals and shoes and their advantages over other types of footwear

features and uses of sailing gloves and mittens, and advantages and disadvantages

features and functions of lifejackets suitable for partially smooth water conditions and how to fit and adjust these for comfort and safety

location and function of these small sailboat parts:

bow and stern

hull

deck

cockpit

painters ring

centreboard

tiller and rudder

mast

boom

sails:

mainsail and jib

parts of sails – battens, luff, leech, head, foot, tack and clew

rigging:

standing and running rigging, meaning and difference

halyards and sheets

downhauls, including Cunningham’s eye, and outhauls

cleats of different types

types of small sailing boats suitable for use in partially smooth water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for sailing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of sailing location, and on launching, landing and manoeuvring small sailing boats:

tides, currents, waves and rips

on, cross, and off shore winds

the interrelationship of winds, tides and current and effects on sailing conditions

the meaning of the following terminology used for sailing:

port

starboard

ahead, abeam, astern

fore and aft

windward, upwind

leeward, downwind

cross wind

dead run

luffing up

bearing away

safe manual handling techniques used to lift and carry small sailing boats and equipment

equipment features and techniques used to secure small sailing boats for transportation

techniques and knots used to rig small sailing boats, and correct tensions

techniques used to:

embark, launch, land and disembark small sailing boats from bank, shore and wharves, including those for tight positions

secure boats to bank or shore and wharves

specific to partially smooth water and moderate to fresh wind conditions:

sailing manoeuvres and techniques for tacking and gybing on a marked course

different techniques used to adjust sails and when these would be used:

trimming

reefing

heaving to

different techniques used to anchor small boats and when these would be used

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

hazards associated with gybing downwind and how to manage these

typical hazards associated with sailing, and techniques used to safely negotiate these:

tides, currents and rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features, functions and operation of equipment used to rescue crew from water:

reach equipment

throw bags, lifebuoys and slings

throw ropes

techniques used to rescue crew from water:

reach techniques

throw techniques

using rescuee’s lifejacket and dragging injured crew member onto boat

for capsizes:

actions that can prevent imminent capsize; easing sheets, shifting weight, change heading

appropriate swimming strokes and techniques to use while clothed in smooth water conditions

counterweight techniques used to re-establish upright small boat, and correct positioning of boat in relation to wind direction

importance of gradual crew re-entry into boat

how to empty water from small boats, and equipment used to assist

equipment and towing techniques used for small sailing boats when under tow

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterway and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small sailing boats within the limits

life jackets required within the limits

rules specific to the operation of small sailing boats:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Skills must be demonstrated in partially smooth water conditions which can be within ports, bays and harbours, and sheltered coastal areas.

The environment must feature the following:

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres

for two assessments:

fresh winds between 17 to 21 knots (Beaufort Scale) and long moderate sized white capping waves between 1.25 and 2.5 metres

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sailing activities

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues, capsizes and tows

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5metres length of deck, suitable for use in partially smooth water and moderate to fresh wind conditions

sails, rigging and rigging tools suited to the type of craft

ropes and tie down straps for transportation

rescue equipment:

reach equipment

throw equipment

towlines

bailing device

knives

boating guide issued by the local state or territory maritime authority

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for sailing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency ; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail small boats, under 8.5 metres length of deck, in moderate wind conditions within open coastal waters. It requires the ability to launch, land and sail; steer on all points of sail, and to tack and gybe. It also requires the ability to rescue crew members from the water, recover from a capsize, and to operate small boats under tow.

This unit provides the skills to sail in open coastal waters between 2 to 5 nautical miles seaward from the coast. Sailors at this level can sail in moderate winds of 11 to 16 knots (Beaufort Scale).Water could feature small white capping waves up to 1.25 metres.

It applies to leaders, guides or instructors, who use these skills when leading participants during sailing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select clothing, footwear and personal protective equipment suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for sailing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust lifejacket to ensure comfort and safety.
2. Rig small boat.	2.1. Select lines and other rigging equipment to suit design of small boat in use. 2.2. Rig sails to mast and boom using appropriate tension. 2.3. Secure lines by tying knots suitable for rigging. 2.4. Complete safety checks according to organisational procedures.
3. Launch small boats.	3.1. Determine wind direction to enable easy launching. 3.2. Embark and launch small boat from bank, shore or wharf while maintaining stability, direction, speed and control. 3.3. Secure or drop the centreboard, where present, and rudder.
4. Sail small boat in open coastal waters and moderate wind conditions.	4.1. Comply with waterway rules throughout all activities, including use of boat within permitted areas. 4.2. Manoeuvre boat using primary boat controls, safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.3. Analyse wind indicators to anticipate gusts, lulls, lifts and knocks and use wind shifts when sailing upwind and downwind. 4.4. Respond to changing wind conditions; adjust sails to effectively manoeuvre boat using techniques appropriate for wind conditions. 4.5. Heave to and back the mainsail to control speed of boat. 4.6. Reduce sail in response to variable wind conditions. 4.7. Trim sails, and steer boat efficiently in moderate wind conditions.
5. Recover crew member lost overboard.	5.1. Provide clear and concise instructions to person being rescued and others assisting. 5.2. Engage a lookout to maintain sight of crew overboard at all times and to consistently indicate position in water. 5.3. Reduce speed to safe level, approach and stop to leeward side of crew member in water. 5.4. Rescue crew member from water using reach techniques. 5.5. Utilise throw resources to reach and recover crew member in water. 5.6. Position boat appropriately and assist injured crew to re-enter boat.
6. Recover from a capsize.	6.1. Recognise warning signs and take immediate action to prevent capsize. 6.2. Signal for assistance following capsize, as required, and implement organisational capsize procedures. 6.3. Check safety of crew, provide instruction, and stay clear of rigging in water. 6.4. Maintain contact with boat, secure floating items, as able, and ease sheets. 6.5. Utilise all crew members to right small boat using counterweight methods and smooth transitions; maintain head to wind. 6.6. Re-enter crew to boat gradually as sufficient freeboard is regained after first crew member has re-entered and started bailing.
7. Operate small boats under tow.	7.1. Drop and secure sails and secure all equipment. 7.2. Receive and secure towline using appropriate fixtures, knots and tensions to spread load on towline. 7.3. Seat crew in positions to provide balance to small boat. 7.4. Signal towing vessel when ready to proceed. 7.5. Maintain communication with towing vessel and monitor towline and response of small boat, adjust any equipment as required.
8. Land and secure small boats.	8.1. Bring small boat to anchor, using techniques appropriate for situation. 8.2. Drop sails, raise centreboard, where present, and rudder and prepare lines in preparation for return to shore. 8.3. Account for effects of wind and tide to safely manoeuvre boat into landing position. 8.4. Maintain stability, direction, speed and control to land boat into a range of free and tight positions. 8.5. Secure small boat to bank or shore or wharf using appropriate knots, and retrieve boat from water. 8.6. De-rig and pack all components. 8.7. Secure boat for road transport using suitable methods

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret potentially unfamiliar and complex information about waterway rules.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI003 Sail small boats in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete four group sailing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules

utilise effective techniques to:

rig the sailboat

launch and land the sailboat under control

power, steer and turn the sailboat under control

participate in simulations to:

recover three crew members lost overboard, one at any given time, and collectively use reach and throw techniques and equipment

recover from a capsize on three occasions

operate under tow on one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for sailing activities

clothing and footwear suitable for sailing activities:

types of clothing and fabrics that protect against the effects of weather including sun, temperatures, winds and precipitation of different levels

effective design and construction features of waterproof gear

types of footwear including specialist boating sandals and shoes and their advantages over other types of footwear

features and uses of sailing gloves and mittens, and advantages and disadvantages

features and functions of lifejackets suitable for open coastal waters and how to fit and adjust these for comfort and safety

location and function of these small sailboat parts:

bow and stern

hull

deck

cockpit

painters ring

centreboard

tiller and rudder

mast

boom

sails:

mainsail and jib

parts of sails – battens, luff, leech, head, foot, tack and clew

rigging:

standing and running rigging, meaning and difference

halyards and sheets

downhauls, including Cunningham’s eye, and outhauls

cleats of different types

types of small sailing boats suitable for use in open coastal water conditions and:

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for sailing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of sailing location, and on launching, landing and manoeuvring small sailing boats:

tides, currents, waves and rips

on, cross, and off shore winds

the interrelationship of winds, tides and current and effects on sailing conditions

the meaning of the following terminology used for sailing:

port

starboard

ahead, abeam, astern

fore and aft

windward, upwind

leeward, downwind

cross wind

dead run

luffing up

bearing away

safe manual handling techniques used to lift and carry small sailing boats and equipment

equipment features and techniques used to secure small sailing boats for transportation

techniques and knots used to rig small sailing boats, and correct tensions

techniques used to:

embark, launch, land and disembark small sailing boats from bank, shore and wharves, including those for tight positions

secure boats to bank or shore and wharves

specific to open coastal waters and moderate wind conditions:

sailing manoeuvres and techniques for tacking and gybing

different techniques used to adjust sails and when these would be used:

trimming

reefing

heaving to

different techniques used to anchor small boats and when these would be used

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

hazards associated with gybing downwind and how to manage these

typical hazards associated with sailing, and techniques used to safely negotiate these:

tides, currents and rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

other boating traffic

features, functions and operation of equipment used to rescue crew from water:

reach equipment

throw bags, lifebuoys and slings

throw ropes

techniques used to rescue crew from water:

reach techniques

throw techniques

using rescuee’s lifejacket and dragging injured crew member onto boat

for capsizes:

actions that can prevent imminent capsize; easing sheets, shifting weight, change heading

appropriate swimming strokes and techniques to use while clothed in smooth water conditions

counterweight techniques used to re-establish upright small boat, and correct positioning of boat in relation to wind direction

importance of gradual crew re-entry into boat

how to empty water from small boats, and equipment used to assist

equipment and towing techniques used for small sailing boats when under tow

specific to the local state or territory:

categories of waterways determined by law and maritime authority:

description of waterway and limits

how to interpret basic limit charts issued by the local authority

safety equipment required for small sailing boats within the limits

life jackets required within the limits

rules specific to the operation of small sailing boats:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

alcohol and drug restrictions

requirements for lights after sunset

incident reporting requirements including those for verbal and written reports.

Assessment Conditions

Skills must be demonstrated in open coastal waters.

The environment must feature the following:

water which features small white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants with whom the individual interacts during sailing activities

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues, capsizes and tows

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5metres length of deck, suitable for use in open coastal waters and moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

ropes and tie down straps for transportation

rescue equipment:

reach equipment

throw equipment

towlines

bailing device

knives

boating guide issued by the local state or territory maritime authority

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for sailing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency ; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during small boat sailing activities in smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct small boat sailing techniques applicable to smooth water and light to moderate wind conditions. To do this, leaders must be proficient in small boat sailing skills which are covered by other units.

Leaders can provide instruction when on board the small boat with participants or from a remote support craft. This unit is applicable to both circumstances.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate small boat sailing techniques applicable to smooth water and light to moderate wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise small boat sailing activities in smooth water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during small boat sailing activities in smooth water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI004 Lead sailing activities in smooth water and light to moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a group of participants, lead two small boat sailing sessions in light wind conditions according to predetermined activity plans

for a group of participants, lead two small boat sailing sessions in moderate wind conditions according to predetermined activity plans

across the four sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sailing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to small boat sailing activities in smooth water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

techniques used to instruct sailing participants:

when on board the small boat with participants

when on a remote support craft.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

for two assessments:

light winds up to 10 knots (Beaufort scale) and small breaking white capping waves up to .05 metre

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5 metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sailing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during small boat sailing activities in partially smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct small boat sailing techniques applicable to partially smooth water and moderate to fresh wind conditions. To do this, leaders must be proficient in small boat sailing skills which are covered by other units.

Leaders can provide instruction when on board the small boat with participants or from a remote support craft. This unit is applicable to both circumstances.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate small boat sailing techniques applicable to partially smooth water and moderate to fresh wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise small boat sailing activities in partially smooth water conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during small boat sailing activities in partially smooth water conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI005 Lead sailing activities in partially smooth water and moderate to fresh wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a group of participants, lead two small boat sailing sessions in moderate wind conditions according to predetermined activity plans

for a group of participants, lead two small boat sailing sessions in fresh wind conditions according to predetermined activity plans

across the four sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sailing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to small boat sailing activities in partially smooth water conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

techniques used to instruct sailing participants:

when on board the small boat with participants

when on a remote support craft.

Assessment Conditions

Skills must be demonstrated in partially smooth water conditions which can be within ports, bays and harbours, and sheltered coastal areas.

The environment must feature the following:

for two assessments:

moderate winds between 11 to 16 knots (Beaufort Scale) and small breaking white capping waves up to 1.25 metres

for two assessments:

fresh winds between 17 to 21 knots (Beaufort Scale) and long moderate sized white capping waves between 1.25 and 2.5 metres.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5 metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sailing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during small boat sailing activities in open coastal waters according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct small boat sailing techniques applicable to open coastal waters and moderate wind conditions. To do this, leaders must be proficient in small boat sailing skills which are covered by other units.

Leaders can provide instruction when on board the small boat with participants or from a remote support craft. This unit is applicable to both circumstances.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of small boats. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sailing Small Boats

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate small boat sailing techniques applicable to open coastal waters and moderate wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise small boat sailing activities in open coastal waters.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during small boat sailing activities in open coastal waters.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSAI006 Lead sailing activities in open coastal waters and moderate wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead four small boat sailing sessions for a group of participants according to predetermined activity plans

across the four sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for sailing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to small boat sailing activities in open coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

techniques used to instruct sailing participants:

when on board the small boat with participants

when on a remote support craft.

Assessment Conditions

Skills must be demonstrated in open coastal waters.

The environment must feature the following:

water which features small white capping waves up to 1.25 metres

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

an activity support vessel suitable for the area of operation carrying equipment necessary to rescue a sailor and sailing craft, and this must be underway during the sailing activity while sailing craft are afloat.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for the conditions

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

small sailing boats of any design under 8.5 metres length of deck, suitable for use in smooth water and light to moderate wind conditions

sails, rigging and rigging tools suited to the type of craft

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for sailing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a sailing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and complete recreational SCUBA dives to a maximum depth of 18 metres and to respond to problematic and emergency situations involving self and dive buddy. It also requires the ability to assemble and dissemble equipment and to complete basic maintenance at the water’s edge.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

In order to procure air, equipment, and other services to engage in recreational open water diving without supervision, divers must hold certification (C-Card) issued by an industry authorised organisation. That industry certification may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit. C-Card certification would be required to gain employment as a divemaster or instructor.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated C-Card certification.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan dives.	1.1. Determine site, depth and duration of dives. 1.2. Identify hazards and medical problems and assess risks associated with use of equipment, site, depth and duration of dives. 1.3. Prepare dive plans for single and repetitive dives according to industry technical and safety criteria. 1.4. Calculate no decompression limits and maximum operating depth. 1.5. Use dive computer or dive tables, as required, to plan requirements.
2. Prepare for the dive.	2.1. Select and assemble dive equipment suited to conditions and dive requirements, and check for safe working condition. 2.2. Utilise dive computers or dive tables, as required, to finalise details of dive, according to industry technical and safety criteria. 2.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 2.4. Confirm protocols for communications between divers buddy and activity leaders. 2.5. Fit and adjust equipment and exposure suit to self, in conjunction with buddy, to ensure comfort and safety. 2.6. Complete buddy cross checks for all equipment. 2.7. Participate in pre-dive roll call.
3. Complete dives.	3.1. Utilise techniques to enter and exit the water according to conditions and own ability. 3.2. Execute controlled descents and ascents with buddy and equalise at appropriate times. 3.3. Adjust and maintain positive, neutral and negative buoyancy at appropriate times during dive. 3.4. Control underwater swimming and navigate a basic course. 3.5. Monitor depth and time throughout dive, according to planned dive tables or use of dive computer data. 3.6. Monitor air supply, check pressure gauges regularly and communicate supplies with buddy. 3.7. Use techniques that minimise damage to the diving environment throughout all activities. 3.8. Participate in post-dive roll call and ensure dive log is completed. 3.9. Disassemble SCUBA gear on completion of dive.
4. Maintain safety and complete rescues.	4.1. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.2. Maintain buddy contact, cooperation and communication throughout dive. 4.3. Identify problematic or emergency situations promptly, and assist buddy with rescues. 4.4. Self-rescue from problematic or emergency situations. 4.5. Use an alternate air source and make controlled air sharing ascents.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy and support crew.
Numeracy skills to:	interpret and calculate numerical data involving pressures, percentages and depths.
Teamwork skills to:	work in harmony with a buddy diver to plan and complete safe dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete four open water dives each for different parameters

prior to each dive, and at the water’s edge:

assemble own diving equipment

inspect all equipment for safety and serviceability

fit and adjust equipment to self, including appropriate weights, in conjunction with buddy

complete a BWRAF (buoyancy, weights, releases, air, final) check in conjunction with buddy

during each dive, use effective techniques to control:

entry and exit

descent and ascent

underwater swimming

buoyancy both underwater and at the surface

mouthpiece clearing for both snorkel and regulator

exchanges between regulator and snorkel, in-water at the surface

swimming at the surface using snorkel; fully geared

buddy contact, cooperation and communication, using correct signals for communication

navigation of a basic course with an underwater compass

across all dives, collectively participate in simulations to respond to problematic and emergency situations and:

clear partially and fully flooded masks

remove and replace mask underwater

remove and replace SCUBA system in-water at the surface

remove and replace weight system and SCUBA kit in water too deep in which to stand

use an alternate air source to provide air to and receive air from a diver, and make controlled air sharing ascents

provide buddy assistance for two situations

after each dive, disassemble SCUBA gear.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for diving activities

factors to consider when planning a dive:

dive location

objectives

abilities of self and buddy

depth and duration of dive

contingencies

features of diving environments, particularly those relevant to local conditions, sufficient to understand the impacts on diving activities and locations:

water conditions:

temperature and thermocline

visibility

movements, currents, waves, tides

density of fresh and salt water

topography; bottom and shoreline

aquatic life; animals and plants

weather conditions

hazards and techniques used to safely negotiate these:

surface hazards

overhead obstructions

entanglement and entrapment in natural and constructed features

special environmental features, including any cultural and heritage features, minimal impact techniques specific to diving environments, and why these are important to conservation

any local regulations specific to diving

how to use dive computers to

determine no-decompression limits for single and repetitive dives

properly plan and execute a dive

features, function and operation of dive computers, and advantages of dive computers over dive tables when planning and completing dives

the physics of diving; the physical principles of matter and their application to diving activities and hazards:

sound

light

buoyancy

pressure and gas laws

temperature

for the following medical problems related to diving, the causes, prevention, symptoms, first aid and treatment:

direct effects of pressure during descent, types of squeezes and barotrauma:

mask

suit

ears

sinuses

lungs

teeth

direct effects of pressure during ascent:

gas expansion – ears, sinuses, lungs, stomach, intestines and teeth

lung over pressurization and overexpansion injuries

vertigo

indirect physiological effects of pressure:

decompression illness

nitrogen narcosis

carbon dioxide excess and relationship to overexertion

oxygen toxicity

shallow water blackout and relationship to hyperventilation

issues related to contaminated air

other physiological and psychological problems:

drowning and secondary drowning

carotid sinus reflex

inadequate ventilation (hypoventilation)

atmospheric issues – hypothermia, hyperthermia, sunburn

bite and sting injuries from aquatic animals and plants

issues related to use of medication, drugs and alcohol

fatigue and exhaustion

stress and panic

over confidence

for the following diving equipment, identifying features, functions, operation and, where relevant, how to fit and adjust for comfort and safety:

fins

face masks

snorkels

buoyancy control devices

exposure suits, booties and gloves of different grades suited to different conditions

weight ballast systems

cylinders and valves, cylinder support systems

regulators

submersible pressure gauges

alternative air sources of different types

timing devices

depth gauges

underwater compasses

floats and flags

lights

emergency equipment carried by dive operators:

signalling devices, acoustical and visual

first aid kits

oxygen kits

for all of the above equipment, how to inspect for safety and serviceability

the purpose and importance of pre and post-dive roll calls

inclusions of personal diving log books and the importance of completing after each dive

communication protocols used between divers, buddies and activity leaders:

hand signals

noise signals such as rapping on cylinder

use of slates

use of signalling devices, acoustical and visual

dive buddy systems and procedures used to:

cross check gear

maintain contact and cooperation

maintain common safety

techniques used to:

enter and exit the water

descend and ascend using safety stops

swim underwater and at the surface in diving gear

maintain buoyancy both underwater and at the surface

use an alternate air source to provide air to and receive air from a diver, and make controlled air sharing ascents

rescue self and buddy from problematic and emergency situations.

Assessment Conditions

Skills must be demonstrated in an open water site during daylight hours. Dives can be completed from either a boat or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the first two of the four required open water dives must include at least 20 minutes at a depth between 5 and 12 metres

the last two of the four required open water dives must include at least 20 minutes at a depth between 5 to 18 metres

no more than three dives can be completed in any one day

the following resources must be available to replicate industry conditions of operation and also for the purpose of assessing the candidate’s ability to identify features and operational use:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

underwater compasses

signalling devices, acoustical and visual

dive computers

organisational safety and emergency response procedures for diving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess open water diving skills and to authorise the issuance of C-Card certification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB002 SCUBA dive from boats

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and complete SCUBA dives using techniques that are specific to diving from boats.

The unit only covers the skills and knowledge directly related to diving from boats and not those required to operate or navigate the boat.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants during SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for boat dives.	1.1. Waterproof and pack food, clothing, personal and other resources according to access requirements during activity. 1.2. Stow and secure personal resources and equipment to ensure safety of party members and crew. 1.3. Confirm boating safety and emergency response procedures and location of emergency equipment. 1.4. Confirm protocols for communications between divers, buddy and crew, and use correct boat terminology throughout all activities. 1.5. Fit and adjust SCUBA equipment and exposure suit to self in appropriate location in readiness for dive, accounting for space restrictions. 1.6. Participate in pre-dive roll call.
2. Complete boat dives.	2.1. Enter and exit water from designated area. 2.2. Safely approach, and negotiate obstacles and hazards to minimise risk of injury when entering and exiting the water. 2.3. Utilise techniques to enter and exit the water according to boat type, sea conditions and own ability. 2.4. Signal buddy and boat crew and check security of equipment before descent and when re-entering boat. 2.5. Utilise boat lines to assist with equipment, descent, ascent and access to boat. 2.6. Re-enter boat and stow and secure personal resources and equipment for return journey. 2.7. Participate in post-dive roll call.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known use boat terminology and jargon with the crew and other divers for clear on board communications.
Teamwork skills to:	work in harmony with crew, buddy diver and other divers to safely enter the water from boats exit the water to boats.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB002 SCUBA dive from boats

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group open water dives from a boat

during each dive:

consistently follow safety procedures and safely negotiate hazards when on board and when entering and exiting the water

consistently use boat terminology to communicate with crew and other divers

plan for, suit and gear up at appropriate times and locations to account for the type of boat utilised

select and utilise technique to enter and exit the water appropriate to the type of boat using one of the following entry techniques:

giant stride

controlled seated entry

sitting back roll

utilise, under control, lines in place for intended purpose during entry, exit, descent and ascent and in conjunction with buddy and boat crew

participate in one simulation as part of a group to access and stand ready to utilise emergency equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational boating safety and emergency response procedures for SCUBA activities

general safety requirements to maintain safety of self and others when:

boarding boats

boats are leaving and returning to the dock

boats are mooring in open waters

specific to the local state or territory:

categories of waterways and limits in which dive boat operations generally take place

safety equipment required within the limits, location on boat, features and operation at a basic level of understanding with emphasis on:

types and sizes of dive flags displayed on boats

types of personal lifejackets

first aid kit

fire extinguishers

bilge pumps or bailers

sound signal devices

visual distress signal devices

marine radios

emergency position indicating radio beacon (EPIRD)

techniques and equipment used to:

waterproof clothing, food and resources

pack for ease of access and maximum usage of space

stow and secure for safety

meaning of boating terms and location of different parts of the boat

designated entry and exit areas for the dive

different locations and procedures for suiting up and fitting SCUBA equipment when diving from boats

communication protocols used between divers and crew members when entering the water from boats exiting the water to boats

the purpose and importance of pre and post-dive roll calls

typical hazards associated with entering the water from boats and exiting the water to boats, and techniques used to safely negotiate these:

equipment on deck

movement of boat and water

ladders

duckboards

multiple divers taking turns to enter and exit the water

techniques used to enter the water from boats and how type of boat affects selection:

giant stride

controlled seated entry

sitting back roll

features and functions of different lines used for boat diving and how to use these:

gear lines

tag lines

current lines

trip lines

descent lines

procedures and techniques for:

moving away from the boat after entry and appropriate direction of travel

descending and ascending near boats

exiting the water into boats

the primary medical hazard of sea sickness associated with boat diving:

prevention

treatment

actions to take on boat when sick

guidelines to follow for diving when sick.

Assessment Conditions

Skills must be demonstrated in an open water site from a boat.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

a boat of any design suitable for dive operations fitted with safety equipment and dive flags that meet local maritime regulator requirements for the dive location and size of boat

lines used to assist divers entering and exiting the water from boats

organisational boating safety and emergency response procedures for SCUBA activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess boat diving.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB003 SCUBA dive at night

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and complete SCUBA dives using techniques and equipment that are specific to diving at night.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select site and prepare for night dives.	1.1. Select suitable night dive site according to previous daytime diving experience of self or other party members. 1.2. Determine optimum conditions for night dive site and select appropriate time. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between divers, buddy and crew.
2. Select and prepare night diving equipment.	2.1. Select exposure suit and accessories suitable for night dive conditions, and check for safe working condition. 2.2. Select personal diver lights according to need, complete safety and serviceability checks and attach back-ups to equipment. 2.3. Select and secure diver marker lights to self to assist identification above and below water. 2.4. Select and secure marker lights to boats, buoys and lines, as appropriate to type of dive, to assist exit from water. 2.5. Utilise other lights appropriate for conditions and ensure security.
3. Complete night dives.	3.1. Enter and exit water utilising lighting equipment and lit reference points to orientate position. 3.2. Maintain contact with buddy and use lit reference lines, as available, for descents and ascents to orientate position. 3.3. Utilise personal diver lights to illuminate path of travel, and highlight points of interest. 3.4. Maintain communication and close visual contact with buddy using lights. 3.5. Ensure use of lights does not adversely affect buddy, other divers, support crew or marine animals. 3.6. Use lighting equipment to safely approach and negotiate obstacles and hazards throughout all diving activities. 3.7. Use compass navigation techniques to avoid disorientation. 3.8. Utilise lights to identify underwater features to fix position and maintain direction and course.
4. Respond to problems.	4.1. Change to back up light in cases of primary light failure or flooding, and resurface. 4.2. Orientate body position through use of air bubble travel when reference points are lost. 4.3. Surface if necessary to verify location and reset direction of travel utilising reference lights.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	work in harmony with support crew, buddy diver and other divers to safely complete night dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB003 SCUBA dive at night

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three night dives

during each dive consistently:

follow safety procedures and safely negotiate hazards utilising lights

communicate effectively with buddy, other divers and support crew using a combination of these night dive specific communication methods:

hand signals

light signals

use of slates

whistles

use effective techniques, personal diver lights and lit reference points to maintain orientation throughout diving activities

participate in one simulation to respond to a personal diver light failure.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for night dive activities

reasons for selecting known sites for night diving activities

optimum conditions for night dives and conditions that make diving at night unsuitable

communication protocols, particular to night dives, used between divers, buddies and crew members:

hand signals

light signals

use of slates

whistles

exposure suits, gloves and booties suitable for night dive activities and reasons for wearing regardless of water temperature:

greater chance of exposure to scrapes and marine animal stings

prevention of pre and post-dive hypothermia in cooler ambient air temperatures at night

features and operation of buoyancy control devices with low-pressure inflators and reasons for use during night dives

features, functions and operation of diver lights, advantages and disadvantages of different types:

primary lights, narrow and wide beam

back up lights

reflectors

bulbs of different types, light output, power usage and bulb life ratings

disposable and rechargeable batteries

features and functions of individual diver marker lights, where and how to attach to self

features and functions of marker lights used by divers to identify position of boats, buoys, descent and ascent lines

features and functions of other types of lights utilised for night diving, where to place and how to attach:

strobe lights

surface support lights

techniques specific to night dives:

entering, exiting, descending and ascending the water from the shore using sloping bottom and diver lights for orientation

entering and exiting the water from boats using lit reference points for orientation

descending and ascending using personal diver lights and lit lines for orientation

using personal diver lights at appropriate angles and heights to:

illuminate path of travel and to identify natural features for navigation

avoid adverse effects on buddy, other divers, support crew and marine animals

managing stress and disorientation

negotiating marine animals attracted to lights.

Assessment Conditions

Skills must be demonstrated in an open water site between sunset and sunrise. Dives can be completed from either a boat or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low-pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits, gloves and booties suitable for conditions

timing devices (luminous or electrically lit)

depth gauges (luminous or electrically lit)

underwater compasses (luminous or electrically lit)

surface lighting systems - lights, strobes or beacons to mark entry and exit location

strobe or marker lights to mark descent and ascent line location (for boat dives)

dive lights and back up lights for individual divers

marker lights to mark and identify individual divers.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess night diving.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB004 Navigate prescribed routes underwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to utilise a range of techniques to navigate underwater during any type of SCUBA diving activity.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for underwater navigation.	1.1. Interpret any available waterway charts and publications, appropriate for the dive site. 1.2. Complete surface observations to assist with navigation throughout the dive. 1.3. Select navigation equipment, set compass bearing and determine navigation roles with dive buddy. 1.4. Descend facing toward direction of initial underwater travel to orientate position.
2. Navigate underwater.	2.1. Use compass and other instruments to track and maintain underwater direction and course. 2.2. Follow underwater patterns of travel to maintain course. 2.3. Utilise underwater features to fix position and maintain direction and course. 2.4. Utilise techniques to measure distance travelled to fix position and maintain course. 2.5. Surface if necessary to verify location and reset direction of travel. 2.6. Log dive site locations for future dives.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information on nautical charts and publications.
Writing skills to:	log basic factual data using fundamental sentence structure and navigational jargon.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy.
Numeracy skills to:	interpret and calculate numerical data involving, distances, times and speeds, basic multiplication and division.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB004 Navigate prescribed routes underwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

navigate during three SCUBA dives

before each dive, complete surface observations to assist with underwater navigation using two aids chosen from the following list:

wind, current and tidal movement

angle of the sun and direction of travel across the sky in relation to planned underwater movement

position of natural offshore landmarks or constructed features

use of waterway charts or depth finders on boats to identify underwater topography

across the three dives, collectively use these techniques to navigate:

use of compass, course plotters and heading calculators

use of two natural underwater features

use of two patterns for underwater navigation

use of distance travelled by:

measuring kick cycles

determining time elapsed using a timing device

surfacing on one occasion to verify location on map

log two dive site locations for future dives:

one using compass bearings as a reference

one using permanent landmarks as a reference.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

trusted sources of waterway charts and tide tables for the region or locality

different technologies used to access charts and tide tables

information found on waterway charts relevant to dive navigation:

depth

underwater topography

topographic features of surrounding land

buoyage

constructed features – bridges, piers, wrecks

pre-dive observations that can be made to assist with navigating when diving:

wind, current and tidal movement

angle of the sun and direction of travel across the sky in relation to planned underwater movement

position of natural offshore landmarks and constructed features – rocks, reefs, sand bars, kelp beds, piers, navigation buoyage, wrecks

use of waterway charts and depth finders on boats to identify underwater topography

navigation roles that can be shared between buddy divers

common patterns for underwater navigation, advantages and disadvantages of each:

out and back along a straight line

squares and rectangles

triangles

circles

features functions and operation of underwater compasses

correct position for holding an underwater compass to maintain an accurate heading

how to set a compass for the following:

a heading

reciprocal course

square or rectangle pattern

triangle pattern

techniques used to avoid errors when navigating with a compass underwater

features and functions of course plotters and heading calculators used to navigate multi heading courses underwater and:

techniques used to track a multi heading course , return to start point and navigate from one point to another using a course plotter

techniques used to determine pattern headings using a heading calculator

natural features and references commonly used by divers to fix position and navigate underwater:

light and shadows cast by the sun or moon

direction of currents and water surge

bottom composition and contours

position of plants and animals

techniques used to estimate travelled distance underwater, advantages and disadvantages of each:

measuring kick cycles

determining lapsed time using a timing device

using cylinder pressure readings

measuring and counting arm spans

using underwater lines and reels

techniques used to fix and relocate an underwater site for future dives:

using permanent landmarks, sketching and logging

using and logging compass bearings

using a global positioning system (GPS) on the surface.

Assessment Conditions

Skills must be demonstrated in an open water site. Dives can be completed from either a boat or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

slates

underwater navigation equipment:

compasses

course plotters

heading calculators

underwater reels with lines for distance measurement

waterway, wind, tide and current charts relevant to the dive site.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess underwater navigation.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB005 Complete underwater search and recovery dives

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use a systematic and methodical approach to finding and retrieving lost submerged objects up to 45 kilograms during or after recreational dives. This unit is not intended for use by commercial recovery divers.

It applies to dive leaders, usually known as divemasters or instructors who work independently in the field using discretion and judgement to manage problems when they arise.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan underwater search and recovery.	1.1. Identify size, weight and other characteristics of lost object. 1.2. Assess probable and possible location of lost object and define search area. 1.3. Identify and assess site characteristics and hazards that impact the search and recovery operation. 1.4. Determine suitable search methods and patterns according to situation. 1.5. Determine suitable recovery methods according to size, weight and depth of object to be recovered. 1.6. Select search and recovery equipment according to requirements. 1.7. Confirm diver roles and protocols for communications between buddy and crew through a pre-dive briefing.
2. Conduct search.	2.1. Use surface techniques and above water landmarks to assist in locating position of submerged objects before descent. 2.2. Establish boundaries of underwater search area, after descent, and mark starting point with appropriate equipment. 2.3. Follow underwater patterns of travel to locate lost objects. 2.4. Utilise search lines to assist navigating patterns of travel. 2.5. Communicate with buddy and others throughout search using appropriate signals. 2.6. Mark position of submerged objects for later retrieval if required.
3. Recover objects.	3.1. Retrieve small items by hand, stow in bag and secure for ascent. 3.2. Mark location of heavy objects with buoy and line, in case of sinking during retrieval. 3.3. Rig lift bag using appropriate knots or clips and check security. 3.4. Inflate lift bag gradually to achieve appropriate buoyancy of object, and free object from obstructions as required. 3.5. Swim to surface with lift bag or allow to rise independently, assuming safe position in relation to bag. 3.6. Secure lift bag at surface and retrieve from water. 3.7. Retrieve all markers on search and recovery conclusion.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy and support crew.
Numeracy skills to:	estimate angles for landmarks as navigation aids and for underwater swimming patterns complete basic calculation of weights to select lift bags of appropriate ratings.
Teamwork skills to:	pro-actively and cooperatively work within teams to determine location of lost objects, solve arising problems and effect efficient recoveries.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB005 Complete underwater search and recovery dives

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete four search and recovery dives

across the four dives, collectively recover objects of these different weights:

small objects of minimum 1kg and maximum 5 kgs by hand without lift bags

objects of minimum 10kgs and maximum 45 kgs using lift bags

across the four recovery dives, use one of the following compass search patterns:

U search

expanding square

across the four recovery dives, use one of the following search patterns utilising search lines and reels:

circular

semi-circular

jackstay

during each dive consistently:

safely negotiate hazards

communicate effectively with buddy diver using underwater signals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

differences between commercial and recreational search and recovery divers, at a basic level of understanding

roles and responsibilities of different recreational divers and support crew in search and recovery operations

different types of search and recovery dives

searching for specific lost items

searching for non-specific items of interest and reasons for not retrieving items of cultural or heritage significance

recovering harmful debris

how site characteristics of recovery dives may differ from optimum recreational diving conditions and how the following affects search and recovery techniques:

bottom topography and composition

water movement – current, tides and surge

hazards and risks associated with underwater search and recovery operations and techniques used to safely negotiate these:

sharp objects and debris

entanglement

low visibility

currents

falling objects

boating traffic

steps in planning search and recovery dives and why these are important:

defining the dive objective

collecting and analysing all available information; environmental conditions and hazards, characteristics of any lost objects, equipment required

selecting diving mode, search and recovery techniques

selecting diving buddy and other team members

briefing

techniques used on the surface to assist with location of submerged items:

tracking sinking items from the shore using landmarks as navigation aids

tracking sinking items from the water or on a boat using landmarks as navigation aids

taking compass bearings and using a slate for recording

for the following underwater and shore based search patterns, suitability for different circumstances, effectiveness and limitations:

U search

expanding square

circular

semi-circular

jackstay

shore walk

snorkeller led

for the above search patterns

how to mark starting points and searched areas

how to execute

how to use a compass in conjunction, as appropriate

how to secure and use search lines as appropriate

communication protocols, specific to search and recovery operations:

underwater line (rope) signals used between buddy divers

underwater line signals used between divers and surface crew

features, functions and operation of search and recovery equipment:

underwater compasses

buoys and anchors

bottom markers

slates

underwater reels and search lines

features, functions and operation of commercial lift bags:

advantages over home-made lift bags

weight ratings of different lift bags up to 45kgs

air sources for lift bags and techniques used to inflate both underwater and at the surface to achieve effective buoyancy

when different knots are used with lift bags, advantages and disadvantages, and how to tie them:

bowline

sheet bend

two half-hitch

dangers of using buoyancy control devices as lift bags

safe position of divers in relation to lift bags throughout recovery operations.

Assessment Conditions

Skills must be demonstrated in an open water site. Dives can be completed from either boats or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits, gloves and booties suitable for conditions

timing devices

depth gauges

underwater compasses and slates

surface floats and markers

anchors and bottom markers

underwater reels with search lines

commercial quality lift bags and rope

objects weighing a minimum 1kg and maximum 45kgs, with at least some objects weighing 10kgs.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess underwater search and recovery skills.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB006 Perform diver rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to both lead, and complete diver rescues using a range of dive specific techniques. It requires the ability to fully assess the situation, determine a response and complete rescues using methods and equipment appropriate for the situation. It also covers the administration of in-water rescue breathing, and oxygen.

This unit does not require the provision of first aid, which is covered in other units, but does require the recognition and assessment of common diving related illnesses and injuries.

It applies to dive leaders, usually known as divemasters or instructors who work independently in the field using discretion and judgement to manage problems and emergencies when they arise.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine rescue requirements and prepare for rescue.	1.1. Identify divers in need of rescue and determine their condition. 1.2. Assess situation, identify hazards promptly, assess risks and manage to avoid injury to self and others. 1.3. Determine appropriate rescue methods and techniques for situation, according to degree of urgency and condition of divers in need of rescue. 1.4. Select rescue equipment according to requirements. 1.5. Assess abilities, establish a chain of command and allocate roles and responsibilities to others. 1.6. Provide clear and concise instructions and confirm rescue crew understanding of roles, communication protocols and rescue actions. 1.7. Implement rescue operations according to organisational policies and procedures for emergency response.
2. Rescue divers.	2.1. Use equipment and rescue techniques appropriate to situation. 2.2. Provide reassurance and clear and concise instructions to divers being rescued. 2.3. Rescue divers on surface, using techniques appropriate to situation. 2.4. Assist responsive divers to surface and to reach boat or shore. 2.5. Bring unresponsive divers to the surface, provide in-water rescue breathing, and tow to boat or shore. 2.6. Maintain safety of self, others and rescuees throughout rescue operations. 2.7. Evaluate and monitor condition of rescued divers and determine need for first aid, medical treatment or evacuation. 2.8. Utilise underwater search patterns to locate missing divers.
3. Use supplemental oxygen.	3.1. Assess diver casualty to identify need for supplemental oxygen. 3.2. Administer oxygen, as authorised by organisation and allowed under local law.
4. Debrief and complete reports.	4.1. Participate in incident management debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for emergency response.
Writing skills to:	record detailed and accurate factual information about rescue responses.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively direct and work within teams to coordinate rescue logistics, solve arising problems and effect efficient rescues.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB006 Perform diver rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and complete a range of simulated rescue operations:

collectively cover responses to all of the following diver issues:

panicked diver at the surface and underwater

over exerted diver at the surface and underwater

vertigo

cramping

complete two surface non-swimming assisted rescues and collectively use reach and extension techniques

complete two surface swimming assisted rescues while consistently entering the water without losing sight of the diver in need and:

establish diver’s buoyancy

execute rescues with and without floatation devices

execute towing with and without equipment removal

use two towing techniques

complete two underwater rescues while consistently maintaining buoyancy of self and rescued diver both underwater and at the surface:

use an alternate air source to provide air to a diver, and make a controlled air sharing ascent

bring an unresponsive diver to the surface

provide one surface in-water rescue, using two of the following breathing techniques while consistently controlling an open airway:

mouth-to-pocket mask

mouth-to-mouth

mouth-to-nose

assist divers to exit the water as follows:

one responsive diver without assistance

one responsive diver with assistance from team members

one unresponsive diver without assistance

one unresponsive diver with assistance from team members

for at least one simulated rescue bring together multiple elements of rescue operations to include:

bringing an unresponsive diver to the surface

establishing buoyancy both underwater and at the surface

providing on surface in-water rescue breathing

towing diver

assisting diver to exit the water

set up oxygen equipment on one occasion

administer oxygen using a pocket mask on one occasion (where not prohibited by local legal requirements)

complete one underwater search for missing divers using a search pattern to be chosen from the following list:

linear

circular

U pattern

jack stay

expanding square

for each rescue operation:

consistently negotiate hazards safely and effectively

establish a chain of command, allocate and communicate roles and responsibilities to team members and participants to effectively complete rescues

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for emergency response

principles of a chain of command as relevant to dive rescue operations

roles and responsibilities that can be allocated to team members and participants to effectively complete a diver rescue

communication protocols for dive rescue operations:

hand signals

calls

whistles

diver issues that can occur during SCUBA diving activities:

panicked diver

over exerted diver

drowning

vertigo

cramping

temperature related problems including hypothermia and hyperthermia

pressure related injuries including decompression sickness, arterial gas embolism and other lung overexpansion injuries

stings or bites from marine animals

diver low or out of air

equipment related problems including over weighting

missing diver

for the above issues:

signs that indicate need for rescue and or first aid

how they affect choice of rescue techniques

appropriate actions and communications with the rescued diver

risks related to the rescue diver

first aid treatments for those that relate to illness or injury

for surface non-swimming assisted rescues, features, functions and techniques used with rescue equipment:

reach equipment

throw bags, lifebuoys and slings

throw ropes

for surface swimming assisted rescues, techniques for:

entering water without losing sight of diver in need

using floatation equipment

removing equipment from rescued diver and considerations for doing this

towing with and without equipment removed

for underwater rescues, techniques used for:

establishing and maintaining buoyancy of rescued diver, both underwater and at the surface

using an alternate air source to provide air to a diver, and making controlled air sharing ascents

assisting responsive divers to the surface

bringing unresponsive divers to the surface while controlling buoyancy

techniques for providing in-water rescue breathing:

removing equipment

opening the airway

mouth-to-pocket mask

mouth-to-mouth

mouth-to-nose

techniques for:

assisting responsive divers to exit the water, with and without assistance from team members

exiting unresponsive divers from the water, with and without assistance from team members

for oxygen administration:

situations that require the use of oxygen and benefits to divers

features, functions and operation of oxygen delivery systems, pocket masks

appropriate flow rates

hazards associated with the administration of oxygen and methods used to manage these

team members that are authorised to administer oxygen and any legal requirements applicable in the local state or territory

options that are available post rescue, when these might be used and how to contact authorities to assist:

assisted treatment via remote communications

emergency evacuation and medical treatment

hyperbaric chamber

underwater search patterns used to locate lost divers, advantages and disadvantages of each:

linear

circular

U pattern

jack stay

expanding square

format, inclusions and use of incident reports.

Assessment Conditions

Skills must be demonstrated in an open water site during daylight hours. Dives can be completed from either a boat or from the shore.

Assessments, for rescues, can only be completed through simulated activities. Simulations must incorporate time critical requirements.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

surfacing an unresponsive diver can only be completed at a maximum depth of 9 metres

the following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

people who act as team members, participants and rescuees with whom the individual interacts during simulated rescues

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

underwater compasses

rescue equipment:

reach equipment

throw bags, lifebuoys or slings

throw ropes

oxygen equipment:

oxygen delivery systems

pocket masks or other barrier devices

template incident reports

organisational policies and procedures for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess diver rescues.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB007 Inspect and fill SCUBA cylinders

Modification History

Release 2:SISOSCB007 Inspect and fill SCUBA cylinders supersedes and is equivalent to Release 1 SISOSCB007 Inspect and fill SCUBA cylinders.

Updated: Minor change to Assessment Conditions.

Release 1: Supersedes and is not equiavlent to SISOSCB307A Inspect and fill SCUBA cylinders.

Application

This unit describes the performance outcomes, skills and knowledge required visually inspect and fill SCUBA cylinders.

SCUBA cylinders are required to undergo cyclic inspection and can only be certified by a certified gas cylinder test station. This unit does not cover those specialist skills.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors and support staff.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Visually inspect, SCUBA cylinders.	1.1. Visually inspect cylinders prior to filling, according to organisational safety procedures and manufacturers' specifications. 1.2. Identify any non-compliant cylinders, tag and isolate from use according to organisational procedures 1.3. Remove cylinder boot and mesh, visually inspect exterior of cylinders for dents, gouges and corrosion.
2. Fill SCUBA cylinders.	2.1. Operate high pressure compressor according organisational safety procedures and manufacturers' specifications. 2.2. Fill cylinders with air to correct capacity and pressure. 2.3. Refit valve and clean and dry areas. 2.4. Complete leak testing and documentation according to organisational requirements. 2.5. Handle, store and restrain cylinders according to organisational safety procedures. 2.6. Test organisation’s air purity regularly to ensure it meets standards.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include organisational work health and safety procedures and templates, and manufacturers’ specifications.
Writing skills to:	use fundamental sentence structure to complete fault tags and forms that require factual information.
Numeracy skills to:	interpret, calculate and document numerical data involving pressures and percentages.
Planning and organising skills to:	manage own timing and productivity to complete inspections and fills within organisational service times.

Unit Mapping Information

This unit supersedes and is not equivalent to SISOSCB307A Inspect and fill SCUBA cylinders.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB007 Inspect and fill SCUBA cylinders

Modification History

Release 2	Supersedes and is equivalent to Release 1 SISOSCB007 Inspect and fill SCUBA cylinders. Updated: Minor editorial correction to Assessment Conditions.
Release 1	Supersedes and is not equivalent to SISOSCB307A Inspect and fill SCUBA cylinders.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

visually inspect, verify condition and certification, and fill four SCUBA cylinders

complete all required documentation for the four inspections and fills

utilise options provided in Assessment Conditions to identify two non-compliant or faulty cylinders and complete required documentation

test the purity of organisation’s air supply on two occasions and complete required documentation

during all activities, consistently comply with organisational safety procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for inspecting and filling SCUBA cylinders

provisions and requirements of the following Australian or international Standards that relate to inspecting and filling SCUBA cylinders:

Gas Cylinders

Filling of Portable Gas Cylinders

issues that are checked prior to filling SCUBA cylinders:

currency of testing certification

condition of cylinder via visual inspection including exterior damage, corrosion and rust; deterioration of exterior paint

features, functions and operation of equipment used to fill SCUBA cylinders:

air compressors and gauges

air storage banks

manufacturers’ specifications for use of equipment

required pressures for SCUBA cylinders of different types and capacities

procedures for testing purity of organisation’s air supply

inclusions of organisational inspection documents.

Assessment Conditions

Skills must be demonstrated in a SCUBA gas filling station.

Assessment must ensure use of:

SCUBA cylinders in different conditions, including those in poor condition

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to non-compliant or faulty cylinders

air compressors and gauges

air storage banks

the current Australian or international Standards for:

Gas Cylinders

Filling of Portable Gas Cylinders

cylinder tags

template equipment fault reports

organisational safety procedures for inspecting and filling SCUBA cylinders.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB008 SCUBA dive using Enriched Air Nitrox

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and complete recreational SCUBA dives using Enriched Air Nitrox (EANx). It also requires the ability to assemble and dissemble equipment and to complete basic maintenance at the water’s edge.

EANx diving can be completed using dives tables but contemporary diving is usually completed using computerised equipment, and this is a requirement for this unit.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants in SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

In order to procure gas mixes, enriched air equipment, and other services to engage in recreational Enriched Air Nitrox diving without supervision, divers must hold certification (C-Card) issued by an industry authorised organisation. That industry certification may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit. C-Card certification would be required to gain employment as a divemaster or instructor.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated C-Card certification.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan EANx dives.	1.1. Determine site, depth and duration of dives. 1.2. Identify hazards and assess risks associated with use of EANx equipment, blend, site, depth and duration of dives. 1.3. Prepare EANx dive plans according to industry technical and safety criteria. 1.4. Use dive computer or dive tables, as required, to plan requirements. 1.5. Select and order EANx blend to meet dive requirements.
2. Analyse blend, select and assemble equipment.	2.1. Analyse supplied EANx blend using equipment according to manufacturers' calibration and analysis recommendations. 2.2. Complete all required pre-dive analysis logs. 2.3. Select and assemble dive equipment suitable for use with EANx gas blend. 2.4. Utilise EANx compatible dive computers to finalise details of dive, according to industry technical and safety criteria.
3. Dive using EANx.	3.1. Complete EANx dive according to dive plan and EANx industry technical and safety criteria. 3.2. Monitor depth and time throughout dive, according to dive plan using dive computer data. 3.3. Take remedial action to avoid hazards.
4. Disassemble and maintain equipment.	4.1. Maintain positive pressure in cylinder to avoid entry of atmospheric air. 4.2. Disassemble regulators and gauges according to industry technical and safety criteria. 4.3. Complete basic post dive maintenance of equipment compatible with elevated oxygen mix according to industry technical and safety criteria.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate complex and changeable numerical data involving pressures, percentages and depths.
Teamwork skills to:	work in harmony with a buddy diver to complete safe dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB008 SCUBA dive using Enriched Air Nitrox

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete two EANx SCUBA dives, each for different parameters

prior to each dive:

select a supplier and order a blend of EANx suitable for dive requirements

analyse and confirm blend requirements and complete required log documents

safely and accurately assemble all equipment in line with the particular requirements of EANx use

during each dive, use effective techniques to control:

entry and exit

buoyancy

underwater swimming

ascent and descent

buddy management

after each dive, disassemble equipment and complete basic maintenance tasks, at water’s edge, in line with elevated oxygen mix effects on equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

compositions and recreational uses of:

standard air

Enriched Air Nitrox (EANx) within the range of 22% to 40% oxygen

EANx above 40% oxygen at a fundamental level of understanding

different terminology and abbreviations used to described enriched air and composition, e.g. Enriched Air Nitrox, EANx22, Enriched Air 22, Enriched Air Nitrox 22, Nitrox 22

primary benefits of using EANx, commonly used blends and benefits of different blends

how use of EANx of different composition affects, or has no particular effect on:

no stop limits (no decompression limits)

decompression illness (DCI)

narcosis

the primary medical hazard of central nervous system oxygen toxicity (CNS toxicity) associated with use of EANx when diving:

causes

prevention

signs and symptoms

first aid treatments

for Enriched Air Nitrox (EANx) cylinders:

why cylinders are dedicated for use with EANx, and hazards associated with mixing use of dedicated and standard compressed air cylinders

identifying features and their purpose including:

colours, colour bands, wording

visual inspection stickers (decals)

oxygen service standard stickers (decals)

contents stickers or tags

any unique markings required by local regulations

for obtaining EANx and equipment:

quality standards that apply to provision of EANx

quality standards that apply to servicing cylinders

how to choose a quality provider for renting, filling, and servicing cylinders and other equipment to avoid risks to divers

special usage, maintenance, service considerations and manufacturer’s recommendations that can apply to the use of EANx with other equipment:

regulators

buoyancy control devices (BCD)

submersible pressure gauges (SPG)

primary equipment related hazards associated with use of EANx and precautions taken to avoid risks:

fire and combustion when filling and analysing content of mixed gases

deterioration of equipment when exposed to high levels of oxygen

processes to personally analyse and log the EANx blend in filled cylinders before use:

how to calibrate an oxygen analyser between uses using manufacturer’s recommendations

how to use an oxygen analyser to determine the oxygen content using manufacturers' recommendations

how to complete logs

how to use dive computers for use with EANx to:

determine no-decompression limits for single and repetitive dives

properly plan and execute a dive

determine PO2 and how to establish equivalent air depth mix

determine maximum operating depth (MOD)

the advantages of dive computers over dive tables when planning and completing dives.

Assessment Conditions

Skills must be demonstrated in an open water site suitable for EANx diving. Dives can be completed from either boats or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

clearly marked and designated Enriched Air Nitrox cylinders and valves, including stickers and tags which comply with local regulations

buoyancy control devices with low-pressure inflators

regulators suitable for use with enriched air

submersible pressure gauges

alternate air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

oxygen analysers

dive computers compatible for use with EANx defined as a dive computers that calculate adjusted no stop (no decompression limits) and oxygen exposure for differing blends of enriched air

Enriched Air fill log pages.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess enriched air nitrox SCUBA diving and to authorise the issuance of enriched air certification (C-Card).

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB009 SCUBA dive to depths between 18 and 40 metres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and complete deep recreational SCUBA dives to a maximum depth of 40 metres using equipment, diving and risk management techniques specific to deep diving.

It applies to dive leaders, usually known as divemasters, or instructors and to assistant instructors who use these skills when leading participants during SCUBA diving activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

In order to procure air, equipment, and other services to engage in recreational open water diving without supervision, divers must hold certification (C-Card) issued by an industry authorised organisation. That industry certification may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit. C-Card certification would be required to gain employment as a divemaster or instructor.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated C-Card certification.

Pre-requisite Unit

SISOSCB001 SCUBA dive in open water to a maximum depth of 18 metres

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for deep recreational dives.	1.1. Determine specific and realistic objectives for deep recreational dives, accounting for time limits at depth. 1.2. Determine site, depth and duration of dives suited to own and buddy abilities. 1.3. Identify specific site hazards and medical problems associated with diving at depths beyond 18 metres and assess risks. 1.4. Prepare dive plans for single and repetitive deep dives according to industry technical and safety criteria. 1.5. Calculate no-decompression limits. 1.6. Use dive computer or dive tables, as required, to plan requirements.
2. Complete deep dives.	2.1. Select and assemble dive equipment suitable for use at depths beyond 18 metres. 2.2. Execute controlled descents and ascents holding a reference line as a tactile guide. 2.3. Execute controlled free descents and ascents using a reference point as a visual only guide. 2.4. Adjust buoyancy to account for diminishing cylinder weight. 2.5. Utilise deep diving breathing techniques to conserve air, and regularly monitor air supply and pressure gauges. 2.6. Maintain close physical and visual contact with buddy throughout all diving activities and share data from gauges or computer. 2.7. Use depth gauge and timing device or dive computer to measure and control ascent rate. 2.8. Complete appropriate safety stops during ascents according to industry technical and safety criteria.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known with diving buddy.
Numeracy skills to:	interpret and calculate numerical data involving pressures, percentages and depths.
Teamwork skills to:	work in harmony with a buddy diver to complete safe dives.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB009 SCUBA dive to depths between 18 and 40 metres

Modification History

Not applicable.

Performance Evidence

.Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and complete four open water dives each for different parameters over 18 metres and up to 40 metres depth

during each dive, use effective deep diving techniques to control:

ascent and descent

buoyancy

underwater swimming

breathing for air conservation

buddy contact, cooperation and communication

across the four dives execute:

one descent and ascent using a reference line as a tactile guide

one free descent and ascent using a reference point as a visual only guide.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

definition of recreational deep dives and recommended diving limits within maximum definitions

specific objectives that typically relate to deep dives and reasons for setting limited objectives in line with reduced time available underwater

environmental hazards associated with diving beyond 18 meters and techniques used to safely negotiate these:

cold water

low light levels and visibility

specific medical problems related to diving at depths beyond 18 metres, the causes, prevention, symptoms, first aid and treatment:

nitrogen narcosis

decompression sickness

increased levels of stress and panic due to environmental conditions

how to use dive computers for deep diving to:

determine no-decompression limits for single and repetitive dives

properly plan and execute a dive

manage ascents

features, function and operation of dive computers, and advantages of dive computers over dive tables when planning and completing deep dives

identifying features, functions and operation of equipment used for deep diving:

purpose made regulators

purpose made submersible pressure gauges

alternative air sources

heavy grade exposure suits, booties and gloves

lines from support stations fitted with back up air supply

extra weight ballast systems

dive lights

descent and ascent techniques:

holding a reference line as a tactile guide

slowing and stopping using a reference line while hands are occupied

using a reference point as a visual only guide for free descents and ascents – walls and sloping bottoms

head up descents and why these are important

special considerations and techniques whilst deep diving for:

maintaining buddy contact

adjusting and maintaining buoyancy

breathing

optimum ascent rates and times for safety stops during ascent and how to calculate these for different depths.

Assessment Conditions

Skills must be demonstrated in an open water site during daylight hours. Dives can be completed from either boats or from the shore.

During assessment:

direct vertical access to the surface must be possible; aquatic plants are not considered an overhead obstruction

no more than three dives can be completed in any one day

dives must include at least 15 minutes at a depth between 18 and 40 metres

the following resources must be available to replicate industry conditions of operation:

first aid equipment

oxygen equipment

communication equipment for emergency response

diver flags of a type and size that meet local maritime regulator requirements

flag and surface float with weighted line for safety stops and back up air supply attached (support station).

Assessment must ensure use of:

a diving buddy with whom the candidate can dive

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

dive computers

lines for descents and ascents.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess deep diving skills.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB010 Lead SCUBA diving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise or instruct dependent participants during SCUBA diving activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct SCUBA techniques. To do this, leaders must be proficient in SCUBA diving skills which are covered by other units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

It applies to dive leaders, usually known as divemasters, or instructors, who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

Divemasters and instructors must hold C-Card certification. They must also be certified and sanctioned by an industry authorised organisation to lead and supervise diving activities or to instruct others in diving skills and issue C-Card Certification. Industry certification for divemasters and instructors may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any delivery requirements and partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated divemaster and dive instructor certification.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Select and set up equipment and exposure suits to match participants and prevailing conditions; complete safety checks. 1.3. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.4. Direct and assist participants to fit and adjust equipment and exposure suits; check comfort and safety of fit. 1.5. Complete pre-dive roll call.
2. Brief participants and demonstrate SCUBA diving techniques	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise SCUBA diving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during SCUBA diving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Complete post-dive roll call. 5.2. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.3. Notify relevant personnel of activity completion. 5.4. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.5. Document any equipment faults and incidents including injuries and near misses. 5.6. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB010 Lead SCUBA diving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three SCUBA diving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for SCUBA diving activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to SCUBA diving activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

the purpose and importance of pre and post-dive roll calls

how characteristics of participants affect the selection of equipment and exposure suits:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in an open water site where diving activities are completed from either a boat or from the shore.

The following resources must be available to replicate industry conditions of operation:

first aid equipment, including oxygen equipment

communication equipment for emergency response

rescue equipment

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

dive computers

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for SCUBA diving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess diving skills and to authorise the issuance of C-Card certification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSCB011 Lead specialised SCUBA diving activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise or instruct dependent participants during specialised or advanced SCUBA diving activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct specialised or advanced SCUBA techniques. To do this, leaders must be proficient in specialised or advanced SCUBA diving skills which are covered by other units.

This unit applies to any type of organisation that delivers SCUBA diving activities and dive instruction including commercial, not-for-profit and government organisations.

It applies to dive leaders, usually known as divemasters, or instructors, who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

Divemasters and instructors must hold C-Card certification. They must also be certified and sanctioned by an industry authorised organisation to lead and supervise diving activities or to instruct others in diving skills and issue C-Card Certification. Industry certification for divemasters and instructors may or may not be issued concurrently with an Australian Qualification Framework (AQF) qualification or Statement of Attainment identifying achievement of competency in this unit.

Those delivering training and assessment to support this unit should consult the relevant industry bodies to determine any delivery requirements and partnership arrangements for courses, trainers and assessors that can lead to joint AQF and industry regulated divemaster and dive instructor certification.

Pre-requisite Unit

Nil

Competency Field

SCUBA Diving

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Select and set up equipment and exposure suits to match participants and prevailing conditions; complete safety checks. 1.3. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.4. Direct and assist participants to fit and adjust equipment and exposure suits; check comfort and safety of fit. 1.5. Complete pre-dive roll call.
2. Brief participants and demonstrate specialised or advanced SCUBA diving techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise specialised or advanced SCUBA diving activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during specialised or advanced SCUBA diving activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Complete post-dive roll call. 5.2. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.3. Notify relevant personnel of activity completion. 5.4. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.5. Document any equipment faults and incidents including injuries and near misses. 5.6. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSCB011 Lead specialised SCUBA diving activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three specialised or advanced SCUBA diving sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for SCUBA diving activities

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to specialised or advanced SCUBA diving activities

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

the purpose and importance of pre and post-dive roll calls

how characteristics of participants affect the selection of equipment and exposure suits:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in an open water site where diving activities are completed from either a boat or from the shore.

The following resources must be available to replicate industry conditions of operation:

first aid equipment, including oxygen equipment

communication equipment for emergency response

rescue equipment

diver flags of a type and size that meet local maritime regulator requirements.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

fins

masks

snorkels

cylinders and valves

buoyancy control devices with low pressure inflators

regulators with submersible pressure gauges

alternative air source

weight ballast systems

exposure suits suitable for conditions

timing devices

depth gauges

dive computers

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for SCUBA diving activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

be an individual who is currently certified and sanctioned by an industry authorised organisation to teach and assess diving skills and to authorise the issuance of C-Card certification.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT001 Ski on easy cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ski, as part of a group, on easy cross country terrain using a range of fundamental skills for using cross country or touring skis.

Easy cross country terrain is defined as predominantly flat to undulating terrain with, a few short steeper pitches. Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as “easiest, easier or beginner”. When using Australian cross country trail maps these trails will be marked as green trails.

It applies to leaders, guides or instructors who use these skills when leading participants during ski tour activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ski tour activity.	1.1. Select clothing, footwear, personal protective and other equipment suitable for conditions, and check for safe working condition. 1.2. Waterproof and pack food, clothing, personal and other resources according to access requirements during activity. 1.3. Interpret planned route from activity plans, trail maps and topographic maps to assist in following the trail. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members. 1.6. Fit and adjust personal protective and ski equipment to self to ensure comfort and safety.
2. Negotiate easy cross country trails.	2.1. Select ski method accounting for terrain, weather and snow conditions. 2.2. Select method of climbing and turning suited to terrain, snow conditions and own ability. 2.3. Choose angle of climb and slope, and complete climbs accounting for terrain, weather and snow conditions. 2.4. Execute single turns through the fall-line under good snow conditions. 2.5. Maintain balance and rhythm and smoothly transfer between strides, steps and turns. 2.6. Modify technique to account for changes in terrain. 2.7. Control line of direction and speed to safely approach, avoid or negotiate hazards. 2.8. Execute a controlled fall and recover. 2.9. Maintain visual contact and effective communication with party members and guard safety of self and others throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving trail gradients, distances, times and speed of travel.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT001 Ski on easy cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cross country ski trips

use methods of skiing, climbing and turning appropriate to the type of skills in use, and for the conditions, to execute the following under control:

maintain even pace on the flat

ascend and traverse slopes

descend slopes

change direction on skis going downhill

consistently utilise appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

falling and recovering

during each trip consistently:

follow safety procedures and safely negotiate hazards

comply with the Alpine Responsibility Code.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for ski tour activities

key contents of the Alpine Responsibility Code and how this guides safe cross country ski tour practices

cross country ski trail grading system and descriptions that apply in the skiing locality, colours, and symbols used on maps and trail signage

suitable clothing, footwear and personal protective equipment for alpine regions and ski touring:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, wind, snow and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of:

windproof and waterproof gear

gaiters

ski gloves

ski boots for cross country skiing

ski goggles

design features of cross country and alpine touring skis and poles and how characteristics affect performance:

length, weight and width of ski

grip and glide zones of ski

flex and shape of ski

longitudinal rigidity

ski bindings

metal and non-metal edges on ski

length of poles and basket types

factors that affect selection of skis and poles for use on easy terrain:

skier ability

snow and weather conditions

terrain

how to prepare skis for touring including methods for checking bindings for serviceability

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and packing techniques used to keep clothing, food and resources dry during ski tour activities

communication protocols for group ski touring activities to include:

calls

hand signals

whistles

for skiing on easy cross country terrain, methods used to ski, climb and turn:

snow plough glide and brake

downhill run

traverse downhill

basic skate

double poling

single snow plough turn

uphill diagonal stride

kick-turns

step turns including side-step

herringbone

tack turn

star turn

diagonal stride

controlled fall and recover

for those methods, appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

how terrain, weather and snow conditions affect choice of methods used to ski, climb and turn

how techniques would be modified to account for changes in terrain

techniques used to fall and recover safely

typical hazards for cross country skiing, and techniques used to safely negotiate these:

poor visibility

temperature extremes

difficult snow conditions

trees and overhanging branches and vegetation

obscured logs, roots and rocks.

Assessment Conditions

Skills must be demonstrated on easy cross country terrain that are predominantly flat to undulating terrain with, a few short steeper pitches. Usually indicated on Australian alpine resort or cross country trail maps as green trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "easiest, easier or beginner".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response, including alerting and tracking devices

navigation equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cross country ski activities

clothing suitable for alpine conditions

ski equipment which can include cross country skis or touring skis:

skis and bindings

poles

ski boots

ski goggles

organisational safety and emergency response procedures for ski tour activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country leader, guide, or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT002 Ski on intermediate cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ski, as part of a group, on intermediate cross country terrain.

Intermediate cross country terrain is defined as predominantly hilly with a number of steep pitches. The descent sections may include moderate bends that require the skier to actively change direction. Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as “more difficult”. When using Australian cross country trail maps these trails will be marked as blue and some red trails.

It applies to leaders, guides or instructors who use these skills when leading participants during ski tour activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the ski tour activity.	1.1. Select clothing, footwear, personal protective and other equipment suitable for conditions, and check for safe working condition. 1.2. Waterproof and pack food, clothing, personal and other resources according to access requirements during activity. 1.3. Interpret planned route from activity plans, trail maps and topographic maps to assist in following the trail. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members. 1.6. Fit and adjust personal protective and ski equipment to self to ensure comfort and safety.
2. Negotiate intermediate cross country terrain.	2.1. Select ski method accounting for terrain, weather and snow conditions and execute with efficiency of movement. 2.2. Select method of climbing and turning suited to terrain, snow conditions and own ability. 2.3. Choose angle of climb and slope, and complete climbs accounting for terrain, weather and snow conditions. 2.4. Link turns together through the fall-line under good snow conditions, adapting speed and turn shape for terrain and snow conditions. 2.5. Maintain balance and rhythm and smoothly transfer between strides, steps and turns. 2.6. Modify technique to account for changes in terrain. 2.7. Control line of direction and speed to safely approach, avoid or negotiate hazards. 2.8. Execute a controlled fall and recover. 2.9. Maintain visual contact and effective communication with party members and guard safety of self and others throughout all activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving trail gradients, distances, times and speed of travel.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT002 Ski on intermediate cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group cross country ski trips

use methods of skiing, climbing and turning appropriate to the type of ski equipment in use, and for the conditions, to execute the following under control:

maintain even pace on the flat

ascend and traverse slopes

descend slopes – changing direction

consistently utilise appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

falling and recovering

during each trip consistently:

follow safety procedures and safely negotiate hazards

comply with the Alpine Responsibility Code.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for ski tour activities

key contents of the Alpine Responsibility Code and how this guides safe ski touring practices

cross country ski trail grading system and descriptions that apply in the skiing locality, colours, and symbols used on maps and trail signage

suitable clothing, footwear and personal protective equipment for alpine regions and ski touring:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, wind, snow and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of:

windproof and waterproof gear

gaiters

ski gloves

ski boots for cross country skiing

ski goggles

design features of ski equipment including cross country skis, alpine touring skis, split boards, and how characteristics affect performance:

length, weight and width of ski

grip and glide zones of ski

flex and shape of ski

longitudinal rigidity

ski bindings

metal and non-metal edges on ski

length of poles and basket types

plastic boots

skins

factors that affect selection of skis and poles for use on intermediate terrain:

skier ability

snow and weather conditions

terrain

how to prepare skis for touring including methods for:

cleaning and waxing surfaces

checking bindings for serviceability

effective design and construction features of back packs

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and packing techniques used to keep clothing, food and resources dry during ski tour activities

communication protocols for group ski touring activities to include:

calls

hand signals

whistles

for skiing on intermediate cross country terrain, methods used to ski, climb and turn:

snow plough, glide, brake and turn

downhill run

traverse downhill

side slipping

double poling

stem-turns

kick and tacking turn

uphill diagonal stride

step turns including side-step

herringbone

tack turn

star turn

diagonal stride

controlled fall and recover

stem-christie

basic skate

linked snow plow turns

basic parallel turns

removing skis and walking

for those methods, appropriate, efficient and safe techniques for:

edging

degree of glide

pole position

hand and arm position

body position

knee flex

positioning skis with respect to each other

weight transfer

synchronisation of movement

how terrain, weather and snow conditions affect choice of methods used to ski, climb and turn

how techniques would be modified to account for changes in terrain

techniques used to fall and recover safely

typical hazards for cross country skiing, and techniques used to safely negotiate these:

poor visibility

temperature extremes

difficult snow conditions

trees and overhanging branches and vegetation

obscured logs, roots and rocks

storms and high winds.

Assessment Conditions

Skills must be demonstrated on intermediate cross country terrain defined as predominantly hilly with a number steep pitches. The descent sections may include moderate bends that require the skier to actively change direction. Usually indicated on Australian alpine resort or cross country trail maps as blue and red trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "more difficult".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response, including alerting and tracking devices

navigation equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during cross country ski activities

clothing suitable for alpine conditions

ski equipment can include cross country skis, alpine touring skis or splitboard:

skis and bindings

poles

ski boots

ski goggles

organisational safety and emergency response procedures for ski tour activities

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT003 Use snow craft skills for alpine touring

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to safely deliver recreational activities in alpine environments in heavy snow. It focuses on abilities required to sustain the physical wellbeing of self and participants in harsh cold conditions, and to survive the impacts of sudden environmental changes that are particular to alpine environments, particularly in winter.

Snow craft skills may be utilised in a range of activity contexts but this unit has particular application to alpine bushwalking, ski touring and other snowsports activities. The mode of travel in alpine regions is covered by complementary units.

It applies to leaders, guides or instructors who lead participants in activities in the alpine region under snow conditions.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine and manage risks for alpine activities in snow conditions.	1.1. Determine and plan for the impacts of sudden weather changes on the wellbeing of self and participants. 1.2. Identify and plan for contingency food and water supplies to sustain physical wellbeing of self and participants in winter alpine conditions. 1.3. Select a line of travel which reduces exposure to avalanches and other hazards associated with alpine terrain and weather conditions. 1.4. Determine ways to prevent hypothermia and frostbite and to identify signs and symptoms.
2. Select and carry equipment for alpine snow conditions.	2.1. Select and carry additional clothing to account for changing weather conditions. 2.2. Select and carry contingency food supplies, resources and equipment for use in the event of activity delays or emergencies. 2.3. Waterproof and pack food, clothing, and other resources to allow for quick access during activity.
3. Negotiate snow conditions and respond to environmental conditions.	3.1. Engage in activities and travel at a pace that conserves energy and reduces exposure to hypothermia. 3.2. Monitor weather conditions, own response and utilise clothing to prevent exposure. 3.3. Provide first aid in response to cases of hypothermia and frostbite. 3.4. Manage a group to move locations in limited visibility during a snowstorm.
4. Construct and manage tents and emergency shelters.	4.1. Select site accounting for terrain, weather and snow conditions. 4.2. Erect tents or construct emergency snow shelters according to conditions and to maintain stability over extended periods of time. 4.3. Monitor and manage safety of tents and emergency shelter for duration of use, clear snow, and adjust to account for changing weather conditions. 4.4. Manage human waste and environmental impacts of the campsite for the duration of the trip.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to	interpret detailed reports on alpine weather and snow conditions which incorporate technical jargon.
Numeracy skills to:	complete basic calculations to determine required resources to sustain number of party members.
Problem-solving skills to:	identify and quickly respond to changing conditions and party members in need of assistance.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to emergency situations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT003 Use snow craft skills for alpine touring

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan for two trips in an alpine environment in snow conditions, including at least one lasting for a minimum of three days

for each of the above trips:

determine two different lines of travel to avoid alpine environmental hazards

determine equipment and resources required for emergency use, including food and water

complete two alpine trips in snow conditions, including one with an overnight stay:

for each trip, select and pack equipment and resources required for emergency use

select appropriate location and erect a total of two tents

select appropriate location and construct a total of two different types of emergency snow shelters to be chosen from the following list:

snow cave

quinzhee

snow trench

snow mound

during each trip, consistently follow safety procedures and safely negotiate hazards

participate in simulations to:

respond to a participant with hypothermia and one with frostbite and provide appropriate first aid

prepare group for a snow storm

travel in a snow storm using leapfrogging technique.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

impacts of cold temperatures on energy requirements of participants at rest and under levels demanded of snow based activities

types of foods and beverages that provide high energy with emphasis on those can that be readily carried and prepared in alpine snow touring circumstances

factors that contribute to avalanches and unstable snow conditions:

slope angle and orientation

elevation

recent weather patterns

deposition

snowpack structure

local instability

terrain

human activity

areas within the locality that are known to be subject to avalanche and unstable snow conditions; and routes that can avoid these

typical alpine environmental hazards, and techniques used to safely negotiate these:

ice

creek crossings

snow bridges

thick vegetation

rapidly changing conditions

soft snow to ice

rain to snow

benign weather to blizzard

for hypothermia and frostbite:

causes and preventative methods

signs

first aid treatment

suitable clothing, footwear and personal protective equipment for alpine regions:

types of clothing and fabrics that protect against the effects of weather conditions including sun, temperatures, wind, snow and precipitation of different levels and extremes

reasons for layering clothes

effective design and construction features of:

windproof and waterproof gear

gaiters

gloves and beanies

sunglasses or ski goggles

resources that should be carried during alpine touring activities and reasons for having these available:

contingency food and water

first aid and repair kits

map and compass

stove and fuel

whistle

torch

cord

space blanket

small shelter, sleeping bags and mats

snow shovel

mobile phone

alerting and tracking devices including personal locator beacons (PLBs)

repair kit for skis, poles, bindings and tent

techniques used to effectively pack items for ease of access and maximum usage of space

waterproofing and packing techniques used to keep clothing, food and resources dry during ski tour activities

features and functions of snow shoes and bindings

techniques to move a group in limited visibility during a snowstorm

features of tents and pegs designed for use in the snow and techniques used to ensure stability

features of different types of emergency snow shelters, advantages and disadvantages, and techniques used to construct and maintain stability:

snow cave

quinzhee

snow trench

snow mound

bothy or tarp bubble

factors that affect the selection of a location for tents and emergency snow shelters

importance of regularly clearing built up snow on and around tents

importance of adequate ventilation in emergency snow shelters

methods used to maintain:

safety and comfort of site

minimize environmental impact

manage human waste

the stability of tents and snow shelters.

Assessment Conditions

Skills must be demonstrated in an alpine environment in snow conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response, including alerting and tracking devices

navigation equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during activities

people who act as participants with whom the individual interacts during simulated activities

clothing suitable for alpine conditions

resources to include:

contingency food and water

stove and fuel

whistles

torches

cord

space blankets

snow tents, sleeping bags and mats

snow shovels.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a leader, guide or instructor within an winter alpine area where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT004 Lead skiing activities on easy cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during skiing activities on easy cross country terrain according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct skiing techniques applicable to easy cross country terrain. To do this, leaders must be proficient in skiing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate skiing techniques applicable to easy cross country terrain.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise skiing activities on easy cross country terrain.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during skiing activities on easy cross country terrain.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures. 4.7. Respond effectively to equipment failure; repair skis, poles and bindings.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT004 Lead skiing activities on easy cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three skiing sessions on for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilize options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for skiing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to skiing activities on easy cross country terrain:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on easy cross country terrain that are predominantly flat to undulating terrain with, a few short steeper pitches. Usually indicated on Australian alpine resort or cross country trail maps as green trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "easiest, easier or beginner".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for winter alpine conditions

ski equipment which can include cross country skis or touring skis:

skis and bindings

poles

ski boots

ski goggles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for skiing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country skiing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSKT005 Lead skiing activities on intermediate cross country terrain

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during skiing activities on intermediate cross country terrain according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct skiing techniques applicable to intermediate cross country terrain. To do this, leaders must be proficient in skiing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Ski Touring

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions. 1.3. Select and set up equipment to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment, if provided, and confirm it is in safe working condition. 1.5. Direct and assist participants to fit and adjust equipment; check comfort and safety of fit.
2. Brief participants and demonstrate skiing techniques applicable to intermediate cross country terrain.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise ski activities on intermediate cross country terrain.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during ski activities on intermediate cross country terrain.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures. 4.7. Respond effectively to equipment failure; repair skis, poles and bindings.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSKT005 Lead skiing activities on intermediate cross country terrain

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three intermediate skiing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilize options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for skiing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to skiing activities on intermediate cross country terrain:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, including personal protective equipment:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated on intermediate cross country terrain defined as predominantly hilly with a number steep pitches. The descent sections may include moderate bends that require the skier to actively change direction. Usually indicated on Australian alpine resort or cross country trail maps as blue and red trails.

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "more difficult".

Skiing can be completed off track or on groomed trails, usually nominated in trail ratings as "more difficult".

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

clothing suitable for winter alpine conditions

ski equipment which can include cross country skis or touring skis:

skis and bindings

poles

ski boots

ski goggles

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for skiing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a cross country skiing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSNK001 Snorkel

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to snorkel as part of a group in confined or open water. It requires the ability to use a snorkel while surface swimming and diving underwater.

It applies to leaders, guides or instructors who use these snorkelling skills when leading participants during snorkelling activities. Leadership skills are provided in complementary units. The unit can also apply to assistants or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Snorkelling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the snorkel.	1.1. Select snorkelling equipment, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Assess conditions before entering water and move activity location, as required. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between buddy and other party members. 1.5. Fit and adjust snorkelling equipment and exposure protection wear to ensure comfort and safety.
2. Snorkel on surface and underwater.	2.1. Defog mask before and during snorkelling activities. 2.2. Breath comfortably through snorkel while swimming on surface. 2.3. Maintain buoyancy and propel self using fins. 2.4. Hold breath, dive and swim under water, and clear snorkel on re-surfacing 2.5. Clear water and pressure from ears using equalisation methods. 2.6. Clear water from snorkel and mask when flooded.
3. Maintain self-safety	3.1. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 3.2. Maintain contact and effective communication with buddy and other party members throughout all activities. 3.3. Monitor own fatigue and effects of pressure, temperature and volume on self. 3.4. Cease activities or take breaks while maintaining contact with party members.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times, pressures and temperatures.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSNK001 Snorkel

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two group snorkelling activities

during each activity consistently:

follow safety procedures and safely negotiate hazards

utilise effective techniques to:

defog mask

enter and exit the water

breath through a snorkel to maintain a comfortable rate of respiration

clear a snorkel and mask after flooding

equalise pressure

duck dive underwater using a snorkel

propel self using fins on the surface and underwater

maintain buoyancy.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for snorkelling activities

exposure protection swim wear suitable for snorkelling activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits, booties and gloves of different styles and grades suited to different conditions

features and functions of the following equipment and how to fit and adjust these for comfort and safety:

inflatable snorkel vests

snorkel masks

fins, both adjustable and full foot

snorkel and snorkel keeper

communication protocols for group snorkelling activities to include:

calls

hand signals

whistles

techniques used to:

defog masks using spit and solutions

enter and exit the water

breath through a snorkel to maintain a comfortable rate of respiration

clear a snorkel and mask after flooding

equalise pressure

duck dive underwater using a snorkel

propel self using fins on the surface and underwater

factors affecting buoyancy and how to control sinking and floating

sea features including currents, waves and tides sufficient to understand the impacts on snorkelling activities and locations

typical hazards associated with snorkelling and swimming in confined and open waters, and techniques used to safely negotiate these:

marine life including coral and stingers

underwater vegetation

submerged objects

sections of dark, deep or cold water

tidal flow and currents

water craft

atmospheric risks associated with snorkelling and how to manage these:

hypothermia

hyperthermia

sunburn

barotrauma:

meaning

cause, at a basic level of understanding

common types associated with snorkelling, including mask squeeze and facial barotrauma

ways of minimising risk

shallow water blackout:

causes, including hyperventilation and overexertion

consequences

ways of minimising risk

the relationship between pressure, volume and temperature at a basic level of understanding and consequences for snorkellers.

Assessment Conditions

Skills must be demonstrated in confined or open waters within natural aquatic environments.

Confined waters can be confined swimming areas at natural venues such as lakes, dams and non-surf beaches. Open waters can include an unrestricted body of water including that accessed from beaches with direct access to ocean waters.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

surface flags or markers

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during snorkelling activities

exposure protection swim wear suitable for conditions, and exposure suits as required

snorkel masks

snorkels and snorkel keepers

fins

organisational safety and emergency response procedures for snorkelling activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSNK002 Lead snorkelling activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during snorkelling activities according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct snorkelling techniques. To do this, leaders must be proficient in snorkelling skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Snorkelling

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
2. Brief participants and demonstrate snorkelling techniques.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise snorkelling activities.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during snorkelling activities.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSNK002 Lead snorkelling activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three snorkelling sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for snorkelling activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to snorkelling activities:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment and exposure suits:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these

designated area for snorkelling.

Assessment Conditions

Skills must be demonstrated in confined or open waters within natural aquatic environments.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

surface flags or markers

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

snorkel masks

snorkels and snorkel keepers

fins

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for snorkelling activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF001 Surf small waves using basic manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf small waves up to 0.5 metre using a range of fundamental skills for riding surfboards.

It applies to leaders, guides or instructors, who use these skills when leading participants during surfing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to surf.	1.1. Select surfboard and other equipment suitable for conditions, check for safe working condition and wax board, as required. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for surfing activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the surfboard through small waves.	2.1. Select a safe location to enter the water and face surfboard into oncoming waves. 2.2. Propel surfboard through flat water, broken and unbroken waves with leg rope attached. 2.3. Mount, sit and lay on board while maintaining balance. 2.4. Paddle the board in trim to propel and control it through flat water, broken and unbroken waves.
3. Catch and ride small waves using basic manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Catch broken waves under control without wiping out. 3.3. Catch and ride green waves on an angle, executing basic turns, and trim board during manoeuvres. 3.4. Dismount board, safely, from prone and standing position.
4. Maintain own safety, and self rescue in small surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from surfboard and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF001 Surf small waves using basic manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group surfing sessions as follows:

complete one session in surf with broken waves

complete two sessions on green waves

during these sessions consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise fundamental techniques to effectively:

manoeuvre surfboard through small waves under control

catch and ride small waves under control

trim along green waves

execute small basic turns

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from surfboard on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for surfing activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for surfing activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of surfboards suitable for use in small waves and for basic manoeuvres to include hard and soft surfboards and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

reasons for waxing surfboards and techniques for applying

features and uses of leg ropes

communication protocols for surfing activities to include:

calls

hand signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves

types of waves suitable for surfing and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surfing activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

fundamental techniques for surfing:

correct use of body weight and balance to mount board and to sit and stand

paddling the board in trim

correct use of body weight and balance for:

turning the board while sitting

basic trimming

small basic turns

typical hazards associated with surfing, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without surfboard:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with surfboard and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during surfing activities

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards which can include soft and hard boards

leg ropes

surfboard wax, as relevant

organisational safety and emergency response procedures for surfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF002 Surf waves using intermediate manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf open face peeling waves up to one metre using a range of intermediate skills for riding surfboards.

It applies to leaders, guides or instructors, who use these skills when leading participants during surfing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to surf.	1.1. Select surfboard and other equipment suitable for conditions, check for safe working condition and wax board, as required. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for surfing activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the surfboard through intermediate waves.	2.1. Enter water in safe location, carry surfboard out to suitable depth, and mount sit and lay on board while maintaining balance. 2.2. Paddle the board in trim to propel and control it through broken and unbroken waves. 2.3. Negotiate broken and unbroken waves using duck dive and Eskimo roll manoeuvres.
3. Catch and ride waves using intermediate manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Select appropriate waves to catch and identify optimum take off position. 3.3. Ride waves under control from start to finish and exit wave safely. 3.4. Execute bottom turns, top turns and cutbacks, and trim board during manoeuvres. 3.5. Link a range of surfing manoeuvres. 3.6. Dismount board, safely, from prone and standing position.
4. Maintain own safety, and self rescue in intermediate surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from surfboard and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF002 Surf waves using intermediate manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group surfing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise intermediate techniques to effectively:

manoeuvre surfboards through intermediate waves under control using duck dives and Eskimo rolls

select catch and ride intermediate waves under control from start to finish

execute bottom turns, top turns, and cutbacks on forehand or backhand and link a range of those manoeuvres

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from surfboard on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for surfing activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for surfing activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of surfboards suitable for use in intermediate wave conditions and for intermediate manoeuvres and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

reasons for waxing surfboards and techniques for applying

features and uses of leg ropes

communication protocols for surfing activities to include:

calls

hand signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves including those that peel left and right

characteristics of waves at these different surf breaks:

beach

point

reef

river mouth

bombora

types of waves suitable for surfing and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surfing activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

how body weight and speed affect surfing

intermediate techniques for surfing:

correct use of body weight and balance to mount board and to sit and stand

paddling the board in trim to maintain control

using duck dive and Eskimo rolls to negotiate waves

correct use of body weight and balance for:

traversing left and right along the green face of a spilling wave

trimming

bottom turns

top turns

cutback on forehand and backhand

how to link manoeuvres

typical hazards associated with surfing, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without surfboard:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with surfboard and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open face peeling waves up to one metre

beach breaks, point breaks, river mouth or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during surfing activities

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

organisational safety and emergency response procedures for surfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF003 Surf waves using advanced manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf open face peeling waves up to two metres using a range of advanced skills for riding surfboards.

It applies to leaders, guides or instructors, who use these skills when leading or instructing participants during surfing activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to surf.	1.1. Select surfboard and other equipment suitable for conditions, check for safe working condition and wax board, as required. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for surfing activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the surfboard through advanced waves.	2.1. Enter water in safe location, identify rips and select route to unbroken wave area. 2.2. Paddle the board in trim to propel and control it through broken and unbroken waves. 2.3. Negotiate broken and unbroken waves using duck dive and Eskimo roll manoeuvres.
3. Catch and ride waves using advanced manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Select appropriate waves to catch and identify optimum take off position. 3.3. Ride waves under control from start to finish and exit wave safely. 3.4. Traverse left and right along green face of spilling waves and maintain control of board. 3.5. Execute bottom turns, top turns, re-entries, roundhouse and other cutbacks and trim board during manoeuvres. 3.6. Link a range of surfing manoeuvres. 3.7. Dismount board, safely, from prone and standing position.
4. Maintain own safety, and self rescue in advanced surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from surfboard and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF003 Surf waves using advanced manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group surfing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise advanced techniques to effectively:

manoeuvre surfboards through advanced waves under control using duck dives and Eskimo rolls

select, catch and ride advanced waves under control from start to finish

traverse both left and right along green face of spilling waves and maintain control of board

execute bottom turns, tops turns, re-entries, and roundhouse and other cutbacks on forehand and backhand, and link a range of those manoeuvres

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from surfboard on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for surfing activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for surfing activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of surfboards suitable for use in advanced wave conditions and for advanced manoeuvres and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

reasons for waxing surfboards and techniques for applying

features and uses of leg ropes

communication protocols for surfing activities to include:

calls

hand signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves including those that peel left and right

characteristics of waves at these different surf breaks:

beach

point

reef

river mouth

bombora

types of waves suitable for surfing and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on surfing activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

how body weight and speed affect surfing

advanced techniques for surfing:

correct use of body weight and balance to mount board and to sit and stand

paddling the board in trim to maintain control

using duck dive and Eskimo rolls to negotiate waves

correct use of body weight and balance for:

traversing left and right along the green face of a spilling wave

forehand and backhand trimming

forehand bottom and top turns

cutback on forehand and backhand

re-entry

roundhouse cutback on forehand and backhand

how to link manoeuvres

typical hazards associated with surfing, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without surfboard:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with surfboard and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open faced peeling waves up to two metres

beach breaks, river mouth, point breaks or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during surfing activities

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

organisational safety and emergency response procedures for surfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF004 Lead surfing activities, small waves and basic manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide new or inexperienced dependent participant surfers during activities in small wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to develop session plans and to demonstrate and instruct basic surfing manoeuvres. To do this, instructors and guides must be proficient in surfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current surfing skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for surfing activities according to current conditions. 2.2. Assess characteristics, condition and surfing capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate basic surfing manoeuvres in small wave conditions.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead surfing activities in small wave conditions.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement instruction techniques to impart skills and knowledge for fundamental surfing skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during surfing activities in small wave conditions.	5.1. Monitor surfing conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF004 Lead surfing activities, small waves and basic manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three surfing sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for surfing activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to surfing activities in small wave conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards which can include soft and hard boards

leg ropes

surfboard wax, as relevant

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for surfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF005 Lead surfing activities, intermediate manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during surfing activities in intermediate wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to develop session plans and to demonstrate and instruct intermediate surfing manoeuvres in waves up to one metre. To do this, instructors and guides must be proficient in surfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current surfing skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for surfing activities according to current conditions. 2.2. Assess characteristics, condition and surfing capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment, and exposure suits as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate intermediate surfing manoeuvres.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead surfing activities in waves up to one metre.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for intermediate surfing skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during surfing activities in waves up to one metre.	5.1. Monitor surfing conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF005 Lead surfing activities, intermediate manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three surfing sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief.

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for surfing activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to intermediate surfing activities in waves up to one metre:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open face peeling waves up to one metre

beach breaks, point breaks, river mouth or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for surfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSRF006 Lead surfing activities, advanced manoeuvres

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during surfing activities in advanced wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to develop session plans and to demonstrate and instruct advanced surfing manoeuvres in waves up to two metres. To do this, instructors and guides must be proficient in surfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Surfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current surfing skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for surfing activities according to current conditions. 2.2. Assess characteristics, condition and surfing capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment, and exposure suits as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate advanced surfing manoeuvres.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead surfing activities in waves up to two metres.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for advanced surfing skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during surfing activities in waves up to two metres.	5.1. Monitor surfing conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSRF006 Lead surfing activities, advanced manoeuvres

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three surfing sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for surfing activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to advanced surfing activities in waves up to two metres:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

open faced peeling waves up to two metres

beach breaks, river mouth, point breaks or reef breaks

rips may be present.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

surfboards

leg ropes

surfboard wax

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for surfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a surfing instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP001 Paddle a stand up board on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a stand up board as part of a group on inland flatwater areas such as lakes, dams and slow moving rivers. It requires the ability to self-rescue from a dismount and to rescue others in deep water.

The unit provides skills to paddle on bodies of water in less than moderate wind conditions, where the current flow is consistently recorded as less than one knot.

It applies to leaders, guides or instructors, who use these skills when leading participants during stand up paddle boarding activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select paddle board, leash and other equipment suitable for conditions and check for safe working condition. 1.2. Select exposure protection swim wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for paddle boarding activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Paddle and manoeuvre stand up paddle board on flatwater.	2.1. Select a safe location to enter the water, propel and mount board while maintaining balance and stability. 2.2. Control direction of paddle board forward, in reverse and when turning, using a range of appropriate strokes and leans. 2.3. Maintain appropriate posture, stance and stroke technique to efficiently paddle the board. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities, and maintain party formation as required. 2.7. Land and dismount paddle board at the shore while maintaining stability.
3. Rescue self in deep water.	3.1. Use techniques to maintain safety of self and others in the event of a dismount. 3.2. Flip paddle board when in deep water and remount. 3.3. Manoeuvre the paddle and board to shore or to rescue craft when unable to remount. 3.4. Maintain stability in water when separated from paddle board and return to shore.
4. Perform deep water rescues in flatwater conditions.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre own board to rescuee, form a raft up as required, and assume a position that enables the rescue. 4.4. Provide clear and concise instructions to rescuee and others assisting. 4.5. Assist rescuee to flip and remount their board. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP001 Paddle a stand up board on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group stand up paddle boarding sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

control direction of stand up paddle board forward, in reverse and when turning using appropriate stance, and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

emergency stop

participate in simulations to:

re-establish a flipped paddle board and remount in deep water on two occasions

return to shore, swimming a maximum distance of 50 metres, when separated from paddle board on two occasions

complete two deep water rescues to assist a single paddler re-establish a flipped paddle board and remount

provide two tows using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for stand up paddle boarding activities

exposure protection swim wear suitable for paddle boarding activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of footwear suitable for paddle boarding including specialist footwear and when it might be required in preference to bare feet

types of stand up paddle boards suitable for use in flatwater conditions and:

location and function of different parts of the board

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

features and use of leashes

types of paddles suitable for use with paddle boards in flatwater conditions, different construction materials and designs, effects on performance, advantages and disadvantages

communication protocols for group paddle boarding activities to include:

calls

hand and paddle signals, including distress signals

whistles

hydrological features of flatwater areas such as lakes, dams and slow moving rivers sufficient to understand the impacts on stand up paddle boarding activities

typical hazards associated with paddling and swimming in flatwater conditions, and techniques used to safely negotiate these:

currents

built objects – weirs, piers

steep or slippery banks or shore

overhanging trees

fallen trees on waterway

submerged logs, rocks and vegetation

sections of dark, deep or cold water

boating traffic

techniques used on flatwater to launch, mount, land and dismount stand up paddle boards from shore

a range of strokes used in flatwater conditions to direct paddle board forward, in reverse and when turning:

forward and reverse paddle

forward and reverse sweeps

bow draw stroke

emergency stop

for each of the above strokes:

correct posture and feet position

correct hand placement on paddle and movement of top and bottom hand through the stroke

arm and body movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to board and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

for self rescues:

techniques used to flip paddle board and remount in deep water

methods used to control and manoeuvre the paddle and board to rescue craft and shore

appropriate swimming strokes and techniques - defensive and aggressive

techniques for taking breaks when tired from swimming - floating and treading water

for deep water rescues, the specific application of the following to flatwater conditions and stand up paddle boards:

approach and flip technique

techniques for using a towline with a quick release system including appropriate knots and how to tie them

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during stand up paddle boarding activities

exposure protection swim wear suitable for conditions, and exposure suits as required

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

rescue equipment:

towlines

knives

template safety checklists

organisational safety and emergency response procedures for paddle boarding activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP002 Paddle a stand up board in small waves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to surf small waves up to 0.5 metre using fundamental paddle boarding manoeuvres.

It applies to leaders, guides or instructors, who use these skills when leading participants during stand up paddle board activities. Leadership skills are provided in complementary units. The unit can also apply to assistants or support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to ride stand up paddle board in surf.	1.1. Select paddle board and other equipment suitable for conditions and check for safe working condition. 1.2. Select exposure protection surf wear or exposure suit suitable for conditions; fit and adjust to ensure comfort and safety. 1.3. Select a suitable area for paddle boarding activities according to current conditions. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.5. Confirm protocols for communications between party members and with others.
2. Manoeuvre the paddle board through small waves.	2.1. Select a safe location to enter the water, propel and mount board while maintaining balance and stability. 2.2. Paddle the board in trim to propel and control it through flat water, broken and unbroken waves. 2.3. Maintain appropriate posture, stance and stroke technique to efficiently paddle the board. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury.
3. Catch and ride small waves using basic manoeuvres.	3.1. Observe surfing etiquette when catching and riding waves. 3.2. Catch broken waves under control without wiping out. 3.3. Catch and ride green waves on an angle, executing basic turns, and trim board during manoeuvres. 3.4. Dismount board, safely, from standing position.
4. Maintain own safety, and self rescue in small surf conditions.	4.1. Safely approach, avoid or negotiate hazards to minimise risk of injury while paddling and surfing. 4.2. Use techniques to maintain safety of self and others in the event of a wipe out. 4.3. Maintain stability in water when separated from stand up paddle board and return to shore. 4.4. Recognise situations when assistance is required and implement required actions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	identify and quickly respond to situations where risk of injury is likely.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP002 Paddle a stand up board in small waves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group stand up paddle boarding sessions as follows:

complete one session in surf with broken waves

complete two sessions on green waves

during these sessions consistently:

follow safety procedures and safely negotiate hazards

comply with surfing etiquette

utilise fundamental techniques to effectively:

manoeuvre stand up paddle board through small waves under control

catch and ride small waves under control

trim along green waves

execute small basic turns

participate in simulations to:

wipe out on three occasions and use wipe out techniques appropriate for the circumstance

return to shore when separated from paddle board on three occasions

take actions to seek assistance when self rescue cannot be achieved, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for stand up paddle boarding activities

etiquette applicable to surfing including generally accepted rules for right of way, giving way, dropping in and avoiding other surf users

exposure protection surf wear suitable for paddle boarding activities:

types of surf wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of footwear suitable for paddle boarding including specialist footwear and when it might be required in preference to bare feet

types of stand up paddle board suitable for use in small surf conditions and for basic manoeuvres and:

different construction materials, effects on performance, advantages and disadvantages

design features, manoeuvrability characteristics and limitations

features and use of leashes

types of paddles suitable for use with paddle boards in small surf conditions, different construction materials and designs, effects on performance, advantages and disadvantages

communication protocols for group stand up paddle boarding activities to include:

calls

hand and paddle signals, including distress signals

whistles

features of surf environments:

characteristics of different types of waves

types of waves suitable for stand up paddle boarding and how to select waves suitable for own ability

winds, currents, tides, swell and ocean floor sufficient to understand effects on surf conditions, impacts on paddle boarding activities and appropriate responses

distinguishing signs of rips

beach zones and signs used at patrolled beaches

fundamental techniques for surfing a stand up paddle board:

correct use of body weight and balance to mount board and to stand

paddling the board in trim

paddling techniques and correct use of body weight, and stance for:

catching waves

turning the board

basic trimming

small basic turns

typical hazards associated with paddle boarding in surf, and techniques used to safely negotiate these:

temperature extremes

rips

lateral currents

marine animals

rocks

sandbars

other water users: surfers, swimmers, other small craft

large waves

shore breaks

dumping waves

techniques used in the event of a wipe out:

covering head with arms

wrestling or holding board tight when in prone position

pushing board clear with feet when in the water and when standing

waiting for turbulence to subside

floating to the surface in a horizontal position

techniques used to return to shore without paddle board:

appropriate surf swimming strokes - defensive and aggressive

taking breaks when tired, floating and treading water

swimming or paddling diagonally across rips, when present

actions that can be taken when unable to self rescue:

using recognised signals for assistance to contact others in water and lifeguards

remaining with paddle board and using as flotation device

floating and treading water.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during stand up paddle boarding activities

exposure protection surf wear suitable for conditions, and exposure suits as required

stand up paddle boards and leashes

paddles

organisational safety and emergency response procedures for paddle boarding activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP003 Paddle a stand up board in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to paddle a stand up board as part of a group in sheltered coastal waters and according to planned downwinding courses. It requires the ability to self-rescue from a dismount and to rescue others in deep water.

This unit provides skills to paddle in sheltered coastal waters defined as estuaries, embayments, areas enclosed or partly enclosed by islands or a fringing reef; or areas of exposed coastline with surf but without overfalls and tidal races present.

Water would feature small waves up to 0.5 metre with no difficult landings. Paddlers at this level can paddle in moderate winds of 11 - 16 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during stand up paddle boarding activities. Leadership skills are provided in complementary units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the paddle.	1.1. Select stand up paddle board and other equipment suitable for conditions, and check for safe working condition. 1.2. Select lifejacket, as required, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.3. Interpret planned course from activity plans and maps to assist in following the course. 1.4. Select suitable area for paddle boarding activities according to current conditions 1.5. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.6. Confirm protocols for communications between paddlers. 1.7. Fit and adjust exposure protection wear and lifejacket, as required, to ensure comfort and safety.
2. Paddle and manoeuvre stand up paddle board in sheltered coastal waters.	2.1. Select a safe location to enter the water, propel and mount board while maintaining balance and stability. 2.2. Control direction of paddle board forward, in reverse and when turning, using a range of appropriate strokes, leans and combinations. 2.3. Maintain appropriate posture, stance and stroke technique to efficiently paddle the board. 2.4. Establish and maintain an appropriate paddling rhythm and pace to minimise fatigue, strain and injury. 2.5. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 2.6. Maintain visual contact and effective communication with party members throughout all activities. 2.7. Monitor party formation, paddling pace and space between boards and make required adjustments. 2.8. Land and dismount paddle board at the shore while maintaining stability.
3. Rescue self in deep water.	3.1. Use techniques to maintain safety of self and others in the event of a dismount. 3.2. Flip paddle board when in deep water and remount. 3.3. Manoeuvre the paddle and board to shore or to rescue craft when unable to remount. 3.4. Maintain stability in water when separated from paddle board and return to shore.
4. Perform deep water rescues in sheltered coastal waters.	4.1. Identify immediate hazards, assess risks and negotiate to avoid injury to self and others. 4.2. Select and use other leaders or party members, equipment and rescue techniques appropriate to situation. 4.3. Manoeuvre own board to rescuee, form a raft up as required, and assume a position that enables the rescue. 4.4. Provide clear and concise instructions to rescuee and others assisting. 4.5. Assist rescuee to flip and remount their board. 4.6. Assess ability of rescuee to continue and tow to nearest safe landing, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures interpret straightforward but potentially unfamiliar information on maps interpret factual activity plan information in familiar formats.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving distances, times and speed of currents.
Teamwork skills to:	pro-actively and cooperatively work within teams of operational personnel to solve arising problems and effect efficient rescues.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP003 Paddle a stand up board in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group stand up paddle boarding sessions

during each session:

consistently follow safety procedures and safely negotiate hazards

consistently control direction of stand up paddle board forward, in reverse and when turning using appropriate stance, and this range of strokes:

forward and reverse paddle

forward and reverse sweeps

cross bow draw

emergency stop

effectively manoeuvre the stand up paddle board by combining strokes

participate in simulations to:

re-establish a flipped paddle board and remount in deep water on two occasions

return to shore, swimming a maximum distance of 50 metres, when separated from paddle board on two occasions

complete two deep water rescues to assist a single paddler re-establish a flipped paddle board and remount

provide two tows using a towline with a quick release system.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for stand up paddle boarding activities

exposure protection swim wear suitable for paddle boarding activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels and extremes

features and uses of exposure suits of different styles and grades suited to different conditions

types of footwear suitable for paddle boarding including specialist footwear and when it might be required in preference to bare feet

features and functions of lifejackets suitable for sheltered coastal water conditions and how to fit and adjust these for comfort and safety

types of stand up paddle boards suitable for use in sheltered coastal water conditions and:

location and function of different parts of the board

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

features and use of leashes

types of paddles suitable for use with paddle boards in sheltered coastal water conditions, different construction materials and designs, effects on performance, advantages and disadvantages

communication protocols for group paddle boarding activities to include:

calls

hand and paddle signals, including distress signals

whistles

hydrological features of sheltered coastal waters including currents, waves and tides sufficient to understand the impacts on stand up paddle boarding activities

typical hazards associated with paddling and swimming in sheltered coastal water conditions, and techniques used to safely negotiate these:

currents

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

boating traffic

techniques used in sheltered coastal waters to launch, mount, land and dismount stand up paddle boards from shore

a range of strokes used in sheltered coastal water conditions to direct paddle board forward, in reverse and when turning:

forward and reverse paddle

forward and reverse sweeps

cross bow draw strokes

emergency stop

for each of the above strokes:

correct posture and feet position

correct hand placement on paddle and movement of top and bottom hand through the stroke

arm and body movement required to enable correct blade placement in water

correct paddle entry and exit points in relation to board and body position

appropriate paddle depth in water to achieve effective stroke

correct paddle blade angle throughout stroke

how to effectively manoeuvre paddle boards by combining strokes and which combinations are effective

for self rescues:

techniques used to flip paddle board and remount in deep water

methods used to control and manoeuvre the paddle and board to rescue craft and shore

appropriate swimming strokes and techniques - defensive and aggressive

techniques for taking breaks when tired from swimming - floating and treading water

for deep water rescues, the specific application of the following to sheltered coastal water conditions and stand up paddle boards:

raft up techniques

approach and flip technique

techniques for using a towline with a quick release system including appropriate knots and how to tie them

roles and responsibilities that can be allocated to team members and participants to effectively complete a rescue.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with small waves up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response.

Assessment must ensure use of:

a group of participants with whom the individual interacts during stand up paddle boarding activities

exposure protection swim wear suitable for conditions, and exposure suits as required

when required by local regulations, Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

rescue equipment:

towlines

knives

activity plans to include details of planned route

template safety checklists

organisational safety and emergency response procedures for paddle boarding activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP004 Lead stand up paddle boarding activities on inland flatwater

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during paddle boarding activities on flatwater areas according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct stand up paddle boarding techniques applicable to flatwater conditions. To do this, instructors and guides must be proficient in paddle boarding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current paddle boarding skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for paddle boarding activities according to current conditions. 2.2. Assess characteristics, condition and paddle boarding capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 2.4. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate stand up paddle boarding techniques applicable to flatwater conditions.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Form a raft up of participants, as required, for demonstrations. 3.7. Check and confirm participant ability to use and control equipment before activity commencement. 3.8. Check matching of equipment and activities to participants and amend as required.
4. Lead flatwater paddle boarding activities.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for flatwater paddle boarding skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during flatwater paddle boarding activities.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP004 Lead stand up paddle boarding activities on inland flatwater

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three stand up paddle boarding sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to stand up paddle boarding activities in flatwater conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in paddle boarding and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated on inland flatwater areas which can be lakes, dams or slow moving rivers. The environment must feature the following:

less than moderate wind conditions

current flow is consistently documented as less than 1 knot.

An area for assessment should not be classified as flatwater if any of the following conditions are present:

rapids of any grade

surf of any size

fetch greater than 1 nautical mile.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP005 Lead stand up paddle boarding activities on small waves

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during paddle boarding activities in small wave conditions according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct basic paddle board surfing manoeuvres applicable to small wave conditions. To do this, instructors and guides must be proficient in paddle boarding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current paddle boarding skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for paddle boarding activities according to current conditions. 2.2. Assess characteristics, condition and paddle boarding capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection surf wear appropriate for anticipated conditions. 2.4. Select and set up equipment and exposure suits, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment and exposure protection wear; check comfort and safety of fit.
3. Brief participants and demonstrate basic paddle board surfing manoeuvres applicable to small wave conditions.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Check and confirm participant ability to use and control equipment before activity commencement. 3.7. Check matching of equipment and activities to participants and amend as required.
4. Lead paddle boarding activities in small wave conditions.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for paddle boarding skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during paddle boarding activities in small wave conditions.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP005 Lead stand up paddle boarding activities on small waves

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three stand up paddle boarding sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to stand up paddle boarding activities in small wave conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment and exposure suits:

age, size and weight

current experience in paddle boarding and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in a surfing environment which features the following:

small breaking waves up to 0.5 metre

beach breaks with sand bottom

areas free from rips

water depth of chest height or less.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection surf wear suitable for conditions, and exposure suits as required

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct or guide dependent participants during paddle boarding activities in sheltered coastal waters according to predetermined plans. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct stand up paddle boarding techniques applicable to sheltered coastal waters. To do this, instructors and guides must be proficient in paddle boarding skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to instructors and guides who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Stand up paddle boarding

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare session plans.	1.1. Identify and evaluate participant needs, characteristics, and current paddle boarding skills. 1.2. Determine activity objectives to meet identified participant needs. 1.3. Develop session plans to include appropriate exercises for participants and their stage of skills acquisition.
2. Prepare equipment and participants.	2.1. Select a suitable area for paddle boarding activities according to current conditions. 2.2. Assess characteristics, condition and paddle boarding capability of participants, as they present, and obtain informed consent. 2.3. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 2.4. Select and set up equipment, exposure suits and lifejackets, as required, to match participants and prevailing conditions; complete safety checks. 2.5. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 2.6. Direct and assist participants to fit and adjust equipment; exposure protection wear and lifejackets, as required; check comfort and safety of fit.
3. Brief participants and demonstrate stand up paddle boarding techniques applicable to sheltered coastal waters.	3.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 3.5. Demonstrate and explain correct techniques appropriate for the activity. 3.6. Form a raft up of participants, as required, for demonstrations. 3.7. Check and confirm participant ability to use and control equipment before activity commencement. 3.8. Check matching of equipment and activities to participants and amend as required.
4. Lead paddle boarding activities in sheltered coastal waters.	4.1. Prepare participants for activity using warm up exercises. 4.2. Implement recreational instruction techniques to impart skills and knowledge for paddle boarding skills. 4.3. Provide clear and accurate instructions and or demonstrations throughout the session. 4.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 4.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
5. Manage safety during paddle boarding activities in sheltered coastal waters.	5.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 5.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 5.3. Respond immediately to adverse participant reactions and hazardous situations. 5.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 5.5. Amend activities if risk is unacceptable; cease activities when required. 5.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post activity responsibilities.	6.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 6.2. Notify relevant personnel of activity completion. 6.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.4. Document any equipment faults and incidents including injuries and near misses. 6.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOSUP006 Lead stand up paddle boarding activities in sheltered coastal waters

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three stand up paddle boarding sessions for a group of participants according to predetermined session plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions

format and inclusions of session plans

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to stand up paddle boarding activities in sheltered coastal waters:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the choice of sessional activities and selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in paddle boarding and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

a range of warm-up exercises

potential hazards and associated risks and safety procedures used to manage these

raft up techniques used for group demonstration and instruction.

Assessment Conditions

Skills must be demonstrated in sheltered coastal waters which can be:

estuaries

embayments

areas enclosed or partly enclosed by islands or a fringing reef

areas of exposed coastline with surf but without overfalls and tidal races present.

The environment must feature the following:

water with swell up to 0.5 metre with no difficult landings

ideally moderate winds of 11-16 knots (Beaufort Scale); winds could vary but warnings should not exceed moderate wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual instructs or guides

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as require

when required by local regulations, Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements for the location

pea-less whistles not affected by water

stand up paddle boards and leashes

paddles

participant profiles to include:

age, size and weight

current experience in surfing and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

template:

session plans

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for stand up paddle boarding activity sessions.

stand up paddle boarding activity sessions

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a stand up paddle boarding instructor or guide, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOWIN001 Windsurf in smooth water and light wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to sail a sailboard in light wind conditions within smooth waters using fundamental manoeuvres. It requires the ability to launch, land and sail, steer on all points of sail, to tack and gybe and to self rescue.

This unit provides the skills to windsurf in smooth water conditions found within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays. Smooth water could feature small formed rippled wavelets which do not break but can include no more than small breaking white capping waves up to 0.5 metre. Riders at this level can sail boards in light winds up to 10 knots (Beaufort Scale).

It applies to leaders, guides or instructors, who use these skills when leading participants during windsurfing activities. Leadership skills are provided in complementary units. The unit can also apply to assistants and support staff.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

Recreational boating is regulated by specific laws in each Australian state and territory with variable rules. General and specific waterway rules apply to the operation of sailboards. All training and assessment activities must comply with the local state or territory requirements. No occupational licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Windsurfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the sail.	1.1. Select lifejacket, exposure protection swim wear or exposure suit suitable for conditions, and check for safe working condition. 1.2. Select a suitable site for windsurfing activities according to current conditions. 1.3. Confirm activity safety and emergency response procedures to ensure compliance during activities. 1.4. Confirm protocols for communications between party members and with other water users. 1.5. Fit and adjust exposure protection wear and lifejacket to ensure comfort and safety.
2. Rig sailboard.	2.1. Ensure sail size is appropriate for personal use. 2.2. Rig windsurf sail, using appropriate tension, boom heights and adjustments for self, and tie off loose ends. 2.3. Carry rigged sail and board to launch site separately, and attach to board for sailing.
3. Launch sailboard.	3.1. Determine wind direction to enable easy launching. 3.2. Launch sailboard from shore while maintaining stability. 3.3. Climb on board and position one foot on either side of mast, evenly spaced and on centre line. 3.4. Uphaul sailboard in shallow water using straight back and bent knees, and maintain a stable neutral position.
4. Manoeuvre the sailboard.	4.1. Comply with waterway rules throughout all activities, including use of sailboard within permitted areas. 4.2. Determine sailing direction and move off, on a beam reach, at right angles to wind, using crossover technique and appropriate stance. 4.3. Control power by easing the sheet hand. 4.4. Steer and turn sailboard by leaning rig forward over the bow and backward over stern. 4.5. Use tacking and close hauling to achieve upwind goals. 4.6. Manoeuvre sailboard around a triangular course and steer sailboard efficiently on all points of sail. 4.7. Safely approach, and negotiate obstacles and hazards to minimise risk of injury. 4.8. Perform emergency stops to avoid collision, and use techniques to avoid head injury when falling windward.
5. Rescue self.	5.1. Complete a full self rescue according to organisational safety procedures. 5.2. Implement alternate rescue strategies if self rescue fails.
6. Land and secure sailboards	6.1. Land and climb off sailboard at shore while maintaining stability. 6.2. De-rig and pack all components. 6.3. Secure sailboard for road transport using suitable methods.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communications skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Numeracy skills to:	interpret and calculate numerical data involving: direction and speed of wind and currents angles that relate to points of sail and tacking manoeuvres.
Planning and organising skills to:	manage own timing to complete activities within planned timeframes.
Self-management skills to:	critically analyse all circumstances and implications to provide a prompt and considered response to rescue requirements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOWIN001 Windsurf in smooth water and light wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three group windsurfing sessions

during each session consistently:

follow safety procedures and safely negotiate hazards

follow waterway rules and use etiquette applicable to windsurfing

utilise effective techniques to:

rig sailboards to suit personal requirements

launch and land sailboards under control

power, steer and turn sailboards under control on a marked course

participate in simulations to complete three self rescues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for windsurfing activities

exposure protection swim wear suitable for windsurfing activities:

types of swim wear and fabrics that protect against the effects of weather and water conditions including sun, temperatures and winds of different levels

features and uses of exposure suits, booties and gloves of different styles and grades suited to different conditions

features and functions of lifejackets suitable for smooth water conditions and how to fit and adjust these for comfort and safety

types of sailboards suitable for use in smooth water conditions and:

location and function of different parts of the sailboard

different construction materials, effects on performance, advantages and disadvantages

design features, handling characteristics and limitations: manoeuvrability, stability and speed

communication protocols for windsurfing activities to include:

calls

hand signals

international distress signals

the impact of the following on selection of windsurfing location, and on launching, landing and manoeuvring sailboards:

tides, currents, waves and rips

on, cross, and off shore winds

the meaning of the following terminology used for windsurfing:

port

starboard

windward, upwind

leeward, downwind

cross wind

luffing up

bearing away

safe manual handling techniques used to lift and carry sailboards

equipment features and techniques used to secure sailboards for transportation

techniques and knots used to rig windsurf sails, correct tensions, boom height and how to adjust to suit personal requirements

techniques used to climb on, launch, land and climb off sailboards from shore

fundamental windsurfing manoeuvres and techniques for tacking and gybing

points of sail and all associated terminology

the "no go zone" and how to get upwind

principle of tacking upwind and gybing downwind

typical hazards associated with windsurfing, and techniques used to safely negotiate these:

currents

rips

built objects – piers, navigation markers

steep, slippery or rocky shores

sections of dark, deep or cold water

marine animals

boating traffic

for self rescues:

reasons why a self rescue may be required:

lack of wind or wind strength beyond personal limitations

equipment failure

injury

methods used to reboard sailboard in deep water

methods used to dismantle sail rig and secure to sailboard

methods used to paddle the board prone back to shore

rules specific to the operation of sailboards and specific to the local state or territory:

give way rules – passing, crossing and overtaking powered and non-powered vessels

distance limitations ("distance off") – rules for swimmers, designated swimming zones, dive flags, unpowered and powered vessels stationary or underway, moored or anchored vessels, built structures (bridges, jetties, navigation markers)

prohibited local areas – also called "exclusion" and "no go zones"

incident reporting requirements including those for verbal and written reports

life jacket requirements for the location

etiquette applicable to windsurfing, that used between windsurfers and with other users.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants with whom the individual interacts during windsurfing activities

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

sailboards suitable for use in smooth water and light wind conditions and for fundamental windsurfing

ropes and tie down straps for transportation

information on tides, depths, currents and other expected water conditions

organisational safety and emergency response procedures for windsurfing activities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a windsurfing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency ; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to lead and supervise dependent participants during windsurfing activities in smooth water conditions according to predetermined activity plans which might be self-developed or developed by others. It covers the skills required to adjust activities according to prevailing conditions and participant capabilities.

It requires the ability to demonstrate and instruct windsurfing techniques applicable to smooth water and light wind conditions. To do this, leaders must be proficient in windsurfing skills which are covered by other units.

This unit applies to any type of organisation that delivers outdoor recreation activities including commercial, not-for-profit and government organisations.

It applies to leaders who work independently using discretion and judgement to manage operational logistics and risk within predetermined guidelines.

When working at or close to base and assistance, they manage routine problems in consultation with relevant personnel. Where assistance is not immediately available, leaders use additional skills, covered by other units, to manage significant problems, e.g. rescues, injury or illness in remote locations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Windsurfing

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment and participants.	1.1. Assess characteristics, condition and capability of participants, as they present, and obtain informed consent. 1.2. Confirm participants have exposure protection swim wear appropriate for anticipated conditions. 1.3. Select and set up equipment and lifejackets, and exposure suits, as required to match participants and prevailing conditions; complete safety checks. 1.4. Check participants’ own equipment and exposure suits, if provided, and confirm safe working condition. 1.5. Direct and assist participants to fit and adjust exposure protection wear and lifejackets; check comfort and safety of fit.
2. Brief participants and demonstrate windsurfing techniques applicable to smooth water and light wind conditions.	2.1. Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants. 2.2. Encourage participants to ask questions and seek advice before and during session. 2.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 2.4. Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity. 2.5. Demonstrate and explain correct techniques appropriate for the activity. 2.6. Check and confirm participant ability to use and control equipment before activity commencement. 2.7. Check matching of equipment and activities to participants and amend as required.
3. Lead and supervise windsurfing activities in smooth water and light wind conditions.	3.1. Supervise activity according to designated role, adjusting position and role as required. 3.2. Implement recreational instruction techniques to impart skills and knowledge for the activity. 3.3. Provide clear and accurate instructions and or demonstrations throughout the session. 3.4. Monitor participant performance and provide directions, encouragement and corrective instruction to improve techniques. 3.5. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 3.6. Implement required modifications to activity, location or route to ensure participant engagement and comfort, and completion within timelines.
4. Manage safety during windsurfing activities in smooth water and light wind conditions.	4.1. Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare. 4.2. Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required. 4.3. Respond immediately to adverse participant reactions and hazardous situations. 4.4. Complete ongoing risk assessments to minimise risk of injury to participants and others. 4.5. Amend activities if risk is unacceptable; cease activities when required. 4.6. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
5. Complete post activity responsibilities.	5.1. Debrief participants and encourage discussion on their technique and satisfaction with session. 5.2. Notify relevant personnel of activity completion. 5.3. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 5.4. Document any equipment faults and incidents including injuries and near misses. 5.5. Evaluate the activity through a team debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures.
Writing skills to:	use fundamental sentence structure to complete forms such as safety checklists, equipment fault and incident reports that require factual information.
Oral communications skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of leaders, support and operational staff to organise activity logistics, solve operational problems and deliver a quality experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete activities within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOWIN002 Lead windsurfing activities in smooth water and light wind conditions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

lead three windsurfing sessions for a group of participants according to predetermined activity plans

across the three sessions, collectively use two different demonstration and instruction techniques

during each session consistently manage participant adherence to safety procedures

after each session, facilitate a debrief with participants and participate in a team member debrief

utilise options provided in Assessment Conditions to:

determine a total of three required activity modifications to suit prevailing conditions and participant capabilities and responses

respond to a total of three different immediate safety risks that have arisen during activities

respond to a total of two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for windsurfing activity sessions

a range of demonstration and instruction techniques applicable to recreational activities

appropriateness of different demonstration and instruction techniques for a range of ages and capabilities

the importance of verbalising instructions during demonstrations and providing reasons for doing things in a certain way

techniques used to:

build group cohesion

motivate and encourage participants to keep them engaged and challenged

provide constructive feedback to participants

key principles of group dynamics and techniques used to manage positive group dynamics

signs, stages and levels of conflict within groups and techniques used to resolve at various stages of escalation

specific to windsurfing activities in smooth water and light wind conditions:

roles and responsibilities of different activity leaders and support staff

communication protocols used between participants and leaders during activities

how characteristics of participants affect the selection of equipment, exposure suits and lifejackets:

age, size and weight

current experience in the recreational activity and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability

potential hazards and associated risks and safety procedures used to manage these.

Assessment Conditions

Skills must be demonstrated in smooth water conditions which can be within rivers, creeks, lakes, inlets, and waters within breakwaters, revetments or enclosed coastal bays.

The environment must feature the following:

smooth water defined as water which features small formed rippled wavelets which do not break, or no more than small breaking white capping waves up to 0.5 metre

ideally light winds up to 10 knots (Beaufort Scale); winds could vary but warnings should not exceed light wind conditions.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communication equipment for emergency response

rescue equipment.

Assessment must ensure use of:

a group of participants whom the individual leads

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that relate to:

activity modifications for prevailing conditions and participant needs

arising safety risks

emergency situations

equipment faults

exposure protection swim wear suitable for conditions, and exposure suits as required

Australian Standard, or equivalent, compliant lifejackets of a grade that meets maritime regulator requirements

sailboards suitable for use in smooth water and light wind conditions and for fundamental windsurfing

activity plans

template:

safety checklists

participant informed consents

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for windsurfing activity sessions.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

have a collective period of at least three years’ experience as a windsurfing leader, guide or instructor, where they have applied the skills and knowledge covered in this unit of competency; the three years’ experience can incorporate full and or part time experience.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSAFL001 Participate in Australian football at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical Australian football skills at an intermediate level through participation in Australian football training sessions and competitions.

This unit applies to athletes in the Australian sport industry competing in Australian football at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Australian football

Unit Sector

Sport

Elements and Performance Criteria

Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level Australian football activities.	1.1. Interpret and apply Australian football rules, regulations and policies to Australian football participation. 1.2. Participate in Australian football training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level Australian football skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using Australian football communication systems and terminology.
2. Prepare to compete in Australian football at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical Australian football skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical Australian football skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for Australian football competitions.
3. Implement Australian football game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret Australian football game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level Australian football performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level Australian football performance. 4.2. Analyse Australian football competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level Australian football performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level Australian football training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSAFL001 Participate in Australian football at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in Australian football at an intermediate level that involves:

complying with Australian football rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in Australian football at an intermediate level

tactical and technical fundamentals of Australian football for intermediate level athletes:

tactical:

team set-up

centre bounce

free kicks

kick outs

patterns of play in attack

patterns of play in defence

technical:

offensive skills

checking skills

positional skills

specialist skills

Australian football biomechanical principles

types, characteristics, function and safe use of Australian football equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level Australian football athletes:

physical

tactical

training activities for intermediate level Australian football athletes:

intermediate skill drills

warm-ups and cool-downs

grid work

manual work

competitions and pathways for intermediate level Australian football athletes

types and contents of game plans for intermediate level Australian football athletes

types and methods of analysing competition statistics for intermediate level Australian football athletes

types and potential impacts of environmental conditions

intermediate level Australian football rules, regulations and policies

methods for self reflection

Australian football communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

an Australian football environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Australian football rules, regulations and policies

organisational policies and procedures applicable to participating in Australian football at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

Australian football equipment and facilities with marked-out fields

Australian football opposition team competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSAFL002 Participate in Australian football at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical Australian football skills at an advanced level through participation in Australian football training sessions and competitions.

This unit applies to athletes in the Australian sport industry competing in Australian football at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Australian football

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level Australian football activities.	1.1. Interpret and apply Australian football rules, regulations and policies to Australian football participation. 1.2. Participate in Australian football training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level Australian football skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using Australian football communication systems and terminology.
2. Prepare to compete in Australian football at an advanced level.	2.1. Consult with coach to identify advanced tactical and technical Australian football skills to be developed. 2.2. Participate in training activities to develop identified advanced level tactical and technical Australian football skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for Australian football competitions.
3. Implement Australian football game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret Australian football game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review advanced level Australian football performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level Australian football performance. 4.2. Analyse Australian football competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own advanced level Australian football performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level Australian football training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSAFL002 Participate in Australian football at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in Australian football at an advanced level that involves:

complying with Australian football rules, regulations and policies

performing advanced level tactical and technical skills at an accuracy rate of 70% at one competition

performing advanced level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in Australian football at an advanced level

tactical and technical fundamentals of Australian football for advanced level athletes:

tactical:

team set-up

centre bounce

free kicks

kick outs

patterns of play in attack

patterns of play in defence

technical:

offensive skills

checking skills

positional skills

specialist skills

Australian football biomechanical principles

types, characteristics, function and safe use of Australian football equipment, facilities and technological aids

types of strengths and weaknesses of advanced level Australian football athletes:

physical

tactical

training activities for advanced level Australian football athletes:

advanced skill drills

warm-ups and cool-downs

grid work

manual work

competitions and pathways for advanced level Australian football athletes

types and contents of game plans for advanced level Australian football athletes

types and methods of analysing competition statistics for advanced level Australian football athletes

types and potential impacts of environmental conditions

advanced level Australian football rules, regulations and policies

methods for self reflection

Australian football communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

an Australian football environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Australian football rules, regulations and policies

organisational policies and procedures applicable to participating in Australian football at an advanced level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

Australian football equipment and facilities with marked-out fields

Australian football opposition team competing at an advanced level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSATH001 Conduct athletics coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in athletics.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Athletics

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for athletics sessions with foundation level participants.	1.1. Confirm assigned athletics session duties with supervisor. 1.2. Interpret athletics session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report athletics session set-up problems to supervisor.
2. Conduct athletics sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of athletics session activity instructions and safe participation requirements. 2.2. Communicate and model athletics participation behaviour standards. 2.3. Present, sequence and pace athletics session activities to meet athletics session plans. 2.4. Instruct and demonstrate safe athletics techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete athletics sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in athletics sessions to identify wear and tear and report to supervisor. 3.4. Pack up athletics equipment, resources and refreshments according to organisational policies and procedures.
4. Review athletics sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for athletics session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

SISSATH201A Teach the fundamental skills of athletics

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSATH001 Conduct athletics coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three athletics coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting athletics coaching sessions with foundation level participants

athletics tactical and technical fundamentals for foundation level participants:

repetition:

running

jumping

throwing

physical fitness:

strength

flexibility

endurance

speed

power

organisational layout of athletics activities

athletics equipment and resources:

reverse board

tumble mat

folding hurdles

high stepper

high jump bed, bar and stands

safe set-up and lay-out

safe condition

safe use

safe pack up

athletics rules, regulations and policies applicable to coaching foundation level athletes

athletics safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

athletics session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in athletics. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

athletics rules, regulations and policies applicable to coaching foundation level participants

athletics facilities, equipment and resources:

reverse board

tumble mat

folding hurdles

high stepper

high jump bed, bar and stands

organisational safety, emergency response and first aid procedures for athletics.

Assessment must ensure use of:

athletics session plan

a supervisor and athletics foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSBSB001 Conduct basketball coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in basketball.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Basketball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for basketball sessions with foundation level participants.	1.1. Confirm assigned basketball session duties with supervisor. 1.2. Interpret basketball session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report basketball session set-up problems to supervisor.
2. Conduct basketball sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of basketball session activity instructions and safe participation requirements. 2.2. Communicate and model basketball participation behaviour standards. 2.3. Present, sequence and pace basketball session activities to meet basketball session plans. 2.4. Instruct and demonstrate safe basketball techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete basketball sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in basketball sessions to identify wear and tear and report to supervisor. 3.4. Pack up basketball equipment, resources and refreshments according to organisational policies and procedures.
4. Review basketball sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for basketball session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSBSB001 Conduct basketball coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three basketball coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting basketball coaching sessions with foundation level participants

basketball tactical and technical fundamentals for foundation level participants:

tactical:

individual player tactics

whole of team tactics

individual and team offence and defence

technical:

game sense and decision making at a fundamental level

basic body movement with a ball

basic movement without a ball

jumping

running technique

moving the ball

basic passing and receiving

getting the ball

shooting

lay ups and footwork

individual defensive skills

body position

organisational layout of basketball activities

basketball equipment and resources:

basketballs

uniforms

footwear

whistles

stop watch

cones

clock

bench

backboard

ring and net

scoresheet

basketball courts

safe set-up and lay-out

safe condition

safe use

safe pack up

basketball rules, regulations and policies applicable to coaching foundation level participants

basketball safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

basketball session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in basketball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

basketball rules, regulations and policies applicable to coaching foundation level participants

Basketball Australia rules and code of behaviour

basketball facilities, equipment and resources:

clock

bench

backboards

marked court

electronic or manual scoring system

ring and net

uniform

whistle

basketballs

organisational safety, emergency response and first aid procedures for basketball.

Assessment must ensure use of:

basketball session plan

a supervisor and basketball foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSBSB002 Coach basketball participants up to an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach basketball participants up to an intermediate level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in basketball clubs and organisations.

Specific industry accreditation requirements apply to basketball coaching accreditation and information should be obtained from Basketball Australia.

Pre-requisite Unit

Nil

Competency Field

Basketball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan basketball sessions for participants up to an intermediate level.	1.1. Gather and review basketball participant information to assess participants up to an intermediate level developmental readiness. 1.2. Set basketball session objectives to meet participants up to an intermediate level developmental readiness. 1.3. Determine session content to address basketball session objectives. 1.4. Select coaching practices to meet basketball session objectives. 1.5. Develop and document basketball session plans for participants up to an intermediate level.
2. Prepare basketball sessions for participants up to an intermediate level.	2.1. Prepare facilities, equipment and resources to meet basketball session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an intermediate level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participants up to an intermediate level safety.
3. Conduct basketball sessions for participants up to an intermediate level.	3.1. Communicate and confirm understanding of basketball session activity instructions and safe participation requirements by participants up to an intermediate level. 3.2. Present, sequence and pace basketball session activities according to basketball session plans. 3.3. Select and use communication styles to achieve basketball session objectives. 3.4. Observe practice of participants up to an intermediate level to assess participant ability to perform activities. 3.5. Modify basketball session activities as required to meet needs of participants up to an intermediate level and environmental conditions. 3.6. Monitor basketball sessions to identify and address risks to safety of participants up to an intermediate level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of basketball session review to evaluate basketball session plan and inform future basketball session planning processes.
4. Promote good behaviour.	4.1. Communicate and model basketball participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own basketball coaching practice of participants up to an intermediate level. 5.2. Reflect on own basketball coaching practice of participants up to an intermediate level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future basketball sessions with participants up to an intermediate level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret basketball session plans interpret documents that describe basketball organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an intermediate level ask open and closed questions and actively listen to determine and meet the needs of participants up to an intermediate level interact with participants up to an intermediate level in a polite and positive manner give basketball instructions to participants up to an intermediate level.
Numeracy skills to:	estimate time and space requirements for basketball session activities manage pair and group work for odd and even numbers of participants up to an intermediate level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSBSB002 Coach basketball participants up to an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

•	deliver coaching in basketball to participants up to an intermediate level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching basketball participants up to an intermediate level

tactical and technical fundamentals of basketball for participants up to an intermediate level:

tactical:

individual player tactics

whole of team tactics

individual and team offence and defence

offensive team tactics including off ball and on ball screening, basic zone tactics gapping zone, overloading and screening, offensive rebounding tactics designated rebounders and basic offensive and defensive transitions pressure release, and trapping defence

defensive team tactics including man-to-man rotation, correct zone defence and basic half court man-to-man defence

creating a lead

back-door cut

defensive hand and foot position

defensive footwork

defending the dribbler

defending the back door

close out technique

full-court defence

rebounding offensive transition

player position

ball movement

rebounding defensive transition

plays to maximise weaknesses in opposition team plays

plays to counter strengths in opposition team plays

countering tactics to diminish or negate opposition player strengths such as double defending

technical:

game sense and decision making at an intermediate level

dribbling including handling and controlling the ball

passing and receiving

combinations of passing

shooting

rebounding

blocking

body positioning

jumping

inside defensive skills specific to playing position

shooting, faking and driving

post-play including leading and receiving

point guard range game

sealing

analysis of movement for basketball participants up to an intermediate level

modifying activities for basketball participants up to an intermediate level:

regress activities

progress activities

organisational layout of basketball activities

types of competitions and pathways for basketball participants up to an intermediate level

basketball rules, regulations and policies applicable to coaching participants up to an intermediate level

roles and responsibilities of basketball coaches and officials applicable to participants up to an intermediate level

basketball session planning for participants up to an intermediate level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about basketball situations

linking sessions to develop and progress skills

group organisation

basketball equipment and resources:

selection

safe set-up and layout

safe condition

safe use

basketball safe participation requirements for participants up to an intermediate level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an intermediate level

methods of observation and feedback during basketball sessions with participants up to an intermediate level:

how, what and when to observe

timing of feedback

basketball session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in basketball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

basketball facilities, equipment and training aids:

clock

bench

backboards

marked court

electronic or manual scoring system

ring and net

uniform

whistle

basketballs

organisational safety, emergency response and first aid procedures

Basketball Australia rules, regulations and policies applicable to coaching participants up to an intermediate level.

Assessment must ensure use of:

session plan template

basketball participants up to an intermediate level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSCKT001 Participate in cricket at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical cricket skills at an intermediate level through participation in cricket.

This unit applies to athletes in the Australian sport industry competing in cricket at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cricket

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level cricket activities.	1.1. Interpret and apply cricket rules, regulations and policies to cricket participation. 1.2. Participate in cricket training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level cricket skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using cricket communication systems and terminology.
2. Prepare to compete in cricket at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical cricket skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical cricket skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for cricket competitions.
3. Implement cricket game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret cricket game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level cricket performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level cricket performance. 4.2. Analyse cricket competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level cricket performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level cricket training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with team members, coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSCKT001 Participate in cricket at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in cricket at an intermediate level that involves:

complying with cricket rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in cricket at an intermediate level

tactical and technical fundamentals of cricket for intermediate level athletes:

batting strategies

running between the wickets

fielding strategies and positions

captaincy decisions

game preparation

cricket biomechanical principles

types, characteristics, function and safe use of cricket equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level cricket athletes:

height

weight

preferred batting shots

tactical

training activities for intermediate level cricket athletes:

warm-ups and cool-downs

batting, bowling and fielding drills

catching, throwing and running drills

concentration drills

grid work

competitions and pathways for intermediate level cricket athletes

types and contents of game plans for intermediate level cricket athletes:

set plays

targeting opposition athletes

style of play

types and methods of analysing competition statistics for intermediate level cricket athletes:

batting and bowling figures

scores

types and potential impacts of environmental conditions

intermediate level cricket rules, regulations and policies

methods for self reflection

cricket communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a cricket environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

cricket rules, regulations and policies

organisational policies and procedures applicable to participating in cricket at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

cricket equipment and facilities with a marked-out field and pitch:

cricket bats

cricket balls

personal protective equipment

cricket opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSCKT002 Participate in cricket at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical cricket skills at an advanced level through participation in cricket.

This unit applies to athletes in the Australian sport industry competing in cricket at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Cricket

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level cricket activities.	1.1. Interpret and apply cricket rules, regulations and policies to cricket participation. 1.2. Participate in cricket training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level cricket skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using cricket communication systems and terminology.
2. Prepare to compete in cricket at an advanced level.	2.1. Consult with coach to identify advanced tactical and technical cricket skills to be developed. 2.2. Participate in training activities to develop identified advanced level tactical and technical cricket skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for cricket competitions.
3. Implement cricket game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret cricket game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review advanced level cricket performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level cricket performance. 4.2. Analyse cricket competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own advanced level cricket performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level cricket training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Range of Conditions

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSCKT002 Participate in cricket at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in cricket at an advanced level that involves:

complying with cricket rules, regulations and policies

performing advanced level tactical and technical skills at an accuracy rate of 70% at one competition

performing advanced level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in cricket at an advanced level

tactical and technical fundamentals of cricket for advanced level athletes:

skill level for athletes at state level

batting

bowling

fielding and running

dismissals

slips

wicket keeping

cricket biomechanical principles

types, characteristics, function and safe use of cricket equipment, facilities and technological aids

types of strengths and weaknesses of advanced level cricket athletes:

height

weight

preferred batting shots

training activities for advanced level cricket athletes:

warm ups and cool downs

batting, bowling, fielding drills

catching, throwing and running drills

concentration drills

grid work

competitions and pathways for advanced level cricket athletes

types and contents of game plans for advanced level cricket athletes:

set plays

targeting opposition athletes

identifying weaknesses in opposition team

style of play

types and methods of analysing competition statistics for advanced level cricket athletes:

batting and bowling figures

scores

types and potential impacts of environmental conditions

advanced level cricket rules, regulations and policies

methods for self reflection

cricket communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a cricket environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

cricket rules, regulations and policies

organisational policies and procedures applicable to participating in cricket at an advanced level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

cricket equipment and facilities with a marked-out field and pitch:

cricket bats

cricket balls

personal protective equipment

cricket opposition competing at an advanced level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSEQS001 Coach individual participants in the introduction of equestrian activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach individual participants in beginner equestrian activities. This unit includes planning, preparing, conducting and reviewing individual sessions.

Equestrian sport disciplines must be registered with Equestrian Australia and can include, but are not limited to, dressage, driving, eventing, jumping, para-equestrian, vaulting, show horse, endurance and reining.

This unit applies to individuals who coach participants in beginner equestrian activities relating to events and competitions. To do this, coaches must be proficient horse riders or competitors in equestrian sport.

Specific industry accreditation requirements apply to equestrian coaching accreditation and information should be obtained from Equestrian Australia.

Pre-requisite Unit

Nil

Competency Field

Equestrian

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan introductory equestrian sessions for individual participants.	1.1. Gather and review introductory equestrian participant information to assess individual participant readiness. 1.2. Set introductory equestrian session objectives to meet individual participant readiness. 1.3. Determine session content to address introductory equestrian session objectives. 1.4. Select coaching approaches to meet introductory equestrian session objectives. 1.5. Develop and document introductory equestrian session plans for individual participants.
2. Prepare introductory equestrian sessions for individual participants.	2.1. Prepare facilities, equipment and resources to meet introductory equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by individual participants and horse. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to individual participants and horse safety. 2.4. Warm up horse on the lunge.
3. Conduct introductory equestrian sessions for individual participants.	3.1. Communicate and confirm individual participant understanding of introductory equestrian session activity instructions and safe participation requirements. 3.2. Assess participant on the lunge prior to session activities to confirm ability. 3.3. Modify lesson plan according to lunge assessment. 3.4. Present, sequence and pace introductory equestrian session activities to meet introductory equestrian session plans. 3.5. Select and use communication styles to achieve introductory equestrian session objectives. 3.6. Observe individual participant practice to assess participant ability to perform activities. 3.7. Modify introductory equestrian session activities as required to meet individual participant needs and environmental conditions. 3.8. Monitor introductory equestrian sessions to identify and address risks to individual participant safety. 3.9. Respond to and report first aid incidents according to organisational policies and procedures. 3.10. Analyse participant performance and provide feedback to participants to improve skills.
4. Promote good behaviour.	4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Review introductory equestrian sessions for individual participants.	5.1. Monitor achievement of introductory equestrian session objectives against introductory equestrian session plan. 5.2. Conduct end of introductory equestrian session review to evaluate introductory equestrian session plan and inform future introductory equestrian session planning processes.
6. Reflect on coaching practice.	6.1. Seek feedback from others to identify areas to improve own introductory equestrian coaching practice of individual participants. 6.2. Reflect on own introductory equestrian coaching practice of individual participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future introductory equestrian sessions with individual participants. 6.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret introductory equestrian session plans interpret documents that describe equestrian organisational policies and procedures.
Writing skills to:	document introductory equestrian session plans for individual participants in required detail and format complete incident reporting and first aid documents record attendance.
Oral communications skills to:	use age-appropriate language to engage individual participants ask open and closed questions and actively listen to determine and meet individual participants needs interact with individual participants in a polite and courteous manner give introductory equestrian instructions to individual participants.
Numeracy skills to:	estimate time and space requirements for introductory equestrian session activities sequence activities pace introductory equestrian session activities to meet introductory equestrian session plan.
Learning skills to:	reflect on personal coaching approaches and communication styles as part of the review process set and monitor introductory equestrian session objectives.
Problem-solving skills to:	respond to needs of individual participants select strategies to address individual participant poor behaviour respond to environmental conditions.
Planning and organising skills to:	deliver an effective and safe session that meets animal welfare requirements.
Self-management skills to:	complete tasks within time allowed.
Technology skills to:	access information and record risks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSEQS001 Coach individual participants in the introduction of equestrian activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

plan, conduct and review introductory equestrian sessions for individual participants on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching individual participants in the introduction of equestrian activities

tactical fundamentals of introductory equestrian activities for individual participants

technical fundamentals of introductory equestrian activities for individual participants

analysis of movement for individual participants in introductory equestrian activities

modifying activities for individual participants in introductory equestrian activities:

regress activities

progress activities

organisational layout of introductory equestrian activities

types of introductory equestrian coaching activities:

game sense

technique-centred activities

constraints-led approach

types and safe use of introductory equestrian coaching equipment:

training aids

technology

equestrian safety procedures

types of competitions and pathways for individual participants in introductory equestrian activities

equestrian rules, regulations and policies applicable to coaching individual participants

roles and responsibilities of equestrian coaches and officials applicable to individual participants

equestrian terminology and communication systems

equestrian needs and capabilities considerations for individual participant readiness:

age

gender

development stage

heat tolerance and hydration

physical ability

skill level

social characteristics

injury and incapacity

attention span

barriers to participation

introductory equestrian session planning for individual participants:

session objectives

progression and regression activities and modified games

activities inclusive of the participant

contingency plans to accommodate environmental conditions

designing activities that require participants to think and make meaningful decisions about equestrian situations

linking sessions to develop and progress skills

introductory equestrian equipment and resources

introductory equestrian session preparation for individual participants:

allocating space and resources for sessions

safe set-up and layout

equipment selection and checking

types of introductory equestrian session risks and methods for minimising facilities, equipment, horse, resources and environmental risks

equestrian safe participation requirements for individual participants:

obeying the rules

use of protective equipment

hydration

horse handling

methods for creating a learning environment for individual participants

coaching communication techniques for individual participants:

direct instruction

demonstration

position of coach

problem solving

communication styles for individual participants:

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

methods for making introductory equestrian sessions for individual participants:

encouraging self management

matching activities to suit the readiness of participants

modifying activities to maximise repetition of motor skills

maximising participation

selecting age and ability appropriate equipment

generating participant interest and enthusiasm

setting clear boundaries

providing challenge

strategies for preventing and managing poor behaviour of individual participants:

establishing behaviour standards

common causes of poor behaviour of individual participants

methods of observation and feedback during introductory equestrian sessions with individual participants:

how, what and when to observe

timing of feedback

introductory equestrian session review processes

methods for giving verbal and non verbal feedback

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in equestrian

a fenced horse riding arena with a safe surface for the equestrian sport discipline exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate and participant learners' characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that participant and horse combination is safe.

Assessment must ensure access to:

human and equine first aid equipment

drinking water

communication equipment for emergency response

organisational safety, emergency response and first aid procedures for introductory equestrian coaching

Equestrian Australia rules, regulations and policies applicable to coaching participants in an equestrian sport discipline.

Assessment must ensure use of:

tack:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

lunge line

lunge whip

personal protective equipment:

riding boots

gloves

Australian Standard or equivalent compliant helmets

Australian Standard compliant back protectors

equestrian sport discipline equipment

participant profiles:

age, size and weight

current horse riding experience and skill level relevant to the equestrian sport discipline

skill development needs

fitness level and physical capabilities

injuries and medical conditions

compliant and manageable horses matched to participants as above, and educated in the equestrian sport discipline

individual participants who can already ride to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISSEQS001 Coach individual participants in the introduction of equestrian activities, or equivalent

have at least three years’ experience in a role involving an equestrian sport discipline, and:

hold accreditation offered by Equestrian Australia as the National Sporting Organisation, or its successor, relevant to assessing instructional skills covered by this unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSEQS002 Coach unofficial local competition competitors in equestrian

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach participants, who can already ride, to participate in unofficial local competitions in an equestrian sport discipline. This unit includes planning, preparing, conducting and reviewing individual and group sessions.

Equestrian sport disciplines must be registered with Equestrian Australia and can include, but are not limited to, dressage, driving, eventing, jumping, para-equestrian, vaulting, show horse, endurance and reining.

This unit applies to individuals working in community based coaching roles in the Australian sport industry at an introductory level as recognised by Equestrian Australia. This includes individuals working and volunteering in equestrian clubs and centres.

This unit applies to coaches who coach participants in preparation for equestrian events and competitions. To do this, coaches must be proficient horse riders or competitors in the chosen equestrian sport discipline.

Specific industry accreditation requirements apply to equestrian coaching accreditation and information should be obtained from Equestrian Australia.

Pre-requisite Unit

Nil

Competency Field

Equestrian

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan equestrian sessions for unofficial local competition participants.	1.1. Gather and review participants information to assess readiness of participants in an equestrian sport discipline. 1.2. Set equestrian session objectives to meet readiness of unofficial local competition participants. 1.3. Determine session content to address equestrian session objectives. 1.4. Select coaching approaches to meet equestrian session objectives. 1.5. Develop and document equestrian session plans for unofficial local competition participants.
2. Prepare equestrian sessions for unofficial local competition participants.	2.1. Prepare facilities, equipment and resources to meet equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by unofficial local competition participants. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participant safety and complete associated documentation.
3. Conduct equestrian sessions for unofficial local competition participants.	3.1. Communicate and confirm participants in an equestrian sport discipline understanding of equestrian session activity instructions and safe participation requirements. 3.2. Present, sequence and pace equestrian session activities to meet equestrian session plans. 3.3. Select and use communication styles to achieve equestrian session objectives. 3.4. Observe participants in an equestrian sport discipline practice to assess participant ability to perform activities. 3.5. Modify equestrian session activities as required to meet unofficial local competition participants needs and environmental conditions. 3.6. Monitor equestrian sessions to identify and address risks to participant safety. 3.7. Respond to and report first aid incidents according to organisational policies and procedures. 3.8. Analyse participant performance and provide feedback to participants to improve skills.
4. Promote good behaviour.	4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures and animal welfare standards.
5. Review equestrian sessions for unofficial local competition participants.	5.1. Monitor achievement of equestrian session objectives against equestrian session plan. 5.2. Conduct end of equestrian session review to evaluate equestrian session plan and inform future equestrian session planning processes.
6. Reflect on coaching practice.	6.1. Seek feedback from others to identify areas to improve own equestrian coaching practice of unofficial local competition participants. 6.2. Reflect on own equestrian coaching practice of unofficial local competition participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future equestrian sessions with unofficial local competition participants. 6.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret equestrian session plans interpret documents that describe equestrian organisational policies and procedures.
Writing skills to:	document equestrian session plans for unofficial local competition participants in required detail and format complete incident reporting and first aid documents record attendance.
Oral communications skills to:	use age-appropriate language to engage unofficial local competition participants ask open and closed questions and actively listen to determine and meet unofficial local competition participants needs interact with unofficial local competition participants in a polite and courteous manner give equestrian instructions to unofficial local competition participants.
Numeracy skills to:	estimate time and space requirements for equestrian session activities sequence activities pace equestrian session activities to meet equestrian session plan manage pair and group work for three to five unofficial local competition participants.
Learning skills to:	reflect on personal coaching approaches and communication styles as part of the review process set and monitor equestrian session objectives.
Problem-solving skills to:	respond to needs of individual unofficial local competition participants select strategies to address unofficial local competition participant poor behaviour respond to environmental conditions.
Teamwork skills to:	communicate effectively with others and receive feedback.
Planning and organising skills to:	deliver an effective and safe session that meets animal welfare requirements.
Self-management skills to:	complete tasks within time allowed.
Technology skills to:	access information and record risks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSEQS002 Coach unofficial local competition competitors in equestrian

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to unofficial local competition participants on three occasions for a duration of at least 60 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching unofficial local competition participants

tactical fundamentals for unofficial local competition participants

methods of coaching fundamental aspects of the equestrian sport discipline

analysis of participant movement and performance for the equestrian sport discipline

equestrian sport discipline regress and progress activities

organisational layout of equestrian sport discipline activities

role of equestrian coach

types of equestrian coaching activities for coaching unofficial local competition participants

safe handling of horses:

methods to warm up horses

methods to cool down horses

types and safe use of equestrian sport discipline facilities and equipment

equestrian safety procedures:

level of horse and matching to unofficial local competition participants

types of risks:

horse behaviour

mounting

dismounting

footing safety

distractions

distance between horses

unofficial local equestrian sport discipline competition pathways

unofficial local equestrian sport discipline rules, regulations and policies applicable to coaching unofficial local competition participants

role of equestrian officials in the equestrian sport discipline

communication techniques to motivate participants and encourage interaction and participation in the equestrian sport discipline

equestrian sport discipline communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in equestrian

a fenced horse riding arena with a safe surface for the equestrian sport discipline exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate and participant learners' characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that participant and horse combination is safe.

Assessment must ensure access to:

human and equine first aid equipment

drinking water

communication equipment for emergency response

organisational safety, emergency response and first aid procedures for equestrian coaching

Equestrian Australia rules, regulations and policies applicable to coaching unofficial local competition participants.

Assessment must ensure use of:

tack:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment:

riding boots

gloves

Australian Standard or equivalent-compliant helmets

Australian Standard-compliant back protectors

equestrian sport discipline equipment

participant profiles:

age, size and weight

current horse riding experience and skill level relevant to the equestrian sport discipline

skill development needs

fitness level and physical capabilities

injuries and medical conditions

compliant and manageable horses matched to participants as above, and educated in the equestrian sport discipline

moderately experienced participants to be coached

equestrian sport discipline officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISSEQS002 Coach unofficial local competition participants in equestrian, or equivalent

have at least three years’ experience in a role involving an equestrian sport discipline, and:

hold accreditation offered by Equestrian Australia as the National Sporting Organisation, or its successor, relevant to assessing instructional skills covered by this unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSEQS003 Coach official national competition participants in equestrian

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach participants, who can already ride, to participate in official national competitions in an equestrian sport discipline. This unit includes planning, preparing, conducting and reviewing individual and group sessions.

Equestrian sport disciplines must be registered with Equestrian Australia and can include, but are not limited to, dressage, driving, eventing, jumping, para-equestrian, vaulting, show horse, endurance and reining.

This unit applies to individuals working in community based coaching roles in the Australian sport industry as recognised by Equestrian Australia. This includes individuals working and volunteering in equestrian clubs and centres.

This unit applies to coaches who coach participants in preparation for equestrian events and competitions. To do this, coaches must be proficient horse riders or competitors in the chosen equestrian sport discipline.

Specific industry accreditation requirements apply to equestrian coaching accreditation and information should be obtained from Equestrian Australia.

Pre-requisite Unit

Nil

Competency Field

Equestrian

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan equestrian sessions for official national competition participants.	1.1. Gather and review participants' information to assess readiness of participants in an equestrian sport discipline. 1.2. Set equestrian session objectives to meet readiness of official national competition participants. 1.3. Determine session content to address equestrian session objectives. 1.4. Select coaching approaches to meet equestrian session objectives. 1.5. Develop and document equestrian session plans for official national competition participants.
2. Prepare equestrian sessions for official national competition participants.	2.1. Prepare facilities, equipment and resources to meet equestrian session plan requirements. 2.2. Select and set up equipment and confirm readiness for safe use by official national competition participants. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to participant safety and complete associated documentation.
3. Conduct equestrian sessions for official national competition participants.	3.1. Communicate and confirm participants in an equestrian sport discipline understanding of equestrian session activity instructions and safe participation requirements. 3.2. Present, sequence and pace equestrian session activities to meet equestrian session plans. 3.3. Select and use communication styles to achieve equestrian session objectives. 3.4. Observe participants in an equestrian sport discipline practice to assess participant ability to perform activities. 3.5. Modify equestrian session activities as required to meet official national competition participants needs and environmental conditions. 3.6. Monitor equestrian sessions to identify and address risks to participant safety. 3.7. Respond to and report first aid incidents according to organisational policies and procedures. 3.8. Analyse participant performance and provide feedback to participants to improve skills.
4. Promote good behaviour.	4.1. Communicate and model equestrian participation behaviour standards. 4.2. Identify causes of and implement strategies to address participant poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures and animal welfare standards.
5. Review equestrian sessions for official national competition participants.	5.1. Monitor achievement of equestrian session objectives against equestrian session plan. 5.2. Conduct end of equestrian session review to evaluate equestrian session plan and inform future equestrian session planning processes.
6. Reflect on coaching practice.	6.1. Seek feedback from others to identify areas to improve own equestrian coaching practice of official national competition participants. 6.2. Reflect on own equestrian coaching practice of official national competition participants to identify areas for improvement. 6.3. Analyse findings and incorporate learnings in future equestrian sessions with official national competition participants. 6.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret equestrian session plans interpret documents that describe equestrian organisational policies and procedures.
Writing skills to:	document equestrian session plans for official national competition participants in required detail and format complete incident reporting and first aid documents record attendance.
Oral communications skills to:	use age-appropriate language to engage official national competition participants ask open and closed questions and actively listen to determine and meet official national competition participants needs interact with official national competition participants in a polite and courteous manner give equestrian instructions to official national competition participants.
Numeracy skills to:	estimate time and space requirements for equestrian session activities sequence activities pace equestrian session activities to meet equestrian session plan manage pair and group work for three to five official national competition participants.
Learning skills to:	reflect on personal coaching approaches and communication styles as part of the review process set and monitor equestrian session objectives.
Problem-solving skills to:	respond to needs of individual official national competition participants select strategies to address official national competition participants' poor behaviour respond to environmental conditions.
Teamwork skills to:	communicate effectively with others and receive feedback.
Planning and organising skills to:	deliver an effective and safe session that meets animal welfare requirements.
Self-management skills to:	complete tasks within time allowed.
Technology skills to:	access information and record risks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSEQS003 Coach official national competition participants in equestrian

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to official national competition participants on three occasions for a duration of at least 60 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching official national competition participants

tactical fundamentals for official national competition participants

methods of coaching fundamental aspects of the equestrian sport discipline

analysis of participant movement and performance for the equestrian sport discipline

equestrian sport discipline regress and progress activities

organisational layout of equestrian sport discipline activities

role of equestrian coach

types of equestrian coaching activities for coaching official national competition participants

safe handling of horses:

methods to warm up horses

methods to cool down horses

types and safe use of equestrian sport discipline facilities and equipment

equestrian safety procedures:

level of horse and matching to official national competition participants

types of risks:

horse behaviour

mounting

dismounting

footing safety

distractions

distance between horses

official national equestrian sport discipline competition pathways

official national equestrian sport discipline rules, regulations and policies applicable to coaching official national competition participants

role of equestrian officials in the equestrian sport discipline

communication techniques to motivate participants and encourage interaction and participation in the equestrian sport discipline

equestrian sport discipline communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in equestrian

a fenced horse riding arena with a safe surface for the equestrian sport discipline exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that participant and horse combination is safe.

Assessment must ensure access to:

human and equine first aid equipment

drinking water

communication equipment for emergency response

organisational safety, emergency response and first aid procedures for equestrian coaching

Equestrian Australia rules, regulations and policies applicable to coaching official national competition participants.

Assessment must ensure use of:

tack:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment:

riding boots

gloves

Australian Standard or equivalent-compliant helmets

Australian Standard-compliant back protectors

equestrian sport discipline equipment

participant profiles:

age, size and weight

current horse riding experience and skill level relevant to the equestrian sport discipline

skill development needs

fitness level and physical capabilities

injuries and medical conditions

compliant and manageable horses matched to participants as above, and educated in the equestrian sport discipline

experienced participants to be coached

equestrian sport discipline officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISSEQS003 Coach official national competition participants in equestrian, or equivalent

have at least three years’ experience in a role involving an equestrian sport discipline, and:

hold accreditation offered by Equestrian Australia as the National Sporting Organisation, or its successor, relevant to assessing instructional skills covered by this unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF001 Coach advanced level golfers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach advanced level golfers.

This unit applies to individuals working in professional coaching roles in the Australian sport industry. This includes individuals working in golf clubs and organisations.

Specific industry accreditation requirements apply to golf coaching accreditation and information should be obtained from the Professional Golfers Association (PGA) of Australia.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan golf sessions for advanced level golfers.	1.1. Gather and review golfer information to assess advanced level golfer coaching needs. 1.2. Set golf session objectives to meet advanced level golfer coaching needs. 1.3. Select coaching practices to meet golf session objectives. 1.4. Develop and document golf session plans for advanced level golfer.
2. Prepare golf sessions for advanced level golfers.	2.1. Prepare facilities, equipment and resources to meet golf session plan requirements. 2.2. Select and set up equipment for safe use by advanced level golfer. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to advanced level golfer safety.
3. Conduct golf sessions for advanced level golfers.	3.1. Communicate and confirm advanced level golfer understanding of golf session activity instructions and safe participation requirements. 3.2. Present, sequence and pace golf session activities according to golf session plans. 3.3. Select and use communication styles to achieve golf session objectives. 3.4. Observe advanced level golfer practice to assess golfer ability to perform activities. 3.5. Modify golf session activities as required to meet advanced level golfer needs and environmental conditions. 3.6. Monitor golf sessions to identify and address risks to advanced level golfer safety. 3.7. Analyse golfer performance and provide feedback to golfer to improve performance. 3.8. Conduct end of golf session review to evaluate golf session plan and inform future golf session planning processes.
4. Promote good behaviour.	4.1. Communicate and model the standards outlined in the PGA Membership Regulations and Coaches Code of Ethics. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address golfer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own golf coaching practice of advanced level golfers. 5.2. Reflect on own golf coaching practice of advanced level golfers to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future golf sessions with advanced level golfers. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret golf session plans interpret documents that describe golf organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage advanced level golfers ask open and closed questions and actively listen to determine and meet advanced level golfer needs interact with advanced level golfers in a polite and positive manner give golf instructions to advanced level golfers.
Numeracy skills to:	estimate time and space requirements for golf session activities manage pair and group work for odd and even numbers of advanced level golfers.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF001 Coach advanced level golfers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver coaching in golf to a golfer with a Golf Australia handicap of 9 or less or a golfer who is a member of the PGA of Australia, on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching advanced level golfers

tactical and technical fundamentals of golf for advanced level golfers:

tactical:

pre-round routines

pre-shot and post-shot routines

carry distances applied to shot and club selection

decision making relative to understanding of own performance in competitive environment

strategies for shot recovery, hazards and trouble

dealing with delays

dealing with poor shots and results

technical:

shot shaping including draws and fades

trajectory control including high, low and medium

shots from lies including wet, bare, sandy and rough, divots, slopes, depression

shots to avoid obstacles including around, over and under

shots accounting for wind specialty shots including hook, punch, bump and run

putts requiring advanced green reading

ball flight laws

analysis of movement and performance for advanced level golfers:

swing analysis and motion

swing analysis software

putting analysis tools

video cameras

launch monitors and ball flight analysis equipment

force plates and motion capture systems

monitoring competitions to develop and modify tactics to suit the competition situation

relying on game statistics to make adjustments

analysing game performances to refine coaching strategies

psychological and motivational wellbeing of golfers

analysis of tactical strengths and weaknesses

selecting strokes

making decisions under pressure

statistics:

fairways hit

greens in regulation

putts per hole or round

putts per greens in regulation

up and downs

sand saves

carry distances

wedge distance to hole

scrambling

handicap and score averages

round analysis and performance charting

carry distance profiling

swing analysis software

video cameras

modifying activities for advanced level golfers:

regress activities

progress activities

organisational layout of golf activities

types of competitions and pathways for advanced level golfers

golf rules, regulations and policies applicable to coaching advanced level golfers:

R & A Rules of Golf

PGA Tour Hard Card

types and reporting of breaches:

rule breaches or incorrect application of rules

procedural breaches and incorrect application of procedures

incorrect scores or results

breaches of etiquette

roles and responsibilities of golf coaches and officials:

club officials

accredited rules officials

tournament and Tour officials

tournament and match committee

golf session planning for advanced level golfers:

session objectives

progression and regression activities and modified games

activities inclusive of all golfers

designing activities that require golfers to think and make meaningful decisions about golf situations

linking sessions to develop and progress skills

group organisation

golf equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe participation requirements for advanced level golfers:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of advanced level golfers

methods of observation and feedback during golf sessions with advanced level golfers:

how, what and when to observe

timing of feedback

golf session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in golf.

Assessment must ensure access to:

first aid kit

drinking water

golf facilities, equipment and training aids:

golf clubs

golf balls

golf course

golf range

putting green

alignment aids

score cards

PGA Tour Hard Card

markers and course boundaries

golf rules, regulations and policies

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

session plan template

golfers with a Golf Australia handicap of 9 or less or golfers who are members of the PGA of Australia to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF002 Participate in golf at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical golf skills at an intermediate level through participation in golf.

This unit applies to players in the Australian sport industry competing in golf at a regional, state or national level or within the PGA Trainee Program.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level golf activities.	1.1. Interpret and apply golf rules, regulations and policies to golf participation. 1.2. Participate in golf training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level golf skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using golf terminology.
2. Prepare to compete in golf at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical golf skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical golf skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for golf competitions.
3. Implement golf game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret golf game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review intermediate level golf performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level golf performance. 4.2. Analyse golf competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level golf performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level golf training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF002 Participate in golf at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in golf at an intermediate level that involves:

complying with golf rules, regulations and policies

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own strengths and weaknesses

performing intermediate level tactical and technical skills to achieve:

a Golf Australia handicap of 15 or less for males, or

a Golf Australia handicap of 18 or less for females, or

a score of 50 or better on the National Skills Test.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in golf at an intermediate level

tactical and technical fundamentals of golf for intermediate level players:

tactical:

analysing hole design and determining length of hole

identifying risks and hazards

establishing visual references for aiming and direction

determining shot length and carry distances with each club

understanding wind and weather conditions

decision making relative to skill level

determining strengths and weaknesses

evaluating length and break of putts

considering options for recovery shots/shots from trouble

technical:

pre-swing fundamentals:

grip

aim and alignment

stance

ball position

posture

in-swing fundamentals:

full swing concept

full swing principles

short game fundamentals:

pitching

chipping

bunker play

putting

golf biomechanical principles:

balance and base of support

centre of gravity

levers

projectile motion

power

types and safe use of golf equipment and facilities:

golf clubs

golf balls

golf course

golf range

putting green

mirrors

impact bags

alignment aids

lie boards

computer software and technological devices for golf

types of strengths and weaknesses of intermediate level players:

physical

tactical

technical

mental

training activities for intermediate level players:

warm-up

pre-swing fundamentals

in-swing fundamentals

short game fundamentals

on-course modified games

range based games

National Skills Test

computer swing and video analysis

competitions and pathways for intermediate level players

types and contents of game plans for intermediate level players:

checklists for equipment and accessories

strategies for warm-up and pre-round practice

creating statistical goals for a round

using course mapping and course guide

determining specific shot selections

options for laying up to avoid hazards or reposition ball for subsequent shots

types and methods of analysing competition statistics for intermediate level players:

fairway hits

greens in regulation

up and down

sand save

putts per green in regulation

types and potential impacts of environmental conditions

intermediate level golf rules, regulations and policies:

R & A Rules of Golf

types and reporting of breaches:

rule breaches and incorrect application of rules

procedural breaches and incorrect application of procedures

incorrect scores and results

breaches of etiquette

methods for self reflection

golf terminology.

Assessment Conditions

Skills must be demonstrated in:

a golf environment.

Assessment must ensure access to:

first aid kit

drinking water

golf rules, regulations and policies

golf competitions and tournaments

organisational policies and procedures applicable to participating in golf at an intermediate level

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

golf equipment and facilities:

golf training facilities

golf clubs

golf balls

golf course

golf range

putting green

golf training aids

golf score cards

markers and course boundaries

opposition players competing at an intermediate level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF003 Participate in golf at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical golf skills at an advanced level through participation in golf.

This unit applies to players in the Australian sport industry competing in golf at a regional, state or national level or within the PGA Trainee Program.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level golf activities.	1.1. Interpret and apply golf rules, regulations and policies to golf participation. 1.2. Participate in golf training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level golf skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using golf terminology.
2. Prepare to compete in golf at an advanced level.	2.1. Consult with coach to identify advanced tactical and technical golf skills to be developed. 2.2. Participate in training activities to develop identified advanced level tactical and technical golf skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for golf competitions.
3. Implement golf game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret golf game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review advanced level golf performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level golf performance. 4.2. Analyse golf competition statistics to identify own and opposition strengths and weaknesses. 4.3. Reflect on own advanced level golf performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level golf training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF003 Participate in golf at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in golf at an advanced level that involves:

complying with golf rules, regulations and policies

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own strengths and weaknesses

performing advanced level tactical and technical skills over a minimum of five rounds on a minimum of three 18 hole golf courses to achieve:

a Golf Australia handicap of 9 or less for males, or

a Golf Australia handicap of 12 or less for females, or

an adjusted average that falls within 2.00 of the PGA of Australia Playing Standard

a score of 60 or better on the National Skills Test.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in golf at an advanced level

tactical and technical fundamentals of golf for advanced level players:

tactical:

pre-round routines

pre-shot and post-shot routines

carry distances applied to shot and club selection

decision making relative to understanding of own performance in competitive environment

strategies for shot recovery, hazards and trouble

dealing with delays

dealing with poor shots and results

technical:

shot shaping including draws and fades

trajectory control including high, low and medium

shots from various lies including wet, bare, sandy, rough, divots, slopes and depression

shots to avoid obstacles including around, over and under

shots accounting for wind specialty shots including hook, punch, bump and run

putts requiring advanced green reading

ball flight laws

golf biomechanical principles:

summation of forces concept

kinematic sequence in the golf swing

balance and base of support

centre of gravity

levers

projectile motion

power

types and safe use of equipment and facilities:

golf clubs

golf balls

golf course

golf range

putting green

mirrors

impact bags

alignment aids

lie boards

computer software and technological devises for golf

types of strengths and weaknesses of advanced level players:

physical

tactical

technical

mental

training activities for advanced level players:

shot shaping and trajectory control including 9-ball drill

distance and accuracy

generating clubhead speed

promoting clubhead control

different swing lengths

different tempos

different alignments and ball positions

putting drills for distance and accuracy

putting drills for tempo

competitive drills and activities with partners and teams

competitive on-course games, competitive and points based drills and activities which benchmark results against Tour averages

advanced activities using computer swing and video analysis

advanced activities using technological devices

competition rounds and tournaments

competitions and pathways for advanced level players

types and contents of game plans for advanced level players:

shot plans

hole plans

specific round and tournament plans

plans according to score or field position

plans for delays and inclement weather

types and methods of analysing competition statistics for advanced level players:

fairways hit

putts per hole and round

putts per greens in regulation

up and downs

sand saves

carry distance

wedge distance to hole

scrambling

first 6, middle 6 and last 6 holes

types and potential impacts of environmental conditions

advanced level golf rules, regulations and policies:

R & A Rules of Golf

PGA Tour Hard Card

types and reporting of breaches:

rule breaches and incorrect application of rules

procedural breaches and incorrect application of procedures

incorrect scores and results

breaches of etiquette

methods for self reflection

golf communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a golf environment.

Assessment must ensure access to:

first aid kit

drinking water

golf rules, regulations and policies

golf competitions and tournaments

organisational policies and procedures applicable to participating in golf at an advanced level

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

golf equipment and facilities:

golf clubs

golf balls

golf course

golf range

putting green

golf training aids

golf score cards

PGA Tour Hard Card

markers and course boundaries

opposition players competing at an advanced level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF004 Fit and alter golf equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to fit, repair and alter golf equipment for players.

This unit applies to individuals working in golf professional and golf management roles in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess player equipment requirements.	1.1. Consult with players to identify and document player preferences. 1.2. Observe players to identify and document player ability levels. 1.3. Analyse player preferences and player ability level to determine player performance requirements. 1.4. Access, interpret and assess golf equipment specifications to select golf equipment to meet player performance requirements. 1.5. Recommend golf equipment to players.
2. Fit golf equipment.	2.1. Explain golf equipment fitting procedures to players and confirm player developmental readiness for fitting. 2.2. Fit and adjust golf equipment according to manufacturer specifications. 2.3. Assess fitted golf equipment to confirm compliance with the rules of golf. 2.4. Monitor player performance during practice sessions to identify player performance problems. 2.5. Recommend adapting, modifying and fitting golf equipment to address identified player performance problems. 2.6. Consult with players to confirm fitted golf equipment meets player performance requirements.
3. Review equipment.	3.1. Monitor and analyse player performance to identify equipment-related performance gaps. 3.2. Identify and recommend golf equipment interventions to address performance gaps. 3.3. Modify golf equipment to enhance player performance. 3.4. Seek and respond to player feedback about equipment and performance requirements.
4. Repair and alter golf equipment.	4.1. Consult with players to identity requirements for repair and alteration of golf equipment. 4.2. Assess golf equipment to determine type and scope of golf equipment repairs and alterations. 4.3. Select and source components and materials required to complete repairs and alterations. 4.4. Repair and alter golf equipment according to organisational policies and procedures and manufacturer specifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record recommendations during the fitting process.
Oral communication skills to:	ask open and closed questions and actively listen to communicate with players interact with players in a polite and positive manner.
Numeracy skills to:	detect and document patterns of errors using round analysis charts and statistical results.
Technology skills to:	use technological aids as part of the fitting process.

Unit Mapping Information

SISSGLF510 Fit and alter golf equipment

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF004 Fit and alter golf equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

fit, repair and alter golf equipment that involves:

fitting three golf clubs

repairing three golf clubs

altering three golf clubs

meeting the preferences and abilities levels of three players:

beginner player

advanced player

a player with a physical disability, injury or impairment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to fitting and altering golf equipment

biomechanical concepts, ball flight laws, principles and preferences in the context of golf equipment design

cause and effect relationships and their impact on equipment and component design and fitting

procedures and protocols for fitting players at a range of skill levels

rules of golf applicable to the fitting, alteration and repair of golf equipment

equipment and safety requirements of golf in order to fit and alter golf equipment safely

terminology for selection, fitting, repair and alteration of golf equipment

appraisal methods used to conduct fitting sessions

types of player performance requirements:

speed

power

distance

spin

accuracy

types of player attributes and impact on golf equipment fitting and alteration:

athletic ability

strength

flexibility

golfing experience

physical characteristics

swing characteristics

characteristics of equipment design:

head design and function

shaft design and function

grip design and function

club lie and length

swing weight

player ability variables:

handicap

swing and clubhead speed

physical limitations and previous injuries

types of fitting techniques:

observation of:

existing specifications

grip

lie angle

face and sole contact

ball flight

measurement of:

initial velocity

launch angle

spin rate

distance

types of monitoring techniques:

fitting systems and protocols

carry distance profiling

club specifications

computer software and technical equipment

types of repair and alteration:

shaft length

shaft flex

lie angle

loft

swing weight

dead weight

grip size

flex point

head design

shaft material

types of repair and alteration variables:

shaft extraction methods

shaft types including parallel tip and taper tip and installation procedures

shaft lengths and alteration methods

cast and forged head designs and alteration procedures

grip types and installation methods

swing weight and dead weight alteration methods

refurbishment methods for woods and irons.

Assessment Conditions

Skills must be demonstrated in:

a professional golf sport environment.

Assessment must ensure access to:

a golf facility or green

organisational policies and procedures for fitting and altering golf equipment.

Assessment must ensure use of:

golf equipment for fitting, alteration and repair

equipment and resources for undertaking fitting, repair and alteration of golf equipment:

fitting cart and equipment

technological aids

players.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage golf competitions and tournaments. It includes organising and facilitating golf competitions and tournaments, providing in-competition assistance to players and undertaking post-competition results and administrative duties.

This unit applies to individuals working in golf professional and golf management roles in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan golf competition formats.	1.1. Access and interpret competition information to identify competition objectives. 1.2. Evaluate and select golf competition formats to meet competition objectives, the rules of golf and organising body and host facility requirements. 1.3. Consult with organising bodies to determine eligibility of players according to the rules of golf. 1.4. Communicate and clarify eligibility criteria for participation to potential players. 1.5. Establish competition registration systems and procedures and notify relevant personnel.
2. Implement golf competition formats.	2.1. Develop, document and distribute draws and timesheets to competition stakeholders. 2.2. Establish draw modification guidelines in consultation with personnel and distribute to competition stakeholders. 2.3. Modify draw and document amendments according to the rules of golf and distribute to competition stakeholders. 2.4. Review local rules, make alterations as required in conjunction with competition committees and communicate to players. 2.5. Clarify roles and responsibilities of competition officials and communicate to players. 2.6. Provide in-competition support to players.
3. Process and record golf competition results.	3.1. Process and record individual and group scores according to the rules of golf. 3.2. Record disqualification, penalty and complaint decisions and communicate outcomes to players affected by such decisions according to the rules of golf. 3.3. Process, document and communicate competition results according to organising body requirements. 3.4. Communicate alterations to handicaps to players.
4. Evaluate golf competitions.	4.1. Seek and acknowledge feedback from competition stakeholders. 4.2. Evaluate competitions to identify potential areas to improve structure and management for future competitions. 4.3. Review and reflect on own performance to identify potential areas of improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	administer handicaps.
Oral communication skills to:	ask open and closed questions and actively listen to players interact with players in a polite and positive manner.
Numeracy skills to:	process results and monitor adjustments to handicaps create draws and timesheets.

Unit Mapping Information

SISSGLF512 Manage the structure and facilitation of golf competitions and tournaments

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF005 Manage the structure and facilitation of golf competitions and tournaments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

manage the structure and facilitation of three golf competitions or tournaments that involve:

adapting a draw schedule and local rules in response to changing situations and communicating changes to stakeholders

recording competition results in line with the rules of golf and communicating results to players

evaluating and reflecting on own work performance to identify at least three improvements.

Knowledge Evidence

outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing the structure and facilitation of golf competitions and tournaments.

Golf Australia handicapping system

rules and regulations of golf

types of competition formats and related scoring methods:

Stableford

stroke

four-ball

medal play

Ambrose

match play

types of competition eligibility criteria:

handicap

age

grade

ranking

exemption and entry category

roles and responsibilities of competition stakeholders

types of modification guidelines:

late withdrawals and entries

cancellations

disqualifications

injuries

inclement weather and conditions

types of local rules:

ground under repair

preferred lies

temporary obstructions

types of in-competition support:

dress standards

course behaviour

player welcome and briefing

use of golf carts

pace of play

rules

course marshalling

types of competition and tournament components:

plans

formats

entry criteria

draws

rules

results

pace of play

scorecards

systems and procedures.

Assessment Conditions

Skills must be demonstrated in:

a professional golf sport environment. This can be a workplace or a simulated environment.

Assessment must ensure access to:

a golf facility or green

golf equipment

the rules of golf

local rules

information about alternative competition formats and scoring mechanisms.

Assessment must ensure use of:

players, officials and organising body representatives.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF006 Participate in high performance golf tournaments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical golf skills, in high performance golf tournaments.

This unit applies to golf professionals in the Australian sport industry.

Those undertaking this unit work under the guidance of a coach.

Specific industry accreditation requirements apply to PGA Professionals and information should be obtained from the Professional Golfers Association (PGA) of Australia.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for high performance golf tournaments.	1.1. Select and use sport psychology techniques to mentally prepare for high performance golf tournaments. 1.2. Analyse own strengths and weaknesses to develop high performance golf tournament strategies. 1.3. Develop high performance golf tournament tactical plans in collaboration with support staff.
2. Participate in high performance golf tournaments.	2.1. Implement high performance golf tournament tactical plans in high performance tournaments. 2.2. Monitor own performance to identify own in-match strengths and weaknesses. 2.3. Monitor environmental conditions to identify changes that can impact play. 2.4. Evaluate and adjust high performance golf tournament tactics and strategies during play in response to performance and environmental conditions. 2.5. Seek and act on feedback and instructions from support staff and officials during play. 2.6. Use conflict resolution techniques to respond to conflict situations related to the conduct and outcome of tournaments.
3. Participate in post-tournament analysis.	3.1. Collect, record, interpret, analyse and summarise statistical and qualitative information related to pre- and in-match tournament performance. 3.2. Evaluate and reflect on pre- and in-match performance to identify areas to improve future performance. 3.3. Participate in post-round recovery strategies.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret golf rules and regulations and tournament rules and regulations.
Writing skills to:	document tactical plans and strategies.
Oral communication skills to:	communicate with coaches and clarify tactics communicate with playing partners in competition.
Numeracy skills to:	record results on score card interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play.
Teamwork skills to:	encourage and support team members respect other team member decisions.
Self-management skills to:	apply agreed tactics and make adjustments in competition.
Technology skills to:	use technology for statistical analysis.

Unit Mapping Information

SISSGLF517 Apply advanced skills, tactics and strategies of golf in high performance competition

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF006 Participate in high performance golf tournaments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in high performance golf tournaments that involve meeting the PGA of Australia Playing Standard of 30 academy-approved rounds with an adjusted average of 4.75 for males or 6.75 for females, or less.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in high performance golf tournaments

sport psychology techniques used in high performance tournament preparation

types, characteristics, function and use of golf equipment, facilities and technological aids

self reflection principles

methods for identifying and addressing strengths and weaknesses:

physical strengths and weaknesses

tactical strengths and weaknesses

implementing tactical plans

converting position into score

psychological resilience

scoring

types of tactical plans:

shot plans

hole plans

specific round and tournament plans

plans according to score, field and starting position

plans for delays and inclement weather plans for reduced tournament length

fitness

pre-round nutrition

pre-round psychological strategies

strategies related to the cut

recovery strategies:

nutrition

hydration

psychological strategies

skill recovery

physical recovery

elements of tournament strategies:

practice rounds

travel times

course mapping

pre-round planning

roles and responsibilities of support staff:

individual preparation

identifying strengths and weaknesses

developing strategies to improve strengths and weaknesses

developing and implementing tactics and strategies

performance assessment of course as related to individual strengths and weaknesses

capturing video footage

analysing of statistics

course charts and yardage books

types of statistics:

fairways hit

greens in regulation

putts per hole and round

putts per greens in regulation

up and downs

sand saves

carry distance charts

wedge completions

first 6, middle 6 and last 6 holes

types of technology:

monitoring and tracking software

analytical software.

Assessment Conditions

Skills must be demonstrated in:

a high performance golf environment.

Assessment must ensure access to:

first aid kit

drinking water

golf rules, regulations and policies

tactical play examples

organisational safety, emergency response and first aid procedures for golf.

Assessment must ensure use of:

golf equipment and facilities

professional golf tournament in high performance golf competition facilities

R & A Rules of Golf

computer software and technological devices

score cards

PGA Tour Hard Cards

markers and course boundaries

technology for statistical analysis

opposition players competing at a high performance level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSGLF007 Manage on-course golf operations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage on-course golf shop operations according to the organisation's operational plan and client needs.

This unit applies to individuals working in golf professional and golf management roles in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Golf

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify operational objectives.	1.1. Access and interpret business and marketing plans to identify on-course golf shop operational objectives. 1.2. Consult with senior management to confirm golf shop operational objectives and own responsibilities in meeting golf shop operational objectives.
2. Prepare marketing strategies.	2.1. Set measurable performance targets for marketing activities. 2.2. Plan and conduct market research to identify client needs. 2.3. Develop, plan and conduct promotional activities to meet performance targets. 2.4. Develop and implement contingency plans according to organisational policies and procedures. 2.5. Negotiate arrangements with suppliers to support promotional activities.
3. Manage golf operations staff.	3.1. Roster staff to meet operational needs. 3.2. Recruit and induct new staff members according to organisational policies and procedures. 3.3. Plan and deliver training to staff about golf shop products and services, performance targets and client needs according to organisational policies and procedures. 3.4. Monitor performance of golf shop staff against organisational standards of conduct, appearance, advice and service. 3.5. Promote training and professional development opportunities to staff.
4. Manage golf shop products and services.	4.1. Select stock according to client base and needs. 4.2. Design golf shop layout and presentation to support market position and promote client flow according to organisation marketing plan. 4.3. Develop and implement layout and visual merchandise checks and implement improvements. 4.4. Define and communicate standards for visual presentations and displays to staff. 4.5. Assess client response to space allocations in consultation with staff. 4.6. Implement custom fitting and club repair services to meet client needs. 4.7. Implement hire service to meet client needs. 4.8. Develop tuition programs and deliver individual and group coaching according to organisational policies and procedures. 4.9. Develop and implement pricing policies according to organisational marketing plans. 4.10. Monitor pricing trends and changes and communicate to staff. 4.11. Monitor and document stock levels according to organisational policies and procedures. 4.12. Repair and replace faulty equipment according to organisational policies and procedures.
5. Manage golf programming and fixtures.	5.1. Monitor golf operations to identify course ideal and maximum rounds played per day and per week. 5.2. Consult with stakeholders on event scheduling. 5.3. Check course renovations and maintenance and assess implications for scheduling events and groups. 5.4. Market and make group bookings according to organisational policies and procedures. 5.5. Coordinate group bookings with food and beverage staff. 5.6. Monitor tee sheet activity and handicapping records.
6. Review operational performance.	6.1. Collect, analyse and document data on golf operations. 6.2. Analyse golf operations data against operational objectives and performance standards to evaluate operational performance. 6.3. Disseminate information on golf operations according to organisational policies and procedures. 6.4. Review and reflect on own performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to players and staff interact with players and staff in a polite and positive manner.
Numeracy skills to:	monitor tee sheet activity and rounds played over fixed periods manage pricing and stock levels collect and analyse data on golf operations and industry trends.

Unit Mapping Information

SISSGLF521 Manage on course golf operations

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSGLF007 Manage on-course golf operations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

manage on-course golf operations at one golf course over a period of at least one month that involves:

meeting performance targets

managing day-to-day problems

collaboratively planning, coordinating, implementing and evaluating at least one promotional activity and at least one marketing strategy that balances the needs of all client groups

managing and monitoring golf shop staff to ensure that customer service standards are met

managing merchandising

evaluating and reflecting on own work performance to identify three ways in which on-course golf operations can be better managed.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing on-course golf operations

legal requirements applicable to managing on-course golf operations

visual merchandising principles and techniques:

layout and presentation

advertising and promotions

pricing

performance, features and limitations of golf shop products and services:

golf products

individual and group golf bookings

club fitting service

club repair service

golf coaching service

types of hire services:

pull buggy

cart

club

types of operational objectives:

provision of high quality golf services

member and guest satisfaction

maximising revenue and pro shop profitability

developing and implementing quality management systems

effective management of staff and employees

effective management of product and service offerings

effective management of golf programming and fixtures

operational roles and responsibilities of:

boards of management

chief executive officers

general managers

secretary managers

club captains

club committees and sub-committees

head professionals

directors of golf

types of performance targets:

level of memberships

number of rounds per day

number of rounds per month

level of awareness

degree of competition

sales volumes

client spend per round played

types of promotional activities:

pro-am events

sales and marketing events

demonstration days

corporate days

types of contingency plans:

flood

breakage

unavailable and discounted stock

weather conditions

course renovations

types of client bases:

current members

social players

corporate groups

regular visitors

non-regular players

diverse ages

diverse cultural backgrounds

organised social groups

contents of an organisational marketing plan

types of pricing policies:

long-term and short-term

internal and external considerations

marking down

pricing of newly released stock

types of housekeeping:

organisational premises

fittings, fixtures and equipment

golf courses and greens

types of data:

on- and off-course performance targets

level of memberships

number of rounds per day or month

degree of competition

sales volumes

client spend per round played.

Assessment Conditions

Skills must be demonstrated in:

a professional golf sport environment. This can be a workplace or a simulated environment.

Assessment must ensure access to:

a golf facility or driving range with an on-course golf shop offering golf products and services

information about client demand and market trends

organisational business plan with a marketing plan and objectives.

Assessment must ensure use of:

players and golf shop staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSNTB001 Conduct netball coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in netball.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Netball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for netball sessions with foundation level participants.	1.1. Confirm assigned netball session duties with supervisor. 1.2. Interpret netball session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report netball session set-up problems to supervisor.
2. Conduct netball sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of netball session activity instructions and safe participation requirements. 2.2. Communicate and model netball participation behaviour standards. 2.3. Present, sequence and pace netball session activities to meet netball session plans. 2.4. Instruct and demonstrate safe netball techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete netball sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in netball sessions to identify wear and tear and report to supervisor. 3.4. Pack up netball equipment, resources and refreshments according to organisational policies and procedures.
4. Review netball sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for netball session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSNTB001 Conduct netball coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three netball coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting netball coaching sessions with foundation level participants

netball tactical and technical fundamentals for foundation level participants:

two-hand catch

throwing:

shoulder pass

chest pass

bounce pass

movement skills:

take-off

sprint

one and two-foot landing

jump

leap

outside pivot

attacking skills:

straight lead

single dodge

change of direction

defending skills:

one-on-one

interception

hands over the ball

recovery to 0.9 metres

goal shooting

toss-ups

patterns of play

organisational layout of netball activities

netball equipment and resources:

netballs

uniforms

footwear

positional bibs

stop watches

whistles

cones

goal posts

safe set-up and lay-out

safe condition

safe use

safe pack-up

netball rules, regulations and policies applicable to coaching foundation level participants

netball safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

netball session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in netball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Netball Australia rules, regulations and policies applicable to coaching foundation level participants

netball facilities, equipment and resources:

marked-up netball court

netballs

uniforms

footwear

positional bibs

whistles

stop watches

cones

goal posts

organisational safety, emergency response and first aid procedures for netball.

Assessment must ensure use of:

netball session plan

a supervisor and netball foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSNTB002 Participate in netball at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical netball skills at an intermediate level through participation in netball.

This unit applies to athletes in the Australian sport industry competing in netball at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Netball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level netball activities.	1.1. Interpret and apply netball rules, regulations and policies to netball participation. 1.2. Participate in netball training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level netball skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using netball communication systems and terminology.
2. Prepare to compete in netball at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical netball skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical netball skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for netball competitions.
3. Implement netball game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret netball game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level netball performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level netball performance. 4.2. Analyse netball competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level netball performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level netball training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSNTB002 Participate in netball at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in netball at an intermediate level that involves:

complying with netball rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in netball at an intermediate level

tactical and technical fundamentals of netball for intermediate level athletes:

tactical:

unit work between Goal Shooter and Goal Attack, Wing Attack and Centre, Centre and Wing Defence, and Goal Defence and Goal Keeper

centre passes in both attack and defence

throw-ins

penalty passes and shots

free passes

plays to maximise weaknesses in opposition team plays

plays to counter strengths in opposition team plays

countering tactics to diminish or negate opposition athlete strengths including double defending

technical:

game sense and decision making at an intermediate level

one and two-hand catch

throwing

footwork and movement skills

attacking skills

roll and half-roll

one-on-one defending

goal shooting methods in stationary and dynamic environments

goal circle movements including rotation

rebounding

game strategy:

roles of individual athletes in the game strategy

patterns of play in attack and defence

attacking systems of play

defending systems of play

set team plays including use of space and concepts of width and depth

situational plays specific to stages of match

positions and match-ups

identifying strengths and weaknesses of opposition game strategies and tactics and use of counter tactics

netball biomechanical principles

types, characteristics, function and safe use of netball equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level netball athletes:

physical

tactical

training activities for intermediate level netball athletes:

intermediate drills

breaking down and sequencing skills

warm-ups and cool-downs

competitions and pathways for intermediate level netball athletes

types and contents of game plans for intermediate level netball athletes

types and methods of analysing competition statistics for intermediate level netball athletes:

shooting

penalties

errors and turnovers

interceptions

number of goals scored from own centre passes

number of goals scored from turnovers and interceptions

rebounds

types and potential impacts of environmental conditions

intermediate level netball rules, regulations and policies

methods for self reflection

netball communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a netball environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

netball rules, regulations and policies

organisational policies and procedures applicable to participating in netball at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

netball equipment and facilities:

netballs

goal posts

uniforms

positional bibs

netball opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR001 Participate in sport at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform sport-specific tactical and technical skills at an intermediate level through participation in a specific sport. Activities may include conditioning, drills, discussions, games, competitions and other activities relevant to the specific sport.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level sport activities.	1.1. Interpret and apply sport-specific rules, regulations and policies to sport-specific participation. 1.2. Participate in sport-specific training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level sport-specific skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using sport-specific terminology.
2. Prepare to compete at an intermediate level.	2.1. Consult with coach to identify intermediate sport-specific tactical and technical skills to be developed. 2.2. Participate in training activities to develop identified intermediate level sport-specific tactical and technical skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for sport-specific competitions.
3. Implement game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret sport-specific game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review intermediate level performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level sport-specific performance. 4.2. Analyse sport-specific competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level sport-specific performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level sport-specific training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR001 Participate in sport at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate at an intermediate level in at least one sport that involves:

complying with sport-specific rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in sport at an intermediate level

tactical and technical fundamentals of the specific sport for intermediate level athletes

sport-specific biomechanical principles

types, characteristics, function and safe use of sport-specific equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level sport-specific athletes

training activities for intermediate level sport-specific athletes

competitions and pathways for intermediate level sport-specific athletes

types and contents of game plans for intermediate level sport-specific athletes

types and methods of analysing competition statistics for intermediate level sport-specific athletes

types and potential impacts of environmental conditions

intermediate level sport-specific rules, regulations and policies

methods for self reflection

sport-specific terminology.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific rules, regulations and policies

organisational policies and procedures applicable to participating in sport at an intermediate level

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

sport-specific equipment and facilities

sport-specific opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR002 Participate in sport at an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform sport-specific tactical and technical skills at an advanced level through participation in a specific sport. Activities may include conditioning, drills, discussions, games, competitions and other activities relevant to the specific sport.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in advanced level sport activities.	1.1. Interpret and apply sport-specific rules, regulations and policies to sport-specific participation. 1.2. Participate in sport-specific training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform advanced level sport-specific skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with coach during activities using sport-specific terminology.
2. Prepare to compete at an advanced level.	2.1. Consult with coach to identify advanced sport-specific tactical and technical skills to be developed. 2.2. Participate in training activities to develop identified advanced level sport-specific tactical and technical skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for sport-specific competitions.
3. Implement game plan at an advanced level.	3.1. Implement game plans during competition. 3.2. Interpret sport-specific game statistics to identify and implement adjustments to improve advanced level performance during competition. 3.3. Maintain communication with coach before, during and after competitions.
4. Review advanced level performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own advanced level sport-specific performance. 4.2. Analyse sport-specific competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own advanced level sport-specific performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future advanced level sport-specific training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR002 Participate in sport at an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate at an advanced level in at least one sport that involves:

complying with sport-specific rules, regulations and policies

performing advanced level tactical and technical skills at an accuracy rate of 70% at one competition

performing advanced level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in sport at an advanced level

tactical and technical fundamentals of the specific sport for advanced level athletes

sport-specific biomechanical principles

types, characteristics, function and use of sport-specific equipment, facilities and technological aids

types of strengths and weaknesses of advanced level sport-specific athletes

training activities for advanced level sport-specific athletes

competitions and pathways for advanced level sport-specific athletes

types and contents of game plans for advanced level sport-specific athletes

types and methods of analysing competition statistics for advanced level sport-specific athletes

types and potential impacts of environmental conditions

advanced level sport-specific rules, regulations and policies

methods for self reflection

sport-specific terminology.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific rules, regulations and policies

organisational policies and procedures applicable to participating in sport at an advanced level

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

sport-specific equipment and facilities

sport-specific opposition competing at an advanced level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR003 Follow specialist dietary advice

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required by individuals to seek and follow specialist dietary advice and select and prepare their own meals and snacks in a domestic kitchen.

This unit of competency applies to individuals working in a diverse range of industries where the individuals require specialist dietary advice to perform their work. This includes athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of an Accredited Practising Dietician.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek and follow specialist dietary advice.	1.1. Discuss individual goals, expectations, preferences, physical activity and eating patterns with dieticians. 1.2. Consult with dieticians to obtain specialist advice on healthy eating patterns required to meet individual goals. 1.3. Consult with dieticians to obtain specialist advice on nutritional strategies and recipes to meet individual goals. 1.4. Read and interpret dietary advice provided by dieticians. 1.5. Follow specialist advice provided by dieticians in day to day activities.
2. Prepare food.	2.1. Prepare, handle and store food products to meet food safe conditions. 2.2. Select and measure ingredient quantities to meet recipe specifications. 2.3. Use food preparation methods, equipment and tools to prepare meals and snacks. 2.4. Clean food preparation areas, equipment and tools to meet food safe conditions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record eating patterns.
Oral communication skills to:	ask open and closed questions and actively listen to seek advice and confirm understanding of specialist dietary advice.
Numeracy skills to:	identify and interpret food labels, ingredient quantities in recipes, dates on ingredient labels and temperature and timer settings when cooking use domestic kitchen measuring equipment to estimate and measure ingredient weights and volumes perform calculations to modify recipes.
Problem-solving skills to:	make healthy eating decisions when eating out.
Planning and organising skills to:	plan meals and snacks.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR003 Follow specialist dietary advice

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

follow specialist dietary advice that involves:

seeking and following specialist dietary advice from one Accredited Practising Dietician

preparing own meals and snacks to meet specialist dietary advice over a period of three days.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to following specialist dietary advice

food safe conditions applicable to food handling, preparation and storage in a domestic kitchen

role and functions of dieticians

limitations to the role of non dieticians in relation to providing dietary advice

Australian Dietary Guidelines, food groups and the basic nutritional benefits of foods

types and safe use of domestic food preparation equipment and tools

techniques for measuring ingredient quantities including:

by weight

by volume

by count

by estimation

basic food preparation methods

basic nutrition and domestic cooking terminology.

Assessment Conditions

Skills must be demonstrated in:

a work environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

a domestic kitchen equipped with domestic food preparation equipment and tools

an Accredited Practising Dietician.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR004 Book athlete travel and accommodation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required for an athlete to make their own travel and accommodation bookings.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan travel and accommodation for sport events.	1.1. Interpret sport event information to determine travel and accommodation requirements. 1.2. Research travel and accommodation information to identify travel and accommodation options. 1.3. Select travel and accommodation option to meet travel and accommodation requirements.
2. Make travel and accommodation bookings for sport events.	2.1. Book travel and accommodation according to organisational policies and procedures. 2.2. Confirm receipt of travel and accommodation booking confirmation. 2.3. Prepare travel and accommodation itinerary and distribute according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete travel and accommodation booking forms.
Numeracy skills to:	interpret and use times, dates and prices in event, travel and accommodation information.
Problem-solving skills to:	compare travel and accommodation options.
Planning and organising skills to:	plan and organise travel logistics.

Unit Mapping Information

SISSCOP203A Develop a travel and accommodation plan

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR004 Book athlete travel and accommodation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

book travel and accommodation for three sport events that involves:

at least one event that requires travel by aeroplane.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to booking athlete travel and accommodation

purpose of athlete travel:

competitions

conferences

presentations

media events

interviews

types of travel and accommodation booking and confirmation systems

travel options:

mode of travel

length of journey

price

baggage

accommodation options:

type of accommodation

length of stay

meeting room provision

accessibility

dietary needs

standard of accommodation

price.

Assessment Conditions

Skills must be demonstrated in:

a sport environment. This can be a workplace or a simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to booking travel and accommodation

computer with access to the internet.

Assessment must ensure use of:

information about three sport events requiring athlete travel.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR005 Develop athlete personal brand

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to build an athlete’s personal brand. It includes managing the personal brand, using social media, cyber security and leveraging the personal brand.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish athlete personal brand.	1.1. Research personal brands in sport to maintain knowledge of successful personal branding objectives and strategies. 1.2. Interpret athlete contracts to identify personal branding obligations and restrictions. 1.3. Reflect on personal and professional goals to define personal brand.
2. Develop athlete personal branding strategies.	2.1. Interpret sport-specific industry information to identify and define personal brand target audiences. 2.2. Identify opportunities to maximise personal brand exposure through media activity. 2.3. Develop personal branding strategies to promote personal brand to target audiences.
3. Promote athlete personal brand.	3.1. Implement personal branding strategies to promote personal brand to target audience. 3.2. Participate in media interviews according to organisational policies and procedures. 3.3. Develop and implement social media action plans according to organisational policies and procedures. 3.4. Monitor implementation of personal branding strategies to identify areas for improvement. 3.5. Adjust personal branding strategies to maximise personal brand outcomes. 3.6. Identify personal brand risks and take action to minimise personal brand damage. 3.7. Identify and act on opportunities to leverage personal brand for professional and personal gain.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	prepare social media content.
Oral communications skills to:	convey personal brand information develop rapport with interviewers and supporters.
Numeracy skills to:	interpret social media tracking metrics.
Problem-solving skills to:	recognise and respond to personal brand risks.
Initiative and enterprise skills to:	recognise and respond to opportunities to build personal brand.
Self-management skills to:	meet role model expectations.
Technology skills to:	use social media.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR005 Develop athlete personal brand

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

build an athlete personal brand in a specific sport that involves:

promoting the personal brand by participating in one traditional media interview

promoting the personal brand by interacting on one social media platform over a period of one week

identifying three opportunities to leverage the personal brand.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures relevant to building an athlete’s personal brand:

protocols for dealing with the media

protocols for interacting with social media

contractual requirements

privacy and confidentiality

legal and ethical considerations related to social media:

cyber security

spamming

copyright

creative commons

responsible use

techniques for interacting with the media:

traditional media:

interview techniques

dealing with difficult questions

social media:

posting updates

responding to comments

providing fresh content

types of personal branding goals and associated brand building strategies:

raise profile of athlete

raise profile of specific sport

raise profile of sponsors

rebuild tarnished personal brand

characteristics of target audiences:

demographics

traditional and social media use

preferred media platforms

sport-specific engagement behaviours.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

sport-specific industry information

computer with internet access

sport-specific contract for an athlete

organisational policies and procedures related to personal branding.

Assessment must ensure use of:

social media platforms and tools

sample athlete contract

media personnel and online athlete supporters.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR006 Prepare and present athlete sponsorship proposals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop sponsorship proposals for athletes. It focuses on preparing and presenting sponsorship proposals to potential sponsors.

This unit applies to athletes, sport developers and sport administrators in the Australian sport industry.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research potential sponsors.	1.1. Set sponsorship objectives to complement sport-specific needs of athletes. 1.2. Research and interpret industry information to identify potential sponsors aligned to sponsorship objectives. 1.3. Research and analyse sponsorship criteria to assess athlete eligibility. 1.4. Use written and verbal communication to approach potential sponsors and establish and build rapport.
2. Develop sponsorship proposals.	2.1. Research potential sponsors to identify sponsor requirements and sponsorship history. 2.2. Plan, develop and document sponsorship proposal content to meet sponsorship objectives and meet sponsor requirements. 2.3. Identify and consult with sources of support in the development and documentation of sponsorship proposals. 2.4. Submit sponsorship proposals according to sponsor requirements.
3. Present sponsorship proposals to potential sponsors.	3.1. Organise and confirm meeting arrangements with potential sponsors. 3.2. Prepare sponsorship proposal presentations for sponsor meetings. 3.3. Present sponsorship proposal presentations to potential sponsors. 3.4. Seek and respond to feedback arising from sponsorship proposal presentations.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	approach and respond to sponsors in writing document sponsorship proposals in the required detail and format.
Oral communication skills to:	ask open and closed questions and actively listen.
Numeracy skills to:	interpret dates, times and monetary amounts in sponsorship information estimating and calculating sponsorship value.
Initiative and enterprise skills to:	identify and act on sponsorship opportunities.
Planning and organising skills to:	develop sponsorship proposals within specific timelines organise time and resources to develop sponsorship proposals and present to potential sponsors.
Technology skills to:	use the internet to source sponsorship information.

Unit Mapping Information

SISSCOP306A Prepare a sponsorship proposal

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR006 Prepare and present athlete sponsorship proposals

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare and present one sponsorship proposal for an athlete in a specific sport.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to preparing and presenting sponsorship proposals

types of sponsorship in sport

types of sponsorship objectives

benefits of sponsorship:

sponsor:

sales increase

customer loyalty

brand awareness

new market development

new product launch

image change

community relations

athlete:

financial stability

access to resources and facilities

profile

contacts

media exposure

public awareness

types of sponsorship criteria:

potential to target market audiences

relevance to customer base and sales

duration of sponsorship

types of contractual obligations:

media commitments

appearances

charity work

sources of supports

sponsorship proposal requirements:

sport-specific background information:

history of the sport

demographics of the sport

prospective audience for the sport

membership of the sport

current programs in the sport

future goals for the sport

annual reports

format of proposal

presentation of proposal

dates for submission of proposals

timeframe and methodology

performance indicators:

financial

attendance

publicity gained

testimonials

rights and responsibilities of sponsorship parties:

naming rights

merchandising and branding

personal appearances

media exposure

termination of sponsorship

legal responsibilities

athlete behaviour

shareholder interest

conflict of interest

contractual obligations

financial reporting

submission requirements

tax implications of sponsorship.

Assessment Conditions

Skills must be demonstrated in:

a sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

sponsorship proposal template

sponsorship presentation template

organisation policies and procedures applicable to preparing and presenting sponsorship proposals

computer with access to the internet.

Assessment must ensure use of:

sources of support and a potential sponsor.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR007 Work as an athlete

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet Australian sport industry expectations of an athlete.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in a sport environment.	1.1. Source and interpret industry information to maintain knowledge of international and Australian sport and sport-specific industry structure and governance arrangements. 1.2. Source and interpret industry information to maintain knowledge of legal and ethical job role responsibilities. 1.3. Model Australian sport industry professional and personal expectations of an athlete on and off the field.
2. Contribute to a productive workplace environment.	2.1. Carry out work tasks according to organisational policies and procedures. 2.2. Request, acknowledge and act on feedback provided by others within scope of job role. 2.3. Identify and resolve workplace problems within scope of job role according to organisational policies and procedures. 2.4. Escalate workplace problems outside scope of job role according to organisational policies and procedures.
3. Communicate with others.	3.1. Communicate with others in a polite and positive manner. 3.2. Select and use communication style to suit audience, situation and communication medium. 3.3. Use active listening and questioning techniques to clarify and confirm understanding. 3.4. Apply cultural awareness, sensitivity and discretion to communications to suit individual differences. 3.5. Identify communication problems and use strategies to minimise impact on working relationships.
4. Work with coaches and support staff.	4.1. Reflect on professional and personal performance goals to identify own coaching and support needs. 4.2. Source, evaluate and select coaching and support staff to meet own coaching and support needs. 4.3. Develop and maintain working relationships with coaches and support staff. 4.4. Seek assistance from and aid coaches and support staff to promote cooperation and fulfil work requirements. 4.5. Monitor impact of coaching and support staff on professional and personal performance outcomes to identify areas for improvement. 4.6. Implement coaching and support staff improvements to maximise professional and personal performance outcomes.
5. Meet contractual obligations.	5.1. Interpret contracts to identify athlete contractual responsibilities. 5.2. Carry out work tasks to meet athlete contractual responsibilities. 5.3. Monitor performance against contractual responsibilities to minimise risk of contractual breaches.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Numeracy skills to:	interpret contractual information including monetary amounts and dates.
Planning and organising skills to:	complete assigned duties in a timely manner according to job role responsibilities.
Self-management skills to:	meet role model expectations.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR007 Work as an athlete

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work as an athlete in a specific sport over at least 5 days that involves:

meeting legal and ethical responsibilities

meeting contractual obligations

selecting and working with one coach and one support staff member

seeking and responding to feedback from:

a coach

a support staff member

an official.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to working as an athlete

Australian sport industry expectations of an athlete on and off the field:

professional performance

personal performance

role model expectations

legal and ethical requirements of athletes:

anti-doping

contractual requirements

discrimination

duty of care

match fixing

sporting tribunal decisions

workplace health and safety

sources of information applicable to own job role responsibilities:

National Sport Organisation (NSO)

code of conduct

job description

organisational policies and procedures

roles of others and methods of working positively in a sport environment:

administrators

officials

coaches and assistant coaches

spectators

support staff

strategies for developing good working relationships with coaches and support staff

types, distinctive features and methods of communication:

verbal

non verbal

written

methods of adjusting communication to meet individual differences

types of feedback:

formal

informal

methods of obtaining and reflecting on feedback from:

coaches

support staff

officials

methods of dealing with communication problems

types of contractual obligations:

athlete behaviour

media activities

commercial activities

education activities

community activities.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures related to working as an athlete

sources of sport-specific industry information.

Assessment must ensure use of:

a sport-specific contract or sample contract for an athlete

sport-specific coaches and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR008 Maintain personal wellbeing as an athlete

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge an athlete requires to maintain their own wellbeing. It focusses on an athlete’s self reliance in relation to resilience, recovery, travel, sleep, diet and mental health.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan personal wellbeing strategies.	1.1. Source and interpret information to identify best practice for maintaining athlete wellbeing. 1.2. Reflect on personal wellbeing and personal wellbeing behaviours to identify personal wellbeing maintenance needs. 1.3. Plan personal wellbeing strategies to develop personal wellbeing behaviours and address personal wellbeing maintenance needs. 1.4. Access resources, supports and professional advice to support the implementation of personal wellbeing strategies.
2. Implement personal wellbeing strategies.	2.1. Use personal wellbeing strategies to develop personal wellbeing behaviours. 2.2. Practice personal wellbeing behaviours to maintain personal wellbeing. 2.3. Recognise and minimise risks to personal wellbeing associated with the work of an athlete. 2.4. Identify and respond to the need for personal wellbeing support and professional advice.
3. Evaluate personal wellbeing strategies.	3.1. Monitor effectiveness of personal wellbeing strategies to identify areas for improvement. 3.2. Adjust personal wellbeing strategies to maximise personal wellbeing.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	use active listening and questioning to give and receive information and confirm understanding.
Problem-solving skills to:	make healthy choices.
Teamwork skills to:	work with coaches and support staff.
Self-management skills to:	take responsibility for maintaining own wellbeing.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR008 Maintain personal wellbeing as an athlete

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

maintain personal wellbeing as an athlete that involves:

planning, implementing and evaluating two wellbeing strategies for enhancing physical wellbeing

planning, implementing and evaluating two wellbeing strategies for enhanced mental health wellbeing.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to maintaining personal wellbeing as an athlete

requirements for athlete personal wellbeing:

healthy eating

hydration

training and recovery

safety and security

sleep

hygiene

resilience

healthy relationships

self-reliance

lifestyle

mental health risks and protective factors

types of athlete wellbeing strategies:

resilience

recovery

diet locally and when travelling overseas

sleep

sources of wellbeing resources, supports and professional advice

roles and responsibilities of coaches, support staff and health professionals applicable to supporting athletes to maintain personal wellbeing.

Assessment Conditions

Skills must be demonstrated in:

a sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to maintaining personal wellbeing as an athlete

sources of information about athlete wellbeing.

Assessment must ensure use of:

coaches and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSPAR009 Participate in conditioning for sport

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to participate in strength and conditioning to physically prepare for competition in a specific sport.

This unit applies to athletes in the Australian sport industry competing in a sport at a local, state or national level.

Those undertaking this unit work with the support of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Participation

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sport-specific strength and conditioning.	1.1. Discuss own sport-specific performance and fitness requirements with strength and conditioning specialists. 1.2. Seek sport-specific training and technique advice from strength and conditioning specialists.
2. Participate in training for sport-specific strength and conditioning.	2.1. Participate in sport-specific training sessions according to strength and conditioning specialist advice. 2.2. Select, set up and use training equipment according to organisational policies and procedures and strength and conditioning specialist advice. 2.3. Recognise symptoms of over training and report to strength and conditioning specialists. 2.4. Seek strength and conditioning specialist advice for training recovery.
3. Review sport-specific strength and conditioning outcomes.	3.1. Review own strength and conditioning participation to identify areas for improving participation. 3.2. Monitor own sport-specific performance to evaluate strength and conditioning outcomes. 3.3. Seek advice from strength and conditioning specialists to modify strength and conditioning techniques and improve strength and conditioning outcomes.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret strength and conditioning training and techniques information.
Oral communication skills to:	use active listening and questioning to give and receive information and confirm understanding.
Numeracy skills to:	interpret, discuss and use fitness, strength and conditioning measurement information complete training records.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSPAR009 Participate in conditioning for sport

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in conditioning for a specific sport that involves:

consulting with a strength and conditioning specialist

participating in at least three training sessions, consistent with the strength and conditioning specialist’s advice, where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in conditioning for sport

basic functions of the three energy systems applicable to the specific sport

main muscle groups required for participation in the specific sport

types of fitness tests applicable to participation in the specific sport

types of strength and conditioning regimes:

frequency and quantity of sessions

time allocation

type of conditioning required

venue and equipment

specialist availability

dietary and energy requirements

major fitness components of physical ability for the specific sport:

speed

agility

endurance

strength

power

stability

flexibility

types of basic strength and conditioning techniques applicable to the specific sport:

resistance training

core stability

stretching

aerobic and anaerobic conditioning

types and safe use of strength and conditioning equipment

types of strength and conditioning specialists:

physiotherapist

sport-specific coach

sports trainer

strength and conditioning coach

fitness instructor

signs and symptoms of overtraining:

tired and sore muscles

feeling unwell

fatigue

disturbed sleep patterns

stress

increase in injuries

poor performance

types of recovery methods.

Assessment Conditions

Skills must be demonstrated in:

a sport-specific environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to participating in conditioning for sport

first aid

drinking water.

Assessment must ensure use of:

strength and conditioning facilities and equipment

strength and conditioning specialists.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSRGL001 Conduct rugby league coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in rugby league.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rugby league

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for rugby league sessions with foundation level participants.	1.1. Confirm assigned rugby league session duties with supervisor. 1.2. Interpret rugby league session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report rugby league session set-up problems to supervisor.
2. Conduct rugby league sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of rugby league session activity instructions and safe participation requirements. 2.2. Communicate and model rugby league participation behaviour standards. 2.3. Present, sequence and pace rugby league session activities to meet rugby league session plans. 2.4. Instruct and demonstrate safe rugby league techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete rugby league sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in rugby league sessions to identify wear and tear and report to supervisor. 3.4. Pack up rugby league equipment, resources and refreshments according to organisational policies and procedures.
4. Review rugby league sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for rugby league session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSRGL001 Conduct rugby league coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three rugby league coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting rugby league coaching sessions with foundation level participants

rugby league tactical and technical fundamentals for foundation level participants:

running with and without a ball

footwork

ball handling

kicking

scrummaging

attack skills

defence skills

tackling skills

organisational layout of rugby league activities

rugby league equipment and resources:

rugby league fields

rugby league balls

uniforms

footwear

personal protective equipment

stop watches

whistles

cones

safe set-up and lay-out

safe condition

safe use

safe pack-up

rugby league rules, regulations and policies applicable to coaching foundation level participants

rugby league safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

rugby league session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in rugby league. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

Australian Rugby League rules, regulations and policies applicable to coaching foundation level participants

rugby league facilities, equipment and resources:

Australian Rugby League approved balls

uniforms

footwear

personal protective equipment

ankle braces and thigh protectors

tackle bags

stop watches

whistles

cones

organisational safety, emergency response and first aid procedures for rugby league.

Assessment must ensure use of:

rugby league session plan

a supervisor and rugby league foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSRGL002 Participate in rugby league at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical rugby league skills at an intermediate level through participation in rugby league.

This unit applies to athletes in the Australian sport industry competing in rugby league at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Rugby league

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level rugby league activities.	1.1. Interpret and apply rugby league rules, regulations and policies to rugby league participation. 1.2. Participate in rugby league training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level rugby league skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using rugby league communication systems and terminology.
2. Prepare to compete in rugby league at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical rugby league skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical rugby league skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for rugby league competitions.
3. Implement rugby league game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret rugby league game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level rugby league performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level rugby league performance. 4.2. Analyse rugby league competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level rugby league performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level rugby league training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSRGL002 Participate in rugby league at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in rugby league at an intermediate level that involves:

complying with rugby league rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in rugby league at an intermediate level

tactical and technical fundamentals of rugby league for intermediate level athletes:

tactical:

attack and defence

impulse plays

use of structured plays

moving the ball wide

tackling types and styles

scrummaging tactics and set plays from a scrum

positional play in line of attack

positional play in defensive line

field positioning to generate a try

field positioning to generate a field goal

use of angles

use of fast or slow paced play-the-balls

plays to maximise weaknesses in opposition team plays

plays to counter strengths in frequently used opposition team plays

counter tactics to diminish or negate opposition player strengths

technical:

game sense and decision making at an intermediate level

body protection

running

ball handling

ruck plays

kicking

scrummaging

attack skills

tackling

game strategy:

roles of individual athletes in the game strategy

patterns of play in attack and defence including up and in, and slide

attacking systems of play

defending systems of play

set team plays including orthodox and unorthodox

varying use of space including concepts of width and depth

situational plays

positions and match-ups

situational kicking in games

percentage football

identifying strengths and weaknesses of opposition game strategies and tactics and development of counter-tactics

rugby league biomechanical principles

types, characteristics, function and safe use of rugby league equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level rugby league athletes:

physical

tactical

training activities for intermediate level rugby league athletes:

intermediate drills

warm-ups and cool-downs

breaking down and sequencing of skills

coordinated positional play

competitions and pathways for intermediate level rugby league athletes

types and contents of game plans for intermediate level rugby league athletes

types and methods of analysing competition statistics for intermediate level rugby league athletes:

playing statistics for own team and opposition

penalties

errors and turnovers

completion rates

tries scored and manner in which tries are scored

tackle counts

types and potential impacts of environmental conditions

intermediate level rugby league rules, regulations and policies

methods for self reflection

rugby league communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a rugby league environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

rugby league rules, regulations and policies

organisational policies and procedures applicable to participating in rugby league at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

rugby league equipment and facilities:

balls

uniforms

footwear

personal protective equipment

rugby league opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO001 Conduct sport coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in a specific sport.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sport-specific sessions with foundation level participants.	1.1. Confirm assigned sport-specific session duties with supervisor. 1.2. Interpret sport-specific session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report sport-specific session set-up problems to supervisor.
2. Conduct sport-specific sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of sport-specific session activity instructions and safe participation requirements. 2.2. Communicate and model sport-specific participation behaviour standards. 2.3. Present, sequence and pace sport-specific session activities to meet sport-specific session plans. 2.4. Instruct and demonstrate safe sport-specific techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete sport-specific sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in sport-specific sessions to identify wear and tear and report to supervisor. 3.4. Pack up sport-specific equipment, resources and refreshments according to organisational policies and procedures.
4. Review sport-specific sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communication skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for sport-specific session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO001 Conduct sport coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three sport-specific sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting sport coaching sessions with foundation level participants

tactical and technical fundamentals of a specific sport for foundation level participants

organisational layout of sport-specific activities

sport-specific equipment and resources:

safe set-up and lay-out

safe condition

safe use

safe pack-up

sport-specific safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

sport-specific session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific rules, regulations and policies

sport-specific facilities, equipment and resources

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

a sport-specific session plan

a supervisor and foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO002 Work in a community coaching role

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet Australian sport industry expectations of a community coach. It includes meeting legal, ethical and job responsibilities and working with others.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in a sport environment.	1.1. Source and interpret sport and sport-specific industry information to maintain knowledge of Australian sport and sport-specific industry structure and governance arrangements. 1.2. Source and interpret sport and sport-specific industry information to maintain knowledge of legal and ethical job role responsibilities. 1.3. Reflect on own coaching practice to confirm legal and ethical job role responsibilities are met.
2. Contribute to a productive workplace environment.	2.1. Apply sport-specific industry code of conduct to own coaching practice. 2.2. Model behaviours expected of a coach in a community sport environment. 2.3. Carry out work tasks according to organisational policies and procedures. 2.4. Request, acknowledge and act on feedback provided by others within scope of job role. 2.5. Identify and resolve workplace problems within scope of job role. 2.6. Escalate workplace problems outside scope of job role according to organisational policies and procedures.
3. Communicate with others.	3.1. Communicate with others in a professional and positive manner. 3.2. Select and use communication style to suit audience, situation and communication medium. 3.3. Use active listening and questioning techniques to clarify and confirm understanding. 3.4. Apply cultural awareness, sensitivity and discretion to communications to suit individual differences.
4. Support working relationships.	4.1. Develop and maintain working relationships with others relevant to own job role. 4.2. Seek assistance from and aid others to promote cooperation and fulfil work requirements. 4.3. Use strategies to minimise impact of conflict on working relationships.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Planning and organising skills to:	complete assigned duties in a timely manner according to job role responsibilities.
Technology skills to:	access the internet to source sport industry information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO002 Work in a community coaching role

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work in a community coaching role in a specific sport over 10 hours that involves:

complying with the code of conduct

meeting legal and ethical responsibilities

following organisational policies and procedures

seeking and responding to feedback

maintaining positive relationships with two of the following:

head coach

another coach

assistant coach

an official

a parent or carer of a participant

a committee member

a sport administrator

a school staff member.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sport-specific governance structure and key contacts

organisational policies and procedures related to working in a community coaching role

legal and ethical responsibilities of a community coach:

member protection

child protection

work health and safety

negligence and duty of care requirements

insurance

privacy and confidentiality

National Sporting Organisation policies applicable to community coaching:

safe guarding children

integrity

social media

code of conduct

anti-doping

member protection

role and responsibilities of a community coach:

training

competition

limitations to the coach role:

in injury management if not trained in first aid

in providing sport science advice if not qualified

characteristics of a good coach:

interpersonal skills

communication skills

sport-specific knowledge and skills

maintaining good working relationships

types of behaviours expected in a sport environment:

being prepared

promoting cooperation and good relationships

using acceptable language

dressing in a professional manner

arriving on time

using self reflection to identify areas for improvement

methods of communication:

verbal:

use of language and tone

constructive feedback

active listening

questioning

asking for advice

use of interpreters for languages other than English and for the hearing impaired

non verbal:

body language

personal presentation

gestures and mannerisms

voice tone and volume

use of space

written

methods for responding to challenges in a sport environment:

communication breakdown

selection disputes

abuse of officials

team conflict

complaints

members' protection breaches.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport industry information

computer connected to the internet

organisational policies and procedures related to community coaching including a code of conduct

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

sport organisation personnel and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO003 Meet participant coaching needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to adapt coaching practices in a specific sport to meet individual participant needs from a diverse range of population groups including but not limited to:

boys

girls

adolescent boys

adolescent girls

adult men

adult women

pregnant women

older adults

those with a physical disability

those who are deaf or hard of hearing

the blind and visually impaired

those with an intellectual disability

culturally and linguistically diverse groups.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual participant coaching needs.	1.1. Use questioning to identify and confirm individual participant needs, expectations and preferences. 1.2. Apply principles of classification to determine disability class for participants with a disability. 1.3. Assess participant functional ability and developmental readiness to acquire and perform sport-specific skills. 1.4. Review individual participant needs to identify potential inclusion barriers and coaching risks.
2. Conduct coaching to meet individual participant needs.	2.1. Customise session plans to address potential inclusion barriers and mitigate coaching risks. 2.2. Select and adapt equipment, coaching practice and communication styles to meet participant needs. 2.3. Maintain professional boundaries with participants according to organisational policies and procedures. 2.4. Monitor participation engagement, performance and safety risks and adjust coaching practices to maximise inclusion and training outcomes.
3. Evaluate inclusive coaching practices.	3.1. Monitor sessions to identify opportunities for increasing inclusion and improving training outcomes. 3.2. Seek feedback from others to identify areas to improve own coaching practice. 3.3. Reflect on own coaching practice to identify areas for improvement. 3.4. Recognise own limitations in supporting inclusion and seek advice to address.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret participant information to identify individual participant needs interpret organisational policies and procedures relevant to inclusion.
Writing skills to:	document modifications to session plans in required detail and format.
Oral communications skills to:	use appropriate language to engage participant population groups ask open and closed questions and actively listen to determine and meet individual participant needs interact respectfully with diverse population groups.
Learning skills to:	reflect on personal coaching approaches with diverse population groups as part of the review process.
Problem-solving skills to:	respond to individual needs of participants from diverse population groups.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO003 Meet participant coaching needs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

plan, conduct and evaluate three sport-specific coaching sessions on three occasions for a duration of at least 30 minutes each that involves:

customising the session plans to meet the individual needs of participants from two of the following population groups:

boys

girls

adolescent boys

adolescent girls

adult men

adult women

pregnant women

older adults

those with a physical disability

those who are deaf or hard of hearing

the blind and visually impaired

those with a intellectual disability

culturally and linguistically diverse groups

applying inclusive and non discriminatory coaching practices.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to meeting individual participant needs

key areas of diversity, their characteristics and ways to accommodate in coaching practices:

culture, race and ethnicity

disability

religious and spiritual beliefs

gender

generational differences

sexual orientation and identity

principles of inclusion in sport:

inclusive learning and participation

how to be inclusive as a coach

barriers to inclusion

benefits versus risk of participation

types and characteristics of specific population groups:

boys

girls

adolescent boys

adolescent girls

adult men

adult women

pregnant women

older adults

those with a physical disability

those who are deaf or hard of hearing

the blind and visually impaired

those with an intellectual disability

culturally and linguistically diverse groups

factors that affect participant ability to acquire skills:

participation and competitive motivations

medical needs

levels of support and care

physical

previous experience

level of literacy skills

level of numeracy skills

cognitive factors

religious beliefs

communication strategies

cultural values

social characteristics

level of ability

impact of disability

aging processes

range of movement

safety factors

recovery techniques

functional ability

coaching practice adaptations:

coaching methods

equipment adaptations

duration of activity

type of activity

development and maturation:

stages of growth and development

long term growth considerations versus early specialisation

impact of puberty:

physical

social

differences between males and females

overtraining and overuse in young participants

classification systems to enable equitable competition among participants with similar functional ability and medical conditions

competition options, rules and requirements for participants from specific population groups

needs of female participants

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community-based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facilities, equipment and resources

organisational policies and procedures related to meeting participant needs

organisational safety, emergency response and first aid procedures

National Sporting Organisation policies applicable to inclusion.

Assessment must ensure use of:

a sport-specific session plan

specific population group participants specified in the Performance Evidence.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO004 Plan, conduct and review coaching programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to deliver coaching programs in a specific sport. This can include seasonal programs depending on the specific sport.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisation.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan sport-specific programs.	1.1. Gather and review sport-specific participant information to assess participant developmental readiness. 1.2. Set sport-specific program objectives to meet participant developmental readiness. 1.3. Determine program content to address sport-specific program objectives. 1.4. Select coaching practices to meet sport-specific program objectives. 1.5. Develop and document sport-specific program plans.
2. Conduct sport-specific programs.	2.1. Communicate and confirm participant understanding of sport-specific program instructions and safe participation requirements. 2.2. Present, sequence and pace sport-specific program activities according to sport-specific program plans. 2.3. Select and use communication styles to achieve sport-specific program objectives. 2.4. Observe participant practice to assess participant ability to perform activities. 2.5. Modify sport-specific program activities as required to meet participant needs and environmental conditions. 2.6. Monitor sport-specific programs to identify and address risks to participant safety. 2.7. Analyse participant performance and provide feedback to participants to improve performance. 2.8. Conduct end of sport-specific program review to evaluate sport-specific program plan and inform future sport-specific program planning processes.
3. Promote good behaviour.	3.1. Communicate and model sport-specific participation behaviour standards. 3.2. Monitor participation to identify poor behaviour. 3.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
4. Reflect on coaching practice.	4.1. Seek feedback from others to identify areas to improve own sport-specific coaching practice. 4.2. Reflect on own sport-specific coaching practice to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future sport-specific programs. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sport-specific program plans interpret documents that describe sport-specific organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants ask open and closed questions and actively listen to determine and meet participant needs interact with participants in a polite and positive manner give sport-specific instructions to participants.
Numeracy skills to:	estimate time and space requirements for sport-specific program activities.

Unit Mapping Information

SISSSCO303 Plan and deliver coaching programs

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO004 Plan, conduct and review coaching programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and review one sport-specific program plan that includes at least eight sport-specific sessions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational procedures applicable to planning, conducting and reviewing programs in a specific sport

program planning considerations:

matching program to suit participant developmental readiness

program objectives

progression and regression activities and modified games

activities inclusive of all participants

contingency plans to accommodate environmental conditions

designing activities that require participants to think and make meaningful decisions about sport-specific situations

sequencing and linking program sessions and activities to develop and progress skills

methods for making programs engaging

group organisation

sport-specific equipment and resource constraints and options:

group organisation

safe set-up and layout

allocation of space and resources for programs

program review, evaluation and adjustment processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facility, equipment and resources

organisational safety, emergency response and first aid procedures

National Sporting Organisation rules, regulations and policies applicable to planning, conducting and reviewing programs.

Assessment must ensure use of:

program plan template

sport-specific participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO005 Continuously improve coaching skills and knowledge

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet the behaviours and standards expected of a coach, and self-evaluate to continuously improve coaching practice and performance. It includes interpreting sport industry information and developing a required knowledge base to support coaching practice and performance.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply coaching professional standards.	1.1. Source and interpret sport-specific code of conduct and coach requirements to maintain knowledge of professional standards expected of a coach. 1.2. Model professional standards expected of a coach. 1.3. Evaluate own coaching practice to confirm professional standards are met.
2. Apply inclusive coaching practices.	2.1. Source and interpret sport and sport-specific industry information to maintain knowledge of best practice inclusive coaching. 2.2. Coach to create inclusive sport participation environments and meet individual participant needs. 2.3. Evaluate own coaching practice to confirm inclusive coaching principles are applied.
3. Use technology for coaching.	3.1. Source and interpret information on current and emerging technologies relevant to community sport coaching. 3.2. Evaluate, select and use technology in coaching practice. 3.3. Evaluate own selection and use of technology to identify and address opportunities to improve own use of technology.
4. Improve coaching performance.	4.1. Observe and work with other coaches to identify contemporary coaching practices. 4.2. Seek feedback from others to gather information about own coaching practice. 4.3. Reflect on and evaluate own coaching practice to identify self improvement needs. 4.4. Participate in opportunities to address self improvement needs and update professional knowledge. 4.5. Adjust own coaching practice to improve coaching performance. 4.6. Document professional development activities and share learnings with colleagues according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document professional development activities in required detail and format.
Oral communications skills to:	use active listening and questioning to seek and receive feedback.
Technology skills to:	use the internet to source sport industry information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO005 Continuously improve coaching skills and knowledge

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

practice community coaching in a specific sport over 10 hours that involves:

meeting professional standards

using coaching approaches to create an inclusive sport participation environment

using technology in coaching practice

evaluating own coaching practice and performance

identifying and acting on one area for improving own coaching practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching practice and professional standards

sources of sport and sport-specific information

sources of information on current and emerging technology used in the sport industry

self reflection and evaluation processes

coaching practices applicable to creating an inclusive sports participation environment

professional development opportunities and resources.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

a computer with access to the internet

organisational policies and procedures and professional standards related to coaching

template for recording professional development activities

organisational safety, emergency response and first aid procedures

sport organisation personnel and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO006 Implement sport selection policies and procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use selection policies, procedures and criteria to make selection decisions in consultation with relevant personnel in specific sports. It focuses on communicating policies, procedures and criteria to candidates, compiling selection data for candidates and applying organisational selection policies and procedures.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish selection requirements.	1.1. Review selection criteria and conditions to identify selection requirements. 1.2. Communicate and confirm candidate understanding of selection requirements. 1.3. Consult with selection panel members to confirm understanding of selection requirements. 1.4. Encourage candidates to seek selection advice and support from relevant sources.
2. Make selection decisions.	2.1. Determine candidate information required to meet selection requirements. 2.2. Assess candidate performance and collect selection data required to meet selection requirements. 2.3. Analyse and document selection data in consultation with candidates. 2.4. Work with selection panel members to objectively evaluate selection data against selection criteria to negotiate and document selection decisions. 2.5. Work with selection panel members to identify and resolve ethical selection problems.
3. Inform candidates.	3.1. Communicate and document selection decisions according to notification procedures. 3.2. Provide constructive feedback to unsuccessful candidates. 3.3. Participate in appeals according to selection requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret selection policies, procedures, criteria and conditions.
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet selection requirements interact with candidates and selection panel members in a polite and positive manner.
Numeracy skills to:	interpret, record, analyse and discuss participant performance data.
Planning and organising skills to:	meet selection timeframes.

Unit Mapping Information

SISSSCO305 Implement selection policies

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO006 Implement sport selection policies and procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement selection policies and procedures to select candidates for one sport-specific team or competition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to selection:

selection criteria and conditions

composition of selection panels

roles and responsibilities for selection

conflict of interest

timeframes to which selection criteria apply

application of selection criteria

notification of selection and non selection

feedback mechanisms and timeframes for successful and non successful candidates

appeals

special considerations

complaints

record keeping

code of conduct

confidentiality

sport-specific policies that impact on selection of candidates

expected levels of performance to inform the application of selection policies and procedures

organisational roles and responsibilities of key people and communication channels applicable to selection

complaint resolution strategies to address selection disputes

types of selection criteria:

citizenship

qualification standards

age

membership of sport-specific associations

past performance

current and potential future performance

sport-specific benchmarks

availability

attitude and behaviour

types of candidates:

participants

coaches

support staff

officials.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to selection

National Sporting Organisation policies applicable to selection

selection record keeping templates.

Assessment must ensure use of:

candidates and selection panel members.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO007 Apply sport psychology principles

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist participants to develop basic psychological skills to optimise sporting performance in sport-specific training and competition settings.

This unit applies to individuals working in community-based roles in the Australian sport industry in coaching and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation, and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of sport psychology.	1.1. Source and interpret applied sport psychology information related to sport performance. 1.2. Apply sport psychology principles relevant to own role to own practice. 1.3. Select support staff and resources to assist with the development of sport-specific psychological skills.
2. Provide sport psychology information to participants.	2.1. Identify sport psychology principles relevant to participants and assess participant sport psychology information appropriate to individual participant needs. 2.2. Present sport psychology information to participants in a format using learning activities and experiences appropriate to individual participant needs. 2.3. Check and clarify participant understanding of sport psychology information. 2.4. Encourage participants to access sport psychology resources appropriate to individual needs.
3. Assist participants to develop psychological skills.	3.1. Monitor participants to identify basic psychological skills needs. 3.2. Develop basic psychological skills to meet participant needs in consultation with participants. 3.3. Assist participants to implement basic psychological skills during competition performance.
4. Evaluate psychological skills.	4.1. Analyse participant competition performance against expected competition outcomes. 4.2. Evaluate participant psychological skills during competition performance in consultation with participant. 4.3. Identify ongoing psychological skill development needs to assist participant to improve performance.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document sport psychology information and resources for participants.
Oral communication skills to:	ask open and closed questions and actively listen to inform and support participants negotiate strategies with participants to achieve sport performance.
Numeracy skills to:	interpret and discuss participant performance data.
Problem-solving skills to:	develop, review and modify psychological skill development strategies.
Technology skills to:	access the internet to source sport psychology information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO007 Apply sport psychology principles

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

apply sport psychology principles to support one participant in a specific sport that involves:

using three of the following strategies:

managing emotions

using relaxation techniques

managing self-talk

managing stress

establishing pre-, during- and post-performance psychological routines

identifying sources of intrinsic and extrinsic motivation

setting goals

visualisation

self reflection on performance

managing concentration

assisting the participant to manage performance outcomes

assisting the participant to access sport psychology professionals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to applying sport psychology principles

information sources applicable to sport psychology

principles of sport psychology for sporting performance:

the brain and its functions

psychological demands of specific sports

emotions

concentration

motivation

goal setting

self reflection on performance

role and responsibilities of sport psychology professionals

psychological skills to enhance performance:

managing emotions

managing concentration

establishing pre-, during- and post-performance psychological routines

using relaxation techniques

managing self-talk

managing stress

understanding motivation

setting goals

visualisation

self reflection on performance

techniques to assist participants to manage performance outcomes

techniques to create a positive environment for participants

psychology advice and support referral services for participants.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to sport psychology

computer with access to the internet.

Assessment must ensure use of:

participants

sport psychology resources.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO008 Apply anti-doping policies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to inform participants about anti-doping policies in sport and assist participants to address drugs in sport issues according to legislative and sport-specific anti-doping requirements.

This unit applies to individuals working in community based roles in the Australian sport industry in coaching and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation, and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of anti-doping policies in sport.	1.1. Source and interpret sport and sport-specific industry information to identify anti-doping policy requirements. 1.2. Apply anti-doping policy requirements relevant to own role and apply to own practice. 1.3. Identify support staff and anti-doping resources to assist with drugs in sport issues.
2. Provide anti-doping information to participants.	2.1. Determine anti-doping policy requirements relevant to participants and assess participant anti-doping information needs. 2.2. Present anti-doping information to participants in a format using learning activities and experiences appropriate to individual participant needs. 2.3. Check and clarify participant understanding of anti-doping information. 2.4. Encourage participants to access support staff and anti-doping resources.
3. Develop and implement strategies to assist participants.	3.1. Develop strategies to address participant drugs in sport issues in consultation with participants. 3.2. Assist participants to implement strategies according to organisational policies and procedures. 3.3. Seek feedback from participants to review effectiveness of strategies. 3.4. Adjust strategies to better assist participants to address drugs in sport issues.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document anti-doping information for participants.
Oral communication skills to:	ask open and closed questions and actively listen to inform participants.
Numeracy skills to:	interpret and discuss drugs in sport data.
Initiative and enterprise skills to:	identify and act on opportunities to inform participants of anti-doping requirements.
Technology skills to:	access the internet to source anti-doping information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO008 Apply anti-doping policies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

apply anti-doping policies to support three participants in a specific sport that involves:

conveying the following international and domestic anti-doping policies:

banned and restricted drug classes

drug testing procedures and protocols

deliberate use of drugs

inadvertent use of drugs

social drug use

ethical implications

health effects of banned substances

therapeutic use of banned drugs

participants' rights and responsibilities

herbal medications and supplements

hearings and sanctions

consulting with the participants to develop, implement and review strategies to support them with drugs in sport issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to applying anti-doping policies

requirements of the world anti-doping code applicable to coaches and participants

anti-doping policy of the sport-specific National Sporting Organisation

types of support staff and how they can assist participants with anti-doping

methods of checking the status of medications

types of prohibited substances and methods in sport

therapeutic use of exemptions (TUE)

prohibited list

role of drug testing in sport

types of prohibited substances in foods and supplements

drugs in sport issues:

banned and restricted drug classes

drug testing procedures and protocols

deliberate use of drugs

inadvertent use of drugs

recreational drug use

ethical implications

health effects of banned substances

therapeutic use of banned drugs

herbal medications and supplements

hearings and sanctions

available support services and resources to assist participants with drugs in sport issues

consent requirements for underage participants

strategies to assist participants to address drugs in sport issues:

educational programs

use of drugs in sport information services including Australian Sports Anti-Doping Authority (ASADA)

intervention strategies

ethical codes and policies.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to anti-doping

anti-doping policies and codes:

world anti-doping code (WADA)

Australian Sports Anti-Doping Authority (ASADA)

National Sporting Organisation anti-doping policy

computer with access to the internet.

Assessment must ensure use of:

participants and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO009 Work collaboratively with others in a sport environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with sport staff including coaches, officials and support staff in a sport environment. It includes maintaining positive working relationships. Sport staff may be volunteers or paid employees.

This unit applies to individuals working in the Australian sport industry in community based coaching, officiating and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage with sport staff.	1.1. Establish and maintain working relationships with sport staff to meet participant needs. 1.2. Consult with sport staff to plan and implement strategies to meet participant needs. 1.3. Evaluate effect of strategies on participant performance in consultation with sport staff.
2. Manage sport staff.	2.1. Allocate responsibilities and tasks to sport staff. 2.2. Communicate and confirm sport staff understanding of allocated responsibilities, tasks and expected standard of work. 2.3. Evaluate sport staff performance against allocated responsibilities, tasks and expected standard of work. 2.4. Counsel sport staff to improve performance and record outcomes in accordance with organisational policies and procedures.
3. Reflect on working relationships.	3.1. Seek feedback from others to identify areas to improve working relationships. 3.2. Reflect on own working relationships to identify areas for improvement. 3.3. Analyse findings and incorporate learnings in maintaining relationships with others.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures.
Oral communication skills to:	interact with sport staff and participants in a polite and positive manner.

Unit Mapping Information

SISSSCO409 Work collaboratively with support personnel

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO009 Work collaboratively with others in a sport environment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

work collaboratively with two sport staff that involves:

evaluating the working relationships

coordinating sport staff to meet the requirements of a program, an event or a competition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to working collaboratively with others

types and areas of expertise of sport staff:

sport administrators

team managers

coaches

competition managers

facility managers

fitness professionals

officials

sport physicians

sports trainers

parents and guardians

physiotherapists

exercise physiologists

sport scientists

remedial massage therapists

dieticians

psychologists

types of collaboration strategies:

communication processes

clarifying roles and responsibilities

negotiation of best possible outcome for participants

decision making

questioning and clarification of decisions

technology platforms

conflict management.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to collaborating with others in a sport environment.

Assessment must ensure use of:

participants, coaches, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO010 Implement sport talent identification programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement and evaluate a talent identification program for participants. It focuses on identifying and developing potential participants to perform at advanced competition level in a sport.

This unit applies to individuals working in the Australian sport industry in community based coaching, officiating and support roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify talented sport participants.	1.1. Conduct fitness and sport-specific testing of participants according to testing protocols. 1.2. Develop and document performance criteria to match advanced program performance requirements. 1.3. Analyse fitness and sport-specific test results against performance criteria to identify participants for advanced programs. 1.4. Communicate and document talent selection decisions according to organisational policies and procedures. 1.5. Provide feedback and advice to unsuccessful participants. 1.6. Develop and document action plans to transition participants to future sporting goals in consultation with participants.
2. Develop training programs to develop talent.	2.1. Develop sport training programs in consultation with support staff to develop advanced performance. 2.2. Select training program implementation strategies to suit participant needs. 2.3. Document training programs according to organisational policies and procedures.
3. Implement training programs to develop talent.	3.1. Discuss and confirm training programs with participants. 3.2. Implement training according to training programs. 3.3. Monitor training and analyse participant performance in competition situations against expected performance. 3.4. Determine and document participants to be retained according to organisational policies and procedures. 3.5. Determine and document reasons for participants leaving training programs.
4. Evaluate talent identification program.	4.1. Seek feedback from participants and support staff to identify areas to improve talent identification program. 4.2. Participate in talent identification program evaluations. 4.3. Suggest modifications to talent identification programs according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures, and testing protocols.
Oral communication skills to:	ask open and closed questions and actively listen to participants and support staff interact with participants and support staff in a polite and positive manner.
Numeracy skills to:	interpret fitness and sport-specific test protocols and data use equipment to test participant fitness and sport-specific performance complete fitness and sport-specific test records using mathematical symbols and conventions.
Teamwork skills to:	work with support staff to implement talent identification programs.

Unit Mapping Information

SISSSCO410 Implement a talent identification program

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO010 Implement sport talent identification programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement a talent identification program to identify and develop three talented participants at the advanced level that involves:

testing and applying performance criteria to identify talented participants

advising unsuccessful participants

developing, implementing and monitoring training programs to develop talent

interacting with participants and support staff

evaluating talent identification programs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to implementing talent identification programs

sport-specific advanced level competition performance requirements

characteristics of advanced performance participants

testing protocols:

broad based physical and physiological testing

sport-specific physical and physiological testing

psychological testing

benchmarks for performance

testing timeframes

sport science principles applicable to talent identification:

biomechanics

physiology

psychology

trends in sport-specific participation

types of talent identification performance criteria:

past performances

goals and/or aspirations

eligibility

age

support structures

psychological state

sociological observation

skill execution

sporting benchmarks

talent development program inclusions:

technical skill development

strength and fitness training

game analysis and tactical development

participation in tournaments

sport psychology and motivation

participant education.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to talent identification

sport-specific facilities, equipment and resources

fitness and sport-specific testing equipment, facilities and testing protocols

sport-specific benchmarks for advanced performance

National Sporting Organisation policies applicable to talent identification.

Assessment must ensure use of:

talented participants at the advanced level.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO011 Manage integrity in sport

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage integrity in sport risks, inform participants about integrity in sport and assist participants to address integrity issues.

This unit applies to individuals working in the Australian sport industry in community based roles. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of integrity in sport.	1.1. Source and interpret sport industry information to identify sport and sport-specific integrity requirements. 1.2. Determine integrity requirements relevant to own role and apply to own practice. 1.3. Determine support staff and integrity in sport resources to assist with integrity in sport issues.
2. Manage integrity in sport risks.	2.1. Consult with stakeholders to identify and assess sport-specific and organisation-specific integrity in sport risks. 2.2. Determine and implement integrity in sport risk controls. 2.3. Monitor integrity in sport risks and adjust integrity in sport risk controls to minimise and eliminate integrity in sport risks.
3. Provide integrity in sport information to participants.	3.1. Determine integrity requirements relevant to participants and assess participant integrity in sport information needs. 3.2. Present integrity in sport information to participants in a format that uses learning activities and experiences appropriate to individual participant needs. 3.3. Check and clarify participant understanding of integrity in sport information. 3.4. Encourage participants to access support staff and integrity in sport resources.
4. Develop and implement strategies to assist participants.	4.1. Develop strategies to address participant integrity in sport issues in consultation with participants. 4.2. Assist participants to implement strategies according to organisational policies and procedures. 4.3. Seek feedback from participants to review effectiveness of strategies. 4.4. Adjust strategies to better assist participants to address integrity issues.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document integrity in sport information for participants maintain integrity in sport records.
Oral communication skills to:	ask open and closed questions and actively listen to inform participants.
Initiative and enterprise skills to:	identify and act on opportunities to inform participants of integrity in sport requirements.
Technology skills to:	access the internet to source integrity in sport information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO011 Manage integrity in sport

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

manage integrity in a specific sport over a period of one month that involves:

behaving and making choices with integrity

identifying and controlling three integrity in sport risks

providing integrity in sport information to three participants

consulting with the participants to develop, implement and review strategies to support them with integrity in sport issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements applicable to integrity in sport

organisational policies and procedures applicable to integrity in sport

behaviours that exemplify personal, practice and organisational integrity in sport

behaviours that undermine personal, practice and organisational integrity in sport

ethical decision making:

relationship between competition and integrity

strategies for maintaining awareness of personal values, principles, beliefs and moral codes guiding behaviours and choices

strategies for recognising own biases, inclinations, desires and fears that contribute to behaviours and choices

strategies for identifying and avoiding slippery slope traps

ethical decision making framework

consequences of poor integrity to:

participants

wider public

work health and safety

types of support staff and how they can assist participants with integrity in sport issues

integrity in sport risks and issues:

drugs in sport:

illegal drugs

pharmaceutical drugs

supplements

doping using performance enhancing drugs (PEDs)

abuse and discrimination including at training and events and on social media and social networking sites:

unsafe practices

inequality

exclusion

sideline behaviour of parents and spectators

behaviour of coaches and officials

child protection

harassment

sexual harassment

victimisation

gambling:

match fixing

illegal betting

corruption

unethical behaviour

criminal behaviour

child abuse:

sexual

physical

emotional

grooming

neglect

family violence

organised sexual abuse

indicators of child abuse

impact of abuse

creating a child-safe environment

reporting child abuse

available support services and resources to assist participants with integrity in sport issues

consent requirements for under-age participants

types of strategies to assist participants to address integrity in sport issues:

educational programs

integrity in sport government information services

intervention strategies

development of ethical codes and policies.

Assessment Conditions

Skills must be demonstrated in:

a community-based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures relevant to integrity in sport

sport-specific National Sporting Organisation integrity in sport policies

computer with access to the internet.

Assessment must ensure use of:

participants and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO012 Coach sport participants up to an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach sport participants up to an intermediate level in a specific sport. This includes planning, preparing, conducting and reviewing individual sessions.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Individuals undertaking this unit often work autonomously.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan sport-specific sessions for participants up to an intermediate level.	1.1. Gather and review sport-specific participant information to assess developmental readiness of participants up to an intermediate level. 1.2. Set sport-specific session objectives to meet developmental readiness of participants up to an intermediate level. 1.3. Determine session content to address sport-specific session objectives. 1.4. Select coaching practices to meet sport-specific session objectives. 1.5. Develop and document sport-specific session plans for participants up to an intermediate level.
2. Prepare sport-specific sessions for participants up to an intermediate level.	2.1. Prepare facilities, equipment and resources to meet sport-specific session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an intermediate level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to safety of participants up to an intermediate level.
3. Conduct sport-specific sessions for participants up to an intermediate level.	3.1. Communicate and confirm understanding of sport-specific session activity instructions and safe participation requirements of participants up to an intermediate level. 3.2. Present, sequence and pace sport-specific session activities according to sport-specific session plans. 3.3. Select and use communication styles to achieve sport-specific session objectives. 3.4. Observe practice of participants up to an intermediate level to assess participant ability to perform activities. 3.5. Modify sport-specific session activities as required to meet needs of participants up to an intermediate level and environmental conditions. 3.6. Monitor sport-specific sessions to identify and address risks to safety of participants up to an intermediate level . 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of sport-specific session review to evaluate sport-specific session plan and inform future sport-specific session planning processes.
4. Promote good behaviour.	4.1. Communicate and model sport-specific participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own sport-specific coaching practice of participants up to an intermediate level. 5.2. Reflect on own sport-specific coaching practice of participants up to an intermediate level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific sessions with participants up to an intermediate level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sport-specific session plans interpret documents that describe sport-specific organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an intermediate level ask open and closed questions and actively listen to determine and meet needs of participants up to an intermediate level interact with participants up to an intermediate level in a polite and positive manner give sport-specific instructions to participants up to an intermediate level.
Numeracy skills to:	estimate time and space requirements for sport-specific session activities manage pair and group work for odd and even numbers of participants up to an intermediate level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO012 Coach sport participants up to an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and review sport-specific sessions for participants up to an intermediate level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching participants up to an intermediate level in a specific sport

tactical and technical fundamentals of a specific sport for participants up to an intermediate level

analysis of movement for participants up to an intermediate level in a specific sport

modifying activities for participants up to an intermediate level in a specific sport:

regress activities

progress activities

organisational layout of sport-specific activities

types of competitions and pathways for participants up to an intermediate level in a specific sport

sport-specific rules, regulations and policies applicable to coaching participants up to an intermediate level

roles and responsibilities of sport-specific coaches and officials applicable to participants up to an intermediate level

sport-specific session planning for participants up to an intermediate level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about sport-specific situations

linking sessions to develop and progress skills

group organisation

sport-specific equipment and resources:

selection

safe set-up and layout

safe condition

safe use

sport-specific safe participation requirements for participants up to an intermediate level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an intermediate level

methods of observation and feedback during sport-specific sessions with participants up to an intermediate level:

how, what and when to observe

timing of feedback

sport-specific session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facilities, equipment and resources

organisational safety, emergency response and first aid procedures for the specific sport

National Sporting Organisation rules, regulations and policies applicable to coaching participants up to an intermediate level.

Assessment must ensure use of:

session plan template

participants up to an intermediate level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO013 Coach sport participants up to an advanced level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach sport participants up to an advanced level in a specific sport. This includes planning, preparing, conducting and reviewing individual sessions.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Individuals undertaking this unit often work autonomously.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan sport-specific sessions for participants up to an advanced level.	1.1. Gather and review sport-specific participant information to assess developmental readiness of participants up to an advanced level. 1.2. Set sport-specific session objectives to meet developmental readiness of participants up to an advanced level. 1.3. Determine session content to address sport-specific session objectives. 1.4. Select coaching practices to meet sport-specific session objectives. 1.5. Develop and document sport-specific session plans for participants up to an advanced level.
2. Prepare sport-specific sessions for participants up to an advanced level.	2.1. Prepare facilities, equipment and resources to meet sport-specific session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an advanced level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to safety of participants up to an advanced level.
3. Conduct sport-specific sessions for participants up to an advanced level.	3.1. Communicate and confirm understanding of participants up to an advanced level of sport-specific session activity instructions and safe participation requirements. 3.2. Present, sequence and pace sport-specific session activities according to sport-specific session plans. 3.3. Select and use communication styles to achieve sport-specific session objectives. 3.4. Observe practice of participants up to an advanced level to assess participant ability to perform activities. 3.5. Modify sport-specific session activities as required to meet participants up to an advanced level needs and environmental conditions. 3.6. Monitor sport-specific sessions to identify and address risks to safety of participants up to an advanced level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of sport-specific session review to evaluate sport-specific session plan and inform future sport-specific session planning processes.
4. Promote good behaviour.	4.1. Communicate and model sport-specific participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own sport-specific coaching practice of participants up to an advanced level. 5.2. Reflect on own sport-specific coaching practice of participants up to an advanced level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific sessions with participants up to an advanced level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sport-specific session plans interpret documents that describe sport-specific organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an advanced level ask open and closed questions and actively listen to determine and meet needs of participants up to an advanced level interact with participants up to an advanced level in a polite and positive manner give sport-specific instructions to participants up to an advanced level.
Numeracy skills to:	estimate time and space requirements for sport-specific session activities manage pair and group work for odd and even numbers of participants up to an advanced level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO013 Coach sport participants up to an advanced level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and review sport-specific sessions for participants up to an advanced level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching participants up to an advanced level in a specific sport

tactical and technical fundamentals of a specific sport for participants up to an advanced level

analysis of movement for participants up to an advanced level in a specific sport

modifying activities for participants up to an advanced level in a specific sport:

regress activities

progress activities

organisational layout of sport-specific activities

types of competitions and pathways for participants up to an advanced level in a specific sport

sport-specific rules, regulations and policies applicable to coaching participants up to an advanced level

roles and responsibilities of sport-specific coaches and officials applicable to participants up to an advanced level

sport-specific session planning for participants up to an advanced level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about sport-specific situations

linking sessions to develop and progress skills

group organisation

sport-specific equipment and resources:

selection

safe set-up and layout

safe condition

safe use

sport-specific safe participation requirements for participants up to an advanced level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an advanced level

methods of observation and feedback during sport-specific sessions with participants up to an advanced level:

how, what and when to observe

timing of feedback

sport-specific session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

sport-specific facilities, equipment and resources

organisational safety, emergency response and first aid procedures for the specific sport

National Sporting Organisation rules, regulations and policies applicable to coaching participants up to an advanced level.

Assessment must ensure use of:

session plan template

participants up to an advanced level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO014 Develop sport coaches

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop coaches in a specific sport. This includes planning, conducting and reviewing the provision of on-the-job support, advice and encouragement to coaches.

This unit applies to experienced coaches working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Individuals undertaking this unit often work autonomously.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for coach development.	1.1. Observe, consult and evaluate coaches working with participants in training and competition to identify individual coaching practice and performance needs. 1.2. Develop agreed coach development objectives to address individual coaching practice and performance needs. 1.3. Select coach development strategies and develop coach development content to address coach development objectives. 1.4. Document coach development plans according to organisational policies and procedures.
2. Conduct coach development.	2.1. Establish and maintain coach development relationships with coaches. 2.2. Support, advise and encourage coaches before, during and after training sessions and competitions. 2.3. Provide feedback to coaches to improve individual coaching practice and performance. 2.4. Monitor and evaluate coach development progress against coach development objectives. 2.5. Modify coach development strategies and content to meet coach development objectives.
3. Reflect on coaching development practice.	3.1. Seek feedback from others to identify areas to improve own coach development practice. 3.2. Reflect on own coach development practice to identify areas for improvement. 3.3. Analyse findings and incorporate learnings in future coach development sessions. 3.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret coach practice and performance information.
Oral communications skills to:	ask open and closed questions and actively listen to determine and meet coach development needs.
Numeracy skills to:	interpret and discuss coach practice and performance data.
Teamwork skills to:	work with coaches.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO014 Develop sport coaches

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

develop one novice and one experienced sport coach in a specific sport that involves:

conducting a model session for each coach

helping each coach to adapt their coaching practice to meet the needs of the participant being coached

facilitating peer feedback after a session delivered by each coach.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to developing sport coaches in a specific sport

tactical and technical fundamentals of a specific sport

types of sport-specific coaching activities:

game sense

technique-centred activities

constraints-led approach

types and safe use of sport-specific coaching equipment

sport-specific rules, regulations and policies

roles and responsibilities of sport-specific coaches and officials

sport-specific terminology and communication systems

benefits of effective coaching and risks of poor coaching

communication styles:

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

purposes of coach development:

increasing participant outcomes

improving coach retention

creating a positive sport environment

methods for supporting coaches:

focusing on coaching process and coach performance

creating a positive experiential learning environment

challenging coaches

listening to coach views and challenges and responding without bias

sharing personal coaching experiences

valuing commitment and contribution

encouraging self-reflection

positioning in relation to the coach

conducting model sessions

providing advice on adapting coaching practice to meet the needs of participants

methods of managing the coaching relationship:

building rapport

preventing and defusing conflict

professional boundaries

confidentiality

developmental stages of participants

types of coach observations:

frequency and specificity of instruction

pre-game plan instructions

body language and tone of voice

participant engagement

giving feedback

rest and recovery instructions

meeting the expectations of the sport

coach development planning processes

coach development review processes

methods for giving feedback and timing of feedback

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

sport-specific facilities, equipment and resources

coach development plan template

sport-specific rules, regulations and policies

National Sporting Organisation coaching information.

Assessment must ensure use of:

sport-specific coaches to be developed.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO015 Prepare participants for sport competition

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist participants to prepare for participation in sport competitions.

This unit applies to individuals working in community-based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan competitions.	1.1. Research and select competition opportunities to meet developmental readiness of participants. 1.2. Consult with participants to plan competition schedule to meet participant needs. 1.3. Consult with participants preparing for competition to set competition performance objectives. 1.4. Analyse performance data and consult with participants to identify performance gaps and support needs.
2. Apply competition strategies to prepare participants.	2.1. Plan competition strategies to meet competition performance objectives. 2.2. Implement competition strategies to meet competition performance objectives. 2.3. Monitor and adjust implementation of competition preparation strategies to enhance performance.
3. Provide pre-competition information to participants.	3.1. Provide access to sport-specific anti-doping information to participants. 3.2. Provide access to sport-specific pre-competition nutrition information to participants. 3.3. Provide access to sport-specific pre-competition psychological preparation information to participants. 3.4. Provide sport-specific pre-competition physical warm-up information to participants. 3.5. Check and clarify participant understanding of pre-competition information provided.
4. Access support staff.	4.1. Assist participants to identify and access support staff and resources for specialist advice and support to enhance sport-specific performance. 4.2. Encourage and assist participants to work with support staff to identify and select strategies to enhance sport-specific performance.
5. Reflect on practice.	5.1. Seek feedback from others to identify areas to improve own practice of preparing participants for competition. 5.2. Reflect on own practice of preparing participants for competition to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future practice with participants preparing for competition. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret participant information, competition information and anti-doping policies.
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet the needs of participants preparing for competition interact with participants and support staff in a polite and positive manner.
Numeracy skills to:	interpret and analyse participant performance data.
Problem-solving skills to:	respond to the needs of participants preparing for competition.
Self-management skills to:	work within qualifications and job role limitations in providing advice about sport nutrition and sport psychology.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO015 Prepare participants for sport competition

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare one participant for competition in a specific sport.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to preparing participants for competition

role and limitations to role in providing specialist advice

strategies used to prepare participants for competition:

matching participant standard to competitions

competition scheduling

goal setting

physical warm-up

planning training for competition

developing game plans for competition

pre-competition and post-competition routines

managing performance anxiety

preparing for environmental conditions

planning for sport-specific competition context

building self confidence and independence

enhancing motivation

managing concentration

self-reflection

planning for healthy eating and hydration

national and international sport-specific anti-doping codes, policies and World Anti-Doping Agency (WADA) Prohibited List

role of specialist support staff:

dietician

psychologist

doctor

physiotherapist

massage therapist

physical performance trainer.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

sources of information about sport nutrition, sport psychology and anti-doping in sport

organisational policies and procedures relevant to preparing participants for competition

National Sporting Organisation rules, regulations and policies applicable to preparing participants for competition.

Assessment must ensure use of:

participant performance data

participants preparing for competition and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSCO016 Coach participants in sport competition

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach participants in a specific sport to prepare for and participate in a competition.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Coaching

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sport-specific competitions.	1.1. Source and interpret sport-specific competition information to identify competition requirements for participants. 1.2. Source, interpret and analyse competitor performance information to identify competitor strengths and weaknesses. 1.3. Consult with participants to develop game strategies and tactics. 1.4. Develop game plans to maximise participant performance and positive participation and document according to organisational policies and procedures. 1.5. Brief participants on game plan prior to competition. 1.6. Support participants to develop and implement sport-specific pre-competition routines.
2. Monitor participants in competition.	2.1. Determine and control competition safety risks according to organisational policies and procedures. 2.2. Support participants to warm up before sport-specific competitions. 2.3. Monitor participant compliance with game plans to identify and rectify game plan non compliance. 2.4. Monitor participant behaviour to identify and respond to poor behaviour. 2.5. Modify game plans during competitions to maximise competition outcomes. 2.6. Support participants to cool down after sport-specific competitions.
3. Conduct post-competition reviews.	3.1. Analyse competition outcomes to identify and plan future coaching and adjustments. 3.2. Debrief participants on competition performance. 3.3. Document sport-specific game plan reports according to organisational policies and procedures.
4. Reflect on coaching practice.	4.1. Seek feedback from others to identify areas to improve own coaching practice in competitions. 4.2. Reflect on own coaching practice in competitions to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future competitions. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document game plans and game plan reports record attendance.
Oral communications skills to:	use age-appropriate language to engage participants ask open and closed questions and actively listen to determine and meet participant needs interact with participants in a polite and positive manner give sport-specific instructions to participants.
Numeracy skills to:	interpret, analyse and discuss statistical information about competitors and competition data.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSCO016 Coach participants in sport competition

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

coach sport-specific participants in one sport-specific competition where competition is at least one hour in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching participants in competition

sport-specific safety procedures

types of sport-specific competitions

sport-specific rules, regulations and policies applicable to participating in competition

roles and responsibilities of sport-specific coaches and officials in competition

sport-specific terminology and communication systems

types of sport-specific competition risks and methods for minimising risks to facilities, equipment, and, resources and environmental risks

sport-specific safe participation requirements for participating in competitions:

obeying the rules

use of protective equipment

hydration

communication styles:

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

strategies for preventing and managing poor behaviour of participants in competition:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants in competition

methods of observation and feedback:

how, what and when to observe

timing of feedback

sport-specific competition review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

game plan template

sport-specific facilities, equipment and resources suitable for competition

sport-specific rules, regulations and policies

organisational safety, emergency response and first aid procedures for the specific sport.

Assessment must ensure use of:

sport-specific participants and competitors.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSOF001 Work as an official in sport

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to meet Australian sport industry expectations of an official. It includes meeting legal and ethical obligations, managing competition risks, acting with professionalism and integrity, and working with others.

This unit applies to individuals working in community based officiating roles in the Australian sport industry. It includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific officiating accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Nil

Competency Field

Sport Officiating

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work in a sport environment.	1.1. Source and interpret sport and sport-specific industry information to maintain knowledge of international and Australian sport and sport-specific industry structure and governance arrangements. 1.2. Source and interpret sport and sport-specific industry information to maintain knowledge of legal and ethical job role responsibilities. 1.3. Reflect on own officiating practice to confirm legal and ethical job role responsibilities are met.
2. Prepare for officiating.	2.1. Identify and maintain physical conditioning requirements of a sport-specific official. 2.2. Source and interpret information on basic mental preparation techniques for officials and apply to own preparations.
3. Contribute to a productive workplace environment.	3.1. Reflect on Australian sport industry expectations of an official and apply to own officiating practice. 3.2. Carry out work tasks according to organisational policies and procedures. 3.3. Identify and follow dress code requirements before, during and after competitions. 3.4. Implement competition safety rules to protect safety of participants. 3.5. Request, acknowledge and act on feedback provided by others within scope of job role. 3.6. Identify and resolve workplace problems within scope of job role according to organisational policies and procedures. 3.7. Escalate workplace problems outside scope of job role to appropriate person according to organisational policies and procedures.
4. Communicate with others.	4.1. Select and use communication style to suit audience, situation and communication medium. 4.2. Use active listening and questioning techniques to clarify and confirm understanding. 4.3. Apply cultural awareness, sensitivity and discretion to communications to suit individual differences.
5. Support working relationships.	5.1. Develop and maintain working relationships with others relevant to own job role. 5.2. Seek assistance from and aid others to promote cooperation and fulfil work requirements. 5.3. Adapt personal presentation in different situations to meet organisational policies and procedures. 5.4. Identify communication problems and use strategies to minimise impact on working relationships. 5.5. Model behaviours expected of an official in a community sport environment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	interact with others in a polite and positive manner.
Planning and organising skills to:	complete assigned duties in a timely manner according to job role responsibilities.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSOF001 Work as an official in sport

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

officiate at three sport competitions in a specific sport for a duration of at least 30 minutes each that involves:

meeting legal, ethical and job role responsibilities

working and communicating with:

a coach

another official

a participant

a spectator

a committee member, sport administrator, parent or guardian.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures related to working as an official in a specific sport

dress code before, during and after competitions

legal responsibilities of an official:

child protection

work health and safety

harassment and discrimination

public liability and duty of care

negligence

insurance

privacy and confidentiality

ethical responsibilities of an official:

being inclusive and balanced

treating participants with integrity, respect and empathy

National Sporting Organisation policies applicable to an official:

code of conduct

anti-doping

member protection

preparation requirements and strategies for the specific sport:

physical conditioning

mental preparation

structure and economic, health and social significance of the sport industry

role of sport in society

role and responsibilities of an official

limitations to the official role if not trained in first aid

safety rules within the specific sport including the blood rule

roles and responsibilities of others in a sport environment:

sport administrators

participants

parents and guardians

other officials

coaches and assistant coaches

support staff

spectators

volunteers

behaviours expected in a sport environment:

promoting cooperation and good relationships

using acceptable language

arriving on time

using self reflection to identify areas for improvement

types, distinctive features and methods of communication:

verbal:

use of language and tone

constructive feedback

active listening

active questioning

asking for advice

use of interpreters for languages other than English and for the hearing impaired

non verbal:

body language

personal presentation

gestures and mannerisms

voice tone and volume

use of space

written:

use of organisational forms

methods of adjusting communication to meet individual differences

methods of obtaining and reflecting on feedback

types, distinguishing features and application of communication styles:

direct

indirect

friendly and approachable

directive

casual

critical friend

motivational

disciplinarian

humorous

organised and efficient

supportive and encouraging

sources of and strategies to prevent communication problems:

misunderstandings

selection disputes

abuse of officials

parent roles

team harmony

compliance with policies and procedures

complaints

member protection

methods of dealing with communication problems

hazards in a sport-specific competition environment and how to minimise risk of harm:

facilities

playing area

equipment

participants.

Assessment Conditions

Skills must be demonstrated in:

a community based competition environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

computer connected to the internet

sport and sport-specific industry information

organisational policies and procedures related to officiating

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

sport organisation staff and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSOF002 Continuously improve officiating skills and knowledge

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and update officiating knowledge, including the legal and ethical issues that must be considered by officials in a specific sport. It includes interpreting sport industry information and developing a required knowledge base to support officiating practice and performance.

This unit applies to individuals working in community based officiating roles in the Australian sport industry. It includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific officiating accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Ni

Competency Field

Sport Officiating

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply officiating professional standards.	1.1. Source and interpret sport and sport-specific industry information to identify professional standards expected of an official. 1.2. Model professional standards expected of an official when dealing with difficult officiating situations and ethical dilemmas. 1.3. Evaluate own officiating practice to confirm professional standards are met.
2. Adopt technology for officiating.	2.1. Source and interpret information on current and emerging technologies relevant to officiating in a specific sport. 2.2. Evaluate, select and use technology to analyse sport-specific competition data. 2.3. Evaluate own selection and use of technology to identify and address opportunities to improve own use of technology.
3. Improve officiating performance.	3.1. Observe and work with other officials to identify good officiating practices. 3.2. Seek feedback from others to gather information about own officiating performance. 3.3. Reflect on and evaluate own officiating practices and performance to identify self improvement needs. 3.4. Investigate and participate in opportunities to update professional knowledge. 3.5. Adjust own sport-specific officiating practices to improve officiating performance and share learnings with colleagues. 3.6. Document professional development activities according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	use active listening and questioning to seek and receive feedback.

Unit Mapping Information

SISSSOF101 Develop and update officiating knowledge

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSOF002 Continuously improve officiating skills and knowledge

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

officiating at three sport-specific competitions for a duration of at least 30 minutes each that involves:

meeting professional standards

using technology in officiating practice

evaluating own officiating practice and performance by:

observing another official

gathering feedback from participants

identifying one area for improving own officiating practice

identifying and implementing professional development activities:

discussions with experienced officials

networking with suppliers.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to officiating practice and professional standards

sources of international and Australian sport and sport- specific information

professional standards expected by an official in the Australian sport industry and in the specific sport

types of difficult officiating situations and responses

types of ethical dilemmas and responses

sources of information on current and emerging technologies used in competition analysis

self reflection and evaluation processes

sources and relative benefits of professional development opportunities and resources to improve officiating performance.

Assessment Conditions

Skills must be demonstrated in:

a community based competition environment in a specific sport. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

a computer with access to the internet

organisational policies and procedures and professional standards related to officiating

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

template for recording professional development activities

sport organisation staff and participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSOF003 Officiate sport competitions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to officiate or judge sport-specific competitions according to sport-specific rules and regulations. It includes dealing with disputes and self reflection to improve future performance.

This unit applies to individuals working in community based officiating roles in the Australian sport industry including officials, umpires, referees, judges, timekeepers and scorers in sport-specific competitions. This includes individuals working and volunteering in sport clubs and organisations.

Specific industry accreditation requirements may apply to sport-specific officiating accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).

Pre-requisite Unit

Ni

Competency Field

Sport Officiating

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm pre-competition requirements.	1.1. Access and interpret sport-specific rules, regulations and performance standards to identify sport-specific competition requirements. 1.2. Interpret participant competition registration information and check against sport-specific competition eligibility requirements to determine participant eligibility to participate. 1.3. Check sport-specific competition environment, facilities and equipment to confirm competition requirements are met. 1.4. Identify competition hazards, assess risks and incorporate risk control strategies to minimise competition safety risks.
2. Conduct officiating.	2.1. Monitor sport-specific competitions against sport-specific rules, regulations and performance standards to identify breaches. 2.2. Make, communicate and action objective and fair officiating decisions according to sport-specific rules, regulations and performance standards. 2.3. Work cooperatively to make team officiating decisions. 2.4. Respond to participant reactions to officiating decisions according to organisational policies and procedures. 2.5. Document sport-specific officiating outcomes according to organisational policies and procedures.
3. Deal with disputes.	3.1. Analyse disputes to identify the causes of conflict. 3.2. Use conflict resolution techniques to handle conflict situations according to organisational policies and procedures. 3.3. Identify situations where personal safety of others may be threatened and provide assistance according to organisational policies and procedures. 3.4. Resolve disputes arising from competitions promptly according to organisational policies and procedures. 3.5. Check decisions to confirm they are fair, equitable evidence based and adhere to principles of natural justice. 3.6. Record outcomes of disputes according to organisational policies and procedures.
4. Reflect on officiating practice.	4.1. Seek feedback from others to identify areas to improve own officiating practice. 4.2. Reflect on own officiating practice to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future officiating practice. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to others interact with others in a polite and positive manner.
Numeracy skills to:	estimate risk interpret and analyse participant data interpret, analyse and record sport-specific competition data.

Unit Mapping Information

SISSSOF202 Officiate games or competitions

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSOF003 Officiate sport competitions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

officiate sport-specific competitions on three occasions for a duration of at least 30 minutes each that involves:

applying sport-specific rules, regulations and performance standards

dealing with a dispute arising during a competition

making officiating decisions objectively and promptly

reflecting on own officiating practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to officiating competitions in a specific sport

officiating codes of practice and best practice principles

sport-specific rules and regulations:

registration and accreditation

age

certification requirements

membership

standard of facilities and equipment

National Sporting Organisation rules and regulations

competition-specific rules and regulations

safety rules including the blood rule

conflict resolution strategies and procedures for disputes

types of officiating styles:

friendly and approachable with a professional distance

clear, precise and humorous

organised and efficient

supportive and encouraging

techniques for responding to participant reactions:

queries about decisions

appeals against decisions

abuse towards official or opponent

abuse of equipment

causes of conflict:

lack of information

ineffective communication

frustration

provocation

vilification

sledging

types of conflict resolution strategies:

identification

avoidance

problem solving

negotiation

types of disputes:

disagreement with and questioning of decisions and results

official protests

appeals

types of feedback:

verbal

written

visual

tactile

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based competition environment in a specific sport. This can be a workplace or simulated environment.

Assessment must include access to:

first aid kit

drinking water

sport-specific equipment and facilities

sport-specific National Sporting Organisation rules and regulations

organisational policies and procedures related to officiating

organisational safety, emergency and first aid procedures.

Assessment must ensure use of:

participants, coaches, officials, spectators and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSPT001 Implement sport injury prevention and management strategies

Modification History

Release 2.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 1.	No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to make sport safer by implementing strategies to prevent sport-specific injuries and manage injuries, illnesses and medical conditions. This includes applying taping for ongoing injury prevention and post-injury support.

This unit applies to individuals working in sports trainer roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

HLTAID011 Provide first aid

Competency Field

Sports Trainer

Unit Sector

Sports

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain knowledge of sport injury prevention and management.	1.1. Source and interpret information related to preventing sport-specific injuries and illnesses, and managing injuries, illnesses and medical conditions. 1.2. Consult with healthcare professionals and support staff on sport injury prevention and injury, illness and medical condition management strategies. 1.3. Apply sport-specific injury prevention and injury, illness and medical condition management strategies within scope of own job role.
2. Provide sport injury prevention and management information to participants.	2.1. Consult with sport-specific participants to identify sport injury prevention and management information needs. 2.2. Present sport injury prevention and management information to participants. 2.3. Check and clarify participant understanding of sport injury prevention and management information. 2.4. Encourage participants to access support staff and healthcare professionals for sport injury prevention and management advice outside scope of own job role.
3. Implement sport-specific injury prevention strategies.	3.1. Assess participants to determine sport-specific injury risks and identify sport-specific injury prevention strategies. 3.2. Implement sport-specific injury prevention strategies to address sport-specific injury risks. 3.3. Assist participants to implement sport-specific injury prevention strategies. 3.4. Monitor and adjust sport-specific injury prevention strategies to support safe participation.
4. Implement injury, illness and medical condition management strategies.	4.1. Assess participants to identify injury, illness and medical condition management risks and select injury, illness and medical condition management strategies. 4.2. Implement injury, illness and medical condition management strategies to address injury, illness and medical condition risks. 4.3. Assist participants to implement injury, illness and medical condition management strategies. 4.4. Monitor and adjust injury, illness and medical condition management strategies to support safe participation.
5. Reflect on sport-specific injury prevention management practice.	5.1. Seek feedback from others to identify areas to improve own sport-specific injury prevention and management practice. 5.2. Reflect on own sport-specific injury prevention and management practice to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific injury prevention and management practice. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	complete sport injury prevention and management records in the required detail and format including incident reports, participant screening records and participant profiles.
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet the needs of participants interact with participants, support staff and healthcare professionals in a polite and positive manner.
Numeracy skills to:	interpret and analyse sport-specific injury prevention and management statistical data estimate risk record sport-specific injury prevention and management data.
Teamwork skills to:	work with participants, support staff and healthcare professionals.
Technology skills to:	access the internet to source sport injury prevention and management information.

Unit Mapping Information

Release 2.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 1.	No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSPT001 Implement sport injury prevention and management strategies

Modification History

Release 2.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 1.	No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement sport injury prevention and management strategies that involves:

warm-up

cool-down

applying taping to:

the thumb

the ankle

the finger

the elbow

applying taping to two of the following:

the full shoulder

the knee

the Achilles tendon

assessing one injured participant and one ill participant using:

DRSABCD (Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillator) principles

STOP (Stop, Talk, Observe, Prevent) principles

TOTAPS (Talk, Observe, Touch, Active movement, Passive movement, Skills test) principles

managing one participant with a sport-specific injury or illness

managing one participant with a medical condition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to implementing sport injury prevention and management strategies

roles and responsibilities of sports trainers, participants, coaches, support staff and healthcare professionals applicable to implementing sport injury prevention and management strategies

limitations of role in relation to advising on injuries, illnesses, medical conditions, medications, injury prevention and management, nutrition and hydration

types, causes, impacts on participation, symptoms and management of typical sport injuries and illnesses

types, impacts on participation and management of medical conditions:

asthma

diabetes

epilepsy

cardiovascular conditions

infections

sources and types of data on sport injuries and illnesses:

incidence

severity

prevalence

cause

types of injuries

major muscle actions and joint mechanics relevant to movement in sport

types of sport injury risks:

environmental conditions

equipment

other participants

participant mismatch

poor officiating

unsafe participant behaviours

training regime

previous injuries

fitness levels

purpose and application of assessment strategies:

DRSABCD principles

STOP principles

TOTAPS principles

purpose and application of sport injury prevention strategies:

screening

training and physical conditioning:

strengthening exercises

stretching exercises

protective equipment

basic hydration and nutrition

taping

warm-up

cool-down

purpose and application of injury, illness and medical management strategies:

RICER (Rest, Ice, Compression, Elevation, Referral)

NO HARM (Heat, Alcohol, Running, Massage)

first aid

universal precautions

basic hydration and nutrition

taping

warm-up

cool-down

transport

taping techniques:

purpose of taping

contraindications and precautions for taping

pre-taping and post-taping requirements

types, qualities and functions of taping products including tapes, adherents, removers and barriers

types, functions and safe use of taping equipment

techniques for taping ankles, thumbs, fingers, elbows, full shoulder, knees and Achilles tendon

ergonomic taping practices

sport injury prevention and management terminology.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

organisational policies and procedures applicable to implementing sport injury prevention and management strategies.

Assessment must ensure use of:

taping equipment and products

participants.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSQU001 Conduct squash coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in squash.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Squash

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for squash sessions with foundation level participants.	1.1. Confirm assigned squash session duties with supervisor. 1.2. Interpret squash session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report squash session set-up problems to supervisor.
2. Conduct squash sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of squash session activity instructions and safe participation requirements. 2.2. Communicate and model squash participation behaviour standards. 2.3. Present, sequence and pace squash session activities to meet squash session plans. 2.4. Instruct and demonstrate safe squash techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete squash sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in squash sessions to identify wear and tear and report to supervisor. 3.4. Pack up squash equipment, resources and refreshments according to organisational policies and procedures.
4. Review squash sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for squash session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSQU001 Conduct squash coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three squash coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting squash coaching sessions with foundation level participants

squash tactical and technical fundamentals for foundation level participants:

tactical:

moving the opponent around the court

breaking up opponent's game

court positioning

returning to the ‘T’

playing to the gaps

rally and game strategies

technical:

grip

drive

lob

serve and return of serve

volleying

model swing

court movement

organisational layout of squash activities

squash equipment and resources:

squash court

squash racquets

squash balls

eye protection

safe set-up and layout

safe condition

safe use

safe pack-up

squash rules, regulations and policies applicable to coaching foundation level participants

squash safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

squash session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in squash. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

squash rules, regulations and policies applicable to coaching foundation level participants

squash facilities, equipment and resources:

marked-up squash court

squash racquets

squash balls

eye protection

organisational safety, emergency response and first aid procedures for squash.

Assessment must ensure use of:

squash session plan

a supervisor and squash foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in surf life saving.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Surf Life Saving

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for surf life saving sessions with foundation level participants.	1.1. Confirm assigned surf life saving session duties with supervisor. 1.2. Interpret surf life saving session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report surf life saving session set-up problems to supervisor.
2. Conduct surf life saving sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of surf life saving session activity instructions and safe participation requirements. 2.2. Communicate and model surf life saving participation behaviour standards. 2.3. Present, sequence and pace surf life saving session activities to meet surf life saving session plans. 2.4. Instruct and demonstrate safe surf life saving techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete surf life saving sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in surf life saving sessions to identify wear and tear and report to supervisor. 3.4. Pack up surf life saving equipment, resources and refreshments according to organisational policies and procedures.
4. Review surf life saving sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for surf life saving session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

SISSSUR201A Teach the basic skills of surf life saving

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSUR001 Conduct surf life saving coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three surf life saving coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting surf life saving coaching sessions with foundation level participants

surf life saving tactical and technical fundamentals for foundation level participants:

beach sprints

surf board paddling

surf boat rowing

inflatable rescue boat (IRB)

reel and rescue

surf ski paddling

surf swimming

organisational layout of surf life saving activities

surf life equipment and resources:

beach

pool

club house

surf boards

surf skis and paddles

flags

inflatable rescue boat (IRB)

reel and rescue equipment

marker buoys

safe set-up and lay-out

safe condition

safe use

safe pack-up

surf life saving rules, regulations and policies applicable to coaching foundation level participants

surf life saving safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool-down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

surf life saving session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in surf life saving. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

surf life saving rules, regulations and policies applicable to coaching foundation level participants

surf life saving facilities, equipment and resources:

beach or pool

surf boards

surf skis and paddles

flags

inflatable rescue boat (IRB)

reel and rescue equipment

marker buoys

organisational safety, emergency response and first aid procedures for surf life saving.

Assessment must ensure use of:

surf life saving session plan

a supervisor and surf life saving foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSWM001 Coach swimmers up to a competitive level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach swimmers up to a competitive level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in swimming clubs and centres.

Specific industry accreditation requirements apply to swimming coaching accreditation and information should be obtained from Swimming Australia.

Pre-requisite Unit

Nil

Competency Field

Swimming

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan swimming sessions for swimmers up to a competitive level.	1.1. Gather and review swimmer information to assess developmental readiness of swimmers up to a competitive level. 1.2. Set swimming session objectives to meet developmental readiness of swimmers up to a competitive level. 1.3. Determine session content to address swimming session objectives. 1.4. Select coaching practices to meet swimming session objectives. 1.5. Develop and document swimming session plans for swimmers up to a competitive level.
2. Prepare swimming sessions for swimmers up to a competitive level.	2.1. Prepare facilities, equipment and resources to meet swimming session plan requirements. 2.2. Select and set up equipment for safe use by swimmers up to a competitive level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to swimmers up to a competitive level.
3. Conduct swimming sessions for swimmers up to a competitive level.	3.1. Communicate and confirm understanding of swimming session activity instructions and safe participation requirements of swimmers up to a competitive level. 3.2. Present, sequence and pace swimming session activities according to swimming session plans. 3.3. Select and use communication styles to achieve swimming session objectives. 3.4. Observe practice of swimmers up to a competitive level to assess swimmer ability to perform activities. 3.5. Modify swimming session activities as required to meet needs of swimmers up to a competitive level and environmental conditions. 3.6. Monitor swimming sessions to identify and address safety risks to swimmers up to a competitive level. 3.7. Analyse swimmer performance and provide feedback to swimmers to improve performance. 3.8. Conduct end of swimming session review to evaluate swimming session plan and inform future swimming session planning processes.
4. Promote good behaviour.	4.1. Communicate and model swimming participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address swimmer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own swimming coaching practice of swimmers up to a competitive level. 5.2. Reflect on own swimming coaching practice of swimmers up to a competitive level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future swimming sessions with swimmers up to a competitive level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret swimming session plans interpret documents that describe swimming organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage swimmers up to a competitive level ask open and closed questions and actively listen to determine and meet needs of swimmers up to a competitive level interact with swimmers up to a competitive level in a polite and positive manner give swimming instructions to swimmers up to a competitive level.
Numeracy skills to:	estimate time and space requirements for swimming session activities manage pair and group work for odd and even numbers of swimmers up to a competitive level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSWM001 Coach swimmers up to a competitive level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver swimming coaching to swimmers up to a competitive level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching swimmers up to a competitive level

tactical and technical fundamentals of swimming for swimmers up to a competitive level:

tactical:

pacing and race judgement

race and competition tactics including single stroke, medley, relay and skins format

technical:

freestyle

breaststroke

backstroke

butterfly

general, stroke-specific and relay starts

tumble, twist, stroke-specific and medley turns

general and stroke-specific finishes

analysis of swimmer movement and performance

modifying activities for swimmers up to a competitive level:

regress activities

progress activities

organisational layout of swimming activities

swimming competition pathways and schedules:

heats

semi finals

finals

swimming rules, regulations and policies applicable to coaching swimmers up to a competitive level

roles and responsibilities applicable to swimming coaches and officials of swimmers up to a competitive level

swimming session planning for swimmers up to a competitive level:

session objectives

progression and regression activities and modified games

activities inclusive of all swimmers

designing activities that require swimmers to think and make meaningful decisions about swimming situations

linking sessions to develop and progress skills

group organisation

swimming equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe participation requirements for swimmers up to a competitive level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of swimmers up to a competitive level

methods of observation and feedback during swimming sessions with swimmers up to a competitive level:

how, what and when to observe

timing of feedback

swimming session review processes

methods for self-reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in swimming. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

swimming facilities, equipment and training aids:

swimming pool with marked lanes

organisational safety, emergency response and first aid procedures for swimming

Swimming Australia rules, regulations and policies relevant to coaching swimmers up to a competitive level.

Assessment must ensure use of:

session plan template

swimmers up to a competitive level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSWM002 Coach swimmers up to a high performance level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach swimmers up to a high performance level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in swimming clubs and centres.

Specific industry accreditation requirements apply to swimming coaching accreditation and information should be obtained from Swimming Australia.

Pre-requisite Unit

Ni

Competency Field

Swimming

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan swimming sessions for swimmers up to a high performance level.	1.1. Gather and review swimmer information to assess developmental readiness of swimmers up to a high performance level. 1.2. Set swimming session objectives to meet developmental readiness of swimmers up to a high performance level. 1.3. Determine session content to address swimming session objectives. 1.4. Select coaching practices to meet swimming session objectives. 1.5. Develop and document swimming session plans for swimmers up to a high performance level.
2. Prepare swimming sessions for swimmers up to a high performance level.	2.1. Prepare facilities, equipment and resources to meet swimming session plan requirements. 2.2. Select and set up equipment for safe use by swimmers up to a high performance level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to swimmers up to a high performance level.
3. Conduct swimming sessions for swimmers up to a high performance level.	3.1. Communicate and confirm understanding of swimming session activity instructions and safe participation requirements of swimmers up to a high performance level. 3.2. Present, sequence and pace swimming session activities according to swimming session plans. 3.3. Select and use communication styles to achieve swimming session objectives. 3.4. Observe practice of swimmers up to a high performance level to assess swimmer ability to perform activities. 3.5. Modify swimming session activities as required to meet needs of swimmers up to a high performance level and environmental conditions. 3.6. Monitor swimming sessions to identify and address safety risks to swimmers up to a high performance level. 3.7. Analyse swimmer performance and provide feedback to swimmers to improve performance. 3.8. Conduct end of swimming session review to evaluate swimming session plan and inform future swimming session planning processes.
4. Promote good behaviour.	4.1. Communicate and model swimming participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address swimmer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own swimming coaching practice of swimmers up to a high performance level. 5.2. Reflect on own swimming coaching practice of swimmers up to a high performance level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future swimming sessions with swimmers up to a high performance level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret swimming session plans interpret documents that describe swimming organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage swimmers up to a high performance level ask open and closed questions and actively listen to determine and meet needs of swimmers up to a high performance level interact with swimmers up to a high performance level in a polite and positive manner give swimming instructions to swimmers up to a high performance level.
Numeracy skills to:	estimate time and space requirements for swimming session activities manage pair and group work for odd and even numbers of swimmers up to a high performance level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSWM002 Coach swimmers up to a high performance level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver swimming coaching to swimmers up to a high performance level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching swimmers up to a high performance level

tactical and technical fundamentals of swimming for swimmers up to a high performance level:

tactical:

pacing and race judgement

race and competition tactics including single stroke, medley, relay and skins format

technical:

freestyle

breaststroke

backstroke

butterfly

general, stroke specific and relay starts

tumble, twist, stroke specific and medley turns

general and stroke specific finishes

analysis of swimmer movement and performance

modifying activities for swimmers up to a high performance level:

regress activities

progress activities

organisational layout of swimming activities

swimming competition pathways and competition schedules:

heats

semi finals

finals

swimming rules, regulations and policies applicable to coaching swimmers up to a high performance level

roles and responsibilities applicable to coaches and officials of swimmers up to a high performance level

swimming session planning for swimmers up to a high performance level:

session objectives

progression and regression activities and modified games

activities inclusive of all swimmers

designing activities that require swimmers to think and make meaningful decisions about swimming situations

linking sessions to develop and progress skills

group organisation

swimming equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe participation requirements for swimmers up to a high performance level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of swimmers up to a high performance level

methods of observation and feedback during swimming sessions with swimmers up to a high performance level:

how, what and when to observe

timing of feedback

swimming session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in swimming. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

swimming facilities, equipment and training aids:

swimming pool with marked lanes

organisational safety, emergency response and first aid procedures for swimming

Swimming Australia rules, regulations and policies applicable to coaching swimmers up to a high performance level.

Assessment must ensure use of:

session plan template

swimmers up to a high performance level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSSWM003 Coach swimmers up to an elite level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach swimmers up to an elite level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in swimming clubs and centres.

Specific industry accreditation requirements apply to swimming coaching accreditation and information should be obtained from Swimming Australia.

Pre-requisite Unit

Nil

Competency Field

Swimming

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan swimming sessions for swimmers up to an elite level.	1.1. Gather and review swimmer information to assess developmental readiness of swimmers up to an elite level. 1.2. Set swimming session objectives to meet developmental readiness of swimmers up to an elite level. 1.3. Determine session content to address swimming session objectives. 1.4. Select coaching practices to meet swimming session objectives. 1.5. Develop and document swimming session plans for swimmers up to an elite level.
2. Prepare swimming sessions for swimmers up to an elite level.	2.1. Prepare facilities, equipment and resources to meet swimming session plan requirements. 2.2. Select and set up equipment for safe use by swimmers up to an elite level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to swimmers up to an elite level safety.
3. Conduct swimming sessions for swimmers up to an elite level.	3.1. Communicate and confirm understanding of swimming session activity instructions and safe participation requirements of swimmers up to an elite level. 3.2. Present, sequence and pace swimming session activities according to swimming session plans. 3.3. Select and use communication styles to achieve swimming session objectives. 3.4. Observe practice of swimmers up to an elite level to assess swimmer ability to perform activities. 3.5. Modify swimming session activities as required to meet swimmers up to an elite level needs and environmental conditions. 3.6. Monitor swimming sessions to identify and address safety risks to swimmers up to an elite level. 3.7. Analyse swimmer performance and provide feedback to swimmers to improve performance. 3.8. Conduct end of swimming session review to evaluate swimming session plan and inform future swimming session planning processes.
4. Promote good behaviour.	4.1. Communicate and model swimming participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address swimmer poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own swimming coaching practice of swimmers up to an elite level. 5.2. Reflect on own swimming coaching practice of swimmers up to an elite level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future swimming sessions with swimmers up to an elite level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret swimming session plans interpret documents that describe swimming organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage swimmers up to an elite level ask open and closed questions and actively listen to determine and meet needs of swimmers up to an elite level interact with swimmers up to an elite level in a polite and positive manner give swimming instructions to swimmers up to an elite level.
Numeracy skills to:	estimate time and space requirements for swimming session activities manage pair and group work for odd and even numbers of swimmers up to an elite level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSSWM003 Coach swimmers up to an elite level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver swimming coaching to swimmers up to an elite level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching swimmers up to an elite level

tactical and technical fundamentals of swimming for swimmers up to an elite level:

tactical:

pacing and race judgement

race and competition tactics including single stroke, medley, relay and skins format

technical:

freestyle

breast stroke

backstroke

butterfly

general, stroke specific and relay starts

tumble, twist, stroke specific and medley turns

general and stroke specific finishes

analysis of swimmer movement and performance

modifying activities for swimmers up to an elite level:

regress activities

progress activities

organisational layout of swimming activities

swimming competition pathways and schedules:

heats

semi finals

finals

swimming rules, regulations and policies applicable to coaching swimmers up to an elite level

roles and responsibilities of swimming coaches and officials applicable to swimmers up to an elite level

swimming session planning for swimmers up to an elite level:

session objectives

progression and regression activities and modified games

activities inclusive of all swimmers

designing activities that require swimmers to think and make meaningful decisions about swimming situations

linking sessions to develop and progress skills

group organisation

swimming equipment and resources:

selection

safe set up and layout

safe condition

safe use

safe participation requirements for swimmers up to an elite level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of swimmers up to an elite level

methods of observation and feedback during swimming sessions with swimmers up to an elite level:

how, what and when to observe

timing of feedback

swimming session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community-based sport environment in swimming. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

swimming facilities, equipment and training aids:

swimming pool with marked lanes

organisational safety, emergency response and first aid procedures for swimming

Swimming Australia rules, regulations and policies applicable to coaching swimmers up to an elite level.

Assessment must ensure use of:

session plan template

swimmers up to an elite level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTNS001 Coach junior players in tennis

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach junior tennis players in the tactics and skills of tennis. This can include red, orange and green stage tennis players.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in tennis clubs and centres.

Specific industry accreditation requirements apply to tennis coaching accreditation and information should be obtained from Tennis Australia.

Pre-requisite Unit

Ni

Competency Field

Tennis

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan tennis sessions for junior players.	1.1. Gather and review tennis player information to assess developmental readiness. 1.2. Set tennis session objectives to meet developmental readiness. 1.3. Determine session content to address tennis session objectives. 1.4. Select coaching practices to meet tennis session objectives. 1.5. Develop and document tennis session plans for junior players.
2. Prepare tennis sessions for junior players.	2.1. Prepare facilities, equipment and resources to meet tennis session plan requirements. 2.2. Select and set up equipment for safe use by junior players. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to junior player safety.
3. Conduct tennis sessions for junior players.	3.1. Communicate and confirm junior player understanding of tennis session activity instructions and safe participation requirements. 3.2. Present, sequence and pace tennis session activities according to tennis session plans. 3.3. Select and use communication styles to achieve tennis session objectives. 3.4. Observe junior player practice to assess player ability to perform activities. 3.5. Modify tennis session activities as required to meet junior player needs and environmental conditions. 3.6. Monitor tennis sessions to identify and address risks to junior player safety. 3.7. Analyse player performance and provide feedback to players to improve skills. 3.8. Conduct end of tennis session review to evaluate tennis session plan and inform future tennis session planning processes.
4. Promote good behaviour.	4.1. Communicate and model tennis participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address player poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own tennis coaching practice of junior players. 5.2. Reflect on own tennis coaching practice of junior players to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future tennis sessions with junior players. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret tennis session plans interpret documents that describe tennis organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage junior players ask open and closed questions and actively listen to determine and meet junior player needs interact with junior players in a polite and positive manner give tennis instructions to junior players.
Numeracy skills to:	estimate time and space requirements for tennis session activities sequence activities pace tennis session activities to meet tennis session plan manage pair and group work for odd and even numbers of junior players.
Learning skills to:	reflect on personal coaching practices and communication styles as part of the review process set and monitor tennis session objectives.
Problem-solving skills to:	respond to needs of individual junior players select strategies to address junior player poor behaviour respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTNS001 Coach junior players in tennis

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to junior tennis players on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching junior players in tennis

tactical and technical fundamentals of tennis for junior players

fundamental aspects of stroke production for junior players:

grip

stance

footwork

initial preparation

swing pattern

contact

follow-through

tennis competencies for junior players

modifying activities for junior players:

regress activities by simplifying equipment and environment:

smaller racquet

low compression balls

reduce playing space

break down skill into parts and progressively add more parts

reduce decision making related to tactical outcomes

progress activities by changing equipment and environment:

change ball

increase playing space

encourage use of whole skill

increase decision making related to tactical outcomes

organisational layout of tennis activities:

set-up of activities on court

position of players and coach

role of coach:

feeding

roaming

rallying

type of activity:

whole group

partner station

combination

tennis rules, regulations and policies applicable to coaching junior players in tennis:

International Tennis Federation rules of tennis

Tennis Australia:

rules and etiquette for non umpired matches

dress and equipment regulations

code of behaviour

tennis session planning for junior players:

session objectives

progression and regression activities and modified games

activities inclusive of all players

designing activities that require players to think and make meaningful decisions about tennis situations

linking sessions to develop and progress skills

group organisation

tennis equipment and resources:

selection

safe set-up and layout

safe condition

safe use

safe tennis participation requirements for junior players:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of junior players

methods of observation and feedback during tennis sessions with junior players:

how, what and when to observe

timing of feedback

tennis session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in tennis. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

organisational safety, emergency response and first aid procedures for tennis

Tennis Australia rules, regulations and policies applicable to coaching junior players.

Assessment must ensure use of:

session plan template

tennis facilities, equipment and training aids:

marked-out tennis court with a net

tennis racquets

tennis balls

tennis coaching aids

junior tennis players to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTNS002 Coach intermediate players in tennis

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach intermediate tennis players in the tactics and skills of tennis.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in tennis clubs and centres.

Specific industry accreditation requirements apply to tennis coaching accreditation and information should be obtained from Tennis Australia.

Pre-requisite Unit

Ni

Competency Field

Tennis

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan tennis sessions for intermediate players.	1.1. Gather and review tennis player information to assess intermediate player developmental readiness. 1.2. Set tennis session objectives to meet intermediate player developmental readiness. 1.3. Determine session content to address tennis session objectives. 1.4. Select coaching practices to meet tennis session objectives. 1.5. Develop and document tennis session plans for intermediate players.
2. Prepare tennis sessions for intermediate players.	2.1. Prepare facilities, equipment and resources to meet tennis session plan requirements. 2.2. Select and set up equipment for safe use by intermediate players. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to intermediate player safety.
3. Conduct tennis sessions for intermediate players.	3.1. Communicate and confirm intermediate player understanding of tennis session activity instructions and safe participation requirements. 3.2. Present, sequence and pace tennis session activities according to tennis session plans. 3.3. Select and use communication styles to achieve tennis session objectives. 3.4. Observe intermediate player practice to assess player ability to perform activities. 3.5. Modify tennis session activities as required to meet intermediate player needs and environmental conditions. 3.6. Monitor tennis sessions to identify and address risks to intermediate player safety. 3.7. Analyse player performance and provide feedback to players to improve skills. 3.8. Conduct end of tennis session review to evaluate tennis session plan and inform future tennis session planning processes.
4. Promote good behaviour.	4.1. Communicate and model tennis participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address player poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own tennis coaching practice of intermediate players. 5.2. Reflect on own tennis coaching practice of intermediate players to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future tennis sessions with intermediate players. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret tennis session plans interpret documents that describe tennis organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage intermediate players ask open and closed questions and actively listen to determine and meet intermediate player needs interact with intermediate players in a polite and positive manner give tennis instructions to intermediate players.
Numeracy skills to:	estimate time and space requirements for tennis session activities sequence activities pace tennis session activities to meet tennis session plan manage pair and group work for odd and even numbers of intermediate players.
Learning skills to:	reflect on personal coaching practices and communication styles as part of the review process set and monitor tennis session objectives.
Problem-solving skills to:	respond to needs of individual intermediate players select strategies to address intermediate player poor behaviour respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTNS002 Coach intermediate players in tennis

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

deliver coaching to intermediate tennis players on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching intermediate players in tennis

tactical and technical fundamentals of tennis for intermediate players

analysis of movement and stroke production for intermediate players:

from ground up

from contact point back to ground

from ball flight back to contact to ground

from key aspects of stroke production including shoulder / trunk on forehand ground stroke

modifying activities for intermediate players:

regress activities by simplifying equipment and environment:

smaller racquet

low compression balls

reduce playing space

break down skill into parts and progressively add more parts

reduce decision making related to tactical outcomes

progress activities by changing equipment and environment:

change ball

increase playing space

encourage use of whole skill

increase decision making related to tactical outcomes

organisational layout of tennis activities:

set-up of activities on court

position of players and coach

role of coach:

feeding

roaming

rallying

type of activity:

whole group

partner station

combination

types of competitions and pathways for intermediate tennis players:

local and regional competition pathways:

intra-club competition

inter-club competition

association competition

regional competition

national tournament pathways:

Junior Development Series (JDS)

Junior Tournaments

ITF (International Tennis Federation) Juniors

Australian Money Tournaments (AMT)

Australian Pro Tour

tennis rules, regulations and policies applicable to coaching intermediate players in tennis:

International Tennis Federation rules of tennis

Tennis Australia:

rules and etiquette for non umpired matches

dress and equipment regulations

code of behaviour

roles and responsibilities of tennis officials

roles and responsibilities of tennis officials:

linesperson

chair umpire

court supervisor

referee

tennis session planning for intermediate players:

session objectives

progression and regression activities and modified games

activities inclusive of all players

designing activities that require players to think and make meaningful decisions about tennis situations

linking sessions to develop and progress skills

group organisation

tennis equipment and resources:

selection

safe set-up and layout

safe condition

safe use

tennis safe participation requirements for intermediate players:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of intermediate players

methods of observation and feedback during tennis sessions with intermediate players:

how, what and when to observe

timing of feedback

tennis session review processes

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in tennis. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

organisational safety, emergency response and first aid procedures for tennis

Tennis Australia rules, regulations and policies applicable to coaching intermediate players.

Assessment must ensure use of:

session plan template

tennis facilities, equipment and training aids:

marked-out tennis court with a net

tennis racquets

tennis balls

tennis coaching aids

intermediate tennis players to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTOU001 Participate in touch at an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform tactical and technical touch skills at an intermediate level through participation in touch.

This unit applies to athletes in the Australian sport industry competing in touch at a regional, state or national level.

Those undertaking this unit work under the guidance of a coach.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Touch

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in intermediate level touch activities.	1.1. Interpret and apply touch rules, regulations and policies to touch participation. 1.2. Participate in touch training activities and competitions in a safe manner, according to organisational policies and procedures. 1.3. Link and perform intermediate level touch skills to form a sequence of movements in practice and competition conditions. 1.4. Communicate with team members and coach during activities using touch communication systems and terminology.
2. Prepare to compete in touch at an intermediate level.	2.1. Consult with coach to identify intermediate tactical and technical touch skills to be developed. 2.2. Participate in training activities to develop identified intermediate level tactical and technical touch skills. 2.3. Analyse own and opposition strengths and weaknesses to develop game plans for touch competitions.
3. Implement touch game plan at an intermediate level.	3.1. Implement game plans during competition. 3.2. Interpret touch game statistics to identify and implement adjustments to improve intermediate level performance during competition. 3.3. Maintain communication with team members and coach before, during and after competitions.
4. Review intermediate level touch performance.	4.1. Seek feedback from coach and support staff to identify areas to improve own intermediate level touch performance. 4.2. Analyse touch competition statistics to identify own strengths and weaknesses. 4.3. Reflect on own intermediate level touch performance to identify areas for improvement. 4.4. Analyse findings and incorporate learnings in future intermediate level touch training and competition.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to clarify instructions and feedback from coaches interact with coaches, support staff and officials in a polite and positive manner.
Numeracy skills to:	record training and competition data interpret, analyse and discuss statistical information.
Problem-solving skills to:	read play respond to environmental conditions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTOU001 Participate in touch at an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in touch at an intermediate level that involves:

complying with touch rules, regulations and policies

performing intermediate level tactical and technical skills at an accuracy rate of 70% at one competition

performing intermediate level technical skills at an accuracy rate of 70% at three training sessions of no less than 30 minutes each

communicating with team members, coach, official and support staff and responding to feedback

analysing and reflecting on own and opposition strengths and weaknesses.

Knowledge Evidence

emonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to participating in touch at an intermediate level

tactical and technical fundamentals of touch for intermediate level athletes:

tactical:

set plays

patterns and principles of play in attack

patterns and principles of play in defence

decision making

match analysis

game plans for team and individuals

weather and ground conditions

communication

technical:

running

passing and catching

positional play

play the ball

touch biomechanical principles

types, characteristics, function and safe use of touch equipment, facilities and technological aids

types of strengths and weaknesses of intermediate level touch athletes:

physical

tactical

training activities for intermediate level touch athletes:

intermediate drills

warm-ups and cool-downs

breaking down and sequencing skills

grid work

manual work

competitions and pathways for intermediate level touch athletes

types and content of game plans for intermediate level touch athletes:

individual and team

targeting opposition athletes

style of play

set plays

identifying weaknesses in opposition team

situational plays

types and methods of analysing competition statistics for intermediate level touch athletes:

penalties

errors

team plays

touchdowns

types and potential impacts of environmental conditions

intermediate level touch rules, regulations and policies

methods for self reflection

touch communication systems and terminology.

Assessment Conditions

Skills must be demonstrated in:

a touch environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

touch rules, regulations and policies

organisational policies and procedures applicable to participating in touch at an intermediate level

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

touch equipment and facilities:

marked-out touch field

touch balls

uniforms

touch opposition competing at an intermediate level, coach, officials and support staff.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct sport coaching sessions with foundation level participants in tenpin bowling.

This unit applies to individuals working under supervision in community based assistant coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Tenpin Bowling

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for tenpin bowling sessions with foundation level participants.	1.1. Confirm assigned tenpin bowling session duties with supervisor. 1.2. Interpret tenpin bowling session plans and confirm set-up requirements with supervisor. 1.3. Prepare facilities, equipment, resources and refreshments according to set-up requirements. 1.4. Select and check equipment and resources for wear and tear and report to supervisor. 1.5. Report tenpin bowling session set-up problems to supervisor.
2. Conduct tenpin bowling sessions with foundation level participants.	2.1. Communicate and confirm foundation level participant understanding of tenpin bowling session activity instructions and safe participation requirements. 2.2. Communicate and model tenpin bowling participation behaviour standards. 2.3. Present, sequence and pace tenpin bowling session activities to meet tenpin bowling session plans. 2.4. Instruct and demonstrate safe tenpin bowling techniques and equipment use to foundation level participants. 2.5. Give feedback to foundation level participants to encourage positive interaction and participation. 2.6. Address foundation level participant poor behaviour within own job role responsibilities. 2.7. Seek support from supervisor when difficulties arise outside own job role responsibilities.
3. Complete tenpin bowling sessions with foundation level participants.	3.1. Seek foundation level participant feedback to identify further coaching needs and report to supervisor. 3.2. Describe plans for follow-up sessions to foundation level participants as directed by supervisor. 3.3. Check equipment used in tenpin bowling sessions to identify wear and tear and report to supervisor. 3.4. Pack up tenpin bowling equipment, resources and refreshments according to organisational policies and procedures.
4. Review tenpin bowling sessions.	4.1. Seek supervisor and foundation level participant feedback on own assistant coaching performance. 4.2. Reflect on feedback received and personal performance to identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage foundation level participants use active listening and questioning to give and receive instructions and confirm understanding interact with foundation level participants in a polite and positive manner.
Numeracy skills to:	estimate time and space requirements for tenpin bowling session activities.
Planning and organising skills to:	complete assigned duties in a timely manner according to session plans and supervisor instructions.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSTPB001 Conduct tenpin bowling coaching sessions with foundation level participants

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct three tenpin bowling coaching sessions with foundation level participants under supervision where each session is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to conducting tenpin bowling coaching sessions with foundation level participants

tenpin bowling tactical and technical fundamentals for foundation level participants:

balance

approach

release

four-step delivery

correct weight of ball for bowler

correct fit of ball for bowler

centre rules and etiquette

organisational layout of tenpin bowling activities

tenpin bowling equipment and resources:

bowling shoes

bowling balls

pins

lane markers

coloured tape

score sheets and boards

safe set-up and lay out

safe condition

safe use

safe pack-up

tenpin bowling rules, regulations and policies applicable to coaching foundation level participants

tenpin bowling safe participation requirements:

obeying the rules

use of protective equipment

hydration

coaching communication styles for foundation level participants:

instruction

demonstration

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

behaviours expected of an assistant coach:

promoting positive interaction and participation

using acceptable language

arriving on time

using self reflection to identify areas for improvement

methods to:

instruct safe use of equipment and techniques

instruct safe sport techniques

instruct warm-up, skill development and cool down activities

establish behaviour standards

promote cooperation and good relationships

demonstrate techniques

encourage interaction and participation

give and receive feedback

respond to questions

report problems to supervisor

tenpin bowling session plan elements

methods for self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in tenpin bowling. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

tenpin bowling rules, regulations and policies applicable to coaching foundation level participants

tenpin bowling facilities, equipment and resources:

tenpin bowling facility with space and lanes for at least 10 participants

score sheets or boards

bowling shoes

bowling balls

pins

lane markers

coloured tape

organisational safety, emergency response and first aid procedures for tenpin bowling.

Assessment must ensure use of:

tenpin bowling session plan

a supervisor and tenpin bowling foundation level participants to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSVOL001 Coach volleyball participants up to an intermediate level

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coach volleyball participants up to an intermediate level.

This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in volleyball clubs and organisations.

Specific industry accreditation requirements may apply to volleyball coaching accreditation and information should be obtained from Volleyball Australia.

Pre-requisite Unit

Nil

Competency Field

Volleyball

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan volleyball sessions for participants up to an intermediate level.	1.1. Gather and review volleyball participant information to assess developmental readiness of participants up to an intermediate level. 1.2. Set volleyball session objectives to meet developmental readiness of participants up to an intermediate level. 1.3. Determine session content to address volleyball session objectives. 1.4. Select coaching practices to meet volleyball session objectives. 1.5. Develop and document volleyball session plans for participants up to an intermediate level.
2. Prepare volleyball sessions for participants up to an intermediate level.	2.1. Prepare facilities, equipment and resources to meet volleyball session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an intermediate level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to participants up to an intermediate level.
3. Conduct volleyball sessions for participants up to an intermediate level.	3.1. Communicate and confirm understanding of volleyball session activity instructions and safe participation requirements of participants up to an intermediate level. 3.2. Present, sequence and pace volleyball session activities according to volleyball session plans. 3.3. Select and use communication styles to achieve volleyball session objectives. 3.4. Observe participants up to an intermediate level practice to assess participant ability to perform activities. 3.5. Modify volleyball session activities as required to meet needs of participants up to an intermediate level and environmental conditions. 3.6. Monitor volleyball sessions to identify and address safety risks to participants up to an intermediate level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of volleyball session review to evaluate volleyball session plan and inform future volleyball session planning processes.
4. Promote good behaviour.	4.1. Communicate and model volleyball participation behaviour standards. 4.2. Monitor participation to identify poor behaviour. 4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.
5. Reflect on coaching practice.	5.1. Seek feedback from others to identify areas to improve own volleyball coaching practice of participants up to an intermediate level. 5.2. Reflect on own volleyball coaching practice of participants up to an intermediate level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future volleyball sessions with participants up to an intermediate level. 5.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret volleyball session plans interpret documents that describe volleyball organisational policies and procedures.
Writing skills to:	record attendance.
Oral communications skills to:	use age-appropriate language to engage participants up to an intermediate level ask open and closed questions and actively listen to determine and meet needs of participants up to an intermediate level interact with participants up to an intermediate level in a polite and positive manner give volleyball instructions to participants up to an intermediate level.
Numeracy skills to:	estimate time and space requirements for volleyball session activities manage pair and group work for odd and even numbers of participants up to an intermediate level.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISSVOL001 Coach volleyball participants up to an intermediate level

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver coaching in volleyball to participants up to an intermediate level on three occasions for a duration of at least 30 minutes each.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures applicable to coaching volleyball participants up to an intermediate level

tactical and technical fundamentals of volleyball for participants up to an intermediate level:

lunging

jumping

diving

spiking

setting

passing

serving

blocking

indoor and beach aspects

analysis of movement for volleyball participants up to an intermediate level

modifying activities for volleyball participants up to an intermediate level:

regress activities

progress activities

organisational layout of volleyball activities

types of competitions and pathways for volleyball participants up to an intermediate level

volleyball rules, regulations and policies applicable to coaching participants up to an intermediate level

roles and responsibilities of volleyball coaches and officials applicable to participants up to an intermediate level

volleyball session planning for participants up to an intermediate level:

session objectives

progression and regression activities and modified games

activities inclusive of all participants

designing activities that require participants to think and make meaningful decisions about volleyball situations

linking sessions to develop and progress skills

group organisation

volleyball equipment and resources:

selection

safe set-up and layout

safe condition

safe use

volleyball safe participation requirements for participants up to an intermediate level:

obeying the rules

use of protective equipment

hydration

contemporary coaching practices

coaching communication styles:

direct instruction

indirect instruction

demonstration

position of coach

problem solving

active listening

open and closed questions

non verbal communication

giving and receiving feedback

tone and level of voice

terminology and language

managing poor behaviour:

establishing behaviour standards

promoting cooperation and good relationships

common causes of poor behaviour of participants up to an intermediate level

methods of observation and feedback during volleyball sessions with participants up to an intermediate level:

how, what and when to observe

timing of feedback

volleyball session review processes

methods for self-reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based sport environment in volleyball. This can be a workplace or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

volleyball facilities, equipment and training aids:

volleyball court

nets

volleyballs

teaching and coaching tools

video equipment

sports science testing equipment

witches hats

spiking frame

organisational safety, emergency response and first aid procedures for volleyball

Volleyball Australia rules, regulations and policies applicable to coaching participants up to an intermediate level.

Assessment must ensure use of:

session plan template

volleyball participants up to an intermediate level to be coached.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI008 Plan, conduct and review training and recovery programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a training program designed to refine the skills and performance of individuals participating in physical activities at a high performance level.

This unit applies to fitness instructors and coaches who work in fitness and sport environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess participant ability to meet the demands of high level performance.	1.1. Identify requirements of high level performance for participant physical activity. 1.2. Use approved assessment methods appropriate to demands of participation in the physical activity to assess participant fitness and skill levels. 1.3. Measure, record and evaluate data obtained from assessment activities against current identified demands of participation. 1.4. Establish high performance participant aims and priorities for the training program. 1.5. Establish agreed program needs and objectives.
2. Plan a training program to meet participant requirements.	2.1. Investigate current national and international trends and innovations in high performance training program design. 2.2. Implement principles of high performance training program design to meet identified needs of participant and high performance objectives of the physical activity. 2.3. Consider competition requirements and align competition opportunities within training program. 2.4. Incorporate cross-training opportunities where appropriate to meet program objectives. 2.5. Incorporate principles of recovery into training program design. 2.6. Identify and select equipment and resource requirements for each stage of the program. 2.7. Include evaluation methods to monitor training program. 2.8. Schedule and document training program according to organisational policies and procedures.
3. Implement the training program.	3.1. Explain and demonstrate safe performance of exercises and activities. 3.2. Explain and demonstrate safe use of equipment according to manufacturer instructions. 3.3. Use motivation techniques to enhance participant performance.
4. Monitor and adjust the training program.	4.1. Monitor and modify participant progress in consultation with support staff. 4.2. Identify errors, potential problems and areas for improvement in performance and communicate these to participant. 4.3. Monitor skill performance, physical performance and participant wellbeing throughout training program and adapt methods and instructional styles to maximise outcomes. 4.4. Adjust sessions and training program according to results of monitoring. 4.5. Provide feedback to participants to improve performance. 4.6. Evaluate training program according to methods outlined in plan and in consultation with participant and support staff. 4.7. Identify symptoms of negative adaptation and refer participants with symptoms of negative adaptation to relevant support staff.
5. Manage competitive and performance events during the program.	5.1. Address relevant competitive and performance strategies, tactics and support needs. 5.2. Continually monitor participant condition throughout competition events to determine factors that affect performance. 5.3. Implement changes according to results of monitoring.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret information on trends, innovations and best practice principles of the sport and high performance training methods.
Numeracy skills to:	interpret, use, discuss and record assessment and performance data.
Technology skills to:	access the internet to source industry information.

Unit Mapping Information

SISSSCO513 Plan and implement high performance training and recovery programs

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI008 Plan, conduct and review training and recovery programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, implement and evaluate three high performance training programs that includes at least eight training sessions each and meet the needs of participants.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures relevant to planning and implementing high performance training programs

advanced principles of skill acquisition

anatomy, physiology and biomechanics relevant to safe planning and implementation of high performance training programs:

type and structure of joints as they relate to joint mobility, joint integrity and risk of injury

major muscles, their actions, and the role of muscles during contraction

structure and function of the musculoskeletal system

structure of the cardio respiratory system and the relationship between exercise intensity and circulatory and ventilation responses

requirements of high level performance:

physiological and fitness targets

psychological targets

tactical and strategic approaches

skill performance and technique development targets

competition and performance targets

types of assessment methods:

performance in the activity

tests of skills, techniques, tactics and strategies

tests of psychological and physiological developmental readiness

demands of participation:

psychological and physiological status

skills

techniques

tactics

strategies

principles of high performance training program design:

specificity

progressive overload

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality and maintenance

principles of recovery:

training stimulus

adaptation

tapering

training volume and intensity

planning for recovery

types of evaluation methods:

fitness assessments

lab assessments

discussions

training and competition performances

training diaries

types of motivation techniques:

goal setting

positive feedback

roles of support staff

indicators of participant wellbeing:

injury status

psychological status

emotional status

general self-esteem

anger and stress management

detraining

health

self-discipline

types and safe use of training equipment:

cardiovascular

free weight

hydraulic

exercise balls

sport-specific

bars

steps

bands

resistance

pin-loaded

electronically braked

air-braked

pool-based

resource requirements:

ratio of instructors to participants

ratio of equipment to participants

equipment

time

finance

transport

accommodation

types of monitoring:

questioning and discussing

observing

cross referencing

ongoing functional assessments of performance

consulting with other support staff.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry environment, sport training environment or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

training and recovery facilities, equipment and materials

manufacturer specifications for equipment

organisational policies and procedures related to planning and implementing high performance training and recovery programs

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

individuals with training goals and individual performance history.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI009 Instruct strength and conditioning techniques

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to use drills, exercises and activities to instruct individuals undertaking fitness programs in strength and conditioning techniques to achieve personal fitness goals.

This unit applies to fitness instructors and coaches who work in fitness and sport environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Coaching and Instruction

Unit Sector

Sport

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess participant status.	1.1. Select and implement testing protocols to assess participant fitness level. 1.2. Evaluate participant training background and exercise history to inform participant needs. 1.3. Identify strength and conditioning techniques to be developed with support staff according to participant needs.
2. Select strength and conditioning programs.	2.1. Select core lifts and exercises to meet participant needs. 2.2. Incorporate drills, exercise techniques and activities into strength and conditioning programs. 2.3. Select equipment to be used in strength and conditioning programs.
3. Prepare for strength and conditioning sessions.	3.1. Allocate space and resources sufficient for drills, activities and games. 3.2. Check exercise area is free from obstacles prior to session commencement. 3.3. Check equipment is in good working order prior to session commencement. 3.4. Quarantine and report faulty equipment according to organisational policies and procedures. 3.5. Arrange equipment according to exercise plan, and organisational policies and procedures.
4. Instruct strength and conditioning session.	4.1. Communicate session objectives and benefits of strength and conditioning to participants. 4.2. Explain common types of injuries that prevent session participation and confirm participants are not affected. 4.3. Instruct session according to strength and conditioning plan, organisational policies and procedures, and best practice principles of strength and conditioning training. 4.4. Demonstrate and instruct correct use of equipment according to organisational policies and procedures and equipment manufacturer instructions. 4.5. Demonstrate strength and conditioning exercises using instructional techniques appropriate for the exercise. 4.6. Monitor participant intensity, technique and safety during strength and conditioning sessions. 4.7. Incorporate motivation techniques to maximise exercise program adherence.
5. Evaluate strength and conditioning programs.	5.1. Review participant training diaries to monitor progress. 5.2. Modify programs to meet identified participant needs. 5.3. Use testing protocols to assess participant ongoing progress. 5.4. Review own performance to identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret fitness information.
Oral communications skills to:	use active listening and questioning to give and receive instructions and confirm understanding of participant needs interact with participants in a polite and positive manner give and receive participant feedback.
Numeracy skills to:	interpret, analyse and discuss fitness data and training diary records estimate time and space requirements for exercise activities sequence and pace session activities.
Problem-solving skills to:	assess participants and select drills, activities and games.
Teamwork skills to:	work with participants.

Unit Mapping Information

SISSSTC301A Instruct strength and conditioning techniques

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI009 Instruct strength and conditioning techniques

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct strength and conditioning techniques in three sessions where each session meets the needs of participants and is at least 30 minutes in duration.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures relevant to instructing strength and conditioning techniques

major body systems including bones, joints, muscles and their function relevant to instructing strength and conditioning techniques

types and safe use of equipment:

cardiovascular equipment

free weight equipment

hydraulic equipment

exercise balls

bars

steps

bands

resistance equipment

pin loaded equipment

electronically braked equipment

air braked equipment

pool based equipment

drills, activities and games to teach the techniques of strength and conditioning

physiological, psychological and biomechanical changes that occur with strength and conditioning training

types of testing protocols:

core stability

aerobic performance

anaerobic performance

techniques of strength and conditioning:

resistance training

aerobic endurance

anaerobic endurance

flexibility

elastic energy

abdominal

core stability

techniques of core lifts and exercises:

abdominal

roll outs

reverse crunches

side bends

prone and hold

back:

bent over row

lateral pull down

biceps:

biceps curl

hammer curl

calves and ankles:

standing calf and heel raise

peroneal flexions and wobble board

chest:

flat bench press and dumbbell version

incline dumbbell press and barbell version

forearms:

wrist curl

hip and thigh:

hip sled

back squat

forward lunge

shoulders:

seated shoulder press

machine shoulder press

triceps:

lying triceps extension

triceps pushdown

power exercises:

push press and push jerk

clean and power clean

proprioception and neuromuscular coordination exercises

exercise techniques:

hand grips

stable body and limb positioning

movement range of motion and speed

breathing

spotting

benefits of strength and conditioning training:

physiological

psychological

social

improved performance in chosen physical activity

common types of injuries:

soft tissue injury

back injury

instructional techniques:

establishing a rapport

verbal and non verbal communication

motivational strategies

goal setting

positive feedback

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry environment, sport training environment or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

strength and conditioning facilities, equipment and materials

manufacturer specifications for equipment

organisational policies and procedures related to instructing strength and conditioning techniques

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

participants with strength and conditioning goals.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI010 Develop strength and conditioning programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate strength and conditioning programs. It focuses on the skills needed to develop programs to meet the needs of participants undertaking fitness programs to achieve personal fitness goals.

This unit applies to fitness instructors and coaches who work in fitness and sport environments. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs of participants.	1.1. Analyse the strength and conditioning needs of activities. 1.2. Develop profiles for strength and conditioning program for participants using assessment measures. 1.3. Negotiate with participants and support staff to develop short, medium and long term objectives for strength and conditioning programs. 1.4. Identify career phase of participants and training phase of activities to be addressed in the program.
2. Plan strength and conditioning programs to meet identified needs.	2.1. Develop strategies to meet participant needs. 2.2. Select core lifts and exercises to address participant needs. 2.3. Establish fixed points of strength and conditioning programs and identify and document training phases. 2.4. Apply exercise selection and exercise order to maximise conditioning outcomes throughout the strength and conditioning program. 2.5. Identify equipment and resource requirements for strength and conditioning program sessions. 2.6. Develop and document strength and conditioning program schedules to meet identified participant needs and objectives. 2.7. Select evaluation methods to monitor strength and conditioning program implementation.
3. Implement strength and conditioning programs.	3.1. Supervise strength and conditioning programs. 3.2. Use strength and conditioning training methods to meet participant needs. 3.3. Observe sessions to see that exercises are conducted according to organisational policies and procedures and accepted best practice principles of strength and conditioning training. 3.4. Monitor sessions to ensure correct use of equipment during strength and conditioning sessions according to manufacturer specifications. 3.5. Establish ongoing liaison with support staff to ensure a consistent approach to strength and conditioning programs.
4. Evaluate strength and conditioning programs.	4.1. Evaluate strength and conditioning programs according to methods identified in strength and conditioning program plans. 4.2. Review participant training diaries to monitor progress. 4.3. Use assessment measures to assess participant progress. 4.4. Seek and receive feedback from participants and support staff. 4.5. Implement modifications to strength and conditioning programs to meet identified needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret fitness information.
Writing skills to:	document strength and conditioning programs in the required detail and format.
Oral communications skills to:	use active listening and questioning to give and receive instructions and confirm understanding of participant needs interact with participants and support staff in a polite and positive manner.
Numeracy skills to:	interpret, analyse and discuss fitness data and training diary records schedule, sequence and pace strength and conditioning program activities.
Problem-solving skills to:	assess participants and select strength and conditioning program activities.
Teamwork skills to:	work with participants and support staff.

Unit Mapping Information

SISSSTC402A Develop strength and conditioning programs

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI010 Develop strength and conditioning programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, implement and evaluate three strength and conditioning programs that include at least eight training sessions each and meet the needs of participants.

Knowledge Evidence

emonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

organisational policies and procedures relevant to developing strength and conditioning programs

major body systems, bones, joints, muscles and their function applicable to planning and implementing strength and conditioning programs

anatomical, physiological and biomechanical differences of participants including age and sex

physiological adaptation to strength and conditioning training

strength and conditioning training techniques

exercise prescription and exercise order principles

physical constraints that may affect planning for strength and conditioning programs

types and safe use of equipment:

cardiovascular equipment

free weight equipment

hydraulic equipment

innovative equipment

exercise balls

bars

steps

bands

plyometric training systems

resistance equipment

pool based equipment

types of participant requirements:

competition performance

pre-adolescent

mature aged

disability

reconditioning

rehabilitation

types of profiles:

physical

psychological

tactical

technical

leadership skills

types of assessment measures:

discussion with participants

physical ability tests

trials

performances in familiar environment

performances in unfamiliar environment

field assessments of fitness components

performance history

types of objectives:

enjoyment

competition and performance

selection

tapering

peaking

maintenance

types of career phases:

novice

intermediate

advanced

types of training phases:

macro-cycles

micro-cycles

meso-cycles

pre-season

in-season

post-season

four year Olympic cycle

techniques of core lifts and exercises:

abdominal

roll outs

reverse crunch

side bends

prone and hold

back

biceps

calves and ankles

chest

forearms

hip or thigh

shoulders

triceps

power exercises

proprioception and neuromuscular coordination exercises

techniques of strength and conditioning:

resistance training

aerobic endurance

anaerobic endurance

flexibility and stretching

elastic energy

abdominal

core stability

types of fixed points:

structure and subdivision of performance levels

availability of facilities

rules of the activity

rules of the competition or performance

intended peaks

selection dates and criteria

availability of support staff

exercise selection and order

types of evaluation methods:

fitness assessments

laboratory assessments

discussion with participants

training and competitive performances

training diaries

strength and conditioning training methods:

work duration, rest periods and frequency

periodisation

training load, repetition and volume

rehabilitation and reconditioning

core stability

types of resource requirements:

ratio of coaches to participants

ratio of equipment to participants

access to first aid facilities

access to equipment

appropriate facilities

self reflection methods.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry environment, sport training environment or simulated environment.

Assessment must ensure access to:

first aid kit

drinking water

strength and conditioning facilities, equipment and materials

manufacturer specifications for equipment

organisational policies and procedures related to developing strength and conditioning programs

organisational safety, emergency response and first aid procedures.

Assessment must ensure use of:

individual training goals and individual performance history.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI011 Develop and deliver long-term training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and deliver long-term training programs for individuals, groups, or sporting teams which are tailored to their physical capacity objectives. Objectives can be diverse in nature and may relate to personal fitness targets, or their targeted capacity to compete in future activities such as recreational events or sporting competitions.

Program design involves effective application of exercise science principles. This unit has a direct relationship with, and is supported by, SISFFIT049 Use exercise science principles in fitness instruction.

This unit applies to sport, fitness or recreation trainers, instructors and coaches who work independently using discretion and judgement to develop, deliver, evaluate and modify programs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify participant needs.	1.1. Consult with participants and other relevant personnel to identify physical demands of future activity and physical capacity goals. 1.2. Identify fixed timelines for achievement of goals according to activity requirements. 1.3. Evaluate participant characteristics and current fitness capabilities to establish participant profiles.
2. Plan long-term training program.	2.1. Plan phases of training program required to meet fixed points and participant physical capacity goals. 2.2. Determine training volume, and duration and frequency of sessions required to achieve goals. 2.3. Design a systematically structured program that incorporates effective use of exercise science and long-term training principles. 2.4. Identify training exercises, equipment requirements and roles of support personnel for each program phase. 2.5. Document long-term training program according to organisational format.
3. Plan individual sessions.	3.1. Determine objectives of individual sessions within the overall program and according to current program phase. 3.2. Select training exercises, techniques and equipment that target participant goals and session objectives. 3.3. Plan sessions that incorporate volume, intensity and load of exercises appropriate to participant existing fitness capabilities. 3.4. Develop sequenced and varied sessions to enhance participant motivation and to allow for recovery from specific exercise types. 3.5. Document session plans according to organisational format.
4. Deliver training sessions.	4.1. Provide clear and accurate instructions and demonstrations for exercises, technique and use of equipment. 4.2. Use communication techniques that provide positive reinforcement and motivation to participant. 4.3. Observe participant technique for safety and effectiveness and provide corrective instruction based on observations. 4.4. Monitor participant performance against session objectives using measures suited to type of exercises. 4.5. Identify signs of fatigue and overtraining and make required session modifications.
5. Monitor participant progress and update program.	5.1. Monitor participant progression towards goals through ongoing observation and measurements and compare with expectations in program plan. 5.2. Request ongoing feedback from participant to identify program likes and dislikes and their views on goal achievement. 5.3. Modify and update program and sessions according to feedback and evaluation. 5.4. Update program and participant progress records with details of evaluation and modifications.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	produce detailed program and session plans for instructional use that use exercise and training terminology and abbreviations use fundamental sentence structure to complete participant records that require factual and subjective information.
Oral communication skills to:	ask open and closed question and actively listen to elicit information from participants and determine participant understanding of information provided explain complexities of long-term training programs to participants using plain language and terms easily understood.
Numeracy skills to:	complete and record calculations and estimations of varying complexity for program and session plans involving times, frequency, interval, volume, speeds and loads.
Initiative and enterprise skills to:	critically evaluate: participant requirements for appropriate program design successes and failures of program to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISXCAI005 Conduct individualised long-term training programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI011 Develop and deliver long-term training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document three different long-term training programs tailored to the particular goals of three different participants

for each above long-term training program, plan all phases for achievement of participant long-term goals and incorporate the use of:

periodisation

peaking

tapering

for each of the above three programs, develop and document two session plans, each with a minimum duration of 30 minutes

deliver two sessions for two of the above programs (four sessions in total), according to session plans, each with a minimum duration of 30 minutes

according to actual participant interactions or case studies:

evaluate the effectiveness of one long-term training program, and modify program and future session content

document details of the evaluation and changes made.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role of trainers, coaches and support personnel in long-term training programs

common reasons and goals for participation in long-term training programs and how these impact on design of training programs

methods used to evaluate fitness capabilities of participants at commencement of program:

formal fitness assessment

interviews and discussions with participants

review of:

current exercise and training activity

competition and trials experience, recent results and personal best results

recent training logs

meaning of fixed points in a long-term training program and importance of developing programs to meet timelines and schedules for recreational events and sporting competitions

principles and practices of long-term training programs:

periodisation and how programs are divided into phases to develop physical capacity to meet competition or performance timelines:

preparatory phase

competitive phase

transition phase

different types of training periods within a long-term training program:

microcycle

mesocycle

macrocycle

peaking

tapering

types of exercises, training techniques and equipment used during different phases of a long-term training programs for:

cardiovascular endurance

muscle strength and endurance

agility and coordination

flexibility

how to effectively apply and combine exercise science principles to the design of long-term training programs and sessions to target participant goals:

adaptation

overload

specificity

individualisation

progression and regression

reversibility

how the FITT (frequency, intensity, time and type) principle is used to structure long-term exercise programs and sessions

the principle of recovery, its importance within long-term training programs and how this relates to different types of exercise for:

cardiovascular endurance training

muscle strength and endurance training

agility and coordination training

flexibility training

instructional techniques relevant to the delivery of sessions within a long-term training program

instructional methods used to correct safe and effective exercise technique

communication techniques used for participants of long-term training programs to:

motivate individuals over a long period of time to persist in achieving goals, including techniques for intrinsic and extrinsic motivation

provide ongoing constructive feedback and positive reinforcement

how to recognise and respond to common indicators of exercise fatigue and overtraining, and when and how training should be modified or stopped during a long-term program

methods used to evaluate effectiveness of long-term training programs:

ongoing informal discussions with participants and targeted questions to elicit opinion about achievement of goals

ongoing observation and measurement of participant performance, and improvements in skill, fitness and endurance

staged formal fitness assessments and comparison measurements

format and inclusions of documented:

long-term training programs

session plans

participant profile and training evaluation records.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response.

Assessment must ensure the use of:

interaction with participants; these can be:

participants in an industry workplace, or

participants who participate in simulated activities used for the purpose of skills assessment

equipment required for sessions

template program and session plans

participant records and progress charts.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS004 Provide quality service

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to address the needs, preferences and expectations of clients, promote programs, services and facilities, and provide initial response to client complaints. Service provision could be face-to-face, via electronic means or over the telephone.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to individuals working in a range of sport, fitness, aquatic or recreation service roles at different levels of responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Address client needs and expectations.	1.1. Establish rapport with client using clear and positive communication suited to the communication medium. 1.2. Identify and confirm client needs, preferences, and expectations through active questioning. 1.3. Provide information about available programs, services and facilities suited to identified client requirements. 1.4. Actively engage with client to explain the features and benefits of different services. 1.5. Identify personal limitations in addressing client needs and seek support from relevant personnel.
2. Provide quality service experience.	2.1. Provide professional and personalised service to meet client needs. 2.2. Anticipate client needs, preferences and expectations throughout the provision of services. 2.3. Meet all reasonable client requests promptly and explain alternate service offerings that may suit needs. 2.4. Confirm client satisfaction and implement appropriate adjustments to service as required.
3. Respond to customer complaints.	3.1. Resolve routine customer problems according to own level of responsibility and organisational procedures. 3.2. Respond promptly to client complaints in a positive and cooperative manner and establish the nature and details of the issue. 3.3. Refer unresolved complaints to appropriate personnel for action according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational client service procedures interpret written client enquiries of varying complexity.
Writing skills to:	produce clear and concise customer messages, notes, emails and online communications.
Oral communication skills to:	ask open and closed probe questions and actively listen to elicit information from clients and to determine client understanding of information provided.
Initiative and enterprise skills to:	act on feedback from clients to improve quality of own service provision.

Unit Mapping Information

Supersedes and is equivalent to SISXCCS001 Provide quality service.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS004 Provide quality service

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

communicate effectively to identify and respond to the needs of six different sport, fitness, aquatic or recreation clients

across the above six customer interactions, cover:

face-to-face client service

service via written media

service via the telephone

response to two different client complaints.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for client service and complaint handling

basic requirements of consumer law for refunds, exchanges and organisational responsibility for supplying products and services as described or substituting suitable products and services when unable

principles and practices of quality client service and positive communication

techniques for effective communication:

open and closed questioning

paraphrasing

active listening

effective techniques for responding to customer complaints

effective communication strategies for interacting with clients from diverse cultural backgrounds

communication conventions for delivering quality service and providing information via:

face-to-face interactions, including appropriate:

voice tonality and volume

body language

gestures

written media including emails and online platforms

the telephone

specific to the sport, fitness, aquatic or recreation environment:

typical organisational client service standards, including designated response times for client contact

attitudes and attributes expected of service personnel to work with clients

personal presentation standards for service personnel

common client service and complaint handling role responsibilities, boundaries and reporting lines for service personnel

features and benefits of different types of products and services offered by the organisation.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with clients; these can be:

clients in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

information about organisational products and services

organisational procedures for client service and complaint handling.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS005 Monitor and evaluate customer service

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to monitor customer service and evaluate the quality of service provision. It requires the ability to report on service provision and make recommendations for change to service standards, policies and procedures.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior personnel, including supervisors and managers, who operate independently or with limited guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support implementation of client service standards and systems.	1.1. Monitor implementation of organisational client service standards and systems by staff members. 1.2. Observe service delivery, identify successes and gaps in staff standard of service and provide constructive feedback. 1.3. Take immediate corrective action where necessary to improve client service delivery. 1.4. Identify and diagnose problems with service delivery. 1.5. Identify required training for staff members to achieve required service standards.
2. Evaluate and report client feedback.	2.1. Seek formal feedback from clients and staff according to organisational requirements. 2.2. Collate feedback and identify client service issues and satisfaction trends. 2.3. Report conclusions and recommendations to address service issues. 2.4. Provide recommendations on refinement and future development of client service standards, policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational documents of varying complexity including client service standards, policies and procedures interpret the intent and extract relevant content of client opinions.
Writing skills to:	produce cohesive evaluation reports using language suitable for purpose and audience present factual information without ambiguity summarise and paraphrase diverse customer and staff opinions without altering meaning.
Numeracy skills to:	interpret fundamental numerical data and complete routine calculations.
Initiative and enterprise skills to:	critically evaluate successes and failures of client service provision to suggest improvements.
Teamwork skills to:	provide clear and effective feedback to encourage and support the provision of consistent and quality client service provision.

Unit Mapping Information

Supersedes and is not equivalent to SISXCCS002 Coordinate client service activities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS005 Monitor and evaluate customer service

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

monitor the effectiveness and quality of service delivery to sport, fitness, aquatic or recreation clients on two occasions and provide constructive feedback to staff members to improve service delivery

collect and evaluate client and staff feedback on the provision of two different sport, fitness, aquatic or recreation service offerings

for each of the two evaluations, produce a report that includes:

summary of feedback, client service issues and satisfaction trends

recommendations for future improvements in client service standards, policies and procedures

identification of staff training needs to improve service provision.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific to the sport, fitness, aquatic or recreation environment:

typical organisational client service standards, policies and procedures

the purpose of client service standards, policies and procedures and how they are used to drive quality service provision

roles and responsibilities of operational personnel, supervisors and managers in providing and monitoring quality client service

client service training options

effective techniques for:

monitoring implementation of client service standards

observing service delivery without interruption to service

positively communicating feedback and service improvement suggestions to staff members

methods of obtaining feedback from clients and staff and the effectiveness of each:

formal surveys and questionnaires

formal customer interviews

informal discussions with customers

service discussions with employees during the course of each business day

regular staff meetings that involve service discussions

seeking staff suggestions for content of customer service standards, policies and procedures

other methods for assessing the effectiveness of client service practices:

reviewing the number and nature of client complaints

evaluating improvements suggested by staff and clients involved in complaints

monitoring staff ability to meet requirements of standards, policies and procedures

evaluating content of standards, policies and procedures to identify unrealistic expectations or shortfalls in content

meaning of quantitative and qualitative data and how these can be analysed and effectively reported

format, inclusions and style of evaluation reports that express factual and subjective information

techniques used to draw and express conclusions and recommendations.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with client service personnel; these can be:

staff in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

quantitative and qualitative data from client and staff feedback on service provision

organisational client service standards, policies and procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXEMR003 Respond to emergency situations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and respond effectively to emergency situations. It requires the ability to maintain participant welfare during emergencies.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to a particular environment or workplace, and to specific types of emergency incidents.

It applies to individuals working in a range of sport, fitness, aquatic or recreation roles at different levels of responsibility. All would be guided by organisational emergency response procedures.

Rescue operations are covered in complementary outdoor recreation units (coded SISORSC) and aquatics units (coded SISCAQU).

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Emergency Response

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare in advance for emergencies.	1.1. Locate and interpret organisational emergency response procedures. 1.2. Determine own emergency response responsibilities and identify reporting lines to other personnel. 1.3. Identify types and location of equipment used for different emergency incidents. 1.4. Identify exits and assembly points to be used in the case of evacuation.
2. Respond to emergency incidents.	2.1. Identify emergency situations and promptly report to appropriate personnel according to organisational emergency response procedures. 2.2. Use communication systems and protocols during emergency situation according to location and type of incident. 2.3. Provide clear information and follow instructions from personnel during the emergency according to chain of command. 2.4. Select and use emergency equipment suited to the emergency circumstance.
3. Instruct and assist participants during emergency.	3.1. Provide clear and concise emergency instructions to participants throughout the emergency response. 3.2. Implement strategies to maintain effective group control. 3.3. Remove participants from danger safely and promptly. 3.4. Monitor the location and condition of participants to ensure their safety. 3.5. Use effective communication to provide information on developments to participants.
4. Debrief and complete reports.	4.1. Participate in incident response debrief and identify future response improvements. 4.2. Complete required incident reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar organisational procedures for emergency response.
Writing skills to:	use fundamental sentence structure to record accurate factual information about emergency responses in template incident reports.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Problem-solving skills to:	respond to diverse and unexpected situations to provide a prompt emergency response.

Unit Mapping Information

Supersedes and is not equivalent to SISXEMR001 Respond to emergency situations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXEMR003 Respond to emergency situations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in three different types of simulated emergency incidents relevant to the specific sport, fitness, aquatic or recreation environment and activity

for each above emergency response:

select and effectively utilise emergency equipment suited to the type of emergency

communicate effectively with participants and team members to provide and receive instructions

participate in a debrief and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational emergency response procedures

specific to the sport, fitness, aquatic or recreation environment and activity:

role responsibilities, boundaries, and chain of command for emergency response

types of emergencies that can occur and effective responses:

hazardous environmental conditions and events, indoor and outdoor

equipment failure

adverse participant responses and panic during activities

medical and accident events

violent behaviour including threats

threats to safety and security of facilities

location, functions, features and safe operation of emergency equipment

communication systems and protocols used in emergency situations:

emergency warning and alarm systems

phone and radio systems

calls

whistles

hand signals

location of exit and assembly points and safe evacuation practices for groups of people

functions of emergency services and how to contact:

police

fire

ambulance

state and territory emergency services

volunteer rescue agencies

assertive and constructive communication techniques used during emergency incidents to:

direct individuals and groups

support and reassure participants

emergency incident debriefing and reporting requirements

formats and inclusions of written incident reports.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

interaction with individuals who act as team members and participants during simulated activities

communication equipment for emergency response

emergency equipment relevant to the specific sport, fitness, aquatic or recreation environment and activity

template incident reports

organisational emergency response procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXEMR004 Coordinate emergency responses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess emergency incidents, determine appropriate actions suited to the circumstances, and coordinate team members to provide a prompt and effective emergency response. It requires the ability to monitor emergencies and modify responses according to changing circumstances.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to a particular environment or workplace, and to specific types of emergency incidents.

It applies to senior staff and managers who use discretion and judgement to manage significant problems and emergencies when they arise.

Rescue operations are covered in complementary outdoor recreation units (coded SISORSC) and aquatics units (coded SISCAQU).

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Emergency Response

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and establish emergency action plan.	1.1. Assess situation promptly, identify hazards and risks and evaluate potential for emergency situation to escalate. 1.2. Determine appropriate emergency response actions for situation based on initial assessment and established emergency plans and procedures. 1.3. Prioritise emergency response actions according to degree of urgency and condition of any casualties. 1.4. Identify required types of emergency response equipment suited to emergency situation. 1.5. Determine roles and responsibilities for team members according to abilities and established roles.
2. Coordinate team response to emergency.	2.1. Confirm chain of command, roles and responsibilities of team members and provide prompt briefing according to time constraints. 2.2. Provide clear and concise instructions and confirm team understanding of roles, communication protocols and emergency response actions. 2.3. Coordinate and confirm selection of equipment suited to the emergency situation. 2.4. Supervise safe use of equipment and emergency response actions, and provide corrective instruction to ensure safety of team members and those impacted by emergency.
3. Monitor and coordinate ongoing emergency response.	3.1. Monitor hazards and risks, changing circumstances and actions of team to provide ongoing direction. 3.2. Provide clear and concise ongoing instructions to team and those impacted by emergency according to changing risks. 3.3. Organise isolation of impacted equipment and areas based on identified hazards and risks. 3.4. Coordinate, monitor and control emergency evacuation according to need, situational physical and time constraints. 3.5. Determine need for emergency services or medical assistance and relay concise information to authorities. 3.6. Provide information and assistance to emergency services to enable control of emergency incident. 3.7. Refer any media enquiries to nominated organisational spokesperson, according to organisational emergency plans and procedures.
4. Debrief, evaluate and document the incident.	4.1. Lead debrief with team members to identify emergency response successes, problems, failures and future improvements. 4.2. Evaluate compliance with organisational emergency response plans and procedures, their suitability and any need to amend. 4.3. Evaluate need for self and others to access support services to assist with post-incident stress. 4.4. Complete required incident reports according to organisational emergency response procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational plans and procedures for emergency response.
Writing skills to:	use fundamental sentence structure to record accurate factual information about emergency responses in template incident reports.
Oral communication skills to:	use clear and unambiguous verbal and non-verbal communications to make intent known.
Teamwork skills to:	pro-actively and cooperatively direct and work within teams to coordinate emergency logistics, solve arising problems and effect efficient emergency responses.
Problem-solving skills to:	critically analyse all circumstances and implications to provide a prompt and considered emergency response.

Unit Mapping Information

Supersedes and is not equivalent to SISXEMR002 Coordinate emergency responses.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXEMR004 Coordinate emergency responses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

coordinate responses to three different types of simulated emergency incidents relevant to the specific sport, fitness, aquatic or recreation environment and activity

for one of the above three incidents, coordinate an emergency that escalates, and modify response according to changing circumstances

for each above emergency response:

establish a chain of command, and allocate and communicate roles and responsibilities to team members

coordinate selection and safe and effective use of emergency equipment and actions by team members

communicate effectively with team members to provide and receive instructions

lead a debrief with team members and complete an incident report.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational emergency response plans and procedures

specific to the sport, fitness, aquatic or recreation environment and activity:

principles of an emergency response chain of command, and:

emergency response roles of workers at different levels of seniority

how roles may change as an emergency incident evolves

role of coordinator, including when emergency control is handed over to emergency services personnel

role of organisational media spokesperson

hazard identification and risk assessment processes implemented during initial and ongoing stages of emergency incidents, and importance of urgent decision making

types of emergencies that can occur, effective responses during initial stage, signs of escalation and effective responses to changing circumstances:

hazardous environmental conditions and events, indoor and outdoor

equipment failure, including processes for isolating

adverse participant responses and panic during activities

medical and accident events

violent behaviour including threats

threats to safety and security of facilities

key considerations for determining emergency response actions:

coverage of incident type in established emergency plans and procedures

severity of hazards, and extent of areas impacted by hazards

number and condition of persons impacted by the emergency, including casualties

abilities of self and team members

availability of emergency response equipment and numbers

potential for escalation and degree of urgency to avoid this

location, functions, features and safe operation of emergency equipment

communication systems and protocols used in emergency situations:

emergency warning and alarm systems

phone and radio systems

calls

whistles

hand signals

for emergency evacuation of groups of people:

situations that would call for evacuation and typical time constraints

methods used to coordinate, monitor and control team member and evacuee actions

physical constraints that may be present and how to manage safe use of exit and assembly points

functions of emergency services, and how to establish direct communication channels to provide and receive information and instructions:

police

fire

ambulance

state and territory emergency services

volunteer rescue agencies

assertive and constructive communication techniques used with emergency response team members to:

provide direction

obtain clear information

provide corrective instruction

features of emergency briefings and debriefings for team members

purpose, formats and inclusions of different types of written incident reports for emergencies:

organisational

reports to emergency services

reports to regulatory authorities.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessments can only be completed through simulated activities. Simulations must incorporate time critical requirements.

First aid equipment must be available to replicate industry conditions of operation.

Assessment must ensure use of:

interaction with individuals who act as team members, emergency services personnel and participants during simulated activities

communication equipment for emergency response

emergency equipment relevant to the specific sport, fitness, aquatic or recreation environment and activity

template incident reports

organisational emergency response plans and procedures.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC006 Maintain activity equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete routine maintenance and minor repairs on sport, fitness, aquatic or recreation activity equipment, and to appropriately store equipment. Complex repairs would be referred to specialist service technicians.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of environment, and to specific equipment used for any type of sport, fitness, aquatic or recreation activity.

It applies to individuals working in a range of sport, fitness, aquatic or recreation roles at different levels of responsibility. All would be guided by manufacturer instructions and organisational maintenance schedules.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete routine equipment maintenance.	1.1. Interpret organisational maintenance schedules and manufacturer guidelines to determine maintenance requirements. 1.2. Examine activity equipment and complete routine maintenance according to manufacturer instructions. 1.3. Complete periodic safety and serviceability checks on emergency equipment according to organisational schedules.
2. Complete minor equipment repairs on activity equipment.	2.1. Tag, isolate and report faulty activity equipment according to organisational procedures. 2.2. Complete minor non-specialist equipment repairs according to manufacturer instructions. 2.3. Inspect and maintain maintenance tools regularly, and complete minor repairs according to manufacturer instructions. 2.4. Report other required repairs outside scope of skills and responsibility according to organisational procedures. 2.5. Complete repair and maintenance records according to organisational procedures.
3. Store activity equipment to maintain serviceable condition.	3.1. Handle activity equipment using safe manual handling techniques and store in appropriate conditions according to manufacturer instructions. 3.2. Maintain order of storage facility to allow safe and efficient access to equipment, and safe exit in the case of an emergency. 3.3. Secure storage facilities when unattended according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially unfamiliar and complex manufacturer instructions.
Writing skills to:	use fundamental sentence structure to complete basic repair and maintenance forms and reports that require factual information.
Planning and organising skills to:	schedule time into day-to-day activities to complete maintenance activities as part of a logical and time-efficient workflow.

Unit Mapping Information

Supersedes and is equivalent to SISXFAC001 Maintain equipment for activities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC006 Maintain activity equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

correctly interpret maintenance schedules and follow manufacturer instructions to complete the following repair and maintenance activities:

two routine maintenance tasks for sport, fitness, aquatic or recreation activity equipment

two periodic safety and serviceability checks on emergency equipment

two minor non-specialist repairs on sport, fitness, aquatic or recreation activity equipment

for each above repair and maintenance activity, complete accurate records

identify, tag and report two pieces of faulty activity equipment

store a total of ten mixed small and large pieces of sport, fitness, aquatic or recreation activity equipment, while maintaining safe and effective order of the storage facility.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for maintaining, repairing, storing and securing activity equipment

organisational role responsibilities, boundaries and reporting lines for repair and maintenance activities

work health and safety practices for maintaining and storing activity equipment, including safe manual handling techniques for lifting and shifting bulky and heavy equipment

specific to the sport, fitness, aquatic or recreation environment and activity equipment:

key operational and safety features of activity and emergency equipment

typical schedules for periodic inspection and maintenance

tools, consumables and methods used to maintain activity equipment in safe and optimum condition

tools and methods used to complete common types of minor non-specialist repairs

types of repairs referred to specialist technicians

conditions for storage to maintain serviceability, safety and clear access

formats and inclusions of:

organisational maintenance schedules

manufacturer instructions for repairs and maintenance

repair and maintenance records, reports, and fault tags, and how to complete these.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment with equipment storage facilities. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

equipment relevant to the specific sport, fitness, aquatic or recreation environment and activities

repair and maintenance tools, equipment and consumable resources

maintenance schedules

manufacturer instructions for repair and maintenance of activity equipment

template repair and maintenance records, reports and fault tags

organisational procedures for maintaining, repairing, storing and securing activity equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC007 Maintain clean facilities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to maintain the cleanliness of facilities through regular checks and by cleaning facility areas.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of facility.

It applies to individuals working in a range of sport, fitness, aquatic or recreation roles at different levels of responsibility, but usually to those who work under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Check facility areas.	1.1. Complete regular facility checks according to organisational schedules. 1.2. Identify, treat and report hazards according to organisational safety procedures. 1.3. Remove waste and organise immediate cleaning of area, as needed. 1.4. Identify, retrieve and record lost property according to organisational procedures.
2. Clean facility areas.	2.1. Complete cleaning of facility areas according to organisational schedules and safety practices. 2.2. Erect signs and barriers to isolate work area and maintain staff and patron safety. 2.3. Select and use personal protective equipment suitable for the cleaning task, and handle cleaning agents safely. 2.4. Use equipment, cleaning agents and cloths suitable for specific areas, surfaces and equipment. 2.5. Check and replenish consumables according to organisational standards. 2.6. Clean and store cleaning equipment, store cleaning agents, and secure storage area. 2.7. Complete cleaning records according to organisational procedures.
3. Organise supply of cleaning materials.	3.1. Check cleaning supplies regularly for quantity, quality and expiry date. 3.2. Dispose of expired supplies safely and according to manufacturer instructions. 3.3. Order supplies to meet anticipated demand and according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures and schedules for inspecting and maintaining clean premises response.
Writing skills to:	use fundamental sentence structure to complete basic forms and reports that require factual information.
Numeracy skills to:	complete basic calculations involving ratios to dilute cleaning chemicals complete basic calculations involving addition and multiplication for determining required supplies.

Unit Mapping Information

Supersedes and is not equivalent to SISXFAC002 Maintain sport, fitness and recreation facilities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC007 Maintain clean facilities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete one facility inspection, and during that inspection:

identify and report hazards

retrieve and report lost property items

complete three cleaning activities, each for a different area in a sport, fitness, aquatic or recreation facility

for each above cleaning activity:

select equipment, cleaning agents and cloths suitable for the task

use effective safe manual handling techniques

complete accurate records

complete one internal order to replenish cleaning supplies.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for:

inspecting and maintaining clean premises, and for record keeping

reporting hazards

administering lost property

ordering supplies of cleaning materials

work health and safety practices for cleaning activities:

types of personal protective equipment and reasons for their use

safe manual handling techniques for carrying, lifting, pulling and pushing equipment

safe handling and storage of cleaning chemicals and containers to avoid damage and spills

safety data sheets (SDS) for cleaning chemicals, and how to access and select information

types of signs and barriers used to isolate areas for staff and patron safety

equipment, cleaning agents, cloths and methods used to clean:

wet areas including toilet and shower facilities

dry areas including carpeted areas, woodwork and furnishings

indoor and outdoor floor surfaces of different types, including large areas of sport, fitness, aquatic and recreation facilities

safe and environmentally sound:

disposal methods for:

general waste

recyclable waste

hazardous cleaning chemicals

use of energy and water

specific to the sport, fitness, aquatic or recreation environment:

typical organisational standards for presentation of premises

types of consumable items provided for patrons and standards for replenishing these

typical periodic schedules for:

inspecting facility areas

cleaning different areas

hygiene considerations and cleaning practices that minimise hygiene risks.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

cleaning equipment, cleaning agents and cloths suitable for both wet and dry areas

waste disposal receptacles for general and recyclable waste

personal protective equipment for cleaning activities

signage and barriers for isolation of work area

template:

record keeping forms for inspection and cleaning activities

internal order forms for supplies

organisational procedures for:

inspecting and maintaining clean premises, and for record keeping

reporting hazards

administering lost property

ordering supplies of cleaning materials.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC008 Monitor and maintain facility plant and equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to complete periodic and routine inspections of facility plant and equipment. It requires the ability to complete minor maintenance on equipment. Complex inspections, diagnoses and repairs are referred to specialist technicians.

This unit applies to any type of sport, fitness or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of facility, and to specific types of plant and equipment.

It has particular application to technical operators, but can apply to other individuals working at different levels of responsibility. All would be guided by manufacturer instructions, and organisational inspection and maintenance schedules.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Complete periodic inspections of facility plant and equipment.	1.1. Interpret organisational schedules to determine inspection requirements for plant and other equipment. 1.2. Complete periodic routine inspections of plant and equipment according to organisational schedules and manufacturer instructions. 1.3. Complete required organisational reports to confirm safety and operational effectiveness of plant and other equipment. 1.4. Identify and promptly report plant and equipment irregularities to appropriate personnel for further action.
2. Complete minor maintenance.	2.1. Interpret organisational schedules to determine periodic and routine maintenance requirements for plant and equipment. 2.2. Erect signs and barriers to isolate work area and maintain staff and patron safety. 2.3. Maintain cleanliness of equipment to avoid corrosion and deterioration. 2.4. Replace consumable items according to maintenance schedules and manufacturer instructions. 2.5. Complete minor non-specialist equipment repairs according to manufacturer instructions and organisational safety practices. 2.6. Report other required repairs outside scope of skills and responsibility according to organisational procedures. 2.7. Complete repair and maintenance records according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret potentially unfamiliar and complex manufacturer instructions.
Writing skills to:	use fundamental sentence structure to complete basic inspection, repair and maintenance forms and reports that require factual information.
Numeracy skills to:	extract, interpret, and record sometimes complex numerical data, symbols and abbreviations involving pressure, degrees, volume, percentages and ratios in manufacturer instructions, inspection schedules and record keeping documents interpret, use and record temporal data, including minutes, hours, days and weeks.

Unit Mapping Information

Supersedes and is not equivalent to SISXFAC003 Implement facility maintenance programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC008 Monitor and maintain facility plant and equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

correctly interpret plant inspection schedules, and follow manufacturer instructions to complete two periodic routine inspections of sport, fitness or recreation facility plant

correctly interpret maintenance schedules, and follow manufacturer instructions to complete the following activities:

two routine maintenance tasks for facility equipment

two minor non-specialist repairs on facility equipment

for each above inspection, repair and maintenance activity, complete accurate records.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for inspecting and maintaining plant and equipment, and for record keeping and reporting

organisational:

role responsibilities, boundaries and reporting lines for inspection, repair and maintenance activities

work health and safety practices for inspecting and maintaining plant and equipment

specific to the sport, fitness or recreation environment, plant and equipment:

public health and safety implications of inadequately maintained equipment in facilities

key functions and operational features of plant, and typical periodic inspection schedules

types of plant inspections, maintenance and repairs referred to specialist technicians

for facility equipment:

tools, consumables and methods used to clean and maintain equipment in safe and optimum condition

common types of consumables, and methods used to replace these

tools and methods used to complete common types of minor, non-specialist repairs

types of repairs referred to specialist technicians

formats and inclusions of:

organisational inspection and maintenance schedules for plant and equipment

manufacturer instructions for inspection, repair and maintenance of plant and equipment

records and reports for inspection, condition, repair, and maintenance, and how to complete these.

Assessment Conditions

Skills must be demonstrated in a sport, fitness or recreation facility.

Assessment must ensure use of:

facility plant

facility equipment

repair and maintenance tools, equipment and consumable resources

organisational inspection and maintenance schedules for plant and equipment

manufacturer instructions for inspection, repair and maintenance of plant and equipment

template records and reports for inspection, repair, and maintenance

organisational procedures for inspecting and maintaining plant and equipment, and for record keeping and reporting.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC009 Coordinate facility maintenance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate the maintenance of facility plant and equipment. It requires the ability to schedule repairs and maintenance using overarching facility maintenance plans and equipment operational specifications as the basis. It covers skills for responding to unplanned events and monitoring, documenting and evaluating maintenance activities.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of facility, and to specific plant and equipment.

It applies to senior technical and operational staff and managers who work independently or with limited guidance from others, taking responsibility for their own work functions and outputs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine current maintenance requirements.	1.1. Consult facility maintenance plan to identify short and long term plans for maintaining the facility, plant and equipment. 1.2. Identify planned maintenance due for action and current priorities from fault and condition reports. 1.3. Identify periodic inspection and maintenance requirements for plant and other equipment from operational specifications.
2. Develop maintenance schedules.	2.1. Integrate, into schedules, periodic, planned and current repair and maintenance requirements. 2.2. Identify schedule of facility activities and events, and consult with appropriate personnel to coordinate maintenance with service requirements. 2.3. Schedule maintenance work to minimise disruption to service operation. 2.4. Document schedules and work plans according to organisational format requirements. 2.5. Identify human, physical and other resource costs and obtain approval to proceed.
3. Allocate work and distribute schedules.	3.1. Distribute maintenance schedules to affected facility departments to allow for their service planning. 3.2. Allocate maintenance tasks to internal personnel, and distribute schedules and workplans according to organisational procedures. 3.3. Issue work orders to external specialist contractors according to organisational contractual arrangements.
4. Respond to unplanned and emergency events.	4.1. Review maintenance records regularly to identify fault and condition reports, and respond according to urgency. 4.2. Respond to reports of unsafe and failed equipment promptly and inspect to determine cause, within scope of own skills. 4.3. Remove or isolate unsafe and defective equipment and arrange repair. 4.4. Manage isolation of plant according to operational and safety specifications.
5. Monitor, document and evaluate maintenance activities.	5.1. Monitor maintenance work in progress to ensure efficient completion and continuity of service operation. 5.2. Record accurate details of all completed maintenance, activities, and file for effective access according to organisational procedures. 5.3. Evaluate effectiveness of maintenance schedules against short and long term requirements, and note changes for future improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar overarching organisational maintenance plans interpret complex and potentially unfamiliar technical specifications for inspection and maintenance of diverse plant and equipment.
Writing skills to:	develop comprehensive schedules and workplans in a format and style easily understood by a full range of workers.
Numeracy skills to:	interpret, use and record temporal data, including minutes, hours, days and weeks.
Teamwork skills to:	pro-actively and cooperatively work with facility teams to schedule maintenance for continuity of service operation.
Self-management skills to:	critically analyse the characteristics and needs of the facility to develop tailored systematic schedules.

Unit Mapping Information

Supersedes and is not equivalent to SISCAQU005 Develop and implement aquatic facility maintenance procedures.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC009 Coordinate facility maintenance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document two different maintenance schedules covering two different monthly periods for a sport, fitness, aquatic or recreation facility

in each monthly schedule above, integrate:

periodic inspection schedules for plant systems

periodic inspection and maintenance schedules for facility equipment

general maintenance of the facility and equipment

develop and document one weekly schedule for the repair of faulty equipment identified in fault reports

according to actual incidents or case studies:

respond to two reports of unsafe or failed equipment, and determine repair needs

respond to one request for plant isolation and advise on the procedures according to operational and safety specifications

evaluate details of maintenance activities completed against a schedule, and determine how scheduling and activities could be improved.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for distributing maintenance schedules, and recording completed maintenance

specific to the sport, fitness, aquatic or recreation environment, plant and equipment:

how maintenance activities can impact on service operations, and how maintenance and program teams can minimise disruption

key contents of facility maintenance plans and how these are used to identify and determine scheduling requirements for maintenance of plant and equipment

types of fault and condition reports completed by facility staff, and how repair and maintenance requirements are scheduled

types of plant systems, and:

how to access operational specifications, and select information about periodic inspection and testing requirements

types of inspections, maintenance and repairs completed in-house and types referred to specialist technicians

situations requiring isolation of plant

isolation and safety procedures and importance of following these

types of large and small equipment, and:

how to access operational specifications, and select information on periodic maintenance requirements and guidelines

types of inspections, maintenance and repairs completed in-house and types referred to specialist technicians

how to effectively isolate equipment and facility areas to maintain the safety of staff and patrons

typical formats and inclusions of:

periodic inspection schedules

repair and maintenance schedules

internal workplans for repair and maintenance tasks

work orders to external contractors and importance of accuracy

maintenance logs

types of technology used to manage, schedule and keep records of maintenance.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation facility.

Assessment must ensure use of:

overarching facility maintenance plan

fault and condition reports for facility plant and equipment

operational specifications for facility plant and equipment

template:

maintenance schedules and workplans

logs used to record completed maintenance activities

organisational procedures for distributing maintenance schedules, and recording completed maintenance.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC010 Develop maintenance and equipment acquisition plans

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to scope maintenance and asset acquisition requirements for a facility, and to develop overarching facility maintenance plans. It also covers skills to plan for asset acquisition.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of facility, and to specific plant and equipment.

It applies to senior technical or operations managers who operate with significant autonomy and are responsible for making strategic management decisions.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of maintenance and asset acquisition needs.	1.1. Identify the facility’s range of plant and equipment using organisational registers, and determine age and estimated remaining lifespan. 1.2. Analyse maintenance history of facility plant and equipment using organisational registers and records. 1.3. Identify items subject to regular repairs from organisational repair and condition reports. 1.4. Identify periodic inspection and maintenance requirements for plantand equipment from operational specifications. 1.5. Determine and record overall scope of long and short term maintenance and asset acquisition plans based on analysis.
2. Develop maintenance plans.	2.1. Develop overarching maintenance schedules for the range of plant and equipment covered by the plan. 2.2. Document periodic requirements for routine and major services, inspections and tests, according to plant and equipment operational specifications. 2.3. Use financial business data and forecasting methods to estimate future maintenance costs. 2.4. Develop and document cost schedules for required resources including internal human resource and external specialist contractors. 2.5. Develop register of specialist service providers according to organisational contractual arrangements with preferred suppliers. 2.6. Document record keeping requirements for the range of maintenance activities. 2.7. Collate all materials and schedules according to organisational format requirements. 2.8. Obtain approval to proceed with implementation of plan, and adjust as required.
3. Plan for asset acquisition.	3.1. Identify need to introduce new or replace aged physical assets, based on business objectives and performance of aged assets. 3.2. Estimate acquisition costs based on evaluation of current, accurate and relevant data. 3.3. Evaluate current and future financial ability to acquire physical assets. 3.4. Investigate methods of financing appropriate to business structure. 3.5. Document plans to acquire new physical assets, and schedule a timeline.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret varied and potentially complex organisational information interpret complex and potentially unfamiliar technical specifications for inspection and maintenance of diverse plant and equipment.
Writing skills to:	structure and draft a formal action planning document present information using language and format easily understood by a diverse audience.
Numeracy skills to:	develop financial estimates using complex calculations.
Self-management skills to:	critically analyse the characteristics and needs of the facility to develop tailored maintenance plans.
Technology skills to:	use a computer and features of software packages to create a planning document.

Unit Mapping Information

Supersedes and is not equivalent to SISXFAC004 Coordinate facility and equipment acquisition and maintenance.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC010 Develop maintenance and equipment acquisition plans

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document one structured overarching maintenance plan for a sport, fitness, aquatic or recreation facility or service area

evaluate the need to replace one major physical asset, and document a plan for acquisition.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific to the sport, fitness, aquatic or recreation environment, plant and equipment:

sources of organisational information for scoping maintenance and asset acquisition plans, and types of information they contain to assist with planning:

asset and depreciation registers

historical and current records of repair and maintenance activities

maintenance, condition and repair reports

manufacturer operational specifications and guidelines

types of plant, large and small equipment:

how to access operational specifications, and select information about periodic requirements for routine and major services, inspections and tests

types of inspections, maintenance and repairs completed in-house and types referred to specialist technicians

depreciation that can be applied

typical useful lifespan

formats of structured overarching maintenance plans and components that make up a plan

contents of overarching facility maintenance plans and how these are used by maintenance personnel to identify and determine ongoing scheduling requirements for maintenance of plant and equipment

considerations for introducing new and replacing aged physical assets:

consumer demand for new services and activities

increased business profitability

operational inefficiency of asset and increased cost of maintenance

asset is reaching end of useful life

financial impact on business costs and profitability

features and benefits of different financing options for asset acquisition:

hire purchase

lease

loan for purchase

formats and inclusions of asset acquisition plans

types of technology used to:

prepare maintenance and asset acquisition plans

manage, schedule and keep records of maintenance.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation facility. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

computer and software packages used to create planning documents

organisational information for scoping and developing maintenance and asset acquisition plans which can include:

asset and depreciation registers

historical and current records of repair and maintenance activities

maintenance, condition and repair reports

manufacturer operational specifications and guidelines for facility plant and equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC011 Manage stock supply and purchase

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish and implement stock supply and control systems, and cost-effective purchasing.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of environment, and to specific types of stock.

It applies to senior technical and operational staff and managers who work independently or with limited guidance from others, taking responsibility for their own work functions and outputs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine stock requirements.	1.1. Use business data, forecasting methods and standard measures to calculate required stock levels. 1.2. Determine stock requirements for standard business periods, peak seasons and special events. 1.3. Establish cost-effective purchase quantities based on business information and supplier advice.
2. Establish optimum supply arrangements.	2.1. Source and review potential suppliers of relevant types of products used by the organisation. 2.2. Develop detailed and accurate purchase specifications. 2.3. Assess suppliers against specifications considering all relevant factors. 2.4. Assess terms of purchase and negotiate with suppliers to achieve optimum supply arrangements. 2.5. Evaluate cost and quality of supply based on feedback from staff and customers, identify deficiencies and adjust purchasing arrangements. 2.6. Keep accurate records of supply agreements.
3. Develop and implement stock control systems.	3.1. Develop stock control systems and communicate to relevant staff. 3.2. Develop special control systems for particular goods and stock with high wastage. 3.3. Monitor systems and make adjustments according to feedback and stock control reports. 3.4. Initiate training of staff to minimise stock wastage.
4. Manage stock reconciliation.	4.1. Organise stock reconciliation and cyclical count at intervals that meet business need. 4.2. Allocate responsibilities to staff and supervise operation of stocktakes and cyclical counts. 4.3. Complete and maintain stock reconciliation records according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex supplier cost documentation, terms of purchase, and contracts sort and analyse information to make decisions on supply arrangements.
Oral communication skills to:	use persuasive language to negotiate complex supply arrangements.
Numeracy skills to:	interpret complex numerically based, wastage and stock reconciliation reports interpret supply costs and calculate cost-effective quantities for purchase.
Initiative and enterprise skills to:	negotiate cost-effective supply to maximise profitability.
Technology skills to:	use business technology for inventory management.

Unit Mapping Information

Supersedes and is equivalent to SISXFAC005 Manage stock supply and purchase.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC011 Manage stock supply and purchase

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

determine stock requirements and cost-effective purchasing arrangements for three different types of sport, fitness, aquatic or recreation stock using business data and supplier information

develop stock control systems for these three different types of stock

supervise the operation of one stock take or cyclical count

use stock control and reconciliation reports to evaluate and adjust stock control systems.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific to the sport, fitness, aquatic or recreation environment:

types of business data and methods used to calculate required stock levels including use of standard measures and formulas for yield testing

different types of products used and:

supply sources

methods to calculate cost-effective order quantities

storage conditions to maintain products in optimum condition

stock security systems for products, including those specific to dangerous goods

reasons for stock wastage, and methods used to control

considerations for quantity of orders, re-order cycles and stock held:

standard business periods, peak seasons and special events

product life and availability of appropriate storage conditions

economies of scale for quantity purchased

supplier lead time

formats and inclusions of:

purchase specifications, including appropriate terminology

stock control procedures, including those for dangerous goods and stock with high wastage

different types of stock reports and how these are used to manage stock control processes

functions and features of computerised stock control systems.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with suppliers; these can be:

actual suppliers, or

individuals who act as suppliers during simulated activities

computerised stock control systems

business data, including stock control reports

supplier cost and contractual documentation.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC012 Promote safe and effective use of facilities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to promote the safe and effective use of facilities, activities and equipment through the provision of information to patrons. It requires the ability to identify facility use issues, develop information that addresses these, and to use a variety of communication methods to disseminate information.

Information may focus on safety, safety rules, correct use of equipment for existing or new activities and equipment, hygiene, environmental and venue hazards or may target any other identified need. Promoting participation in activities is covered in other units, and this is not the key focus of this unit.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of facility.

It applies to senior operational staff and managers who work independently or with limited guidance from others, taking responsibility for their own work functions and outputs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify information requirements.	1.1. Use feedback from staff, patrons and other users to identify issues relating to the use of facilities and activity resources. 1.2. Evaluate incident reports to identify safety issues specific to the venue, activity and equipment. 1.3. Evaluate information required to support the use of new programs, activities and equipment by patrons. 1.4. Identify the diversity of facility users and their specific needs to ensure information is targeted and tailored.
2. Develop information resources and information strategies.	2.1. Source existing resources from credible sources that meet identified information needs. 2.2. Source and select organisational and external information to create content relevant to purpose. 2.3. Use language, style and tone suited to organisational image and target audience. 2.4. Create resources using formats suited to different audiences, and for use in different media. 2.5. Determine information delivery methods suited to the diversity of facility users and their communication needs and preferences. 2.6. Choose a range of delivery methods suited to different target audiences.
3. Communicate information.	3.1. Promote the use of information resources to staff and external activity leaders to ensure maximum reach to patrons. 3.2. Use methods to disseminate information that support different communication needs and preferences. 3.3. Utilise information resources in key facility locations, and for key activities and equipment. 3.4. Make tailored resources available to meet the needs of particular facility user groups.
4. Evaluate effectiveness of information.	4.1. Seek feedback from patrons, staff and external activity leaders on the utility of information. 4.2. Evaluate adequacy of information against feedback and other business data, and identify areas for improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret diverse organisational documents of varying complexity including, data on types of users for different activities, safety rules, incident reports and patron feedback.
Writing skills to:	create accurate and engaging content of a directive or educational nature using language suitable for purpose and audience.
Initiative and enterprise skills to:	identify opportunities to engage patrons to promote their safety.
Technology skills to:	use a computer and features of general software packages to create information resources.

Unit Mapping Information

Supersedes and is not equivalent to SISXRES002 Educate user groups.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC012 Promote safe and effective use of facilities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three different information resources for a sport, fitness, aquatic or recreation facility that focus on three different identified safety needs

for each above information resource:

determine the purpose and key messages to be covered

determine the audience, and create content that meets their needs

determine the type of media and delivery methods suited to the audience

for an actual information strategy implemented, or from case study documentation:

evaluate the effectiveness of one resource

document areas for improvement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific to the sport, fitness, aquatic or recreation environment:

common venue and environmental hazards

typical venue safety rules applicable to different types of activities and equipment, and rationale for rules

common types of unsafe patron behaviour

types of patrons, particularly at-risk patrons with special needs:

patrons with inadequate participation skills

individuals with disability

children

older persons

people from diverse cultural backgrounds

people with poor English language skills

key venue locations for distributing resources and presenting information

methods used to identify information requirements:

discussions with internal staff members and external activity leaders

evaluation of incident reports to identify key issues

evaluation of customer complaints about dangerous and unsocial behaviour of others

identifying key safety rules for existing and new activities and equipment

credible sources of information, how to obtain resources, and how to obtain permissions to use or adapt content:

sport, fitness, aquatic or recreation industry associations and safety bodies

government authorities

manufacturers of equipment

characteristics of:

positive and professional communications, particularly written, that enhance customer engagement

well formatted and designed resources

types of positive written language and approaches that can be used when dealing with negative issues, rules and compliance

how to tailor information and resources to meet the communication needs of different audiences:

presenting information in languages other than English

using diagrams, photos and illustrations

using active, plain language expressions

using colours and characters that appeal to children

methods used to disseminate information, and key formatting requirements for media:

social media platforms, including the key audience for different brands

organisational websites

posters

flyers and brochures

key message "scripts" for use by venue staff during their day-to-day interaction with patrons

big screen presentations in the venue

scripted announcements via public address systems

methods used to evaluate effectiveness of information and strategies:

staff and patron questionnaires

informal discussions with staff, external activity leaders and patrons

analysis of data collected on incidents since implementation of information strategies.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

computer and general software packages used to create information resources

information about the facility, activities, equipment, types of patrons, and safety issues to develop tailored information resources and delivery strategies

information resources from credible sources.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAM001 Organise and supervise participant travel

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to determine travel requirements, make travel arrangements and to accompany and supervise participants on tour.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations.

This unit has particular application to senior activity leaders and coaches but can apply to other senior workers. All use discretion and judgement to independently manage logistics and problems when they arise.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Finance, Administration and Marketing

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm travel requirements.	1.1. Determine travel requirements and needs of participants in consultation with relevant personnel. 1.2. Identify resource and logistical requirements for travel. 1.3. Determine and review travel costs and identify budget constraints. 1.4. Identify risks associated with travel arrangements and develop contingency plans. 1.5. Obtain approval for travel according to organisational procedures.
2. Make travel arrangements.	2.1. Plan and document travel schedule according to participant needs and activity requirements. 2.2. Access and interpret information about different options for travel services required. 2.3. Select preferred services and finalise costings within available budget. 2.4. Book and confirm travel arrangements with staff and external agencies. 2.5. Communicate information about travel arrangements to participants and relevant members of staff. 2.6. Check accuracy of travel documents for participants and accompanying staff.
3. Manage travel logistics and participants on tour.	3.1. Monitor travel logistics and travel schedule and modify as required during activities. 3.2. Maintain security of equipment and travel documents to avoid loss. 3.3. Complete and maintain accurate travel related records. 3.4. Maintain expenditure levels according to budget requirements. 3.5. Select and use communication strategies for group management. 3.6. Manage scheduling and other travel related difficulties as they arise to minimise disruption to participants and activities.
4. Review travel arrangements.	4.1. Conduct review of travel arrangements including feedback from participants. 4.2. Identify improvements for future travel arrangements based on review.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research and interpret a variety of texts to confirm travel requirements.
Writing skills to:	present information in required formats using language, structure and style appropriate to audience.
Numeracy skills to:	complete basic mathematical calculations for travel costs.
Problem-solving skills to:	identify risks, implement controls and change itinerary as required.
Technology skills to:	use search engines to locate required information.

Unit Mapping Information

Superseded and is equivalent to SISXADM001 Organise and supervise participant travel.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAM001 Organise and supervise participant travel

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

organise travel arrangements for three different groups of participants and their equipment for sport, fitness, aquatic or recreation activities

for one of the above activities accompany and supervise participants on tour, and manage travel logistics.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sources of information on travel options for groups and destinations

components of tours, and options and procedures for arranging these:

transport for participants and equipment

accommodation

meals

insurance

sightseeing and admissions

other logistical considerations for group travel:

obtaining working with children checks

obtaining parental or guardian informed consent for minors to travel

participant medical requirements, forms and permission to treat in the event of a medical incident

availability of medical care at destinations

communication with those not on tour

risks involved with travel and how to manage these when they arise:

disruption to travel arrangements

injury or illness

alterations to schedules

misplaced, lost or damaged baggage, equipment and belongings

roles and responsibilities of trip leaders and support staff while on tour:

managing travel logistics and how this is administered with travel suppliers for group travel

supervising and managing participants

strategies for effective group management:

head counts

roll calls

buddy systems for travel partners

implementing codes of behaviour and clearly communicating expectations

providing general supervision and support

clear communication of travel arrangements throughout the tour including those for:

meeting places and times

departure and arrival times for tour components

meal locations and times

activity locations and times.

Assessment Conditions

Skills for managing travel logistics and participants on tour must be demonstrated by accompanying a group on tour.

Assessment must ensure use of:

interaction with group travel participants, these can be:

participants travelling for sport, fitness or recreation purposes, or

individuals who participate in simulated activities used for the purpose of skills assessment

travel documentation

organisational policies and procedures for group travel.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAM002 Process financial transactions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to accept and process cash and other payments for products and services, and to reconcile takings.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to individuals working in a range of sport, fitness, aquatic or recreation roles at different levels of responsibility, but usually to those who work under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Finance, Administration and Marketing

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Process customer payments.	1.1. Receive, check and record cash float according to organisational procedures. 1.2. Check customer payments against sale value. 1.3. Calculate and provide correct change for cash payments. 1.4. Prepare and issue accurate receipts including all relevant tax details. 1.5. Complete refund transactions according to organisational policies and procedures. 1.6. Process and record transactions using software applications and according to organisational procedures. 1.7. Collect and record accurate client data according to record keeping requirements.
2. Reconcile takings.	2.1. Balance customer payments at the designated time according to organisational procedures. 2.2. Accurately count and calculate customer payments. 2.3. Balance cash and other payments with point-of-sale records and account for float. 2.4. Investigate and report discrepancies in the reconciliation. 2.5. Record takings according to organisational procedures. 2.6. Transport and secure cash and other payments according to organisational security procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational procedures for processing financial transactions.
Writing skills to:	complete reconciliations and basic reports using template forms.

Unit Mapping Information

Supersedes and is equivalent to SISXFIN002 Process financial transactions.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAM002 Process financial transactions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

efficiently and accurately process six customer financial transactions, including all of the following types:

cash

electronic funds transfer at point-of-sale (EFTPOS)

payment using voucher

direct deposit advance payment

refund

reconcile takings on three occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures relevant to financial transactions:

taking cash payments and counting cash and change

actions to take in the event of customer claim of short change

processing other forms of payment:

credit and debit card transactions

vouchers - discount, gift, or free trial

direct deposits

providing invoices and receipts to customers

completing reconciliations at designated times, and record keeping requirements

exchanges, returns and refunds

security-related procedures:

maintaining low levels of cash in tills

security of credit and debit card transactions

securing and transporting cash

how and where large sums of cash should be counted

actions to take in the event of a hold-up

features and functions of point-of-sale equipment and software

role and importance of the reconciliation process to organisational financial management system

organisational services and related transaction types

different products and services that attract a Goods and Services Tax (GST)

customer information required for products and services purchased.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with customers; these can be:

customers in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

point-of-sale equipment and software used to process and reconcile financial transactions

cash and other forms of payments, which can be samples

template documentation for reconciling financial transactions

organisational policies and procedures for processing financial transactions.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAM003 Develop and review budgets for activities or projects

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and review budgets for specific organisational activities including programs, projects and events. These budgeting activities differ in scope to departmental or whole of organisation budgets.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior personnel, including supervisors and managers, who operate independently or with limited guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Finance, Administration and Marketing

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Source data for budget preparation.	1.1. Access and interpret financial data and information about resources required to conduct the activity. 1.2. Confirm overall budget allocation for the activity with relevant personnel. 1.3. Identify potential sources and scope of activity revenue.
2. Prepare budget calculations.	2.1. Calculate realistic projections of revenue and expenditure based on data and information obtained. 2.2. Determine unit cost and sale value of product or service and calculate break-even point. 2.3. Identify and plan for likely contingencies.
3. Prepare budget documentation.	3.1. Prepare draft budget according to organisational format. 3.2. Identify and support revenue and expenditure estimates with current and valid information. 3.3. Submit budget for approval within designated timelines. 3.4. Adjust budget in response to feedback from designated personnel.
4. Review budget against actual results.	4.1. Compare actual revenue and expenditure to original budget using organisational data. 4.2. Identify variances from original budget and prepare and present accurate budget report to designated personnel. 4.3. Make recommendations for future budget planning. 4.4. Maintain accurate records to assist with the development of future budgets.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar information about resources required to operate activities.
Writing skills to:	produce cohesive and factual financial evaluation reports.
Numeracy skills to:	interpret a broad range of financial data involving fixed and variable costs, and differing types of revenue develop financial estimates using sometimes complex calculations for fixed and variable costs and differing types of revenue.
Initiative and enterprise skills to:	critically evaluate successes and failures of budgets to initiate improvements.
Technology skills to:	use computer-based systems to obtain budgetary data and record financial information.

Unit Mapping Information

Supersedes and is not equivalent to SISXFIN001 Develop and review budgets for activities or projects.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAM003 Develop and review budgets for activities or projects

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare, document and review two budgets, where each budget is for a different sport, fitness, aquatic or recreation activity or project.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for developing budgets:

role responsibilities and boundaries for budget preparation and approval

record keeping requirements for budgets and reports

confidentiality and security of financial information

how budgets for specific activities, programs, projects and events differ from and contribute to departmental and whole of organisation budgets

types of financial data used for budget preparation:

budgets and evaluation reports for previous activities

revenue and expenditure for previous periods or similar activities

participation reports

organisational costs including those for human, physical and equipment resources

supplier costs

organisational revenue and potential sources including sales, grants, sponsorship and donations

the meaning of fixed and variable costs and techniques for calculating each

techniques for calculating realistic estimated revenue and expenditure

how to calculate break-even point for products and services

types of financial risks associated with forward budgeting and contingency plans to minimise risk

types of data and techniques used to analyse, measure and report revenue and expenditure variances from original budget

formats and inclusions of budgets and evaluation reports

types of supporting information included in budgets, evaluation reports and recommendations for future improvements.

Assessment Conditions

Assessment must ensure use of:

computers and software programs for preparing budget documents

organisational revenue, expenditure and pricing data to develop budgets

organisational policies and procedures for developing budgets.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAM004 Analyse participation patterns

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to analyse an organisation’s current participation patterns for sport, fitness, aquatic or recreation programs. It requires the ability to determine the purpose of the analysis, and to collect, analyse and report on relevant participation data. Participation data analysis and reporting can be used for a variety of purposes including program design and scheduling, funding and marketing.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior personnel, including supervisors and managers, who operate independently or with limited guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Finance, Administration and Marketing

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine data analysis purpose and key analysis parameters.	1.1. Determine purpose of analysing organisational data for consumer participation in sport, fitness, aquatic or recreation programs. 1.2. Identify organisational program service offerings subject to analysis. 1.3. Identify consumer market segments for program service offerings subject to analysis.
2. Source, collect and analyse data.	2.1. Source and collect relevant participation data from credible external sources for comparison with organisational participation patterns. 2.2. Identify and collect available organisational data relevant to analysis purpose, and store according to organisational consumer privacy procedures. 2.3. Filter and assess quality of data and clean data to ensure relevance to analysis. 2.4. Identify participation patterns and trends from quantitative data through statistical analysis. 2.5. Evaluate qualitative information to identify patterns in reasons for participation and general satisfaction with program service offerings. 2.6. Compare organisational participation data to broader community data collected from external sources.
3. Report on participation levels and patterns.	3.1. Create and distribute reports on participation analysis and evaluation according to organisational format requirements and procedures. 3.2. Note underperforming program service offerings and highlight expansion opportunities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and often complex information from diverse sources.
Writing skills to:	produce cohesive data analysis and evaluation reports using language suitable for purpose and audience present factual information without ambiguity summarise and paraphrase diverse customer opinions without altering meaning.
Numeracy skills to:	interpret numerical data of different complexity and complete routine calculations involving addition, subtraction, multiplication, division and percentages present numerical data in tables, charts and graphs interpret fundamental statistical information to draw conclusions.
Problem-solving skills to:	identify and clean inaccurate, duplicative and irrelevant data.

Unit Mapping Information

Supersedes and is not equivalent to SISXIND004 Analyse participation patterns.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAM004 Analyse participation patterns

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for three different sport, fitness, aquatic or recreation programs:

collect, sort, store and analyse qualitative and quantitative participation data

produce a participation report for each of the three programs and include information about:

participation levels and patterns

type of consumer market segments participating in the program

consumer satisfaction with the program

expansion opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

consumer data that can be sensitive, and organisational privacy procedures for secure storage

for the sport, fitness, aquatic or recreation industry and organisation type:

reasons for analysing participation patterns and how data can be used for:

program initiatives and design

scheduling service offerings

marketing purposes to expand participation

obtaining funding

sources of information on contemporary national, local, state or territory participation patterns and trends:

Australian Bureau of Statistics (ABS)

national, state and territory government authorities

industry associations

how consumer markets are segmented for the purposes of participation analysis, and typical demographic information used to determine segments:

age

sex

skill capability

physical capacity

family status

employment status and income

key program service offerings

seasonal variations in different types of programs and how this impacts on participation patterns over the year

key consumer market segments for different program service offerings, and their program preferences and expectations

types of organisational data available to measure consumer participation, consumer market segment and satisfaction

operational features of software programs and analytic tools used to:

store and sort data

create statistics and charts representing key participation data

data to be filtered, removed or amended, and reasons for these actions

meanings and purposes of quantitative and qualitative data and how these are analysed and reported

format and inclusions of data analysis and evaluation reports for sport, fitness, aquatic and recreation program participation

techniques used to draw and express conclusions and recommendations.

Assessment Conditions

Assessment must ensure use of:

computers and software programs for accessing, sorting and evaluating participation data, and producing reports

data on general community and organisational consumer participation in sport, fitness, aquatic or recreation programs

organisational privacy procedures for securely storing sensitive consumer data.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAM005 Develop and implement participation strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to expand participation in sport, fitness, aquatic or recreation programs. It requires the ability to evaluate organisational participation reports, and respond to underperforming programs and consumer market segments by initiating targeted marketing strategies.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior program planning and marketing personnel who operate with significant autonomy.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Finance, Administration and Marketing

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review analysis of participation levels and patterns.	1.1. Evaluate organisational participation analysis reports for program service offerings. 1.2. Determine impact of current participation initiatives through comparative analysis of reporting periods. 1.3. Identify underperforming programs and consumer market segments. 1.4. Select priority programs and market segments to be targeted by expansion initiatives.
2. Implement, evaluate and modify participation strategies.	2.1. Develop participation marketing strategy consistent with direction and objectives of the organisation. 2.2. Establish performance measurements for monitoring impact of marketing strategy. 2.3. Implement strategies that target characteristics and preferences of prioritised market segments. 2.4. Communicate marketing strategies to relevant personnel. 2.5. Evaluate impact of marketing strategy on participation levels and patterns based on performance measures. 2.6. Modify marketing strategy in response to ongoing expansion need and changing participation levels and patterns.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	evaluate factual and subjective information presented in data analysis reports.
Writing skills to:	produce detailed and cohesive marketing strategies.
Numeracy skills to:	interpret and compare numerical data of different complexity presented in tables, charts and graphs.
Problem-solving skills to:	identify key participation deficits and prioritise marketing initiatives.

Unit Mapping Information

Supersedes and is not equivalent to SISXIND007 Develop and implement participation strategies.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAM005 Develop and implement participation strategies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for three different sport, fitness, aquatic or recreation programs, review participation analysis reports and identify underperforming programs and consumer market segments

for the same program or two different programs, develop a total of two different participation marketing strategies targeted at two different underperforming consumer market segments

from actual marketing strategies implemented, or according to case studies:

evaluate the impact of two strategies on participation levels and patterns

modify the marketing strategies according to need.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

for the sport, fitness, aquatic and recreation industry and organisation type:

format and inclusions of data analysis and evaluation reports for sport, fitness, aquatic and recreation program participation

seasonal variation in different types of programs and how this impacts on participation patterns over the year

how consumer markets are segmented for the purposes of participation analysis and marketing strategies, and typical demographic information used to determine segments:

age

sex

skill capability

physical capacity

family status

employment status and income

key program service offerings

key consumer market segments for different program service offerings, and:

their program preferences and expectations

types of marketing strategies and communication methods suited to their characteristics

current and emerging technologies used to communicate marketing messages to consumers and the opportunities they present

components of marketing strategies:

objectives

target audience

key themes and messages

marketing activities

responsibilities for implementation

performance indicators

timelines for implementation and duration of specific campaigns

budgets.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessment must ensure use of:

organisational participation data analysis reports for sport, fitness, aquatic or recreation program service offerings.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAM006 Coordinate sport, fitness or recreation events

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate the planning and delivery of sport, fitness, aquatic or recreation events at a single site or venue. It covers skills for completing the advance planning of all event components, coordinating the on-site set-up and break-down of events, supervising on-site event operations and the event team, and evaluating effectiveness of operational practices.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to event coordinators and managers as well as venue and operations managers who operate independently, and who are responsible for operational decisions.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Finance, Administration and Marketing

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify scope of the event.	1.1. Analyse event information to confirm purpose, objectives and overall budget for event. 1.2. Determine event components and create overall schedule to facilitate operational planning. 1.3. Determine and accurately document specific venue, staging and human resource requirements to facilitate event planning and service bookings.
2. Plan event operation.	2.1. Develop and document draft and finalised event running sheets incorporating event components, tasks, responsibilities and timelines. 2.2. Issue initial and finalised event orders to internal personnel and external suppliers, incorporating specifications for service provision. 2.3. Prepare and distribute finalised event program and attendee documents to publicise event. 2.4. Establish event delivery team and clarify roles and responsibilities. 2.5. Identify event specific risks and develop responsive contingency management plans. 2.6. Monitor event budget and preparations through ongoing liaison with internal personnel and external suppliers, and make required adjustments to event plans. 2.7. Prepare and distribute final operational documents to event delivery teams, internal personnel and external suppliers, incorporating agreed specifications for operation of event.
3. Coordinate on-site set-up, operation and break-down of event.	3.1. Provide briefing for event operation to internal and external delivery personnel, inclusive of communication and reporting mechanisms. 3.2. Oversee and assess event set-up against prearranged operational specifications. 3.3. Monitor event operation through observation and communication with relevant personnel. 3.4. Identify, evaluate and take prompt action to resolve arising problems. 3.5. Oversee event break-down and ensure completion according to agreed arrangements with team members and external suppliers.
4. Evaluate operational success of event.	4.1. Obtain feedback from attendees and seek input from personnel and suppliers on event operations. 4.2. Reflect on and evaluate operational problems. 4.3. Provide recommendations for future improvements to operational practices.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and complex information in event outlines and supplier product specifications.
Writing skills to:	develop complex and varied documentation in a format and style suited to purpose and audience need.
Oral communication skills to:	provide clear and unambiguous instructions to event team members and suppliers before and during event operation.
Numeracy skills to:	interpret diverse components of event budgets to develop operational specifications within budgetary parameters work quickly with budget figures to calculate effect on event costs when resolving on-site problems.
Problem-solving skills to:	negotiate solutions with attendees and event personnel under pressure where time constraints play a key factor.

Unit Mapping Information

Supersedes and is not equivalent to SISXIND006 Conduct sport, fitness or recreation events.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAM006 Coordinate sport, fitness or recreation events

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan the operation of two single-site sport, fitness, aquatic or recreation events

for each of the above two events, develop accurate and comprehensive:

operational planning documents

attendee documents

operational staging documents

coordinate the on-site set-up, operation and break-down of one of the above planned events, and:

evaluate the operational effectiveness of the event

document details of the evaluation including recommendations for future improvements to event operations.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

characteristics, components, and running formats of events commonly operated by sport, fitness, aquatic and recreation organisations:

fundraisers

competitions

awards presentations

open days to promote service offerings

member social events

key features of event staging products and services:

catering

talent:

compere

speakers

entertainers

technical equipment and services:

audio visual

lighting

sound

venue or site:

layouts

styling

displays, stands and signage

entrance and registration areas and equipment

security

common risks associated with event operations, typical contingency plans used to manage these, and how to manage circumstances when they arise:

over or under subscription to event activities

no-show, or lateness of event team members, external suppliers and speakers

injury or illness of attendees and event team members

adverse weather for outdoor events

equipment break-down

environmental and social sustainability considerations and practices for event operation:

recycling and disposing of waste

use of energy, water and other resources

reducing impacts on neighbouring residents

roles and responsibilities of those involved in event planning and staging:

event coordinators and managers

internal event team members, including volunteers

external venue personnel

external service providers

team structure for instructions, reporting and resolution of problems during event operation

communication methods and equipment used between event coordinators and event team during event operation

purpose, inclusions and formats for a diverse range of event documentation:

operational planning documents:

event budgets

overarching schedule of event components

draft running sheets

event orders for internal departments and external suppliers

risk assessment and contingency management plan

attendee documents:

event program

costs and registration details

invoices, receipts and confirmation documents

competition draw

operational staging documents:

site or venue layout and styling, and details of displays, stands, signage, technical and other equipment

finalised running sheets for set-up, operation and break-down of all event components inclusive of timing and event team responsibilities

competition schedules and competitor draw

scripts or speaking outlines for compere and speakers

methods used for the evaluation of events:

debriefs and discussions with event team members

discussions with external venue operators and suppliers

attendee evaluation questionnaires and on-site discussions

evaluation of complaints, problems or difficulties.

Assessment Conditions

Skills for coordinating on-site event operations must be demonstrated during the staging of a sport, fitness, aquatic or recreation event in live time where realistic time pressures and constraints play a key factor. This can be:

an actual industry event, or

a simulated industry event set up for the purpose of skills assessment.

Assessment must ensure use of:

interaction with event team members and suppliers; these can be:

team members and suppliers in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

event:

budgets

operational planning documents

attendee documents

operational staging documents.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND008 Manage legal compliance in sport and recreation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage organisational compliance with legal and contractual obligations in sport and recreation environments.

This unit applies to individuals working in sport and recreation organisations. This includes individuals working as program, recreation and sport coordinators, sport coaches and managers.

No licensing, legislative or certificate requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify organisational compliance obligations.	1.1. Research, interpret and analyse legislation and legal information to identify organisational legal compliance obligations. 1.2. Source, interpret and analyse organisational contracts to identify contractual obligations for individuals and the organisation. 1.3. Document and circulate organisational legal and contractual compliance information in accordance with organisational policies and procedures.
2. Assess organisational compliance.	2.1. Interpret and analyse organisational policies and procedures to assess compliance with organisational legal and contractual obligations. 2.2. Review organisational practices to assess compliance with organisational legal and contractual obligations. 2.3. Document organisational legal and contractual non compliance and risk in accordance with organisational policies and procedures. 2.4. Assess the need for and access specialist advice on organisational legal and contractual non compliance and risk. 2.5. Develop and document recommended actions to address organisational legal and contractual non compliance and risk in accordance with organisational policies and procedures. 2.6. Seek feedback on recommended actions and review and adjust recommended actions in response to feedback received.
3. Promote organisational compliance.	3.1. Develop and document new and modify existing organisational policies and procedures to meet organisational legal and contractual obligations. 3.2. Disseminate new and modified organisational policies and procedures to impacted staff within the organisation. 3.3. Support impacted staff to implement new and modified organisational policies, procedures and practices. 3.4. Monitor organisational legal and contractual compliance to assess implementation of new and modified organisational policies, procedures and practices.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to sport and recreation staff on legal and contractual compliance.
Technology skills to:	access legal and contractual information from electronic sources.

Unit Mapping Information

SISXIND404A Promote compliance with laws and legal principles

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND008 Manage legal compliance in sport and recreation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

managing organisational compliance against a legal obligation

managing organisational compliance against a contract.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to managing legal and contractual compliance

the relationship between organisational policies and procedures and legal and contractual compliance

techniques for reviewing organisational policies, procedures and practices

strategies for implementing organisational policies and procedures

sources of legal and contractual information

types of legal and contractual obligations

types of legal and contractual non compliances and risks

types of contracts

strategies for addressing legal and contractual non compliances and risks:

modifying organisational policies and procedures

developing new policies and procedures

modifying implementation strategies

developing new implementation strategies.

Assessment Conditions

Skills must be demonstrated in:

a sport or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

organisational policies and procedures

an expert source of legal advice

electronic device with access to the internet for research

organisational contract

staff with legal and contractual obligations.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND009 Respond to interpersonal conflict

Modification History

Not applicable.

Application

This unit of competency covers the skills and knowledge required to identify and respond to interpersonal conflict situations in the workplace.

This unit of competency applies to individuals working in a diverse range of industries where they are responsible for dealing with interpersonal conflict. This includes, but is not limited to, coaches and officials working in the Australian sport industry.

No licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Ni

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prevent interpersonal conflict situations.	1.1. Establish and maintain positive working relationships with others to minimise risk of conflict situations. 1.2. Recognise and monitor interpersonal conflict triggers to identify interpersonal conflict risks. 1.3. Assess interpersonal conflict risks and implement risk control strategies to prevent interpersonal conflict situations.
2. Respond to interpersonal conflict situations.	2.1. Monitor interpersonal interactions to identify interpersonal conflict situations. 2.2. Recognise and report interpersonal conflict situations outside scope of responsibility. 2.3. Assess interpersonal conflict situations within scope of responsibility to identify and select interpersonal conflict resolution strategies. 2.4. Implement interpersonal conflict resolution strategies to defuse and resolve interpersonal conflict situations.
3. Reflect on interpersonal conflict resolution, prevention and response.	3.1. Seek feedback from others to identify areas to improve own interpersonal interactions and interpersonal conflict response. 3.2. Reflect on own interpersonal interactions and interpersonal conflict response to identify areas for improvement. 3.3. Analyse findings and incorporate learnings in future interpersonal interactions and interpersonal conflict response.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to prevent, defuse and resolve interpersonal conflict speak clearly and firmly in a polite, professional and assertive manner with open and consistent body language negotiate to defuse aggressive behaviour.
Numeracy skills to:	estimate risk.
Problem-solving skills to:	diagnose and respond to interpersonal conflict situations.
Teamwork skills to:	create a positive work environment.
Self-management skills to:	be objective, calm and non reactive in interpersonal conflict situations.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND009 Respond to interpersonal conflict

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

respond to two interpersonal conflict that involves:

one interpersonal conflict situation with an individual external to the organisation

one interpersonal conflict situation with an individual internal to the organisation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures applicable to responding to interpersonal conflict

job role responsibilities in relation to responding to interpersonal conflict

triggers of interpersonal conflict:

different beliefs and values

different and unclear goals and expectations

disagreements

perceived and actual bias

emotional distress

different personalities

poor communication

strategies for preventing interpersonal conflict:

building rapport

discussing differences constructively

promoting cooperation and understanding

interpersonal communication and negotiation techniques:

strategic questioning and listening to gather information and direct the focus of the people involved

positive, confident and cooperative language

control of tone of voice and body language

using language and concepts appropriate to the people involved

using clear presentations of options and consequences

demonstrating flexibility and willingness to compromise

summarising positions and agreements made to confirm understanding between parties

giving constructive feedback

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a work environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to responding to conflict.

Assessment must ensure use of:

individuals with whom the individual can interact to respond to conflict.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND010 Protect children and young people

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to protect the safety of children and young people engaged in community based activities.

This unit applies to individuals working with children and young people in community based roles.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with children and young people.	1.1. Source and interpret industry and regulatory information to identify community child safety requirements. 1.2. Comply with child safety requirements relevant to own job role and according to organisational policies and procedures. 1.3. Practice and promote child safe behaviours in the community. 1.4. Promote and uphold the rights of children and young people in the community.
2. Manage child safety risks.	2.1. Consult with children, young people and other stakeholders to identify and assess child safety risks. 2.2. Identify and implement child safety risk controls. 2.3. Monitor child safety risks and adjust child safety risk controls to minimise and eliminate child safety risks.
3. Respond to child safety incidents.	3.1. Monitor work practices and indicators of abuse to identify child safety incidents. 3.2. Address child safety incidents within scope of own job role. 3.3. Identify and access child safety services and resources to support child safety incident response. 3.4. Report and escalate child safety incidents according to organisational policies and procedures.
4. Reflect on child safety practices.	4.1. Seek feedback from others to identify areas to improve own child safety practices. 4.2. Reflect on own child safety practices to identify areas for improvement. 4.3. Analyse findings and incorporate learnings in future child safety practices. 4.4. Seek opportunities to address identified professional development needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	document child safety records.
Oral communication skills to:	ask open and closed questions and actively listen to consult with children and young people interact with children and young people in a polite and positive manner using age appropriate language.
Numeracy skills to:	estimate child safety risks.
Technology skills to:	access the internet to source child safety information.

Unit Mapping Information

No equivalent unit

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND010 Protect children and young people

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

protect children and young people over a period of one month that involves:

complying with child safety industry, regulatory and organisational requirements

identifying and controlling three child safety risks.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements applicable to protecting children and young people

organisational policies and procedures applicable to protecting children and young people

common legal issues when working with children and young people

job role responsibilities applicable to protecting children and young people

rights of children and young people

types, effects and signs of bullying:

physical

verbal

psychological

social

child and young person safe work practices

spectrum of behaviours:

child safe behaviour

inappropriate behaviour

unacceptable behaviour

neglect

physical and emotional abuse

risk factors for and strategies to address child sexual abuse:

grooming

societal and community cultures

types of child abuse and indicators of abuse:

sexual abuse and sexual misconduct

physical abuse

emotional abuse

neglect

family violence

organised sexual abuse

strategies for creating a child safe environment

communication techniques to engage and interact with children and young people

available support services and resources to assist with child safety issues

methods of self reflection.

Assessment Conditions

Skills must be demonstrated in:

a community based work environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

organisational policies and procedures applicable to protecting children and young people.

Assessment must ensure use of:

children and young people.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND011 Maintain sport, fitness and recreation industry knowledge

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to source sport, fitness, aquatic and recreation industry information, and to develop and maintain industry knowledge which underpins effective performance of workplace activities.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to individuals working in a range of sport, fitness, aquatic or recreation roles at different levels of responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop industry knowledge.	1.1. Identify credible sources of information on the sport, fitness, aquatic and recreation industry. 1.2. Access and interpret information about the structure and operation of sport, fitness, aquatic and recreation industry.
2. Identify benefits of participation.	2.1. Identify the economic and social significance of the industry for the community and individuals. 2.2. Determine the benefits of participating in sport, fitness, aquatic and recreation activities and take opportunities to share information with colleagues and customers.
3. Update knowledge of industry technology.	3.1. Source information on current and emerging technologies used by the sport, fitness, aquatic or recreation industry. 3.2. Identify the potential benefits of different technologies and how use can positively impact service delivery.
4. Update industry knowledge.	4.1. Identify opportunities for ongoing development of knowledge and incorporate learning into day-to-day activities. 4.2. Identify contemporary issues for the industry that directly impact own workplace and clients.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret varied, unfamiliar and potentially complex industry information.
Writing skills to:	produce notes, summarise and record information in basic documents including information sheets, portfolios and files.
Technology skills to:	use computers, mobile devices and the Internet to search for and download information use software applications to create, update and store basic documents.

Unit Mapping Information

Supersedes and is not equivalent to SISXIND002 Maintain sport, fitness and recreation industry knowledge and SISXIND001 Work effectively in sport, fitness and recreation environments.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND011 Maintain sport, fitness and recreation industry knowledge

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source sport, fitness, aquatic and recreation industry information from credible sources and create a portfolio of information which includes details of:

structure of the industry and key features of different sectors

economic and social significance of the industry

benefits of participation in sport, fitness, aquatic or recreation activities

one industry association or peak body and its primary role and functions

one industry quality assurance scheme

one type of current or emerging technology used by the industry or a particular sector

one contemporary issue for the industry or a particular sector

review key aspects of the above information and identify how this information can assist with client interactions, service delivery and day-to-day work activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

for the sport, fitness, aquatic and recreation industry:

sources of credible information about the industry

structure of the industry and its different sectors:

main functions and service offerings

key operational characteristics of different business models including commercial, not for profit, community and government organisations

business relationships between different sectors

relationship between the industry and other allied industries

economic and social significance of the industry

health and other benefits of participation in sport, aquatic, fitness and recreation activities

roles and general responsibilities for different jobs in different industry sectors

importance of the volunteer workforce to the industry and types of roles for volunteers

major crossindustry and sectorspecific industry associations:

their primary role and functions

key features of registration and accreditation quality assurance schemes they operate

their role in setting industry standards and codes of practice

professional development opportunities offered

main trade unions for industry workers and their primary function

current and emerging technologies specific to the industry and benefits of use in the workplace and for clients

ways that industry knowledge can be updated and used to enhance day-to-day activities

sources of information on contemporary issues for the industry.

Assessment Conditions

Assessment must ensure use of:

computers or mobile devices and the Internet to source information

credible sources of industry information.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND012 Select and use technology for sport, fitness and recreation work

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select and use industry relevant technologies suited to the task. It covers skills to evaluate the use of current technology, and to identify and evaluate emerging technologies which will enhance service delivery.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to a range of individuals, working at different levels of responsibility, who use industry relevant technology to support the delivery of sport, fitness, aquatic and recreation services.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use industry-specific technology.	1.1. Determine required industry-specific technology according to task requirements. 1.2. Use features and functions of industry-specific technology according to task requirements and organisational conditions of use. 1.3. Use organisational technology and procedures to communicate with internal and external stakeholders. 1.4. Solve common operating problems according to manufacturer instructions.
2. Use monitoring equipment.	2.1. Use monitoring equipment according to legal obligations and industry standards of ethical practice. 2.2. Download data from monitoring device and store for ease of retrieval. 2.3. Interpret data and explain results clearly and concisely to relevant others.
3. Use recording technology.	3.1. Determine the purpose and value of capturing audio visual recording and obtain required permissions from participants. 3.2. Identify and use equipment and techniques for obtaining the best quality visual and audio recording according to manufacturer instructions. 3.3. Use software applications to import and edit recorded content. 3.4. Share recorded content with relevant individuals.
4. Maintain technology equipment.	4.1. Complete routine maintenance and store equipment safely according to manufacturer instructions. 4.2. Report faulty equipment according to organisational procedures.
5. Evaluate emerging industry relevant technology.	5.1. Identify and evaluate technology currently used for service delivery. 5.2. Source and interpret technical information on new or improved industry relevant technology. 5.3. Evaluate ways in which emerging technology can be used to improve service delivery. 5.4. Recommend suitable technology alternatives or improvements which will enhance service delivery.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret often complex technical information in manufacturer instructions and user guides interpret organisational policies and procedures for technology use.
Learning skills to:	improve technology-related skills through practice.

Unit Mapping Information

Superseded and is equivalent to SISXICT001 Select and use technology for sport, fitness and recreation work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND012 Select and use technology for sport, fitness and recreation work

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

use sport, fitness, aquatic or recreation industry-specific technology on two occasions according to task requirements

use monitoring equipment and clearly and consciously explain results to relevant individuals on two occasions

capture, with relevant permissions, two audio visual recordings for the purposes of capturing information or enhancing participant activity performance and share and explain results with relevant individuals

source information on two different types of new or improved technologies specifically relevant to the sport, fitness, aquatic or recreation industries

evaluate ways in which the above two technologies can enhance service delivery.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for the use, care and storage of technology equipment

specific to the sport, fitness, aquatic or recreation environment:

operational features of industry specific technology and software, and ways they are used for service delivery

operational features of monitoring equipment, data collection software, and ways they are used for service delivery

operational features of audio visual recording equipment and software, and ways they are used for service delivery

general maintenance requirements for the above technologies, and types of repairs referred to specialist technicians

how to access manufacturer instructions and user guides for equipment and software

sources of information on emerging industry technologies and technical information

legal and ethical requirements for the use of monitoring technology and audio visual recordings:

obtaining informed consent from clients

obtaining permission to share the image of others

privacy regulations and organisational policies and procedures for the collection, use, maintenance and secure storage of private client information.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with individuals for recording, sharing and explaining results of monitoring and audio visual activities; these can be:

individuals in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

technology equipment and software relevant to the specific sport, fitness, aquatic or recreation environment, including monitoring and audio visual equipment

manufacturer instructions and user guides for equipment and software

technical information on emerging technology

organisational policies and procedures for:

the use, care and storage of technology equipment

privacy of client information.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXMGT002 Develop and maintain stakeholder relationships

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and maintain an effective relationship with key stakeholders who contribute to and influence the delivery of sport, fitness, aquatic and recreation services.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior personnel who operate independently or with limited guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Management and Leadership

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the role and function of key stakeholders.	1.1. Identify key external stakeholders and personnel that impact on the organisation and its service delivery. 1.2. Analyse information on the roles and functions of key stakeholders within the organisation. 1.3. Research types of information and resources available from key stakeholders. 1.4. Determine decision making processes within key stakeholder organisations and the impact on own organisation.
2. Develop and implement strategies to promote effective stakeholder relationships.	2.1. Consult with stakeholders to establish their interests and expectations and determine forms of engagement. 2.2. Plan activities to facilitate effective rapport with stakeholders. 2.3. Adopt communication techniques and methods appropriate to the needs of stakeholders. 2.4. Identify and respond to factors that may negatively impact stakeholder communication. 2.5. Develop strategies to maintain working relationships with stakeholders.
3. Evaluate stakeholder relationships.	3.1. Seek feedback from stakeholders on communication and engagement activities. 3.2. Assess organisational strategies for developing effective working relationships with stakeholders. 3.3. Modify strategies in consultation with key organisational and stakeholder personnel.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar texts to identify information about stakeholders.
Writing skills to:	provide information in style and format suited to audience.
Oral communication skills to:	participate in spoken exchanges using clear and direct language to convey, request and clarify information.
Initiative and enterprise skills to:	establish relationship with new stakeholders.
Teamwork skills to:	collaborate with others to achieve joint outcomes.

Unit Mapping Information

Supersedes and is equivalent to SISXMGT001 Develop and maintain stakeholder relationships.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXMGT002 Develop and maintain stakeholder relationships

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop, implement and evaluate strategies to develop and maintain effective stakeholder relationships with two of the following stakeholder types:

government agencies

funding bodies

community organisations

commercial enterprises

industry associations

peak bodies

boards of directors

select and use three different techniques and methods for stakeholder communication.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

different types of external stakeholders in the sport, fitness, aquatic and recreation industry:

government agencies

funding bodies

community organisations

commercial enterprises

industry associations

peak bodies

types of key stakeholders within an organisation:

committees

boards of directors

for each of the above listed internal and external stakeholders:

key roles and functions

types of information and resources they provide, and types they require from organisations

types of communication strategies and methods for consultation, engagement and relationship building

how communication protocols and methods vary for different stakeholder types and different situations

types of communication methods used with stakeholders when interacting about:

development and review of industry standards and regulation

funding and sponsorship

decision making

strengths and weaknesses of stakeholder consultation and communication methods

barriers to effective communication with stakeholders and ways to respond

methods used to seek and evaluate feedback from stakeholders on effectiveness of communication and engagement.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with stakeholders, these can be:

actual stakeholders relevant to the setting, or

individuals who participate in simulated activities used for the purpose of skills assessment

information about stakeholder groups and organisations

organisational policies and procedures for stakeholder relationship management.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXMGT003 Recruit, induct and manage volunteers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish the need for volunteers and to recruit, induct and manage volunteers within the context of an established volunteer management framework.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of volunteer activity, short and long term, and for specific events.

It applies to senior personnel, including supervisors and managers, who operate independently or with limited guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Management and Leadership

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine volunteer requirements.	1.1. Establish need for volunteers based on analysis of workforce needs. 1.2. Identify and document key roles for volunteers based on identified need. 1.3. Develop and document required skills and attributes profiles aligned to key roles for volunteers. 1.4. Obtain approval for volunteer recruitment according to organisational volunteer management policy and procedures.
2. Recruit and select volunteers.	2.1. Use skills and attributes profiles to develop clear and concise selection criteria and applicant information. 2.2. Identify key sources for volunteers and communicate all relevant organisational and skill requirement information in call for volunteers. 2.3. Evaluate applications against selection criteria to progress suitable applicants. 2.4. Use selection criteria and selection processes suited to organisational need to evaluate and select volunteers. 2.5. Make offers to volunteers and complete accurate records of the selection process according to organisational policies and procedures.
3. Induct volunteers.	3.1. Plan induction and training for volunteers to ensure work roles, rights and responsibilities are clearly understood. 3.2. Prepare and distribute accurate documents and resources for induction to staff and volunteers. 3.3. Deliver induction session according to plan.
4. Manage volunteers.	4.1. Maintain regular communication with volunteers to monitor their volunteering experience from organisation and volunteer perspective. 4.2. Review volunteer performance and provide feedback and opportunities for any required additional training. 4.3. Maintain accurate records of volunteer engagement according to organisational volunteer management policy and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret documents of varying complexity including organisational volunteer employment policies and procedures, and unfamiliar applications presented in various styles and formats.
Writing skills to:	develop complex and varied documentation in a format and style suited to purpose and audience need, including formal selection and induction documents and promotional recruitment material.
Oral communication skills to:	interact with volunteers in a polite and courteous manner using positive communication strategies develop rapport with volunteers.
Problem-solving skills to:	identify volunteer skill level and plan required training to meet skill deficiencies.
Planning and organising skills to:	evaluate workforce needs and plan for recruitment of appropriate number of volunteers to meet requirements.

Unit Mapping Information

Supersedes and is not equivalent to SISXHRM001 Recruit and manage volunteers.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXMGT003 Recruit, induct and manage volunteers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

determine volunteer requirements, and plan and implement the recruitment and selection of two volunteers for roles in a sport, fitness, aquatic or recreation organisation or activity

plan and deliver one induction program for volunteers including information and resources about:

organisational structure, purpose and services offered

roles and role boundaries of volunteers in the organisation

lines of communication and reporting for volunteers

rights and responsibilities of the volunteer and the organisation

organisational policies and procedures relevant to the volunteer role

complete a performance review for one volunteer.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational volunteer management policies and procedures including approvals process for engaging volunteers, and record keeping requirements

importance of the volunteer workforce to the sport, fitness, aquatic and recreation industry and common types of roles and functions for volunteers:

coaching, training, instructing and officiating

fundraising

catering

repairs, maintenance and grounds keeping

assisting with administration and financial management

event coordination and on-site staging

legislated employment conditions for volunteers, and organisational responsibilities including those related to:

work health and safety

privacy of information

anti-discrimination

child safe

employment condition differences between paid and unpaid roles

formats and inclusions of:

skills and personal attributes profiles for volunteer roles

position descriptions for specific volunteer job roles and how these may differ from paid position descriptions

relationship between profiles, position descriptions and selection criteria, and ways to develop and document clear selection criteria

methods used by the sport, fitness, aquatic and recreation industry to call for volunteers and types of organisational information included

selection processes, how they are completed and benefits of each:

discussions and interviews via face-to-face or by electronic means, and the use of interview panels

skills appraisals

evaluation of qualifications, employment and life experience relevant to volunteer role

checks:

references

occupational licensing, registration and accreditation

police

working with children

methods and administrative tools used to link selection processes, interview questions, and evaluation to selection criteria

how a volunteer selection process may be general for a range of roles, and how suitability for a particular role may emerge during the selection process

types of information included in induction programs for volunteers and importance of communicating this to volunteers:

organisational structure, purpose and services offered

roles and role boundaries of volunteers in the organisation and for specific events and activities

lines of communication and reporting for volunteers

rights and responsibilities of the volunteer and the organisation

organisational policies and procedures relevant to the volunteer role

methods used to deliver induction programs, and the role of staff members and technology

performance review methods and techniques specific to volunteer roles and:

motivations of volunteers, what can de-motivate volunteers, how motivation can change over time, and how organisations can adjust roles to suit current volunteer needs

methods and communication techniques used to gather feedback and provide positive reinforcement

common benefits, recognition and rewards provided to volunteers.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with volunteers; these can be:

volunteers in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

recruitment, selection and induction documents and resources:

skills and personal attributes profiles and position descriptions for volunteer roles

selection criteria, and administrative tools used for evaluation and selection

organisational policies and procedures relevant to volunteer roles

organisational volunteer management policies and procedures including approvals process for engaging volunteers, and record keeping requirements.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXMGT004 Coordinate work teams

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate work teams. It requires the ability to organise and monitor staffing levels, inform team members of expected standards of work, motivate teams and maintain staffing records. Team members may be paid employees or volunteers.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior personnel, including supervisors and managers, who operate independently or with limited guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Management and Leadership

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine staffing levels.	1.1. Set staffing levels within budget to maximise operational and customer service efficiency. 1.2. Roster teams with the most effective skills mix to meet anticipated demand and type of work. 1.3. Develop rosters according to relevant industrial arrangements and within wage budget. 1.4. Communicate rosters to team members in clear formats within organisational timeframes. 1.5. Monitor and adjust staffing levels in response to staffing availability. 1.6. Maintain accurate and current records of staffing.
2. Communicate team and organisational expectations.	2.1. Clearly communicate roles, tasks and responsibilities and advise individual and team accountability. 2.2. Provide staff induction on required organisational procedures and standards of work. 2.3. Conduct staff meetings or briefings to communicate delivery and service requirements. 2.4. Encourage individuals to contribute to discussion and planning of team or group objectives and goals.
3. Monitor individual and team performance.	3.1. Review and update individual and team objectives and goals regularly in consultation with relevant personnel. 3.2. Evaluate individual and team performance against allocated responsibilities and performance standards. 3.3. Provide feedback to individuals and teams in a constructive and supportive manner and record outcomes. 3.4. Encourage and guide individuals and teams to evaluate own performance and identify areas for improvement.
4. Motivate the team.	4.1. Identify strengths and weaknesses of team against current and anticipated work requirements. 4.2. Encourage participation in discussions and planning of team objectives and goals. 4.3. Support positive and constructive relationships with and between team members. 4.4. Act as positive role model through high standards of personal performance and ongoing development of own competencies.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures interpret complex provisions of industrial awards and agreements.
Numeracy skills to:	interpret business data, organisational budgets and estimate staffing costs.
Technology skills to:	use computers and software programs to maintain records of staffing and meetings.

Unit Mapping Information

Supersedes and is not equivalent to SISXIND005 Coordinate work teams or groups.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXMGT004 Coordinate work teams

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

analyse business data to forecast staffing requirements for two of the following sport, fitness, aquatic or recreation activities:

general business activities for the forthcoming month

a special event

a promotional activity

competition schedules

bespoke program designed for a client

develop rosters to meet the above staffing requirements

adjust roster on two different occasions where requirements change

provide staff induction for one team member

conduct one team meeting to evaluate team performance and discuss revised objectives

provide feedback and document outcomes for two team members.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sources of information on industrial awards for the sector and specific enterprise agreements for the organisation

the key provisions of applicable industrial awards and enterprise agreements for sport, fitness, aquatic or recreation organisations:

minimum and maximum hours of work

meals and other breaks

mandated breaks between shifts

employment classification and remuneration

standard, overtime and penalty rates

types of business data for forecasting required staffing levels

types of teams operating in a sport, fitness, aquatic or recreation environment and common roles, boundaries and responsibilities

organisational policies and procedures for:

induction

maintaining staff records

performance appraisal methods and techniques

technologies and formats used for rosters and methods for communicating

techniques for forming and motivating teams to achieve shared goals.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with team members; these can be:

team members in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

business data for forecasting required staffing levels

rostering and recording systems

induction information and resources

sport, fitness, aquatic or recreation industry industrial awards and enterprise agreements

organisational policies and procedures for induction and maintaining staff records.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXMGT005 Facilitate community recreation initiatives

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, deliver and evaluate community recreation initiatives. Initiatives can be as targeted as increasing participation by local populations, or as broad as implementing a nationally recognised need within the community. This unit is relevant to any type of initiative.

This unit applies to any type of recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior program personnel who operate with significant autonomy.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Management and Leadership

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify new community recreation initiatives.	1.1. Consult with stakeholders to identify community characteristics, needs and expectations, and ascertain the priority for a new initiative. 1.2. Conduct meetings and consultations with key community members to confirm needs, preferred initiative options and expected outcomes. 1.3. Identify barriers and risks to participation and develop appropriate strategies.
2. Design community recreation initiative.	2.1. Develop community recreation initiative which reflects the identified needs of target group, program options and desired outcomes. 2.2. Document community recreation initiative according to organisational format. 2.3. Develop and document strategies for communication and delivery of initiative. 2.4. Prepare and distribute marketing materials to target group.
3. Deliver community recreation initiatives.	3.1. Identify and organise resources required to implement initiatives. 3.2. Implement delivery strategies that ensure safety of participants. 3.3. Monitor access, participation and safety, and adjust initiatives according to responses of specific community. 3.4. Encourage participants to provide feedback on initiatives.
4. Evaluate community recreation initiatives.	4.1. Seek and acknowledge feedback from relevant stakeholders. 4.2. Evaluate relevant components of initiatives against expected outcomes. 4.3. Identify potential areas for improvement and consult with key stakeholders to determine future directions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and unfamiliar information from formal and informal sources.
Writing skills to:	prepare meeting documentation and targeted marketing communication materials suited to audience.
Oral communication skills to:	participate in spoken exchanges using clear and direct language to convey, request and clarify information.
Initiative and enterprise skills to:	analyse and anticipate participant requirements and determine best options.
Planning and organising skills to:	access and sort required information to include in initiative proposal.

Unit Mapping Information

Supersedes and is not equivalent to SISCCRD001 Facilitate community recreation initiatives.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXMGT005 Facilitate community recreation initiatives

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

design, deliver and evaluate two different recreation initiatives for two different target groups.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

community development principles and practices relevant to participation in community recreation activities:

access and equity

social inclusion

community consultation, including mechanisms for working with diverse communities

overview of social, political, cultural and historical issues relevant to specific communities and how these may impact on development of appropriate initiatives:

cultural and linguistic diversity

urban, rural or remote location

family systems

level of education

resources required for initiatives within an organisation or specific community and how they can be organised:

facilities

equipment

finance

paid personnel and unpaid volunteers

transport

marketing materials

factors that affect participation in community recreation activities for specific communities:

age

cultural and social

physical and intellectual characteristics

family structures

level of literacy and numeracy

financial, time and resource constraints

potential outcomes of initiatives:

increased participation in recreation activities

increased retention level for recreation activities

feelings of inclusiveness for participants

methods that can be used to evaluate effectiveness of recreation initiatives:

participant and activity leader evaluation questionnaires and reports

discussions with activity leaders and community stakeholders

evaluation of participation statistics.

Assessment Conditions

Skills must be demonstrated in a recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with community members, these can be:

participants in a community setting, or

individuals who participate in simulated activities used for the purpose of skills assessment

equipment and resources required for the implementation of the initiative

program plan and marketing materials for the community initiative.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD001 Provide hire equipment for activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare, demonstrate and store hire equipment for sport, fitness, aqua and recreation activities.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of environment, and to specific equipment used for any type of sport, fitness, aquatic or recreation activity.

It applies to individuals working in a range of sport, fitness, aquatic or recreation roles at different levels of responsibility, but usually to those who work under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify equipment requirements.	1.1. Determine and check availability of activity equipment required by participants according to activity schedules. 1.2. Explain hire information and deposit charges to participants. 1.3. Collect, secure and record hire payments and deposits according to organisational procedures.
2. Issue and set up equipment.	2.1. Issue activity equipment, and provide assistance with fitting personal protective equipment when needed. 2.2. Set up, explain and demonstrate safe use of activity equipment to participants. 2.3. Monitor safe use of equipment for intended purposes and report problems according to organisational procedures.
3. Dismantle and check equipment.	3.1. Dismantle equipment safely according to manufacturer instructions. 3.2. Check, record and report damaged or missing equipment according to manufacturer instructions and organisational procedures. 3.3. Refund deposits on return of equipment and adjust for missing or damaged equipment. 3.4. Withdraw and dispose of equipment with expired life spans according to manufacturer instructions.
4. Store equipment.	4.1. Handle activity equipment using safe manual handling techniques and store in appropriate conditions according to manufacturer instructions. 4.2. Maintain order of storage facility to allow safe and efficient access to equipment, and safe exit in the case of an emergency. 4.3. Update records of stored equipment according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for hiring equipment interpret potentially unfamiliar manufacturer instructions for equipment use, damage testing and storage.
Writing skills to:	use fundamental sentence structure to complete basic forms and reports that require factual information.
Oral communication skills to:	ask open and closed questions to determine participant needs.
Numeracy skills to:	interpret numerical information in activity schedules involving quantity, dates and times complete basic calculations for hire charges, deposits, refunds and adjustments for damaged or lost equipment.

Unit Mapping Information

Supersedes and is equivalent to SISXCAI001 Provide equipment for activities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD001 Provide hire equipment for activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

correctly interpret five activity schedules to provide and hire:

five different pieces of sport, fitness, aquatic or recreation activity equipment

personal protective equipment suited to the activity and participant characteristics

for each piece of above equipment, follow manufacturer instructions to:

set up for participant, demonstrate and explain safe use

dismantle, check for damage, and store

complete accurate records of:

the above equipment issued to participants

at least one missing piece of equipment

at least one damaged piece of equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for hiring equipment and record keeping

work health and safety practices for handling activity equipment, including sanitising, safe manual handling techniques for lifting and shifting bulky and heavy equipment

specific to the sport, fitness, aquatic or recreation environment and activity equipment:

key operational features of activity equipment

safe use

assembly, storage and disposal requirements, as specified in manufacturer instructions

equipment testing and checking techniques, as specified in manufacturer instructions, for:

damage

missing parts

failure to operate

structural faults

types of required personal protective equipment for participants

methods used to determine equipment requirements for scheduled activities and sessions.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment with equipment storage facilities. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with activity participants; these can be:

participants in an industry workplace, or

participants who participate in simulated activities used for the purpose of skills assessment

equipment relevant to the specific sport, fitness, aquatic or recreation environment and activities

organisational schedules for activities

template:

hire agreements

damaged and missing equipment reports

organisational procedures for hiring equipment and record keeping.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD002 Deliver recreation sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare for and lead recreational activities of a non-instructional nature according to predesigned session plans which may have been developed by self or others. This unit covers skills to adjust session plans and modify planned activities to suit participant needs.

Skills for leading instructional programs are covered in other units for fitness, aquatics, coaching and outdoor recreation.

This unit applies to any type of recreation organisation including commercial, not-for-profit, community and government organisations. It applies to activity leaders who work independently using discretion and judgement to manage session logistics and solve routine problems within organisational guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for activity session.	1.1. Review session plan and confirm session objectives and activities. 1.2. Check and prepare physical environment to meet session requirements and identify and respond to factors that may impact session delivery. 1.3. Select and set up resources suited to activity session. 1.4. Assess characteristics and capabilities of participants on arrival through observation and questioning, and adjust session plan as needed.
2. Introduce the session.	2.1. Explain session objectives and activities using communication suited to participant characteristics. 2.2. Provide clear information about safety procedures, safe behaviour, safe areas and boundaries. 2.3. Advise participants of roles and responsibilities of activity leaders and communication protocols to use during activities. 2.4. Encourage participants to ask questions and seek advice before and during session.
3. Deliver the activity session.	3.1. Sequence and pace activities according to session plan adjusting according to participant need. 3.2. Implement techniques suitable for leading the activity and suited to participant needs. 3.3. Provide clear and accurate instructions and demonstrations for activities. 3.4. Monitor participant technique and safety, and provide feedback and corrective instruction based on observations. 3.5. Respond to individual participant difficulties and modify their activities to suit needs and to ensure engagement and comfort. 3.6. Facilitate effective group interaction to maintain group control, engagement and safety.
4. Encourage and support participants during activities.	4.1. Encourage and respond to participant questions about activities and their technique. 4.2. Use communication techniques that provide positive reinforcement and motivation to participants. 4.3. Highlight participant key strengths and provide information about technique.
5. Evaluate session.	5.1. Seek participant feedback and evaluate satisfaction with session. 5.2. Evaluate own performance and identify areas for improvement. 5.3. Complete session documentation and evaluation according to organisational record keeping procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar session plans which include activity-specific terminology and abbreviations.
Writing skills to:	use fundamental sentence structure to complete records that require factual and subjective information.
Oral communication skills to:	provide clear and unambiguous information to participants using language and terms easily understood.
Numeracy skills to:	monitor and adjust session plan timings to meet requirements of session duration.
Problem-solving skills to:	critically evaluate successes and failures of sessions to contribute to improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions and SISXCCS003 Address client needs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD002 Deliver recreation sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

deliver three predesigned group recreation sessions:

each with a minimum duration of 30 minutes

each with at least six participants

deliver at least one of the above three sessions to one of the following participant groups:

children, or

older people, or

people with disability

for each of the above three sessions:

prepare environment and resources

brief participants and provide safety information tailored to the environment and types of activities

use demonstration and communication techniques suited to participant needs

modify at least two aspects of the session plan and activities in response to participant needs

complete accurate session documentation and evaluation reports.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational record keeping procedures for session delivery and evaluation

different types of recreational sessions typically offered by the recreation sector and how leadership of activities varies from teaching, training and coaching for skills acquisition:

non-instructional, non-competitive physical activity programs for leisure

games-based activities

after-school and holiday care programs

creative programs

social interaction programs

roles and responsibilities of different activity leaders and support staff

environmental factors that may impact session delivery and how to respond:

noise

indoor venue climate control and ventilation

exposure to uncomfortable or extreme weather conditions outdoors

safety considerations for recreational activity sessions and importance of clear and accurate briefing information:

hazards in outdoor locations, and safety measures used to manage these

risks associated with activity resources and equipment

safety procedures and how participants can signal difficulties

appropriate spacing for group numbers and activity types

established phases of activity sessions and their underpinning rationale:

introduction and safety briefing

activity

wrap-up

participant considerations for session delivery, and ways of adjusting planned session activities:

age

physical capabilities, injuries and medical conditions

level of experience in the recreation activity

older people including how to meet the physical, emotional and motivational needs

people with disability including how to focus on capabilities and consult to identify needs and preferences for assistance during sessions

demonstration and instruction techniques suitable for leading recreation activities

ways of varying instruction and modifying activities:

to meet the needs different participant characteristics within a group

to cater for individual abilities within a group

communication techniques used for the following, and how they may vary depending on participant profile:

establishing rapport with group

maintaining group cohesion and control

providing clear instructions and demonstrations in a group environment

motivating and encouraging participants of different abilities to keep them engaged and challenged

providing constructive feedback and positive reinforcement

factors to consider in session evaluation:

suitability of physical environment and availability of suitable resources

structure and timing

suitability of activities and resources for session objectives

participant feedback

leader communication.

Assessment Conditions

Skills must be demonstrated in an environment specific to the type of recreation activity. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

The following resources must be available to replicate industry conditions of operation:

first aid equipment

communications equipment for emergency response.

Assessment must ensure use of:

interaction with activity participants; these can be:

participants in an industry workplace, or

individuals who participate in simulated activities used for the purpose of skills assessment

activity-specific resources and equipment

predesigned session plans for activity sessions

template evaluation reports

organisational record keeping procedures for session delivery and evaluation.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD003 Plan recreation programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop recreation programs of a non-instructional nature for any type of recreation activity. Programs may be developed for general consumer groups, or customised to the needs of a particular client group, and can be tailored to meet the needs of specific populations, for example, older people. It requires the ability to plan whole of program logistics, and to evaluate, modify and continuously improve programs.

Programs can consist multiple and different sessions for the same group or a series of the same session for different groups.

Skills for planning instructional programs are covered in other units for fitness, aquatics, coaching and outdoor recreation.

This unit applies to any type of recreation organisation including commercial, not-for-profit, community and government organisations. It applies to senior personnel who operate with significant autonomy and who are responsible for making operational business decisions. This includes program managers and senior activity leaders who may also deliver the program.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify needs and expectations of diverse participants.	1.1. Identify and analyse program preferences and expectations of different consumer markets. 1.2. Discuss and determine program preferences and expectations of particular client groups. 1.3. Identify characteristics, abilities and special needs of participants from specific population groups. 1.4. Evaluate ways that programs can address different needs.
2. Plan programs for recreation activities.	2.1. Determine participant profile and program objectives to meet identified participant needs. 2.2. Select recreation activities and environments suited to participant profile and that target identified objectives. 2.3. Decide number, frequency and sequence of program sessions required to achieve objectives. 2.4. Identify costs for required human and other resources and design program within budgetary constraints. 2.5. Complete program risk assessment according to organisational procedures and design program according to determined risks and control measures. 2.6. Document and present program for approval by relevant personnel.
3. Plan activity sessions.	3.1. Determine objectives of individual sessions within overall recreation program. 3.2. Select, balance and sequence activities to meet objectives and enhance participant engagement and motivation. 3.3. Incorporate volume of activities suited to participant profile and session duration. 3.4. Determine ways that activities can be modified during delivery to meet differing participant abilities and needs. 3.5. Document session plans in appropriate format.
4. Coordinate program resources.	4.1. Select and arrange access to activity venues or locations appropriate for program activities. 4.2. Arrange and allocate any required equipment or other resources to meet activity and participant needs. 4.3. Identify roles of activity delivery personnel, and select and roster those with appropriate skill set. 4.4. Develop clear and accurate information and enrolment documents for participants. 4.5. Produce operational documents required by delivery personnel.
5. Evaluate effectiveness of the program.	5.1. Collate and evaluate feedback received from delivery personnel and participants. 5.2. Identify program successes, problems and difficulties. 5.3. Modify and update program and sessions according to feedback and evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes unfamiliar and potentially complex information about participant characteristics.
Writing skills to:	develop diverse and comprehensive planning and operational documents using language and terms suited to different audiences, including both internal staff and participants.
Numeracy skills to:	interpret organisational budgets and calculate program costs.
Self-management skills to:	take responsibility for program development from initial research through to evaluation critically evaluate successes and failures of programs to initiate improvements.

Unit Mapping Information

Supersedes and is not equivalent to SISXCAI004 Plan and conduct programs and SISXCCS003 Address client needs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD003 Plan recreation programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and document three different recreational programs tailored to the particular needs of three different participant groups

design at least one of the above three programs for one of the following participant groups:

children, or

older people, or

people with disability

for each of the above three programs:

develop and document two activity session plans

coordinate whole of program resources

for one of the above programs, and according to actual feedback or case studies:

evaluate feedback provided by participants and delivery personnel

modify future program and session content, and document details of the evaluation and changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for completing program risk assessments

different types of recreational programs typically offered by the recreation sector and how these relate to general consumer market preferences and expectations:

non-instructional, non-competitive physical activity programs for leisure

games-based activities

after-school and holiday care programs

creative programs

social interaction programs

common reasons and objectives for people participating in recreational programs

general factors that affect program design:

organisational budget and cost expectations of market

availability of funding to support operation

season of operation for outdoor programs, weather and environmental conditions

types of equipment and resources required for activities and availability

types of venues and transport required for activities and availability

ratios of activity leaders to participants to ensure safety

participant factors that affect program design:

age

physical capabilities, injuries and medical conditions

level of experience in the recreation activity

program considerations for particular participant groups:

children:

the key stages of physical, social and emotional development up to twelve years

how programs can be designed to account for these stages

older people:

common barriers to participation in recreational programs

how programs can be designed to meet the physical, emotional and motivational needs

people with disability:

common barriers to participation in recreational programs

principles and practices of inclusion, focusing on capabilities, and consultation to identify needs and preferences for assistance

types of support services and assistive equipment that can be provided to enable and enhance participation

roles of delivery personnel and level of skill required:

activity leaders

activity assistants

organisational support personnel

support personnel provided by client organisations

principles of recreational programming, and sequencing sessions and activities within sessions to:

achieve program, session and participant objectives

enhance engagement and motivation

established phases of activity sessions, their underpinning rationale and timing for each within designated time of session:

introduction and safety briefing

activity

wrap-up

format and inclusions of program documents:

overarching program plan

program risk assessment

activity session plans

participant profiles

participant information, enrolment and informed consent forms

evaluation questionnaires

methods that can be used to evaluate effectiveness of programs:

participant and delivery personnel evaluation questionnaires and reports

debriefs and discussions with delivery personnel

evaluation of complaints, problems, and difficulties.

Assessment Conditions

Skills must be demonstrated in a recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

template program documents:

program plans

program risk assessment

activity session plans

evaluation questionnaires

organisational procedures for completing program risk assessments.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD004 Facilitate groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to facilitate the effective functioning of a group of people participating in a sport, fitness, aquatic or recreation activity.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to individuals working independently with groups in a range of roles including swim teachers, activity leaders and coaches.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine suitable group facilitation techniques.	1.1. Establish activity goals of individuals and group. 1.2. Identify group dynamics and potential barriers to group cohesion and performance. 1.3. Determine group facilitation techniques that will best meet group needs and activity outcomes.
2. Develop group commitment and cooperation.	2.1. Develop group effectiveness through active participation of all group members. 2.2. Monitor and review group development and performance. 2.3. Implement strategies to reduce and eliminate barriers to effective group cohesion. 2.4. Establish trust, confidence and ownership in group decision-making, feedback and problem-solving processes.
3. Facilitate group processes and performance.	3.1. Develop group cohesion and collaboration to encourage effective group relationships. 3.2. Facilitate individual engagement while maintaining group cohesion. 3.3. Devolve responsibility and accountability to group members, where appropriate. 3.4. Implement effective conflict resolution strategies in response to conflict. 3.5. Monitor and adjust group performance using effective group management techniques.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to determine participants understanding of information provide clear and unambiguous information to group participants using language and terms easily understood.
Problem-solving skills to:	address activity-specific problems and participant interaction issues or conflict to enable smooth functioning of the group.

Unit Mapping Information

Supersedes and is equivalent to SISXCAI006 Facilitate groups.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD004 Facilitate groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate the effective functioning of three sport, fitness, aquatic or recreation groups

across the above three group interactions collectively, utilise the following techniques to manage effective performance of the group:

facilitating group objectives, and decision making

managing positive group dynamics

building group cohesion and collaboration

resolving at least one conflict between group members.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic principles of group formation and stages of group development:

forming

norming

storming

performing

adjourning

leadership styles, categories and types, appropriate to sport, fitness, aquatic and recreation activity situations

facilitation techniques to assist groups to obtain the best outcomes:

providing clear, unambiguous information

using active listening

answering questions promptly and positively

eliciting ideas and feedback

negotiating solutions to group difficulties and individual differences

key principles of group dynamics

techniques used to manage positive group dynamics and negative interactions that influence the attitudes and behaviours of others

barriers to effective group cohesion and how to respond:

conflict between individual and group goals

personality clashes

poor communication skills

lack of commitment to goals

poorly defined group boundaries, roles and responsibilities

techniques to build group cohesion and collaboration:

defining objectives of sessions and negotiating group goals

defining group boundaries, roles and responsibilities while allowing for group decision making

focusing the group on shared activities

encouraging individuals to assist other group members

encouraging optimum interaction between group members by:

rotating partners and sub-groups for different activities

allocating tasks to group participants and rotating tasks

signs, stages and levels of conflict within groups, and techniques used to resolve at each stage of escalation.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure the use of:

interaction with group participants; these can be:

group participants in an industry workplace, or

group participants who participate in simulated activities used for the purpose of skills assessment

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD005 Facilitate inclusion for people with disability

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the needs of participants with disability and to facilitate their inclusion in an organisation’s sport, fitness, aquatic or recreational activities.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to individuals working in a range of roles at different levels of responsibility, including program managers, swim teachers, activity leaders and coaches.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Consult to identify participant needs.	1.1. Build trust and rapport with participant by using client-centred communication, showing respect for their needs and preferences. 1.2. Consult with participant to determine their capabilities, recreational preferences and level of assistance required for participation. 1.3. Advise on currently available organisational disability support services and resources to determine relevance and barriers.
2. Facilitate inclusion in sport, fitness or recreation activities.	2.1. Consult with relevant personnel to identify how participant preferences and assistive needs can be met. 2.2. Investigate organisational and external disability support services and resources that can be provided to enable participation in activities. 2.3. Provide information to participant to encourage participation in preferred and other identified activities that meet their needs. 2.4. Collaborate with organisational personnel to ensure assistive equipment and services are available to enable and enhance participant inclusion in chosen activities.
3. Evaluate support.	3.1. Seek participant feedback and evaluate satisfaction with participation and assistance provided. 3.2. Discuss areas for improvement in organisational disability services, and report to relevant personnel.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed probe questions, actively listen and use positive and respectful communication to elicit information from participants and to determine understanding of information provided.
Learning skills to:	investigate and identify equipment, and internal and external services that can be provided to people with disability to enable and enhance inclusion in activities.

Unit Mapping Information

Supersedes and is not equivalent to SISXDIS001 Facilitate inclusion for people with a disability.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD005 Facilitate inclusion for people with disability

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide support to three participants each with a different disability

for each of the three participants:

seek information on their sport, fitness, aquatic or recreation preferences and assistance needs using positive and respectful communication techniques

identify currently available organisational disability support services and resources, and any barriers to participation in preferred activities

investigate additional equipment, and internal and external services that can be provided to enable and enhance their inclusion in activities

discuss their participation feedback and determine how future assistance can be improved.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

an overview of the provisions of commonwealth, and local state or territory anti-discrimination legislation that relates to disability:

the overarching objectives

rights of people with disability that relate to inclusion in sport, fitness aquatic and recreation activities

responsibilities of sport, fitness, aquatic and recreation organisations

principles and practices of:

access and equity

inclusion

social justice

empowerment and disempowerment of people with disability

focusing on the capabilities of people with disability

positive and respectful communication techniques:

focusing on capabilities

focusing on preferences rather than assuming needs

never using negative, derogatory or slang words that relate to disability

referring to a person with disability, not a person who has a particular type of disability or condition

specific to the sport, fitness, aquatic or recreation environment:

how the following types of disability may impact participation in different types of activities:

physical, upper and lower body

sensory, including hearing and vision impairment

acquired brain injury

cognitive

intellectual

barriers to participation of people with disability and how these can be addressed:

low income levels and cost of participation

lack of specialist transport

lack of specialist programs, activity leaders, and coaches

lack of access to facilities and adapted and assistive equipment

myths and stereotypes about capability and safety

types of support services and assistive equipment that can be provided to enable and enhance the participation of people with disability

ways of modifying equipment and activities to meet the needs of people with disability

credible sources of information that can assist inclusion of people with disability in sport, fitness or recreation activities:

disability support providers

organisations that assist those with particular types of disabilities

advocacy organisations

suppliers of activity equipment and assistive equipment.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation environment. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

interaction with people with disability and with internal personnel; these can be:

individuals in an industry workplace

individuals who participate in simulated activities used for the purpose of skills assessment

credible information about disability support services and assistive equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD006 Identify hazards, assess and control risks for sport, fitness and recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify hazards, assess associated risks, take measures to eliminate or control those risks and document all processes. It covers the processes necessary to manage the particular risks associated with delivering sport, fitness, aquatic or recreation activities. It is relevant to any type of activity and can apply to planning programs and individual activity sessions, and to the implementation of safety practices for recreation venues and activities.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It applies to individuals who plan or deliver programs and activity sessions and to those who supervise patron safety. This includes program managers and coordinators, and activity leaders, teachers, coaches, fitness instructors and lifeguards. They may complete risk assessments independently, in consultation with others or through a team effort.

Skills for completing risk assessments for equine and outdoor recreation activities are covered in other SISO units.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify hazards for sport, fitness, aquatic or recreation activities.	1.1. Consult with other personnel for input into hazard identification. 1.2. Use methods to identify current and foreseeable hazards with potential to harm health and safety of anyone involved in or present during activities. 1.3. Identify built and natural hazards in areas where activities are delivered. 1.4. Gather and interpret weather and other environmental information, as relevant, to ascertain impacts on activity conditions. 1.5. Identify features of and potential hazards for equipment to be used. 1.6. Record identified hazards according to organisational procedures and legal requirements.
2. Assess risks associated with hazards.	2.1. Consult with other personnel for input into risk assessments. 2.2. Collect sufficient evidence of the type and level of risk posed by identified hazards. 2.3. Use commonly accepted methods to complete risk assessments. 2.4. Document outcomes of risk assessments and proposed actions to eliminate or control risks. 2.5. Maintain records of risk assessments according to organisational procedures and legal requirements.
3. Assess risks associated with participants.	3.1. Identify known or anticipated characteristics and abilities of activity participants to assess and determine acceptable degree of difficulty and risk for activities. 3.2. Identify common reasons for participation in activities and different types of participant perception of activity risks. 3.3. Assess how perceptions and behaviour might change while participating in specific activities. 3.4. Identify risk management strategies for potential participant responses and behaviour. 3.5. Maintain records of assessments according to organisational procedures and legal requirements.
4. Plan activities to eliminate or control risks.	4.1. Consult with other personnel for input into risk control measures. 4.2. Evaluate and determine ways to eliminate hazards from activity. 4.3. Evaluate and determine ways that risks can be effectively controlled for activity. 4.4. Determine measures to eliminate or control risks, within scope of responsibility or refer for authorisation. 4.5. Incorporate risk control methods into documented plans and safety procedures for activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents: organisational work health and safety procedures and templates materials describing work health and safety regulatory requirements for hazard identification and risk assessment.
Writing skills to:	use fundamental sentence structure to complete templates and records that require factual and subjective information.
Oral communication skills to:	present own perspectives on safety issues, actively listen to other perspectives and seek clarification through questioning.
Numeracy skills to:	score the level of risk and estimate overall risk level for hazards.
Teamwork skills to:	cooperate with team members, supervisors and managers to make joint decisions about the safe operation of activities.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD006 Identify hazards, assess and control risks for sport, fitness and recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify hazards and complete three risk assessments for different sport, fitness, aquatic or recreation activities

incorporate risk control methods into documented plans and safety procedures for the three activities

complete three risk assessments for three participant groups, and develop and document risk management strategies for potential participant responses and behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements under national, and local state or territory work health and safety law for:

organisation and worker responsibility to ensure safety of self, other workers and other people in the workplace

when, where and how hazards must be identified

when, where and how risk assessments must be conducted

consulting on hazard identification, risk assessments and control measures

record keeping

for sport, fitness, aquatic and recreation organisations:

what constitutes the workplace including environments where activities occur

what constitutes a worker including paid and volunteer workers

what constitutes other people present in the workplace including participants and spectators

organisational work health and safety procedures for:

identifying hazards and assessing risks

assessing risks associated with participants

consulting on hazard identification, risk assessments and control measures

methods that can be used to identify hazards for sport, fitness, aquatic and recreational activities:

inspecting the activity site or venue and all equipment used for the activity, and completing safety checklists

gathering and evaluating weather and other environmental information

identifying participant characteristics and level of ability

reviewing incidents and near miss incidents

evaluating the complexity of activities

features of commonly used risk assessment methods:

identifying potential injuries, illness and consequences

determining the exposure

estimating probability

determining overall risk level

features of commonly used methods for controlling risks:

substituting systems or equipment with something safer

isolating the hazard

introducing engineering, administrative or procedural controls

using personal protective equipment

implementing combined controlled measures to minimise risks

factors that affect the development and use of risk management strategies to manage potential participant responses and behaviour:

participant characteristics:

age and body composition

current experience and ability in the sport, fitness, aquatic or recreation activity

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability

reasons why people engage in sport, fitness, aquatic and recreational activities that involve risk

participant perceptions of own ability and risk from low to high and how this can be a match or mismatch to actual ability and risk

how optimal arousal and flow state during activities can affect how personal risk is managed

risk management strategies for potential participant responses and behaviour:

setting ground rules

role modelling safe behaviours

closely monitoring and supervising over and under confident participants

removing participants from activities

postponing, modifying or ceasing activities

specific to particular type of sport, fitness, aquatic or recreation activity

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

format, inclusions and use of templates to:

identify and record hazards

identify and record safety issues associated with potential participant behaviour

assess and record associated risk and control methods.

Assessment Conditions

In order to demonstrate the physical hazard identification components of this unit, access to the following is required:

the environment where the sport, fitness, aquatic or recreational activities are conducted

all equipment used for the activity.

Assessment must ensure use of:

hazard identification and risk assessment templates specific to sport, fitness, aquatic or recreational activities

weather and other environmental information

participant profiles outlining characteristics and activity abilities

specific to the particular type of sport, fitness, aquatic or recreation activity:

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

organisational work health and safety procedures for:

hazard identification and assessing risks

assessing risks associated with participants

consulting on hazard identification, risk assessments and control measures.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXPLD007 Schedule sport, fitness, aquatic and recreation activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to schedule activities and allocate venue space using program plans as the basis. It requires the ability to adjust schedules and venue allocation in response to changing circumstances.

This unit applies to any type of sport, fitness, aquatic or recreation organisation including commercial, not-for-profit, community and government organisations. It can be applied to any type of sport, fitness, aquatic or recreation program or activity and any type of venue which may include indoor and outdoor single or multi-use aquatic or dry venues and sporting facilities. Scheduling activities might be confined to specific programs or may involve multiple types of programs.

It applies to senior operational coordinators and managers who work independently or with limited guidance from others, taking responsibility for their own work functions and outputs.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Program Planning and Delivery

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop activity schedules.	1.1. Analyse program information including seasonal variations in service offerings. 1.2. Determine session frequency and duration for specific activities from available program information. 1.3. Allow sufficient time, as needed, between sessions for patron clearance and operational changeover activities. 1.4. Account for availability of suitable activity leaders to determine a suitable activity schedule. 1.5. Develop optimal schedules for activities to meet program and patron requirements.
2. Allocate venue space for activities.	2.1. Consult organisational information to identify short and long term demands for venue use. 2.2. Determine specific venue requirements for activities from available program information. 2.3. Identify or estimate patron numbers for activities based on confirmed bookings and organisational data. 2.4. Identify known or anticipated patron profile for activities to confirm their specific venue needs. 2.5. Allocate venue type and space according to capacity limits and requirements of specific activities and patron profiles. 2.6. Account for venue maintenance closures and competing program priorities to allocate the most suitable venue and space available.
3. Document and distribute activity schedules.	3.1. Document activity schedules according to organisational format requirements. 3.2. Distribute activity schedules to relevant venue personnel, and activity leaders according to organisational procedures. 3.3. Arrange publication of activity schedules for promotion of activities to patrons.
4. Monitor and adjust activity schedules.	4.1. Monitor patron participation patterns, numbers and feedback against activity schedules to identify variation from expectations. 4.2. Evaluate suitability of allocated venue in meeting activity and patron requirements. 4.3. Identify unplanned operational issues that affect activity delivery. 4.4. Adjust schedules and venue allocation in response to changing circumstances.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and potentially unfamiliar overarching program plans, organisational data.
Writing skills to:	develop comprehensive schedules in a format and style easily understood by both personnel and patrons.
Numeracy skills to:	interpret, use and record temporal data, including minutes, hours, days and weeks.
Problem-solving skills to:	account for and critically analyse multiple and competing considerations to draft and adjust schedules until finalised respond to changing circumstances to promptly adjust schedules and venue allocation for continuity of service delivery.
Technology skills to:	use a computer and features of software packages to access organisational data and create activity schedules.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXPLD007 Schedule sport, fitness, aquatic and recreation activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document two different activity schedules covering two different periods for a sport, fitness, aquatic or recreation venue

for each above schedule, allocate venues and space suited to the requirements of the specific activities covered by the schedule

according to actual arising issues or case studies:

adjust venue allocation for two scheduled activities

adjust a published schedule requiring three changes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for formatting and distributing activity schedules

specific to the type of sport, fitness, aquatic or recreation venue:

types of program service offerings

seasonal variation in different types of programs and how this impacts on scheduling activities

key contents of program plans and how these are used to identify and determine scheduling requirements and venue allocation for activities

how to access and use maintenance plans in the forward planning process for activity scheduling and venue allocation

types of organisational data used for activity scheduling and venue allocation, and how this information is used to identify requirements:

data analysis and evaluation reports for program participation

confirmed or anticipated bookings for programs and specific sessions within those programs

confirmed or anticipated venue hire bookings for external users

general participant profiles for programs and specific information on participant characteristics for confirmed bookings

skill specifications for activity leaders

venue specifications

operational features of venues and spaces within the venue:

suitability for different types of activities

suitability for different participant profiles

how venues can be divided into different spaces

capacity limits

unplanned operational issues that can impact on planned schedules and venue allocation, and related responses to ensure continuity of service delivery

types of organisational data available to measure patron participation and satisfaction, and how this information is used to adjust activity schedules and venue allocation

typical formats and inclusions of:

activity schedules used by internal personnel and activity leaders

published activity schedules and timetables for patron promotion and use

types of technology used to develop, document and monitor activity schedules.

Assessment Conditions

Skills must be demonstrated in a sport, fitness, aquatic or recreation facility. This can be:

a workplace, or

a simulated industry environment set up for the purposes of skills assessment.

Assessment must ensure use of:

organisational program plans and data used for developing activity schedules

operational specifications for the venue

activity schedule templates

organisational procedures for formatting and distributing activity schedules.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

ACMEQU202 Handle horses safely

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to identify, safely catch, control and handle calm, consistent and obedient horses educated for the relevant activity. It covers knowledge of potential risks working with and around horses and following industry guidelines and procedures to ensure the welfare and safety of the individual, other workers and the horse.

The unit applies to individuals who have no experience, limited experience or no recent experience working in the relevant horse industry sector. They undertake defined routine activities under supervision and have limited responsibility for their own work. Working environments may include stables, paddocks, yards, tracks, exercise arenas and public areas.

No licensing or certification requirements apply to this unit at the time of publication, except for the racing industry, where requirements vary between states and territories. Users working in the racing industry are advised to contact the relevant Principal Racing Authority for advice on current requirements.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Prerequisite unit of competency for this unit is:

ACMEQU205 Apply knowledge of horse behaviour.

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify features of horses	1.1 Distinguish horses by their features, and describe using industry terminology 1.2 Identify common horse behaviour and social traits
2. Safely approach, catch, control and lead horses	2.1 Check and clarify supervisor instructions for tasks requiring involving approaching, catching and leading horse 2.2 Select and correctly fit personal protective equipment (PPE) 2.3 Identify, select and prepare appropriate gear for handling horses safely 2.4 Identify and report to supervisor potential safety risks prior to approaching horse 2.5 Identify horse according to instructions and observe horse body language and behaviour before approaching 2.6 Prepare halter and lead in hand prior to approaching the horse 2.7 Approach calmly and catch horse using safe handling techniques under supervision 2.8 Apply safe control when leading and tying up horse and use safe handling practices around tied-up horses 2.9 Use safe handling procedures around other handlers and horses
3. Load and unload horses under supervision	3.1 Check and clarify supervisor instructions for tasks requiring the loading and unloading of horses 3.2 Identify potential safety risks to handler and horse when loading and unloading horses, and discuss with supervisor 3.3 Select and correctly fit PPE for safe loading and/or unloading of horses 3.4 Select gear and equipment for loading horse and check gear for safety 3.5 Fit gear to horse correctly prior to loading under supervision 3.6 Load horses safely according to instructions under supervision 3.7 Position horse according to transport configuration 3.8 Unload horse safely according to instructions under supervision
4. Control horses in exercise environments	4.1 Check and clarify supervisor instructions for tasks requiring the handling of horses in public areas 4.2 Identify potential safety risks to handler and horse when handling horses in public areas, and discuss with supervisor 4.3 Select and correctly fit PPE for safe handling of horses 4.4 Select gear and equipment, including safety check of gear 4.5 Observe and identify horse body language and behaviour prior to handling in exercise environments 4.6 Use safe control when leading and standing with a horse in a public area under supervision 4.7 Use safe control when leading and standing with a horse confined in a stable or yard

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use active listening and questioning techniques to clarify and confirm supervisor instructions Use industry terminology to describe horses, gear and equipment used for handling horses
Navigate the world of work	Follow workplace procedures, including work health and safety and animal welfare requirements, relating to own role and work area Demonstrate a duty of care to self and others when working with horses
Get the work done	Assemble resources and follow clear, sequenced instructions for handling horses under supervision

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU202 Handle horses safely	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU202 Handle horses safely

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual safely handled at least three different calm, consistent and obedient horses educated for the activity being performed including:

carrying out a basic risk assessment prior to each activity, including observing and identifying horse body language

communicating clearly with supervisor, including raising safety risks or concerns

approaching, catching, controlling, leading, standing and tying up horses safely in at least one public space and one confined space, under supervision, including:

following work health and safety (WHS) procedures in the context of own work

applying safe horse handling techniques according to animal welfare requirements

fitting and correctly using horse handling gear and personal protective equipment (PPE)

loading and unloading horses to a horse transport vehicle under supervision in a calm and humane manner.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

common features of a horse, including points, colour, markings, gender, and common breeds

basic characteristics of common horse behaviour and social traits

features of horse body language

communication protocols with supervisor, and procedures within the work environment

potential hazards and risks when dealing with horses in open and confined spaces

common types of injuries sustained by horses, handlers and others during handling activities

safe horse handling zones

purpose and use of PPE and gear for handling horses

features of defective equipment and the implications to safety

quick release knots and methods of securing horses

types of horse transport and common loading configurations

difficult situations that may occur when loading and unloading horses and procedures for dealing with difficulties.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions, including open and confined spaces in suitable environments

resources, equipment and materials:

various calm, consistent and obedient horses educated for the activity and assessed as suitable for the experience and skill of the individual

appropriate tack for individual, horse and activity

horse transport vehicle

PPE that is appropriate for activity and correctly fitted for individual

other people and horses in the vicinity of the assessment activity

specifications:

work instructions

relationships with others:

supervisor.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMEQU205 Apply knowledge of horse behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to develop basic knowledge of horse behaviour, read horse body language and minimise risk to self and others when interacting with horses.

The unit applies to individuals who are new or inexperienced in handling, working with and/or riding horses. Individuals at this level work under supervision.

No occupational licensing, legislative or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. As requirements vary between industry sectors and state/territory jurisdictions, users must check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify basic horse behaviour	1.1 Outline the natural instincts, sensory perceptions and social behaviour of horses 1.2 Recognise how horse senses can influence their behaviour and reactions 1.3 Identify environmental conditions that can unsettle horses 1.4 Distinguish ways horses can respond to different people and different situations
2. Observe and interpret basic body language of horses in different situations	2.1 Distinguish a range of horse body language 2.2 Recognise body language, including posture, facial features and vocalisation, indicating a horse is relaxed in its surroundings 2.3 Recognise body language, including vocalisation, posture and facial features, indicating a horse is unsettled or in a state of agitation in its surroundings
3. Examine how horses learn and respond to different handling cues	3.1 Recognise how pressure-release training works, including how horses learn to ‘go’, ‘slow’, ‘turn’ and ‘stop’ 3.2 Distinguish different ways to reward a horse 3.3 Identify a range of common cues used when handling horses 3.4 Observe how new cues are learned by the horse
4. Identify areas of personal risk around horses	4.1 Identify situations and behaviour that lead to common accidents and injuries when interacting with horses 4.2 Recognise human body language and behaviour to avoid around horses 4.3 Identify positive actions and behaviour that handlers or riders can take to minimise risks interacting with horses
5. Minimise risk to self and others around horses	5.1 Listen carefully to supervisor instructions and ask questions or raise concerns with the supervisor about the suitability of the horse selected for handling or riding 5.2 Select personal protective equipment (PPE) appropriate for tasks, fit correctly and wear during activities with horses 5.3 Assess hazards and potential risks to self, others and the horse, and take steps to minimise risks 5.4 Interpret and respond appropriately to horse body language prior to approaching, and maintain awareness of horses at all times 5.5 Use body language and behaviour to achieve safe and positive responses from horses

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use industry terminology to describe horse behaviour, body language and cues
Navigate the world of work	Know own responsibilities and obligations when working with horses Demonstrate a duty of care to self and others when working with horses

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU205 Apply knowledge of horse behaviour	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU205 Apply knowledge of horse behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has:

observed and interpreted horse behaviour and body language of at least three different horses on separate occasions

identified hazards and determined how to minimise risk to self and others when interacting with horses in at least three different workplace areas, environments or scenarios.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

features of horse instinct and behaviour, including:

social organisation, need for space and companions

attachment, separation anxiety

flight and fear responses, arousal

features of horse senses, including vision, touch, smell, hearing and vocalisation

how to read horse body language, including posture and body position, facial features, ears, legs and tail

how to read horse body language to identify:

flight response

threatened or defensive behaviour

stress, agitation or unsettled behaviour

situations where horse behaviour may cause harm to handlers or other horses, including:

approaching from a horse’s blind spot

around other horses

leading through gateways or restricted spaces

safe handling zones when interacting with horses

basic features of how horses learn:

cues

repetition and reward

exposure to new situations and activities

basic handling and/or riding cues that assist in the control of horses

types of rewards used for horses, including pressure release, food, scratch and rub, and rest

potential hazards and risks associated with interacting with horses

strategies to minimise and control common risks associated with interacting with horses.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a safe workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

opportunities to observe and interpret live horses displaying different behavioural states and body language in different environments.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMEQU210 Lunge educated horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to perform basic ground exercising techniques involving lungeing a calm and suitably educated horse. It covers the correct fitting of lungeing equipment, caring for horses pre- and post-exercise, and knowledge of potential safety risks interacting with and lungeing horses.

The unit applies to individuals who have no experience, limited experience or no recent experience working in horse industry sectors. They undertake defined routine activities under supervision with limited responsibility for their own work.

No licensing or certification requirements apply to this unit at the time of publication, except for the racing industry, where requirements vary between states and territories. Users working in the racing industry are advised to contact the relevant Principal Racing Authority for advice on current requirements.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Prerequisite unit of competency for this unit is:

ACMEQU202 Handle horses safely.

Note the following chain of prerequisites that also applies to this unit.

Unit of competency	Prerequisite requirement
ACMEQU202 Handle horses safely	ACMEQU205 Apply knowledge of horse behaviour

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to lunge horse	1.1 Follow supervisor instructions, clarify information and report problems 1.2 Identify and discuss with supervisor potential safety risks in lungeing a horse 1.3 Confirm with supervisor lunge exercise schedule 1.4 Select and correctly fit personal protective equipment (PPE) 1.5 Select, check and correctly fit lunge equipment suitable for nominated horse 1.6 Select suitable lungeing area and identify and report any hazards or risks to supervisor
2. Lunge a horse	2.1 Identify and monitor horse body language and behaviour prior to starting lungeing activity 2.2 Apply basic lungeing position as instructed 2.3 Use safe lungeing progression in walk, trot and canter in both directions 2.4 Lunge horse according to work program as instructed by supervisor 2.5 Follow horse health and welfare principles during lungeing, and cease lungeing activity and report problems or abnormalities to supervisor
3. Care for horse after exercise	3.1 Cool horse down after exercise according to supervisor instructions 3.2 Remove, clean and check lungeing gear for signs of wear or damage 3.3 Report irregularities with horse or gear to supervisor

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use active listening and questioning techniques to clarify and confirm supervisor instructions Use industry standard terminology to describe and report horse lungeing activities
Navigate the world of work	Follow workplace procedures, including safety and animal welfare requirements, relating to own role and work area Demonstrate a duty of care to self and others when working with horses
Get the work done	Assemble gear and tack for task and follow clear, sequenced instructions to lunge horses

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU210 Lunge educated horses	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU210 Lunge educated horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual lunged at least three calm, consistent and obedient horses that have been educated to lunge, under supervision, including:

carrying out basic risk assessments when preparing to lunge horses:

identifying hazards and risks in horse lungeing environment

controlling risks within own role and control

monitoring basic horse health and welfare related to lunge exercise and reporting of abnormalities to supervisor

selecting and fitting lunge gear to horses as directed

using and caring for gear and equipment used for lungeing, including personal protective equipment (PPE)

performing pre- and post-exercise lunge procedures according to stable procedures

using horse lungeing techniques, including:

single lunge rein

lunge whip

controlling horse during walk, trot and canter in both directions.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

basic horse pre- and post-lunge exercise care procedures

common horse behaviour and management options related to lungeing

risks associated with working with horses on the lunge

types and indicators of horse injury related to lungeing

horse lungeing techniques and equipment

safe horse handling techniques and zones when lungeing.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace riding yard or arena, or an environment that accurately represents workplace conditions

resources, equipment and materials:

various calm, consistent and obedient horses, educated to lunge and assessed as suitable for the experience and skill of the individual

appropriate tack for individual, horse and lungeing activities

correctly fitted PPE applicable to lungeing activity for the individual.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMEQU301 Introduce horses to lunge exercise

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to educate a horse for lungeing exercise by introducing techniques, routines and gear, and voice commands and signals used to control and direct a horse to lunge calmly. It includes understanding the potential risks associated with interacting with horses, and the application of industry guidelines and procedures to ensure the welfare and safety of the individual and the horse.

The unit applies to individuals who have moderate experience in handling horses to be able to lunge a suitably educated, compliant and manageable horse in working environments that include round yards and fenced exercise arenas in a broad range of horse industry sectors. They undertake work in a range of known contexts; work under broad direction; take responsibility for own work, and use discretion and judgement in the selection and use of available resources.

No licensing or certification requirements apply to this unit at the time of publication, except for the racing industry, where requirements vary between states and territories. Users working in the racing industry are advised to contact the relevant Principal Racing Authority for advice on current requirements.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Prerequisite unit of competency for this unit is:

ACMEQU210 Lunge educated horses.

Note the following chain of prerequisites that also applies to this unit.

Unit of competency	Prerequisite requirement
ACMEQU210 Lunge educated horses	ACMEQU202 Handle horses safely
ACMEQU202 Handle horses safely	ACMEQU205 Apply knowledge of horse behaviour

Unit Sector

Equine (EQU)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to lunge horse	1.1 Identify and assess risks associated with lungeing horses, including horse behaviour and environmental hazards and risks 1.2 Select methods and techniques for introducing inexperienced horses to lungeing 1.3 Assess suitability of horses to be trained to lunge relevant to handler skill, and discuss with supervisor 1.4 Select appropriate personal protective equipment (PPE) and ensure correct fit 1.5 Select and check lungeing equipment and fit working gear to horse according to supervisor instructions 1.6 Select suitable lungeing area and report any hazards or risks beyond own control to supervisor prior to commencing lungeing activities
2. Lunge a horse	2.1 Apply knowledge of horse behaviour to introduce lungeing to inexperienced horses 2.2 Introduce horse to lungeing exercise using safe techniques according to supervisor instructions 2.3 Maintain safe lungeing position 2.4 Use clear and appropriate lungeing cues with horse 2.5 Use safe lungeing progression in walk, trot and canter in both directions 2.6 Monitor horse health and welfare during lungeing, ceasing lungeing activity and reporting abnormalities to supervisor
3. Care for horse after lungeing	3.1 Cool horse down after exercise according to supervisor instructions 3.2 Remove, clean and check lungeing gear for signs of wear or damage 3.3 Report irregularities with horse or gear to supervisor

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Oral communication	Use clear language, correct concepts and industry terminology to ensure clarity of meaning when reporting information and requesting assistance with lungeing activities
Navigate the world of work	Take responsibility for following workplace procedures, including safe work, safe horse handling practices, and animal welfare requirements, in own role and work area
Get the work done	Assemble equipment and plan and sequence lungeing activities, taking safety and risk factors into consideration Provide and communicate solutions to a range of predictable problems associated with introducing horses to lungeing

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMEQU301 Introduce horses to lunge exercise	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMEQU301 Introduce horses to lunge exercise

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency must satisfy all the elements and performance criteria of this unit.

There must be evidence that the individual has introduced at least two compliant and manageable horses to lungeing, including:

identifying risks associated with lungeing horses

selecting, fitting and introducing lungeing gear to horses

controlling and positioning the horse during walk, trot and canter:

in both directions whilst safely adjusting lunge lead and whip position

using lunge whip and handler body position to encourage inexperienced horses to start, stop and follow the track during lunge exercise

using voice to control tempo and speed of inexperienced horses during lungeing exercise

selecting and performing lungeing techniques that encourage inexperienced horses to maintain speed, tempo, gait and position on the track

effectively communicating with supervisor, including raising issues of concern related to lunge exercise

monitoring basic horse health and welfare during lunge exercise and reporting abnormalities to supervisor

applying correct care of horse and equipment after lungeing.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

safe horse handling techniques, zones and positioning techniques to encourage inexperienced horses to lunge

types and purpose of personal protective equipment (PPE) suitable for lunge exercise

features of a safe work area to lunge horses

techniques for introducing inexperienced horses to lungeing

horse learning theory that can be applied to lungeing activities

purpose and reasons for lungeing horses

types, purpose, correct fit and use of horse lungeing gear

common horse behaviour, social traits, vices and responses related to lungeing horses

potential hazards and risks associated with lungeing horses:

horse behaviour

other horses in vicinity

handler skills and techniques

surface variations

area not fenced or confined

symptoms and signs of illness and injury during and after lungeing

styles of lunge exercise and exercise routines

types of working gear required for lungeing horses

types of injury that may be sustained during lunge exercise

animal welfare practices in relation to lunge exercise.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace fenced arena or round yard, or an environment that accurately represents workplace conditions

resources, equipment and materials:

various compliant and manageable horses (inexperienced in lungeing) assessed as suitable for the experience and skill of the individual

appropriate tack for individual, horse and lungeing activities

PPE, correctly fitted and applicable to lungeing exercise, for the individual.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMHBR310 Prevent and treat equine injury and disease

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to recognise ailments in horses and apply procedures for the prevention and treatment of equine injury and disease.

The unit applies to individuals who work under broad direction and take responsibility for their own work. They complete routine activities and work in a range of known contexts within horse breeding or other horse industry environments.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Horse Breeding (HBR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to treat horses	1.1 Confirm the work program with supervisor 1.2 Communicate with other workers to ensure smooth operation of the process 1.3 Select, check and maintain suitable tools and equipment, including personal protective equipment (PPE) 1.4 Assess and minimise risks in treatment areas, reporting risks beyond control to supervisor
2. Recognise and report common ailments	2.1 Schedule and conduct regular checks to detect abnormal conditions 2.2 Determine common ailments, interpreting signs of distress, elevated temperatures or skin or joint condition 2.3 Report abnormal conditions, record in workplace documentation and perform actions under supervision 2.4 Perform initial first aid procedures until professional help arrives
3. Apply disease or ailment prevention procedures	3.1 Perform stable and paddock quarantine procedures 3.2 Maintain stable hygiene practices 3.3 Conduct routine annual or outbreak stimulated vaccination of horses under supervision of the veterinary practitioner 3.4 Conduct routine drenching and skin washing procedures 3.5 Identify work hazards, assess risks and implement suitable controls while handling horses 3.6 Maintain workplace records of veterinary medication and treatment
4. Treat equine injury and disease	4.1 Use twitches, yard crush and/or other restraining devices appropriate to individual horse temperament 4.2 Administer prescribed veterinary medicines under supervision 4.3 Apply dressings and poultices according to treatment practices 4.4 Handle horses safely and ethically
5. Complete hygiene and administration	5.1 Clean and store equipment used in treating horses 5.2 Dispose of containers, leftover fluids, waste and debris according to workplace procedures 5.3 Complete records and documentation

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.
Skill	Description
Reading	Interpret key information in horse treatment programs and veterinary instructions
Writing	Keep accurate records of horse condition, treatments and medications
Numeracy	Measure and interpret results for temperature, pulse, respiration and capillary refill
Oral communication	Participate in verbal exchanges to convey and obtain information about horse injury and disease prevention, and treatment programs, with a range of personnel
Navigate the world of work	Take responsibility for following workplace procedures, including safe work, safe horse handling practices and animal welfare principles, relating to own role and work area
Interact with others	Develop and maintain strong reporting relationships with supervisor Support and liaise with health practitioners in prevention and treatment programs for horses
Get the work done	Plan and sequence tasks and organise resources to complete work activities; monitoring outcomes and adjusting plans to address priorities and contingencies

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMHBR310 Prevent and treat equine injury and disease	AHCHBR306A Prevent and treat equine injury and disease	Updated to meet Standards for Training Minor changes to clarify intent of unit Code changed to reflect appropriate industry sector usage	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMHBR310 Prevent and treat equine injury and disease

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has implemented disease or injury prevention measures including performing each of the following points at least once:

performing stable hygiene practices procedures

disease and ailment prevention procedures

quarantine procedures.

There must also be evidence that the individual has treated equine injury or disease for at least two horses including:

assessing and recording vital signs of horses, including temperature, pulse, respiration and capillary refill

handling and restraining horses for observation and treatment

detecting and reporting signs of common ailments, ill health and injury

treating equine injury and disease according to instructions.

When performing all of the above points there must be evidence that the individual has:

assessed and controlled risks handling horses and in work area

handled horses safely and ethically in a firm but calm, gentle and unhurried manner

completed horse health and medication records in accordance with requirements.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

types and signs of common horse injuries

types and signs of common ailments that affect horses

indicators that can be used to assess horse health

signs and symptoms of:

abnormal or depressed appetite

life threatening conditions

range of treatments that must be applied under veterinary supervision

common horse behavioural problems

safe and ethical horse handling techniques and restraints

animal health and welfare principles and practices

hygiene and environmental practices relevant to maintaining healthy horse environments

work health and safety practices:

assessing and controlling risks

use of personal protective equipment

safe horse handling techniques

safe areas to carry out procedures.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

various compliant and manageable horses assessed as suitable for the experience and skill of the individual

materials and equipment for treating horses

appropriate tack for individual, horse and activity

personal protective equipment (PPE) correctly fitted and applicable to activity for the individual

specifications:

work instructions and treatment and prevention program for individual horses

workplace recording or reporting forms.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR401 Interpret equine behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the skills and knowledge required to interpret and apply knowledge of equine ethology, cognition and learning and apply these to ensure that the behavioural needs and welfare of horses are met while maintaining a safe working environment for staff and clients.

The unit applies to individuals who have an independent or management role in the performance horse industry, and require a detailed understanding of the behavioural and ethological needs of horses to make management decisions for housing, transporting and/or training horses. It applies to all horse breeds, ages and intended uses and environments, including breeding operations, riding schools, training establishments, trail riding centres and agistment centres.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate equine behaviour and the implications for management, handling and training	1.1 Compare and contrast differences and similarities between the behaviour of domestic horses and free-living horses 1.2 Determine the management implications of meeting innate equine behavioural needs 1.3 Identify unwanted problem behaviours in horses, including likely causes, treatment and prevention 1.4 Investigate evidence-based theories of equine learning, cognition and ethology and their application to the training and management of horses 1.5 Develop a strategy to communicate information about the behavioural problems of individual horses to workers and clients 1.6 Reinforce safe horse handling techniques and the risks associated working with and around horses to workers and clients
2. Apply knowledge of equine behaviour	2.1 Research current knowledge of equine cognition, ethology and learning relevant to the training and management of horses 2.2 Analyse and apply knowledge of equine cognition, ethology and learning to specific training methods, systems and techniques 2.3 Develop a plan to modify the behaviour of a horse to perform a specific task using knowledge of equine cognition and learning
3. Improve the welfare of horses using knowledge of horse behaviour	3.1 Analyse regulations and codes of practice that relate to the welfare of horses, and review current practices for compliance 3.2 Evaluate property and/or stable layout and the implications for horse behaviour and welfare 3.3 Plan and implement methods for housing horses in stables and paddocks that meet or exceed minimum welfare requirements and allow for behavioural needs 3.4 Evaluate management techniques against their impact on the welfare and behaviour of horses 3.5 Adjust staff policy and procedures to accommodate horse behaviour

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Access information from a range of sources to research equine behaviour Interpret textual information to identify and select key information about equine behaviour relevant to horse welfare and work operations
Writing	Document research findings in a logically sequenced format relevant to work environment purpose and need
Oral communication	Use tone and language suitable for audience to effectively communicate safety issues relating to horse behaviour and handling
Navigate the world of work	Recognise the impact of understanding equine behaviour to improve horse welfare and work environment, including promotion of safety around horses
Interact with others	Collaborate with others contributing knowledge and skills to assist with interpreting equine behaviour
Get the work done	Sequence and organise information to achieve improvements to the welfare of horses in the work environment Analyse problems and risks relevant to equine behaviour in the work environment and devise strategies or plans to address Use familiar digital systems and tools to access, analyse and present information relevant to role and work area

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR401 Interpret equine behaviour	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR401 Interpret equine behaviour

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency must satisfy all the elements and performance criteria of this unit.

There must be evidence that, on at least one occasion, the individual has:

researched current information about:

equine cognition, ethology, behaviour and learning

current regulations and codes of practice relating to horse welfare and behaviour and work health and safety (WHS)

accurately interpreted equine behaviour including body language, vocalisation, locomotory behaviour and interactions with other horses

developed and implemented a strategy or plan to:

communicate information about the behavioural problems of individual horses to workers and clients

apply knowledge of equine behaviour and research findings to manage horse handling, training, transport, housing and/or husbandry

apply knowledge of equine cognition and learning to modify the behaviour of a horse to perform a specific task

apply knowledge of equine behaviour, animal welfare and WHS practices and legislative requirements to staff policies and procedures and work operations.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

the evolutionary basis of horse behaviour and its impact on the behavioural needs of horses

the behavioural needs and patterns of domestic horses, including:

handled and unhandled horses

herd behaviour

current research in equine cognition, ethology, behaviour and learning

the application of research to the management, handling, housing and training of horses

the effect of the environment, housing, handling , training and management decisions on the behaviour and welfare of horses

work health and safety (WHS) standards, policies and procedures relevant to workplace and legislative requirements

animal welfare standards, policies and procedures relevant to workplace and legislative requirements.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

access to live horses to observe behaviour

technology to access information, and/or sources of current information on equine behaviour

specifications:

workplace and staff policies and procedures in which to add equine behaviour.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR402 Manage horses to meet performance horse sport requirements

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the skills and knowledge required to plan for and participate in various performance horse sports. It includes complying with sport rules and regulations; presenting horses in a range of disciplines; undertaking competition day duties; participating in industry inquiries, protests and appeals; and managing related documentation and records.

The unit applies to individuals with moderate horse handling skills who are responsible for the management of competition and performance horses competing in recognised equestrian competitions. Equestrian performances range from Olympic sports of dressage, show jumping and evening, to other sports including camp drafting, cutting, showing, polocrosse, pony club competitions, endurance riding, western disciplines, and working equitation.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate horse sport opportunities	1.1 Identify and analyse competitive performance horse sports and their governing body structures 1.2 Develop business goals for participating in performance horse sports 1.3 Determine the suitability of horse breeds for performance horse sports 1.4 Complete horse suitability check for nominated horses, and assess risks associated with the horse and/or sport event
2. Apply relevant rules, regulations and responsibilities related to training and competing performance horses	2.1 Identify the relevant discipline and government rules and regulations pertaining to the training and competing of performance horses 2.2 Implement and comply with the identified training and competitor regulations and obligations 2.3 Implement and comply with the relevant regulations and obligations relating to security of premises, horses and medications 2.4 Implement and comply with the relevant regulations relating to animal welfare, biosecurity and safe handling and riding practices
3. Organise performance horse transport	3.1 Select sport-specific transport methods according to individual horse needs and workplace requirements 3.2 Develop transportation strategy within legislative responsibilities and codes of practice requirements 3.3 Organise timely and safe transportation of horses
4. Manage horse presentation for competition	4.1 Determine the appropriate presentation requirements for the sport or competition 4.2 Select and maintain tack and equipment to meet competition requirements 4.3 Implement a strategy to prepare and present horses
5. Perform the competition day duties of a trainer and/or competitor	5.1 Organise staff to assist with competition and travelling 5.2 Use effective communication skills when dealing with competition staff and event personnel 5.3 Compete or support competitor in showing or competing horses within the rules and regulations of the discipline 5.4 Organise the care of horses before and after competitions
6. Comply with competition procedures, rules and regulations	6.1 Identify and comply with competition entry and participation criteria to ensure compliance with the rules of entry and competition 6.2 Identify the functions of judges and officials at competitions, and communicate relevant details to staff 6.3 Comply with sport drug, medication and withholding rules for horses 6.4 Present horses for drug testing according to competition procedures, rules and regulations
7. Participate in protests, inquiries and appeals	7.1 Gather, organise and present relevant information for a protest, inquiry and appeal 7.2 Observe and comply with the rights, responsibilities, rules and regulations of protests, inquiries and/or appeals

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret textual information in formal competition procedures, rules and regulations Identify key information relevant to horse sport in a wide range of documents, including contracts, horse evaluation reports and horse records
Writing	Accurately complete application and other forms required by the horse sport Compose clear and logically structured written responses to protests, inquiries and/or appeals
Numeracy	Calculate costs and resource requirements associated with participating in the horse sport
Oral communication	Participate in verbal exchanges using language appropriate for a range of personnel, including clients, contractors, staff, judges and officials
Navigate the world of work	Recognise, follow and adhere to explicit and implicit protocols, rules and regulatory responsibilities related to own work
Interact with others	Follow accepted communication practices and protocols in managing horse sport activities Collaborate and cooperate with others to achieve joint outcomes relevant to the horse sport activity
Get the work done	Plan, sequence and schedule multiple activities required for horse sport, and monitor implementation, making adjustments as necessary Assess and control risks and regulations associated with horse sport activities in own role and work area Use familiar digital systems and tools to access, analyse, record and present information relevant to horse sport activity

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR402 Manage horses to meet performance horse sport requirements	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR402 Manage horses to meet performance horse sport requirements

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has planned, organised and participated in at least one performance horse sport event, involving fit competition horses, including:

researching, interpreting and complying with competition and sport rules, regulations and requirements, horse breed characteristics, equipment, medication and attire rules

assessing and controlling risks associated with horse sport activity within own role and work area

managing health and welfare of performance horse before, during and after competitions, including during transport

handling horses safely and humanely according to industry practices and legislative requirements for:

work health and safety (WHS)

animal welfare

biosecurity

sustainability

organising equipment and using tack humanely and safely according to relevant sport regulations

managing horse presentation for competition, including preparing and turning out individual horses to meet sport-specific requirements

performing the competition day duties of a trainer and/or competitor

participating in protests, inquiries and appeals.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

horse sports and performance opportunities relevant to the specific breed, business or requirements of clients

the timing, qualification requirements and locations of competition opportunities relevant to business goals or client requirements

sport and breed governing bodies, structure and function relevant to competition requirements, including:

eligibility to compete

breed standards

qualification requirements

roles of officials and judges

disciplinary, protest and appeal procedures

details of competition rules and regulations relevant to the sport or discipline, including:

tack and equipment

withholding periods

administration of medication

presentation and dress standards

horse requirements

horse breeds and performance characteristics

criteria for determining horse suitability for specific activity, including indicators of when the horse is not fit for current or further competition

horse health and welfare standards and procedures

equine transport options and the effect of transport on equine health and welfare

sports psychology principles relevant to sport competition

key requirements of current standards, policies and procedures, and legislation relevant to horse sports:

WHS

animal welfare, including current Prevention of Cruelty to Animals Acts

environmental management

biosecurity.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions in a real horse sport setting

resources, equipment and materials:

live, compliant and manageable horses that have been assessed as suitable for the riders involved in the horse sport

appropriate tack for individual, horse and competition activity

personal protective equipment correctly fitted and appropriate for activity for riders

transport for horses

technology to access, prepare and present information

specifications:

sources of current information on competition rules, and current WHS, animal welfare, environmental management and biosecurity practices and regulations.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR403 Evaluate equine training methodologies

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the skills and knowledge required to review, evaluate and select specific training methodologies or techniques to achieve stated training and performance goals within welfare, workplace and safety requirements. It involves in-depth knowledge of a range of training methodologies and techniques relevant to the discipline or sport in which the horse is to be trained.

The unit applies to individuals who have responsibility for overseeing or implementing training programs for horses to achieve identified goals and meet workplace needs in any performance or leisure horse discipline. It covers a range of work environments, including stables, paddocks, yards, exercise arenas and public areas; and is relevant to a wide range of horse breeds, ages and uses, including high performance, young, breeding, pleasure horses and retired horses.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine training needs	1.1 Assess the training and education needs of individual horses relevant to the sport or discipline 1.2 Identify factors that may impact on horse ability to progress through a training program 1.3 Assess the requirements and capabilities of riders, drivers or handlers to achieve training outcomes, considering safe horse handling and riding techniques at all times 1.4 Determine specific training program goals and develop a timeline to achieve these goals
2. Select and implement training program	2.1 Review potential training methodologies and techniques relevant to the identified training needs of the horse 2.2 Evaluate identified training methodologies for efficacy, humaneness, cost and suitability to meet horse and workplace needs 2.3 Select a training program to meet identified goals, horse and workplace needs 2.4 Determine resources required to implement the training program 2.5 Identify industry training specialists for use in the training program, and evaluate on the basis of credibility, experience and humaneness 2.6 Develop and oversee the implementation of the program in consultation with industry specialists
3. Evaluate training program outcomes	3.1 Monitor and record horse progress through the training program 3.2 Evaluate horse progression through the program, and assess training outcomes against training program goals 3.3 Adjust the training program and implement changes as necessary

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Access information about current training methodologies from a range of sources Interpret textual information to identify and select key information about training methodologies relevant to work context
Writing	Produce logically sequenced written training documentation, schedules and/or plans relevant to work context, purpose and need
Numeracy	Calculate costs and charges and schedule timelines related to training plans
Navigate the world of work	Recognise, follow and comply with standards, rules and regulatory requirements related to evaluating horse training methodologies Recognise the impact of training methodologies on improving horse performance
Interact with others	Follow accepted communication practices and protocols when dealing with a range of equine industry personnel Collaborate and cooperate with others to achieve joint outcomes relevant to work activity
Get the work done	Review a range of information to inform and assess options for improving horse training programs, taking into consideration a range of relevant factors Coordinate multiple activities and resources to achieve work outcomes Use familiar digital systems and tools to access, analyse, record and present information relevant to evaluating methodologies for horse training

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR403 Evaluate equine training methodologies	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR403 Evaluate equine training methodologies

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has researched, selected, implemented and evaluated at least two training programs for different performance horses, including:

researching current information relevant to equine training methodologies, equine cognition, ethology, behaviour and learning

accurately interpreting equine behaviour, including body language, vocalisation, locomotory behaviour and interactions with other horses

assessing the current state of education and physical readiness of horses to undergo training

identifying the current horse-related skills and knowledge of clients or riders

determining the training program goals

evaluating possible training methodologies and outcomes against knowledge of:

current practices in safe horse handling and training

equine behaviour, health and welfare

equine anatomy, physiology and biomechanics

horse learning theory principles and ethology

selecting training program to meet identified goals as well as horse and workplace needs

determining resource requirements to meet training program goals

overseeing delivery of the training program

evaluating horse responses to, and outcomes of, training program.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

equine anatomy, physiology and biomechanics

equine behaviour, including body language, vocalisations, locomotory behaviour

equine cognition and ethology

learning theory principles and implementation

equine health and welfare

training methodologies, including underpinning assumptions, evidence base, credibility, effectiveness and humaneness

skills required of riders, drivers or handlers to safely interact with their horse to meet identified goals

techniques for assessing:

horse suitability for riders, drivers or handlers

hazards and risks associated with training programs

equipment, tack and resource requirements

current research in equine training, cognition, learning and behaviour

industry specialists relevant to the sport or discipline

key requirements of standards, policies and procedures and legislation for:

work health and safety

animal welfare, including current Prevention of Cruelty to Animals legislation.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

live horses to use for observation of behaviour and to determine the training they need

technology to access information, and/or sources of current information on training methodologies

specifications:

guidelines for preparing training plans and assessing risk and horse suitability.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR407 Implement an equine facility maintenance, improvement and management program

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency describes the skills and knowledge to manage, improve and maintain the resources of an equine industry property and determine a management strategy for the facility covering all resources within the financial limitations of the business.

The unit applies to individuals who have responsibility for the management and maintenance of horse organisations such as training and breeding establishments, riding schools and agistment centres.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Audit the condition of existing resources and infrastructure of the property	1.1 Identify the natural and built resources and infrastructure necessary to conduct the operations of the organisation to meet business goals 1.2 Conduct an audit of the condition and suitability of existing natural and built resources and infrastructure on the property to meet operational needs, business goals and work health and safety requirements 1.3 Identify resources that require upgrading, renewal or construction, and prioritise the list according to organisation operations, environmental and safety obligations and business goals
2. Analyse the current use and maintenance of existing property resources	2.1 Analyse the effectiveness and efficiency of the current use of the existing natural resources to meet operational needs, environmental obligations and business goals 2.2 Assess the effectiveness and efficiency of the current use of the existing infrastructure and machinery resources to meet operational needs, environmental obligations and business goals 2.3 Analyse the effectiveness and efficiency of the current use of labour resources to meet operational needs and business goals 2.4 Assess the effectiveness of and expenditure on maintenance of existing resources and facilities 2.5 Identify and prioritise specific areas for improvement in the use and maintenance of existing resources to meet operational needs and business goals
3. Analyse the environmental, economic and planning constraints and their effect on the planning process	3.1 Determine the economic parameters for the maintenance and development of the property 3.2 Undertake a cost-benefit analysis of making identified improvements to resources or maintenance schedules to meet business goals 3.3 Assess the potential environmental impacts of the proposed improvements or changes to maintenance activities 3.4 Identify the federal, state and local planning laws and codes that have jurisdiction over the property 3.5 Develop a costed property improvement and maintenance plan that considers financial, labour, ongoing maintenance, legal and environmental requirements to meet operational needs and business goals
4. Implement property improvement and maintenance plan	4.1 Develop a schedule with specific timelines to implement the plan within nominated budget, labour and resourcing parameters 4.2 Design and develop site plans for proposed changes to the layout of the property in accordance with improvement plan 4.3 Identify, prioritise and schedule the tasks associated with managing and maintaining the natural resources of the property 4.4 Engage contractors to complete specialist construction works or maintenance activities nominated in improvement plan 4.5 Monitor and evaluate progress of plan implementation against plan goals and schedule 4.6 Adjust the implementation of the plan to meet operational needs or business goals 4.7 Train staff in tasks required to implement improvements or conduct maintenance activities
5. Establish recordkeeping procedures to assist in the management of resources	5.1 Identify, select or create a recordkeeping system to meet operational needs and business goals 5.2 Identify and keep records required for competition horse facilities 5.3 Create and implement an inventory for property, machinery, equipment and tack and feed resources
6. Manage the maintenance of plant and equipment	6.1 Ensure that all plant and equipment used on the property is safe and serviceable according to manufacturer specifications 6.2 Implement a maintenance schedule for plant and equipment 6.3 Access specialist advice and repair to plant and equipment according to organisation practices 6.4 Follow procedures for safe storage, application and disposal of chemicals and hazardous substances 6.5 Train staff in the procedures for the inspection and safe maintenance of plant and equipment, and safe storage and disposal of chemicals
7. Manage the maintenance of gear and tack	7.1 Ensure that all gear and tack used on the property is safe and serviceable, according to relevant work health safety and animal welfare regulations 7.2 Access specialist advice regarding maintenance, suitability and appropriateness of gear and tack according to organisation practices 7.3 Implement and monitor adherence to maintenance schedule for gear and tack 7.4 Train staff in the procedures for the inspection and safe maintenance of gear and tack 7.5 Maintain accurate records relating to the maintenance of all gear and tack

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Review a range of textual and numerical information from a variety of sources to identify key details, make judgements and determine work requirements
Writing	Produce logically sequenced and structured written documents, plans or schedules
Numeracy	Analyse financial data and costs relating to budgets Calculate and adjust timelines in schedules or plans
Navigate the world of work	Take responsibility within own role for maintaining and managing facilities and property to meet organisational goals and comply with regulatory requirements, including work health and safety and animal welfare
Interact with others	Select and use appropriate written and verbal communication practices to train staff and oversee others in work area
Get the work done	Plan and sequence multiple tasks and prioritise on the basis of financial constraints, operational needs and business goals Assess and control risks and reflect on approaches taken within own role and work area Use familiar workplace technologies and systems to access, prepare and communicate information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR407 Implement an equine facility maintenance, improvement and management program	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR407 Implement an equine facility maintenance, improvement and management program

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has implemented at least one equine facility maintenance, improvement and management program, including:

conducting an audit of the condition and suitability of property resources to identify and prioritise safety issues and resources requiring upgrading, renewal or construction

researching planning, legal and government regulations relevant to maintaining or modifying the use of infrastructure on the property

analysing efficiency, effectiveness and cost benefits of resources and labour

developing a costed property improvement and maintenance plan and schedule, considering financial, labour, ongoing maintenance, legal and environmental requirements to meet operational needs and business goals

developing an inventory of property, machinery, equipment and tack and feed resources and associated recordkeeping procedures

supervising and training staff in maintenance activities and safe work practices

supervising the activities of contractors and suppliers

adhering to regulatory and workplace procedures and practices relevant to role and property management activities for:

animal welfare

work health and safety (WHS)

biosecurity

environment and sustainability.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

specific infrastructure, labour, natural resources, equipment, machinery and tack required to support the operational needs and business goals of the organisation

economic, legal and environmental parameters relevant to planning and the implementation of property improvement or maintenance activities

recordkeeping requirements and systems

relevant training needs, courses and qualifications required of staff

contractor and supplier services and overview of costs

industry standard maintenance procedures for the maintenance and service of gear, tack, plant and equipment to comply with relevant work health safety, sport and other legislative requirements

regulations pertaining to plant, equipment and property and appropriate standards and codes regarding structures to contain horses

key requirements of WHS regulations and guidelines relating to:

risk assessment, control and review

due diligence for staff and other personnel

safe horse handling techniques

handling, storage and disposal of chemicals

personal protective equipment including correct use, storage and maintenance, and replacement requirements

key requirements of biosecurity standards, relevant to horse disease and hygiene standards

key requirements of animal welfare standards, policies and procedures relevant to the safe, humane and ethical care and housing of horses

key requirements of environmental and sustainability standards, policies and procedures relevant to equine facilities and properties.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions, which includes natural resources such as paddocks, native vegetation and water sources, as well as live horses, plant and machinery

resources, equipment and materials:

workplace technology for accessing and preparing information

specifications:

information about property facilities and resources, and costs to develop plans, schedules and budgets

relationships (internal and/or external):

staff to train and other personnel to coordinate.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR503 Evaluate performance horse conformation

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency describes the skills and knowledge required to assess the conformation of horses for various performance horse sports. It covers the implications of conformation on performance and the development of corrective measures and action plans for young horses to minimise future problems.

The unit applies to individuals who have managerial responsibilities within performance horse training and breeding organisations for selecting horses for various performance horse sports. They work independently within organisational guidelines, applying extensive knowledge of horse conformation and industry skills to achieve outcomes.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research key features of horse conformation	1.1 Analyse and report on the conformation of horses using objective, standard conformation terminology 1.2 Observe and identify desirable conformation of horses relevant to breed standard or performance discipline 1.3 Observe and identify unsoundness and blemishes of horses 1.4 Identify the essential elements of the movement of the horse relevant to breed standard and performance discipline 1.5 Design and apply conformation and movement selection criteria indices when assessing horses
2. Analyse the relationship of conformation to specific performance horse sports	2.1 Establish ideal sport-specific conformation according to sport or sector guidelines 2.2 Apply ideal sport-specific conformation to horse selection procedures according to organisation guidelines 2.3 Identify undesirable sport-specific conformation traits, and determine the implications of these traits on performance 2.4 Implement strategies to resolve or manage undesirable conformation traits to reduce negative impacts on performance horses
3. Assess conformation in young horses and develop correction plan	3.1 Assess and report on the conformation of foals using standard conformation terminology 3.2 Assess and report on foal and young horse conformation against established breed and sport standards 3.3 Identify undesirable characteristics of foal and young horse conformation
4. Develop conformation correction plan for young horses	4.1 Develop corrective action plan to rectify undesirable characteristics in consultation with industry professionals 4.2 Ensure strategies in corrective action plan meet organisation objectives and comply with animal welfare and work health and safety requirements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Undertake independent research to access key information on horse conformation and requirements of performance horse sports Analyse written information in a range of technical veterinary and/or scientific reports
Writing	Collate data and observations for monitoring, reviewing and reporting on horse conformation
Navigate the world of work	Take responsibility for complying with regulatory requirements including work health and safety and animal welfare within own role and area of work Follow safe, ethical and humane horse handling industry practices
Interact with others	Use industry concepts, terminology and protocols for communicating with a variety of people in undertaking work
Get the work done	Plan and sequence strategies for analysing, researching and correcting horse conformation Analyse problems and risks, devise solutions and reflect on approaches taken relevant to evaluating performance horse conformation

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR503 Evaluate performance horse conformation	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR503 Evaluate performance horse conformation

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has observed, examined and evaluated the conformation of at least three horses, including at least one foal or other young horse, including:

handling horses safely and humanely during examinations and observations

reporting on the conformation of horses covering:

desirable and undesirable conformational features

requirements of established breed and sport standards

developing corrective action plans to manage undesirable characteristics and rectify conformation traits of individual horses

using health care practices, including bandaging and hoof care as part of corrective action strategies

complying with regulatory requirements and workplace and industry procedures and practices relevant to role and evaluating performance horse conformation, including:

animal welfare and prevention of cruelty to animals

work health and safety.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

techniques for analysing horse conformation

desirable and undesirable conformation characteristics of horses

performance horse breeds and conformation characteristics

breed conformation standards of excellence

industry standard conformation terminology

performance horse sports and requirements

normal and abnormal features of horse gaits and movement

features of unsoundness and blemishes in horses and foals

veterinary procedures for correcting abnormal conformation, including for young horses

farriery procedures for correcting abnormal conformation, including for young horses

key features of horse husbandry practices

key requirements of work health and safety regulations and guidelines relating to:

risk assessment, control and review

safe horse handling techniques

personal protective equipment (PPE)

key requirements of animal welfare standards, policies and procedures relevant to the safe, humane and ethical care of horses.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

various live horses, including foals and young horses – note that young horses can be less compliant and highly reactive, and should be assessed as suitable for the experience and skill of the individual

materials and information about horse conformation, or technology to access the information.

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

ACMPHR505 Manage fitness in performance horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Application

This unit of competency covers the knowledge and skills required to assess options, design strategies and manage conditioning programs for horses. It includes monitoring horse responses to conditioning and competition schedules, responding to problems, and managing spelling and return-to-work periods.

This unit applies to individuals who have management responsibilities in professional horse businesses, working independently and in conjunction with others within organisational guidelines. They have extensive knowledge of horses in a wide range of situations and may have responsibility for highly valuable animals.

No occupational licensing or certification requirements apply to this unit at the time of publication.

Work health and safety and animal welfare legislation relevant to interacting with horses applies to workers in this industry. Requirements vary between industry sectors and state/territory jurisdictions. Users are advised to check with the relevant authority for specific requirements.

NOTE: The terms 'occupational health and safety' (OHS) and 'work health and safety' (WHS) generally have the same meaning in the workplace. In jurisdictions where the national model WHS legislation has not been implemented, RTOs must contextualise the unit of competency by referring to current OHS legislative requirements.

Pre-requisite Unit

Nil

Unit Sector

Performance Horse (PHR)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the physiological and structural adaptations of the musculoskeletal system of horses to conditioning	1.1 Identify the anatomical and physiological effect of conditioning regimes on adaptations in major body systems of horses 1.2 Assess structural differences in physical appearance and muscling between conditioned and unconditioned horses 1.3 Determine strategies and techniques to use for conditioning horses
2. Assess changes to the cardiovascular and respiratory systems in response to conditioning	2.1 Arrange for blood tests to be taken and analysed for indicators of fitness and response to training, in consultation with veterinary experts 2.2 Use heart rate monitors or stethoscopes, using safe horse handling techniques, to evaluate horse fitness and response to training 2.3 Monitor and record heart rate pre- and post-exercise to determine the impact of exercise and competition, and to track changes in fitness 2.4 Measure and record respiratory rates following exercise to evaluate the impact of exercise and track changes in fitness 2.5 Investigate training and conditioning techniques to improve lung function and gas exchange efficiency, and apply where appropriate
3. Monitor and evaluate physiological outcomes of conditioning and exercise programs	3.1 Determine and document conditioning and fitness goals 3.2 Monitor and adapt program on a regular basis to ensure short- and long-term goals are achieved 3.3 Develop and implement a training and conditioning program to achieve required physiological adaptations 3.4 Identify and manage exercise-related illness and injury
4. Evaluate contribution of feed sources on energy production in exercising horses	4.1 Evaluate nutrient sources for their potential contribution to the energy needs of the horse relative to exercise regime, intensity and duration 4.2 Evaluate nutritional supplements suitable for inclusion in the diet of horses undergoing a fitness program
5. Manage fatigue in horses	5.1 Identify causes of fatigue in exercising horses and develop measures to prevent or manage fatigue during training and competition 5.2 Identify the signs and effects of fatigue, and develop measures to minimise harm to the horse
6. Monitor and manage thermoregulation efficiency in exercising horses	6.1 Develop and implement strategies to prevent over-heating during the training and competition schedule 6.2 Identify the signs of over-heating in horses and take appropriate and rapid measures to provide relief 6.3 Ensure that horses are kept appropriately hydrated during exercise, travel and competition 6.4 Identify the signs of dehydration in horses and take appropriate and rapid measures to provide relief
7. Manage spelling and resumption of work in performance horses	7.1 Incorporate planned periods of rest into the design of training and competition schedules 7.2 Arrange rest or spelling periods to minimise loss of fitness 7.3 Develop and implement strategies to manage the transition from work to spelling 7.4 Monitor the health and welfare of horses being spelled

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Extract and interpret technical information relating to horse fitness and conditioning in veterinary reports, test results and progress reports
Writing	Prepare written conditioning programs and specifications for individual horses using clear language, accurate industry terminology and logical structure
Numeracy	Interpret health and conditioning data, including trends in heart rate responses and performance against goals or industry norms Measure and calculate ration formulations, and speeds and distances travelled, in horse records
Navigate the world of work	Take responsibility for complying with regulatory requirements, including work health and safety and animal welfare, within own role and area of work Follow safe, ethical and humane horse handling industry practices
Interact with others	Select and use appropriate communication protocols and conventions when seeking or sharing information with others
Get the work done	Organise and plan sequential programs for multiple horses; monitoring actions against stated goals, and adjusting plans and resources in response to changing conditions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ACMPHR505 Manage fitness in performance horses	Not applicable	New unit	No equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

Assessment Requirements for ACMPHR505 Manage fitness in performance horses

Modification History

Release	Comments
Release 1	This version released with ACM Animal Care and Management Training Package Version 1.0

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has managed the fitness and conditioning programs for a workplace, including at least two horses requiring different conditioning requirements, including:

handling horses safely and fitting appropriate equipment and tack, including heart rate monitors or stethoscopes

developing and adapting a sequential conditioning program to achieve nominated exercise or competition goals for the horse

taking and recording vital signs and other relevant health and welfare indicators

measuring and evaluating the physical condition of the horse to assess adaptation to conditioning program

administering medications and nutraceuticals including but not limited to oral electrolyte drenches

recording, monitoring, and managing health issues related to exercise, including soft tissue injuries, fatigue, overheating, dehydration

complying with regulatory requirements and workplace and industry procedures and practices relevant to role and managing fitness in performance horses, including:

animal welfare and prevention of cruelty to animals

work health and safety.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

key features of anatomy and physiology of horse body systems

key features of exercise physiology, including adaptations of horse body systems to exercise

equine body condition scoring systems

basic principles of chemistry relating to performance fitness

basic principles of biology relating to performance fitness

normal and abnormal blood test parameters relevant to exercise

equipment relevant for implementing a conditioning program, including:

heart rate monitors

tack and protective equipment

performance horse conditioning techniques and methods

common horse health problems and injuries related to exercise

risk factors for the development of exercise-related injuries and disease

features of thermoregulation

feed, supplements and nutraceuticals relevant to maintaining the health and welfare of exercising horses

sites and mechanisms of feed digestion

key requirements of work health and safety regulations and guidelines relating to:

risk assessment, control and review

safe horse handling techniques

personal protective equipment

key requirements of animal welfare standards, policies and procedures relevant to the safe, humane and ethical care of horses.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately represents workplace conditions

resources, equipment and materials:

various live horses assessed as suitable for the experience and skill of the individual

materials and information about horse conditioning programs, or technology to access the information

appropriate tack for individual, horse and conditioning activity

personal protective equipment (PPE) correctly fitted and applicable to activity for the individual

Training and assessment strategies must show evidence of the use of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b75f4b23-54c9-4cc9-a5db-d3502d154103

AHCBUS516 Develop and review a business plan

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Application

This unit of competency describes the skills and knowledge required to develop and review a business plan.

This unit applies to individuals whose role is to set the short, medium or long term goals and targets for the business plan. Roles may relate to marketing and production targets, resource and asset development and management, supply chain management, acquisitions, capital, property improvements, and operational systems.

At this level, workers take personal responsibility and exercise autonomy in undertaking complex work. They analyse information and exercise judgement to complete a range of advanced skilled activities.

All work must be carried out to comply with organisational requirements, work health and safety legislation and codes, sustainability practices and in consultation with the management team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Business (BUS)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of business plan	1.1 Determine scope of the business plan and associated systems in consultation with key and specialist personnel 1.2 Access information to inform business plan development including potential business opportunities 1.3 Account for and incorporate trends and seasonal variations 1.4 Account for strategic goals, targets and directions of the enterprise 1.5 Identify legal obligations and compliance requirements
2. Prepare business plan	2.1 Develop operational goals and targets that enhance opportunities to meet the enterprise strategic plan 2.2 Check indicators of operational performance are clear and measurable and allow for realistic analysis of performance 2.3 Identify and include resource requirements and input supply chain options 2.4 Identify and incorporate human resource strategies 2.5 Identify and incorporate marketing strategies 2.6 Identify risks for the business and develop minimisation strategies 2.7 Trial systems to test budgetary impact and operational potential before implementation
3. Document and review business plan	3.1 Develop the business plan 3.2 Incorporate financial and operational systems that enhance performance management and suit enterprise requirements 3.3 Communicate business plan to relevant parties 3.4 Monitor performance against the business plan to identify strengths, weaknesses and areas for improvement 3.5 Make recommendations to improve the business plan and associated systems

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Access and interpret complex information including legislation and business documentation relevant to enterprise

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCBUS516 Develop and review a business plan	AHCBUS506 Develop and review a business plan	Performance criteria clarified Foundation skills added Assessment requirements updated	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCBUS516 Develop and review a business plan

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture, Conservation and Land Management Training Package Version 4.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has developed and reviewed a business plan for at least one enterprise, including:

set strategic goals, targets and directions for the enterprise

determined clear and measurable indicators of operational performance

identified and designed risk management strategies

developed appropriate operational plans

documented the business plan

monitored the business plan to identify strengths, weaknesses and areas for improvement.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

profit and loss and cash flow systems

forecasting trends in expenditure and production for an enterprise

communication techniques typically used to negotiate business strategies and directions

risk management strategies relevant to the enterprise

marketing strategies relevant to the enterprise

measures of operational performance

financial and operational systems and resource considerations relevant to business planning

logical and analytical methods to interpret and analyse financial reports

industrial relations, taxation, corporate and industry legislation, environmental and work health and safety legislation as they relate to the enterprise

capital investment analysis.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

access to business records for an enterprise.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCMOM203 Operate basic machinery and equipment

Modification History

Release	Comments
Release 2	This version released with AHC Agriculture, Horticulture and Conservation and Land Management Training Package Version 3.0.
Release 1	This version released with AHC Agriculture, Horticulture and Conservation and Land Management Training Package Version 1.0.

Application

This unit of competency describes the skills and knowledge required to undertake pre start checks, operate, maintain and shut down basic machinery and equipment used in the agriculture, horticulture and land management sectors.

This unit does not apply to chainsaws, tractors, vehicles, and earth moving equipment.

The unit applies to individuals who operate basic machinery and equipment to undertake routine work under general supervision with limited autonomy and accountability.

No occupational licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Machinery operation and maintenance (MOM)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare basic machinery and equipment for use	1.1 Confirm with supervisor activity to be undertaken, including identifying and reporting potential hazards and risks and implementing safe working practices to manage risks 1.2 Source and interpret relevant basic machinery and equipment operation and maintenance manual and manufacturer instructions 1.3 Assess the work site and confirm the suitability of the machinery and equipment for the task 1.4 Select and maintain personal protective equipment according to workplace safety requirements 1.5 Fit and use personal protective equipment applicable to type of machinery and equipment to be operated and job requirements 1.6 Conduct routine pre-operational checks according to operation and maintenance manual 1.7 Replace and report damaged or worn components 1.8 Observe safety rules and regulations, including site rules and site specific instructions
2. Operate basic machinery and equipment	2.1 Operate machinery and equipment safely 2.2 Continually monitor hazards and risks, and ensure safety of self, other personnel, plant and equipment 2.3 Complete work to supervisor satisfaction
3. Check, clean and store basic machinery and equipment	3.1 Conduct shut down according to workplace procedures 3.2 Perform routine operational servicing and minor maintenance according to operation and maintenance manual 3.3 Identify and report malfunctions, faults, irregular performance or damage to supervisor 3.4 Clean, secure and store machinery and equipment 3.5 Maintain machinery and equipment use records in required format

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret textual information from a range of sources to identify relevant and key information about workplace operations
Writing	Document machinery and equipment use
Oral communication	Use clear language to report malfunctions, faults, irregular performance or damage Participate in verbal exchanges to respond to questions and clarify information
Numeracy	Calculate quantities of machinery fluids including oil and fuel
Navigate the world of work	Recognise and follow workplace requirements, including safety requirements, associated with own role and area of responsibility

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Basic machinery and equipment must include at least two of the following:	conveyors and pumps used in agriculture, horticulture and land management hedge trimmers lawn edgers line cutters mechanised horticultural tillage equipment motorised machinery used in landscape and turf construction projects motorised machinery used in nursery production pneumatic pruners and cutters power tools.
Pre operational checks must include:	machinery and equipment damage and serviceability engine oil fuel machinery and equipment controls reporting and tagging defects.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCMOM203 Operate basic machinery and equipment Release 2	AHCMOM203 Operate basic machinery and equipment Release 1	Minor changes to performance criteria, foundation skills and range of conditions	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCMOM203 Operate basic machinery and equipment

Modification History

Release	Comments
Release 2	This version released with AHC Agriculture, Horticulture and Conservation and Land Management Training Package Version 3.0.
Release 1	This version released with AHC Agriculture, Horticulture and Conservation and Land Management Training Package Version 1.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit. There must be evidence that the individual has undertaken pre start checks, operated, maintained and shut down at least two types of basic machinery and equipment used in the agriculture, horticulture or land management sectors.

For each type, the individual must have demonstrated the following:

identified and reported hazards and implemented safe working practices

carried out basic machinery and equipment pre-operational checks including basic servicing and maintenance according to operation and maintenance manual

operated basic machinery and equipment in a safe and controlled manner consistent with operation and maintenance manual and manufacturer specifications

carried out safe shut down and storage procedures for basic machinery and equipment

followed workplace health and safety procedures during the operation and use of basic machinery and equipment.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

hazards and risks associated with basic machinery and equipment operation

pre-operational and safety checks for basic machinery and equipment

operating principles and operating methods for basic machinery and equipment

procedures for cleaning, securing and storing basic machinery and equipment

risks associated with the operation of machinery and equipment in different types of weather and terrain conditions

duty of care to self, others and the environment when using and operating basic machinery and equipment

workplace procedures applicable to work health and safety requirements to operate basic machinery and equipment safely.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace setting or an environment that accurately represents workplace conditions

individual must not be under the influence of alcohol or drugs

individual must not be taking any medication (prescribed or otherwise) that may impair judgement

individual must not be in a fatigued state when operating the machinery

resources, equipment and materials:

a range of basic machinery and equipment

enclosed toe shoes

safety equipment and personal protective equipment applicable to the machinery and equipment being used and the task being undertaken

specifications:

basic machinery and equipment operation and maintenance manuals

industry and workplace biosecurity procedures applicable to basic machinery and equipment operation

timeframes:

according to the job requirements.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

AHCPGD212 Conduct visual inspection of park facilities

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture and Conservation and Land Management Training Package Version 7.0.

Application

This unit of competency describes the skills and knowledge required to conduct routine visual inspections of park and recreational facilities to identify visible hazards and existing and potential risks.

The unit applies to individuals who conduct visual inspections of park facilities under general supervision with limited autonomy or accountability.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Parks and Gardens (PGD)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for visual inspection	1.1 Interpret site plans and inspection checklists and confirm inspection activities with supervisor 1.2 Clarify the specific terminology used in checklists with supervisor 1.3 Identify park elements to be inspected and locate on the site plan 1.4 Confirm park facilities, equipment and services on site
2. Undertake visual inspection	2.1 Inspect park facilities, equipment and services and compare to workplace standards of presentation and workplace health and safety requirements 2.2 Identify and record workplace presentation, workplace health and safety hazards and adverse environmental impacts using appropriate form and photographs 2.3 Report situations requiring urgent action to supervisor
3. Submit report	3.1 Complete and check inspection activity reports and checklists are concise, accurate and comply with workplace standards, and include photographs where required 3.2 Forward checklist and report to supervisor

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret textual and drawn information from site plans and checklists to identify relevant and key information about park facilities, inspection and workplace standards requirements
Oral communication	Initiate discussions with supervisor using clear language to confirm inspection activities and clarify information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
AHCPGD212 Conduct visual inspection of park facilities	AHCPGD206 Conduct visual inspection of park facilities	Minor changes to application Minor changes to performance criteria Foundation skills added Assessment requirements updated	Equivalent

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

Assessment Requirements for AHCPGD212 Conduct visual inspection of park facilities

Modification History

Release	Comments
Release 1	This version released with AHC Agriculture, Horticulture and Conservation and Land Management Training Package Version 7.0.

Performance Evidence

An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit.

There must be evidence that the individual has conducted a visual inspection of park facilities on at least two occasions and has:

prepared for and conducted visual inspection of park facility

applied workplace health and safety requirements

applied workplace standards of presentation

compared the condition of facilities to the required workplace standard

determined the extent of problems

recorded and reported hazards and associated environmental implications of malfunctioning facilities, equipment and services

reported serious issues that may be present

completed and submitted inspection activity checklist, report and photographs.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

principles and practices of park facility visual inspection, including:

cleaning, servicing and hygiene requirements of public conveniences

hazard identification and reporting

the range of park facilities, equipment and services

park inspection reporting requirements, procedures and materials

terminology used to describe different components of the range of facilities, equipment and services relevant to the workplace

issues likely to be encountered by visitors using the park facilities and equipment

the practical application of site plans, checklist descriptions and workplace standards of presentation to locate and effectively assess facilities and equipment against the required parameters

workplace standards of presentation and Australian Standards applicable to park facilities

workplace requirements applicable to health and safety in the workplace for inspection of park facilities.

Assessment Conditions

Assessment of the skills in this unit of competency must take place under the following conditions:

physical conditions:

a workplace setting or an environment that accurately represents workplace conditions

resources, equipment and materials:

site plans, checklists, forms and activity reports applicable to conducting visual inspection of park facilities

photographic device

specifications:

workplace requirements applicable to health and safety in the workplace and inspection of park facilities

workplace standards of presentation and Australian Standards applicable to park facilities

relationships:

supervisor

timeframes:

according to job requirements.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c6399549-9c62-4a5e-bf1a-524b2322cf72

BSBCMM211 Apply communication skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to apply basic communication skills in the workplace, including identifying, gathering and conveying information along with completing assigned written information.

The unit applies to individuals working under direct supervision, who are developing basic skills and knowledge of workplace communication in preparation for working in a broad range of settings.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Verbal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify communication requirements	1.1 Identify work task 1.2 Identify communication channels in the organisation 1.3 Identify relevant stakeholders 1.4 Seek advice from supervisor on communication methods
2. Communicate using verbal and non-verbal communication skills	2.1 Plan verbal communication 2.2 Use verbal communication to communicate with stakeholders 2.3 Use nonverbal behaviour to communicate with stakeholders 2.4 Seek and respond to feedback on communication
3. Draft written communications	3.1 Identify formats for written information according to organisational policies and procedures 3.2 Draft written information and submit to supervisor for approval 3.3 Seek and respond to feedback on written communication

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Learning	Develops skills required to carry out own role by seeking and acting on feedback
Reading	Reviews textual information to identify communication requirements and organisational procedures
Writing	Drafts simple texts using appropriate grammar, spelling and punctuation in accordance with organisational standards Proofreads own texts for accuracy and compliance with organisational requirements
Teamwork	Seeks to cooperate with others to achieve results in immediate work context
Self-management	Follows clearly defined instructions, seeking assistance when necessary Follows organisational policies and procedures and practices relevant to own role
Technology	Uses digital tools to complete tasks
Initiative and enterprise	Asks questions and listens to gain information and confirm understanding

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBCMM101 Apply basic communication skills

BSBCMM201 Communicate in the workplace.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM211 Apply communication skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

use verbal and non-verbal skills to seek and convey information in face-to-face situations on at least three occasions

draft written documents and confirm that the documents meet organisational requirements on at least three occasions.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

organisational policies and procedures related to workplace communication

communication styles

questioning, listening and speaking skills

standards of written information applicable to own role

presentation styles, format and detail relevant to own role.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace policies and procedures relating to communication.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM411 Make presentations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit covers the skills and knowledge required to prepare, deliver and review presentations for target audiences.

This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Verbal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare presentation	1.1 Plan presentation approach and intended outcomes 1.2 Identify target audience, location and resources requirements 1.3 Select presentation strategies, format and delivery methods according to presentation requirements 1.4 Select techniques to evaluate presentation effectiveness
2. Deliver presentation	2.1 Summarise key concepts and ideas and present to target audience 2.2 Provide opportunity for audience to seek clarification on presentation information 2.3 Confirm target audience understand key concepts and ideas, and that identified presentation objectives have been achieved
3. Review presentation	3.1 Evaluate effectiveness of the presentation 3.2 Seek and discuss feedback and any reactions to the presentation from participants and relevant stakeholders 3.3 Make changes to presentation based on feedback received

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Reviews and analyses documents to identify information relevant to a specific presentation
Writing	Develops material to convey ideas and information to target audience in an engaging way
Oral Communication	Presents information using words and non-verbal features appropriate to the audience and context Uses listening and questioning techniques to gather information required to develop and modify presentations
Problem solving	Interprets audience reactions and changes words and non-verbal features accordingly
Planning and organising	Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals
Initiative and enterprise	Selects and uses appropriate conventions and protocols to encourage interaction and to present information Recognises the need to alter personal communication style in response to the needs and expectations of others
Self-management	Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes
Technology	Uses the main features and functions of digital tools to complete work tasks

Unit Mapping Information

Supersedes and is equivalent to BSBCMM401 Make a presentation.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM411 Make presentations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

prepare and deliver at least two different presentations.

In the course of the above, the candidate must:

use aids and materials to support the presentation

select and implement methods to review the effectiveness of presentation and document suggested improvements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

information collection methods that support review and feedback of presentations

organisational and legislative obligations and requirements relevant to presentations

structure of presentations according to intended outcomes

principles of effective communication including:

persuasive communication techniques

verbal and non-verbal communication

presentation methods

different aids, materials and techniques that can be used for presentations.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

equipment, materials and business software packages for making a presentation.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCRT311 Apply critical thinking skills in a team environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes skills and knowledge required to apply critical thinking skills to generate solutions to workplace problems in a team environment.

The unit applies to individuals who are required to develop and extend their critical and creative thinking skills to different issues and situations. These individuals apply a range of problem solving, evaluation and analytical skills resolve workplace issues within a team context.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Critical Thinking

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to address workplace problem	1.1 Identify and select workplace problem to address within scope of job role of team members 1.2 Identify organisational and legislative frameworks applicable to selected problem 1.3 Develop questions to identify key issues and challenges of selected problem 1.4 Consult key stakeholders using questions to gather information on selected problem
2. Evaluate solutions for workplace problem	2.1 Identify a range of critical thinking techniques to generate solutions to selected problem 2.2 Develop solutions using knowledge and experience of team members 2.3 Explain development process for individual solutions generated to team members 2.4 Apply agreed criteria for selecting most suitable option in consultation with team members 2.5 Critically evaluate solutions generated and select solution to be implemented
3. Finalise and review solution development process	3.1 Present solution to relevant stakeholders with explanation of critical thinking processes involved 3.2 Respond to challenges and questions from stakeholders 3.3 Evaluate critical thinking processes with team members and using feedback received 3.4 Identify critical thinking learnings to apply to individual and team situations

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Uses questioning as a strategy to expand knowledge Reflects on existing thinking and current practices to generate new ideas
Oral communication	Participates in a verbal exchange of ideas and elicits the view and opinions of others by listening and questioning
Reading	Comprehends textual information and integrates ideas and concepts from various sources
Writing	Documents observations and experiences related to problem solving
Teamwork	Collaborates with others to test, strengthen and explore new ideas and different ways of thinking

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to BSBCRT301 Develop and extend critical and creative thinking skills.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCRT311 Apply critical thinking skills in a team environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

generate and present solutions to a workplace problem on at least two occasions.

In the course of the above, the candidate must:

identify and analyse workplace problems as part of a team

develop questions on key challenges of a chosen problem

consult relevant stakeholders to gather information on workplace problem

use a range of creative thinking techniques as part of a team to generate ideas or responses to questions or issues

use critical thinking processes to develop relevant questions and criteria for identified workplace issue

present to relevant stakeholders and respond to answers

assess feedback to identify key personal and team learnings.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

organisational and legislative frameworks

advantages of different perspectives when asking questions

critical thinking techniques

applicable criteria to assess potential solutions to workplace issue

boundaries to be considered when generating ideas and responses

methods to develop individual critical and creative thinking skills.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to specific challenges and situations to which critical and creative thinking may be applied to workplace problems as part of a team.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCRT411 Apply critical thinking to work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to use advanced-level critical thinking skills in a workplace context. This includes using methods of analysis, synthesis and evaluation.

The unit applies to individuals who evaluate existing or proposed work practices. These individuals are typically responsible for reviewing or developing work processes, products or services that may be proposed or already existing.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Critical Thinking

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish role of critical thinking in workplace	1.1 Identify key characteristics of critical thinking processes 1.2 Evaluate situations in which critical thinking concepts are applied in work practices 1.3 Articulate benefits of applying critical thinking practices in the workplace
2. Lead critical thinking process	2.1 Analyse existing and proposed work practices and identify limitations 2.2 Locate information on selected work practices for the development of solutions 2.3 Determine solutions for workplace limitations using critical thinking concepts 2.4 Develop a proposal for solutions using a decision-making framework according to organisational policies and procedures 2.5 Present ideas for solutions and justify decision making process to relevant stakeholders
3. Develop critical thinking mindset	3.1 Review decision making practices in the work area 3.2 Seek feedback from relevant stakeholders on use of critical thinking from relevant stakeholders 3.3 Identify areas for self-development in relation to own job role 3.4 Develop plan for future process evaluations and incorporate improvements identified

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Reflects on own performance and seeks opportunities to improve own skills and knowledge Identifies the key themes and ideas to be explored and ways to response to and use diverse perspectives
Numeracy	Interprets and critically analyses numerical data to determine work process requirements
Oral communication	Articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment Participates in a verbal exchange of ideas and elicits the view and opinions of others by listening and questioning
Reading	Interprets, evaluates and extracts relevant information from a range of texts for work requirements
Writing	Develops clear workplace documents appropriate to audience and context Selects appropriate channel, format, tone and content to suit purpose and audience
Teamwork	Seeks to establish interpersonal connections to facilitate work with a diverse range of people
Initiative and enterprise	Identifies the implications of legal and regulatory responsibilities on own work Adheres to implicit and explicit organisational procedures and policies, seeking advice from others if necessary
Planning and organising	Uses systematic processes to gather and analyse information required to make decisions
Problem-solving	Uses problem-solving skills to evaluate and challenge ideas and move towards solutions
Technology	Uses features and functions of digital tools and technologies to store and present information

Unit Mapping Information

Supersedes and is equivalent to BSBCRT404 Apply advanced critical thinking to work processes.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCRT411 Apply critical thinking to work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop solutions for two different workplace limitations using critical thinking concepts.

In the course of the above the candidate must:

use a range of critical thinking techniques to identify and address limitations in workplace practices

ask questions to broaden understanding of task requirements

use various information sources to provide answers to proposed questions

develop a proposal to articulate to a broad range of workplace stakeholders a solution to an identified issue

incorporate feedback and self-reflection to critically assess performance.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

critical thinking concepts and the value of applying such approaches in a work environment

key characteristics of critical thinking processes

sources of reliable information relevant to workplace practices

key components of decision- making frameworks

features and limitations of workplace practices

legislative requirements relating to workplace practices

components of self-evaluation and development.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

technology, software and resources required to implement and maintain internal control procedures

corporate governance documentation required for role

organisational operational policies and procedures required for role.

Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB301 Investigate business opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify a business opportunity and its key components. This requires undertaking research to determine the viability of the opportunity, with reference to the legislative frameworks affecting the business.

The unit applies to those establishing or operating a business providing self-employment, as well as those establishing a new venture as part of a larger organisation. The business opportunities may relate to products and/or services offered by the business.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify potential opportunities for business	1.1 Source and analyse market information for potential opportunities 1.2 Analyse information and list details of business ideas and opportunities 1.3 Identify and describe products and/or services that match business ideas 1.4 Identify and analyse available business, financial, digital technology and technical factors related to the potential opportunities 1.5 Identify customers for the products and/or services
2. Investigate market needs and factors affecting market	2.1 Collect, investigate and analyse business and market information, trends and developments from primary and secondary sources to identify market needs related to business opportunities 2.2 Identify ethical and cultural requirements of the market 2.3 Identify projected changes in population, economic activity and other macro external factors that may impact business opportunities 2.4 Review identified needs and factors and identify their potential impact on business opportunities 2.5 Investigate marketing and promotion activities and strategies for identified products and/or services
3. Finalise investigation into business opportunities	3.1 Review personal factors against business opportunities and identify their impact on opportunities 3.2 Examine options to address and minimise negative impact and strengthen positive impact of personal factors 3.3 Document outcomes of investigation into business opportunity

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Analyses and evaluates information and integrates facts and ideas
Writing	Uses information and industry-related terminology to develop required documentation
Numeracy	Extracts, evaluates and compares numerical information to determine resources and identify trends
Technology	Uses a range of digitally based technology and applications to access and filter data, and then extract, organise and integrate relevant information

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBSMB201 Identify suitability for micro business

BSBSMB301 Investigate micro business opportunities

BSBSMB306 Plan a home based business.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB301 Investigate business opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

identify and investigate at least one business opportunity and assess the probability of success.

In the course of the above, the candidate must:

research and analyse information from a range of sources for its potential impact on the market, products and/or services, and customers

match personal factors to business opportunities.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

sources of business and market information on business ideas and potential business opportunities, including:

potential clients and past leads

competitor activities, products and services

industry trends and insights

legislative and regulatory requirements relevant to opportunities being investigated

market information, trends and developments, including:

new and emerging markets and their features

expected market growth or decline and associated risk factors

economic activity, including projected or potential movements in prices

projected changes in availability of resources

personal factors involved in choosing preferred opportunity include:

own skills and aspirations

own commitments, expectations and capabilities

criteria for determining the viability of a business opportunity, including:

market size, potential, needs and trends

financial considerations

benefits and challenges of digital technologies relevant to opportunities

resource availability

business research methods and data collection tools and software

impact of ethical and cultural requirements of market on opportunities and products.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

internet access for research

source of information on potential business opportunities, including customer or supplier information

data collection tools and software

legislative and regulatory information relating to business opportunities

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB302 Develop and present business proposals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to research the viability of ideas for business opportunities and develop and present proposals for viable options in formats suiting a range of stakeholders.

The unit applies to those establishing or operating a business providing self-employment, as well as those establishing a new venture as part of a larger organisation. The proposals may relate to products and/or services offered by the business.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate business ideas	1.1 Identify ideas relating to business opportunities 1.2 Research key factors influencing their financial viability 1.3 Analyse business ideas to determine viability of business opportunity 1.4 Record outcomes of evaluation according to workplace procedures
2. Manage risk associated with business proposal	2.1 Identify potential risks associated with opportunity ideas and viability of business 2.2 Communicate with relevant stakeholders the potential risks 2.3 Assist relevant stakeholders to develop risk management systems
3. Develop proposal for viable business idea	3.1 Identify audience for proposal, and required structure and content 3.2 Establish budget according to financial viability 3.3 Develop description of business idea according to identified budget and business opportunities 3.4 Confirm that draft proposal meets requirements
4. Present business proposal	4.1 Determine presentation method suited to audience 4.2 Provide customised business proposal to target audience 4.3 Seek feedback to inform future proposals

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Interprets information from a range of sources
Writing	Uses information and industry-related terminology to complete required documentation
Numeracy	Extracts, evaluates and compares numerical information
Initiative and enterprise skills	Plans and implements tasks required to prepare and present a business proposal Analyses and evaluates options before making decisions, considering needs, resources and constraints
Technology	Uses a range of digital tools to access, organise, integrate and present relevant information

Unit Mapping Information

Supersedes and is equivalent to BSBSMB302 Develop a micro business proposal.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB302 Develop and present business proposals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and present a business proposal for a product or service.

In the course of the above, the candidate must:

analyse information from a range of sources to evaluate the viability of the business opportunities, including:

consideration of personal commitments

risk identification and assessment

personal skills and attributes analysis against required skills

anticipated financial returns.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

factors influencing financial viability of business ventures, including financial returns

factors influencing viability of business ideas, including:

impact of emerging or changing technology

personal circumstances and suitability of own skills profile

assessed risks

availability of required resources

key requirements for business proposals, including:

information relating to legislative requirements, regulations, standards and codes or practice

structure and content suited to audience needs

formats and methods of presentations

description of products and/or services

workplace procedures for:

recording outcomes of proposal evaluation

establishing income and expenditure costing for business proposal

principles of risk assessment relevant to business opportunity described in performance evidence.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

business technology, including internet access and presentation software

legislation, regulations, standards and codes of practice relating to business proposal described in performance evidence

workplace documentation and resources relevant to performance evidence

interaction with others for presentation purposes.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB303 Organise finances for new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to estimate start-up costs, financial viability and projected cash flow and budget for a new business venture. It involves assessing the need to access required finances based on calculations and estimates undertaken.

The unit applies to those establishing a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to organise finances for new business venture	1.1 Establish current financial situation, showing funds available and commitments already incurred 1.2 Identify equity finance and assets from available sources 1.3 Identify business mix and forecast expected business activity over a year
2. Determine required finances for new business venture	2.1 Estimate start-up costs for business venture according to established business activities 2.2 Estimate income and expenses for first year of operation 2.3 Project cash flow for first year of operation 2.4 Seek specialist financial advice as required according to workplace procedures 2.5 Record cash flow and budget and required finances
3. Plan to access finances for new business venture	3.1 Investigate and source suitable types of finances 3.2 Establish methods of accessing finances and servicing any repayment schedule 3.3 Complete required documentation

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Gathers, interprets and analyses a variety of textual information from a range of sources and identifies relevant and key information
Writing	Uses information and industry-related terminology to complete required workplace documentation
Oral Communication	Uses listening and questioning techniques to seek information and confirm understanding
Numeracy	Analyses numerical information to complete required calculations and estimates
Initiative and enterprise	Seeks input and expert advice when decisions involve unfamiliar issues Determines priorities and sequences steps involved in clearly defined familiar tasks, and identifies and assembles resources required
Technology	Uses main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Supersedes and is equivalent to BSBSMB303 Organise finances for the micro business.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB303 Organise finances for new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

organise finances for at least one new business venture.

In the course of the above, the candidate must:

investigate financial position, commitments and needs

determine projected cash flow and budget for business venture

estimate finances needed to establish and operate the business venture.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

sources of specialist financial advice relating to new business ventures, including Australian Taxation office (ATO)

accounting software for use in the business venture described in performance evidence

key financial terminology relevant to new business ventures

relationship between finances and sales and marketing strategies

workplace procedures for:

costing or pricing and preparing financial forecasts

estimating start-up costs, including cost of expenses and assets

seeking specialist financial advice

income and costs to be considered when estimating operating budget, including:

monthly variable and fixed costs required for business activity

drawings needed for business venture to be financially viable

monthly income generated by business venture based on price per unit item or hourly charge rate for labour

goods and services tax

operating finance required for business.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

business technology, including internet access

finance documentation and resources relating to business described in performance evidence

sources of specialist advice.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB401 Research and develop business plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to research and develop business plans for achieving business goals and objectives.

The unit applies to those establishing or operating a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to develop business plan	1.1 Identify purpose and required components of business plan 1.2 Identify and document business goals, objectives and budget 1.3 Research market needs and estimate market size
2. Draft business plan	2.1 Establish resource, legal and compliance requirements according to identified business goals and objectives 2.2 Assess product mix, volumes and pricing opportunities relevant to the identified target market and according to business goals and objectives 2.3 Plan marketing activities relevant to the product mix and according to marketing objectives and strategies and budgetary requirements 2.4 Develop draft plan according to identified business goals, objectives and market needs 2.5 Analyse draft plan and identify, assess and prioritise internal and external risks according to workplace procedures 2.6 Research specialist services and sources of advice and cost according to available resources
3. Create a business plan	3.1 Identify costs associated with production and delivery of business products and/or services 3.2 Calculate prices based on costs and profit targets, as a charge-out rate for labour or unit price for products and/or services 3.3 Prepare cash flow projections to enable business operation according to business plan and legal requirements 3.4 Select budget targets to enable ongoing monitoring of financial performance 3.5 Identify sources of finance for required liquidity according to business goals and objectives and workplace procedures
4. Finalise business planning and plan for risk	4.1 Develop risk management strategies according to business goals and objectives, and legal and compliance requirements, and established business activities 4.2 Assess likelihood of non-conformance with each component of business plan 4.3 Develop a contingency plan to address possible areas of nonconformance according to workplace procedures 4.4 Identify specific interests and objectives of key stakeholders and confirm their support of planning outcomes

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Identifies, analyses and evaluates information during planning process
Writing	Prepares written documentation that communicates plan information clearly and effectively
Numeracy	Interprets numerical information to determine prospective markets, resource allocations and business profits/losses
Self-management	Identifies implications of legal and compliance requirements related to own work Makes a range of critical and non-critical decisions, taking a range of constraints into account
Planning and organising	Uses a combination of formal, logical planning processes to identify relevant information and to evaluate alternative strategies or methods

Unit Mapping Information

Supersedes and is equivalent to BSBSMB404 Undertake small business planning.

Supersedes but is not equivalent to:

BSBSMB415 Refine and strengthen a small business

BSBSMB422 Plan small business growth.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB401 Research and develop business plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop at least one business plan that addresses the goals and objectives of a business or business venture.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legal and compliance requirements relating to business operation to be included in plan, including:

environmental

work health and safety (WHS), including WHS responsibilities and procedures for identifying hazards relating to business profile

equal opportunity

industrial relations

types of business planning, including:

feasibility studies

strategic, operational, financial and marketing planning

factors affecting structure of business plan, including:

purpose of plan

target audience

desired outcomes

key components of business plan, including:

sources and costs of finance to provide required liquidity and profitability for business

marketing strategies and methods to promote market exposure of business

methods or means of production or operation required for business

staffing requirements to effectively produce or deliver products and services

contingency plan

methodology for researching and preparing a business plan

common business risks and risk management strategies

workplace procedures for:

assessing and prioritising internal and external risks to business

establishing resource requirements aligned to business goals and objectives, including for calculating staffing requirements to produce or deliver products and/or services

developing a business contingency plan for unexpected events and situations

developing risk management strategies.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes relating to business described in performance evidence

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB402 Establish legal and risk management requirements of new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify and comply with legal and risk management requirements of the business or new business venture, including negotiating, creating and planning for legal contracts used within the business, where required.

The unit applies to those establishing a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify legal and risk management requirements relating to business	1.1 Identify legal structure of business using reliable sources 1.2 Identify legislative and regulatory requirements applicable to identified legal structure 1.3 Analyse identified requirements and their relationship to business and workplace practices and processes
2. Implement procedures and processes to comply with legislative and regulatory requirements	2.1 Develop and implement procedures to ensure compliance with relevant legislative and regulatory requirements 2.2 Develop and implement processes and procedures for storing and maintaining legal documents and business records 2.3 Establish systems to identify areas of noncompliance and take corrective action where necessary
3. Negotiate and arrange contracts	3.1 Assess products and/or services to determine procurement rights and ensure protection of business interests 3.2 Negotiate and secure contractual procurement rights for goods and/or services as required and according to business plan and workplace procedures 3.3 Complete any contractual arrangements according to workplace procedures and business plan 3.4 Seek legal advice if required to confirm contractual rights and obligations
4. Mitigate business risks	4.1 Analyse business activities and identify applicable risk management requirements 4.2 Assess probability and impact of identified internal and external risks to business 4.3 Develop a plan to prioritise and treat risks 4.4 Implement procedures to mitigate risks according to risk treatment plan

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Accesses information to maintain up-to-date information on legal and risk management requirements
Reading	Identifies, analyses and evaluates a range of complex text to determine legislative, regulatory and related business requirements
Writing	Prepares written plans and workplace documentation that communicate information clearly and effectively
Oral communication	Uses specific and relevant language to clearly articulate legal issues, and uses questioning and listening techniques to clarify solutions Participates in verbal negotiations using tone and language suitable to audience
Numeracy	Reviews, analyses and contrasts numerical data which may be embedded in documents
Self-management	Monitors adherence to workplace procedures and legislative requirements
Planning and organising	Implements actions as per plans and makes adjustments if necessary and addressing unexpected issues

Unit Mapping Information

Supersedes and is equivalent to BSBSMB401 Establish legal and risk management requirements of small business.

Supersedes but is not equivalent to:

BSBIPR405 Protect and use intangible assets in small business

BSBSMB410 Review and implement energy efficiency in business operations.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB402 Establish legal and risk management requirements of new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

establish legal and risk management requirements for at least one business or new business venture, and implement procedures for meeting them

create at least one contract with a supplier of goods or services to business or new business venture

identify, assess and treat at least three different risks specific to business or new business venture and prioritise risks with highest probability of occurrence and greatest negative impact.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory requirements relating to operation of new business ventures, including:

consumer legislation

environmental requirements and responsibilities

registration and licensing

industry codes of practice and standards

work health and safety (WHS) requirements and responsibilities

insurance products and requirements, including adequate coverage

workplace procedures for:

negotiating, creating and terminating contractual arrangements, including seeking legal advice

investigating and securing procurement rights relating to products and/or services

identifying options for leasing or owning business premises

legal rights and obligations of alternative ownership structures

key features of workplace record-keeping processes and procedures that:

meet minimum legal and taxation requirements

maintain records in a secure and accessible manner

key components of compliance procedures:

following taxation and industrial relations principles and requirements

updating and maintaining legal documents

investigating areas of non-compliance

monitoring provision of products and/or services

taking corrective action where necessary

key steps in risk management process, including procedures for developing and implementing business risk treatment plan.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

business technology, including internet access

legislation, regulations, codes of practice and standards relating to business described in performance evidence

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB403 Plan finances for new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify financial requirements of a business, including profit targets, cash flow projections and strategies to garner financial support.

The unit applies to those establishing a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to plan finances	1.1 Identify costs associated with production and delivery of business products and/or services 1.2 Set profit targets according to business venture requirements and workplace procedures 1.3 Calculate prices based on costs and profit targets, as a charge-out rate for labour or unit price for products and/or services 1.4 Calculate breakeven sales point to assess viability of business venture 1.5 Evaluate and select pricing strategies in relation to market conditions to meet profit targets and according to workplace procedures 1.6 Prepare projected profit statement to supplement business plan
2. Develop a financial plan	2.1 Identify working capital requirements necessary to attain profit projections 2.2 Identify noncurrent asset requirements and consider alternative asset management strategies 2.3 Prepare cash flow projections to enable business operation according to business plan and legal requirements 2.4 Identify capital investment requirements accurately for each operational period 2.5 Select budget targets to enable ongoing monitoring of financial performance
3. Plan to acquire finance	3.1 Identify startup and ongoing financial requirements according to financial plan and budget 3.2 Identify sources of finance for required liquidity according to business goals and objectives and workplace procedures 3.3 Research and assess cost of securing finance on optimal terms 3.4 Develop strategies to obtain finance as required to ensure financial viability of business venture

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Identifies, analyses and evaluates complex information from a range of sources
Writing	Prepares written plans and workplace documentation that communicate information clearly and effectively
Numeracy	Analyses numerical information to determine costs, prices, profit and losses, and other financial data
Self-management	Identifies implications of legal and regulatory responsibilities for own work Takes a range of constraints into account and adjusts, if necessary

Unit Mapping Information

Supersedes and is equivalent to BSBSMB402 Plan small business finances.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB403 Plan finances for new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop at least one financial plan that addresses financial requirements of a business or new business venture, including cash flow projections and a projected profit statement.

In the course of the above, the candidate must demonstrate that the plan:

reflects legal requirements applicable to business

includes strategies to monitor financial performance of business.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory requirements relating to business described in performance evidence

process for conducting breakeven analyses

workplace procedures for:

costing for the business, including margin or markup, charge-out rates and unit costs

setting profit targets

identifying sources and investigating costs of securing appropriate financial assistance

methods and relative costs of obtaining finance

principles and procedures for preparing:

balance sheets

cash flow forecasts

profit and loss statements

financial plans

purpose of financial reports

accounting terminology required when planning finances for new business ventures

methods for analysing working capital cycles.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

software for financial calculations

legislation and regulations relating to business described in performance evidence

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB404 Market new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and implement a marketing strategy that is integrated into the business plan in order to improve the performance of a business venture. It involves analysing and interpreting market data.

The unit applies to those establishing a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop marketing strategy for business venture	1.1 Identify focus of marketing activities according to business plan objectives and products and/or services being provided 1.2 Establish marketing objectives in consultation with required people and according to business plan and workplace procedures 1.3 Identify customer base, target market and competitors according to identified marketing objectives 1.4 Establish and evaluate strategy to ensure ethical and cultural appropriateness and alignment with customer and industry expectations
2. Establish marketing mix for the business venture	2.1 Assess product mix, volumes and pricing opportunities according to marketing focus and business plan objectives 2.2 Research and evaluate costs and benefits of available distribution channels and customer service strategies 2.3 Select marketing and promotional activities to suit target market and according to marketing strategies 2.4 Analyse customer journey to evaluate marketing mix
3. Implement marketing strategy	3.1 Plan marketing activities according to marketing objectives and strategy and budgetary requirements 3.2 Communicate roles and responsibilities to required people according to marketing plan and workplace procedures 3.3 Monitor implementation of marketing activities according to marketing plan 3.4 Assess use of digital devices, platforms and technologies for effectiveness in implementing marketing activities
4. Evaluate marketing performance	4.1 Assess business performance according to business plan objectives 4.2 Develop a plan to address performance gaps 4.3 Analyse stakeholder response to all aspects of marketing mix to improve targeting and outcomes 4.4 Assess changes in customer requirements in both online and offline environments, where applicable, and identify opportunities for improvement

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Identifies, analyses and evaluates complex information from a range of sources
Writing	Prepares plans and other workplace documentation using structure, layout and terminology appropriate to audience
Oral communication	Presents ideas and requirements clearly and using language and non-verbal techniques appropriate to audience and environment Uses questioning and listening to check and confirm understanding
Numeracy	Analyses numerical information to determine budgetary requirements and product quantities Uses a range of calculation methods to evaluate costs and benefits
Initiative and enterprise	Reviews current situation and develops strategies to address improvements in marketing performance Implements actions as per plan, making slight adjustments if necessary and addressing some unexpected issues Uses formal and informal processes to monitor implementation of solutions
Planning and organising	Takes responsibility for planning and organising own workload, identifying ways of sequencing and combining elements for greater efficiency

Unit Mapping Information

Supersedes and is equivalent to BSBSMB403 Market the small business.

Supersedes but is not equivalent to BSBSMB409 Build and maintain relationships with small business stakeholders.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB404 Market new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and implement a marketing strategy for a business or new business venture, addressing activities in the digital environment.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

workplace processes and procedures for:

developing marketing objectives and marketing mix

identifying industry market trends relating to marketing new business ventures

communicating roles and responsibilities in marketing strategies to those involved

key features of a marketing mix that addresses market and business venture needs and:

optimises sales and profit

evaluates costs and benefits

determines customer needs and promotional activities

ethically and culturally appropriate practices relating to marketing new business ventures

performance evaluation methods relating to marketing strategies

methods of:

analysing costs and benefits of marketing strategies

monitoring customer satisfaction

conducting market analysis and research

key features of current digital devices, platforms and technologies that achieve marketing objectives by engaging, responding to and monitoring customers.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

business technology, including software for analysis of data

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB405 Manage compliance for small businesses

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and implement strategies for managing compliance obligations for small businesses. The unit requires broad knowledge of regulatory and legislative requirements used when developing these strategies.

The unit applies to those establishing or operating a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine compliance obligations	1.1 Research internal and external compliance requirements and relevant Australian and international standards 1.2 Research codes of practice and material that interprets obligations and legislative requirements 1.3 Apply research information to determine relevance to business operations, products and services 1.4 Document compliance requirements, risks and consequences of possible breaches applicable to own business
2. Develop strategies to manage compliance requirements	2.1 Draft compliance management framework, prioritising areas where breaches have critical implications for the business 2.2 Validate draft compliance management framework using external expertise and/or sources of advice according to workplace procedures 2.3 Allocate responsibilities for compliance functions according to compliance management framework and workplace procedures
3. Implement and monitor compliance management strategies	3.1 Select interval between cyclical compliance checks according to compliance management framework 3.2 Communicate compliance requirements to required people 3.3 Record timing and outcomes of compliance checks according to business requirements and workplace procedures 3.4 Take action to address non-compliances according to compliance management framework and confirm that non-compliances have been resolved
4. Conduct improvement in compliance management	4.1 Review outcomes of compliance checks to identify operational problems 4.2 Analyse non-compliances to determine modifications required 4.3 Update compliance management strategies based on information analysed 4.4 Communicate changes in compliance management strategies to relevant people

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Identifies, analyses and evaluates information to determine legislative and regulatory requirements, trends and outcomes
Writing	Researches, plans and prepares documentation using format and language appropriate to context, organisational requirements and audience
Oral communication	Presents information and seeks advice using language appropriate to audience Participates in discussions using listening and questioning to elicit advice and to clarify or confirm understanding
Numeracy	Calculates numerical information relating to compliance obligations
Self-management	Develops, monitors and modifies workplace procedures according to legislative requirements and organisational goals Selects and uses appropriate conventions and protocols when seeking and/or sharing information Uses systematic, analytical processes in setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria
Planning and organising	Plans, organises and implements work activities of self and others that ensure compliance with organisational policies and procedures, and legislative requirements

Unit Mapping Information

Supersedes and is equivalent to BSBSMB418 Manage compliance for small business.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB405 Manage compliance for small businesses

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop, implement, and monitor the effectiveness of strategies for managing at least three different compliance requirements for a small business.

In the course of the above, the candidate must:

analyse small business operations to identify compliance requirements and their implications for the business

develop compliance strategies that address regulatory and legislative requirements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

Australian and international standards, legislation, regulations, industry and organisational codes of practice specific to small business described in performance evidence

external professional, industry based and government sources of advice and expertise

key features of compliance management strategies relevant to small business

methods for carrying out compliance checks and developing compliance strategies

key components of compliance management frameworks

workplace procedures for

accessing external expertise and advice

validating compliance management framework

allocating responsibilities for compliance functions within business

recording timing and outcomes of compliance checks.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

Australian and international standards, laws, regulations, industry and organisational codes and standards relating to business described in performance evidence

business technology

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBESB407 Manage finances for new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to implement and review financial management strategies, including by using new and emerging digital technologies and interpreting financial reports and other numerical data.

The unit applies to those establishing a business providing self-employment, as well as those establishing a new venture as part of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Entrepreneurship and Small Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement financial strategy	1.1 Identify financial information requirements and obtain specialist services, as required 1.2 Produce financial budgets or projections for each forward period, and distribute to required people according to legal requirements and workplace procedures 1.3 Develop a plan to negotiate and manage business capital to best enable implementation of the business plan 1.4 Develop and maintain strategies and enable adequate financial provision for taxation according to legal requirements 1.5 Develop, monitor and maintain client credit policies to maximise cash flow 1.6 Select key performance indicators (KPIs) to enable ongoing monitoring of financial performance in line with business plan 1.7 Record and communicate financial procedures to required personnel to facilitate implementation of business plan according to workplace procedures
2. Monitor financial performance	2.1 Use available systems to monitor and report on financial performance targets, and analyse data to establish extent to which financial goals have been met 2.2 Monitor marketing and operational strategies for their effects on financial goals 2.3 Calculate and evaluate financial ratios according to own business and/or industry benchmarks
3. Review financial performance	3.1 Assess financial strategy to determine whether variations or alternative plans are needed according to workplace procedures, and change as required 3.2 Research and implement, with relevant personnel, new and emerging digital technologies to boost business profitability according to business plan

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral communication	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding
Numeracy	Interprets numerical information to calculate required financial information
Self-management	Identifies implications of legal and regulatory responsibilities for own work Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Initiative and enterprise	Uses formal and informal processes to monitor implementation of ideas and analyse outcomes
Planning and organising	Develops plans to manage relatively complex, non-routine tasks that may contribute to longer-term operational and strategic goals

Unit Mapping Information

Supersedes and is equivalent to BSBSMB421 Manage small business finances.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBESB407 Manage finances for new business ventures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

implement a financial strategy for at least one business or new business venture according to business plan and goals.

In the course of the above, the candidate must:

adhere to legal requirements

produce financial projections, including cash flow estimates

develop a plan to negotiate and manage business assets and financial capital

define strategies for debt collection and contingencies for debtors

manage cash flow

define key indicators for financial performance

communicate with required people

seek specialist services, where required

monitor the financial performance of the business and make changes to strategy as required

identify opportunities to implement new and emerging digital technologies to support the financial management of the business.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory financial requirements that apply to new business venture described in performance evidence

key purposes of financial reports

components of financial budgets or projections, including cash flow estimates

workplace procedures for:

recording and communicating financial procedures to required personnel

distributing financial budgets and projections

using digital technologies to monitor and report on financial performance targets and analyse data

assessing and changing financial plan

forms, channels and modes of communication used in relation to managing business finances

key features of business and industry benchmarking used to evaluate financial ratios

key features of financial decision-making relevant to the business, including:

strategies that enable adequate financial provision for taxation

components of client credit policies, including contingencies for debtors in default

key features of significant financial indicators

key features of balance sheet preparation and interpretation

key features of debt collection procedures and strategies

key features of profit and loss statement preparation and interpretation

key features of stock records and stock control relevant to the business.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

business equipment and resources, including business technology

legislation, regulations, codes of practice and standards relating to business described in performance evidence

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIN302 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to maintain daily financial records such as reconciling systems for debtors and creditors, preparing and maintaining a general ledger and trial balance. It also includes activities associated with monitoring cash control for accounting purposes.

The unit applies to individuals employed in a range of work environments with responsibility for simple accounting functions within an organisation. They may work as individuals providing administrative support within an enterprise or may be other members of staff with delegated responsibilities relating to maintenance of general financial records.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Financial Literacy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare journals required for posting to general ledger	1.1 Identify transactions required to be included in journal entries 1.2 Identify general ledger accounts affected according to organisational policies, procedures and accounting standards 1.3 Prepare and document the journal entries according to organisational policies, procedures and accounting standards 1.4 Assess follow-up steps for journal entries
2. Post journal entries and reconcile discrepancies	2.1 Post journal entries into general ledger system according to organisational policies, procedures and accounting standards 2.2 Reconcile accounts payable and accounts receivable subsidiary ledger systems with general ledger 2.3 Rectify any discrepancies and escalate, where required if outside scope of individual authority 2.4 Prepare adjusted journal entries and closing entries for general ledger
3. Maintain general ledger	3.1 Prepare closing and post-closing trial balance from general ledger system of the organisation 3.2 Prepare trial balance 3.3 Check general ledger for accuracy of information and despatch to relevant stakeholders, where required 3.4 Check trial balance meets accounting equation requirements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Numeracy	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals Integrates data from different sources and records numerical information in a format appropriate to context and purpose of material Arranges and compares numerical information
Reading	Recognises and interprets numerical and textual information to determine job requirements and complete required activities
Writing	Uses factual and suitable financial language to refer issues and inconsistencies in data
Teamwork	Recognises strengths and expertise of others and seeks their assistance as required
Planning and organising	Identifies and monitors adherence to applicable industry standards, legislative and organisational requirements in undertaking own work
Self-management	Selects appropriate practices and protocols when handling confidential information Recognises and addresses problems in the context of own work and seeks advice from others, as necessary
Technology	Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBFIA301 Maintain financial records

BSBFIA304 Maintain a general ledger

BSBINT306 Apply knowledge of international finance and insurance to complete work requirements.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIN302 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

record and process daily transactions for five different days, and identify and respond to discrepancies and errors, according to accounting principles.

In the course of the above, the candidate must:

enter, transfer and record financial data.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key provisions of relevant legislation, codes of practice and national standards that may affect both:

financial record keeping

aspects of financial operations

key components of organisational accounting systems and procedures

procedures for checking for errors or discrepancies

organisational policies and procedures relating to maintaining financial records

types of financial entries including credits and debits

tax records required to be kept by businesses

principles of double entry bookkeeping and accrual accounting

methods of presenting financial data

processes for rectifying or referring discrepancies or errors in documentation or transactions to designated persons according to organisational and legislative requirements

accounting software used in the maintenance of financial records.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

accounting software

examples of source documents relating to financial record keeping including source journals and daily transactions.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM413 Support the learning and development of teams and individuals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

The unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Human Resources

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to needs development	1.1 Collect information on performance of team members from relevant sources 1.2 Identify individual and team learning and development needs in line with organisational requirements 1.3 Confirm learning plans meet individual and group training and development needs 1.4 Provide opportunities to individuals to selfevaluate performance and identify areas for improvement
2. Support implementation of learning and development	2.1 Develop collaborative learning plans to match skill needs of individuals and groups and match the competency standards relevant to the industry 2.2 Ensure learning delivery methods are relevant to the participants 2.3 Identify and coordinate workplace learning opportunities to facilitate individual and team achievement of competencies 2.4 Identify and manage resources and timelines relevant for learning activities according to organisational requirements
3. Monitor and evaluate workplace learning	3.1 Monitor learning plans to improve the efficiency and effectiveness of learning 3.2 Seek feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.3 Assess and record outcomes and performance of individuals and teams to determine the effectiveness of development programs and the extent of additional development support 3.4 Document and maintain records and reports of competency according to organisational requirements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Learning	Uses structured approaches to set goals, monitor progress and adjust learning approaches for self and others Builds on knowledge and experience to facilitate interaction and learning with others
Reading	Analyses textual information from a range of sources to identify organisational requirements Analyses information from a range of sources to evaluate performance
Writing	Develops materials to suit the requirements of different roles and individuals in the organisation Maintains records using correct technical and organisational vocabulary
Oral Communication	Uses vocabulary appropriate to context and to establish a supportive and learning environment Uses listening and questioning techniques to confirm or show understanding of different perspectives Selects and uses appropriate conventions and protocols when communicating with co-workers in a range of work contexts
Self-management	Recognises and responds to explicit and implicit organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Teamwork	Recognises the importance of building rapport to establish effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in potentially contentious situations
Problem solving	Uses logical planning processes to organise, implement and monitor learning and development needs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Supersedes and is equivalent to BSBLED401 Develop teams and individuals.

Supersedes but is not equivalent to:

BSBFLM311 Support a workplace learning environment

BSBLED301 Undertake e-learning.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM413 Support the learning and development of teams and individuals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

contribute to, facilitate and monitor learning and development for at least one team and for at least one individual.

In the course of the above, the candidate must:

collect data on team and individual and team development needs

collaboratively develop learning plans to match skill needs of individuals and groups

coordinate learning opportunities

give and receive feedback during the implementation of learning plans

monitor and review workplace learning plan implementation plans.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

facilitation techniques to support team development and improvement

organisational policies, plans and procedures for developing teams

career paths and competency standards relevant to the industry

key sources of information relevant to inform development needs

key features of learning and development methods.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

learning and development plans, policies and procedures.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM521 Facilitate performance development processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and facilitate implementation of performance development processes and to coordinate individual or group learning and development to encourage effective employee performance.

This unit applies to individuals who are authorised to establish effective performance development processes for an organisation and who may have staff reporting to them.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Human Resources

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan facilitation of performance development process	1.1 Identify relevant policies and objectives to be addressed in process 1.2 Develop objectives for performance development processes 1.3 Consult with relevant stakeholders about the processes and agree on process features
2. Coordinate performance development process	2.1 Train relevant groups and individuals in ways to monitor performance 2.2 Work with line managers to ensure performance is monitored regularly and intervention occurs where relevant according to organisational policies and legal requirements 2.3 Support line managers to coach and discipline employees who perform below standard 2.4 Communicate dispute resolution processes where relevant, mediating between line managers and employees 2.5 Provide support to terminate employees who fail to respond to interventions according to legislative requirements and organisational policies and procedures 2.6 Ensure recorded outcomes of performance development sessions are stored securely and accessible to relevant stakeholders, according to organisational policy 2.7 Evaluate and suggest improvements to all aspects of performance development processes according to organisational objectives, policies and procedures
3. Coordinate individual or group learning and development	3.1 Design and develop learning and development plans and strategies to encourage effective employee performance 3.2 Deliver learning and development plans relevant to agreed timeframes, ensuring achievement of specified outcomes 3.3 Contract relevant providers for performance development, as identified by plans and according to organisational policy 3.4 Monitor learning and development activities to ensure compliance with quality assurance standards 3.5 Negotiate remedial action with providers, where relevant 3.6 Generate reports to advise relevant managers on progress and success rates of activities

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Interprets and critically analyses organisational strategic and operational plans to identify relevant policies and objectives to be addressed
Writing	Uses broad vocabulary, grammatical structure and conventions appropriate to text when developing objectives, designing methods and processes and reporting
Oral communication	Conveys information using language, format and style appropriate to a specific audience Uses listening and questioning to extract main ideas from oral texts or to confirm and clarify understanding
Numeracy	Selects from, and applies, mathematical and problem solving strategies when reporting on success rates of activities
Self-management	Understands and interprets organisational policies and procedures in order to formulate processes relevant to own role requirements Monitors adherence to legal and regulatory rights and responsibilities for self and possibly others Accepts responsibility for planning, scheduling and sequencing complex tasks to meet organisational and legislative requirements
Teamwork	Selects and implements appropriate communication protocols to liaise with stakeholder in a range of work contexts Supports line managers to achieve goals, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in contentious situations
Problem solving	Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria
Technology	Uses digital systems and tools to store, access and organise digital information

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to BSBHRM512 Develop and manage performance management processes.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM521 Facilitate performance development processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

plan and facilitate performance development process for an organisation or work area which supports business goals.

In the course of the above, the candidate must:

consult with stakeholders

coordinate and implement individual and group learning and development

train line managers and other relevant people to manage performance

provide support to line managers to manage performance issues

develop approaches to improve performance and address identified performance gaps.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

common characteristics of a learning organisation

organisational policies and legislation relevant to performance management

key aspects of grievance procedures

models for giving feedback and options for skill development

methods for designing performance development processes

organisational human resources and business objectives

common methods of monitoring performance.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

organisational strategic and operational plans

workplace policies and procedures relevant to performance evidence

relevant legislation, regulations and codes of practice.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM525 Manage recruitment and onboarding

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to manage all aspects of recruitment and onboarding processes according to organisational policies and procedures.

The unit applies to individuals who take responsibility for managing aspects of recruiting, selecting new staff and orientating those staff in their new positions. The individual may be directly involved in the recruitment processes themselves or coordinating the process.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Human Resources

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop recruitment and onboarding policies and procedures	1.1 Identify existing recruitment and onboarding policies and procedures 1.2 Assess options for technology to improve efficiency and effectiveness of recruitment process 1.3 Update existing policies and procedures according to organisational requirements 1.4 Obtain support for policies and procedures from relevant stakeholders 1.5 Create forms and documents supporting policies and procedures and make adjustments, where required 1.6 Communicate policies and procedures to relevant staff and provide training, where required
2. Manage recruitment process	2.1 Determine future human resource requirements in collaboration with relevant stakeholders 2.2 Ensure current position descriptors for vacancies are used by relevant stakeholders involved in recruitment and onboarding processes 2.3 Ensure advertising of vacant positions complies with legislation and organisational policies and procedures 2.4 Consult and use specialists, where required 2.5 Ensure selection procedures are according to legislation and organisational policies and procedures 2.6 Ensure processes for advising applicants of selection outcome are followed 2.7 Ensure job offers and contracts of employment are prepared and provided promptly, and new appointments are provided with relevant advice
3. Manage staff onboarding	3.1 Provide access to training and support to relevant stakeholders 3.2 Ensure onboarding processes are followed across the organisation 3.3 Oversee management of probationary employees and provide feedback until employment is confirmed or terminated 3.4 Collect feedback from participants and relevant stakeholders on onboarding process according to its objectives 3.5 Update onboarding policies and procedures according to feedback

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Critically evaluates and applies content from a range of complex texts to determine legislative and business requirements
Writing	Demonstrates clear writing skills by selecting appropriate conventions and by expressing precise meaning relevant to context and audience
Oral Communication	Draws on a repertoire of open questioning and active listening when seeking feedback from others Uses appropriate terminology and non-verbal features to present information and clarify understanding
Numeracy	Analyses numerical information to determine employees’ remuneration packages Makes basic calculations to ensure work output is delivered in a timely manner
Initiative and enterprise	Develops or updates organisational policies to meet organisational objectives Considers own role in terms of its contribution to broader goals of work environment Analyses outcomes of decisions to identify improvement opportunities Seeks expert advice and skills training, where required
Teamwork	Considers whether and how often others should be involved, using consultative or collaborative processes as an integral part of the decision-making process
Planning and organising	Plans and implements tasks required to deliver timely outcomes, negotiating some key aspects with others Monitors implementation of plans and adjusts as necessary

Unit Mapping Information

Supersedes and is equivalent to BSBHRM506 Manage recruitment selection and induction processes.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM525 Manage recruitment and onboarding

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

manage the recruitment and onboarding process for two different individuals.

In the course of the above, the candidate must:

update organisational policies and procedures for recruitment and onboarding

identify the need for recruitment

prepare and oversee appropriate documentation required for recruitment

select and advise job applicants appropriately

manage the onboarding process

comply with relevant legislation and organisational requirements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key features of recruitment, selection and onboarding policies and procedures

common recruitment and selection methods

relevant legislation, regulations, standards and codes of practice that may affect recruitment and onboarding

key features of psychometric and skills testing programs for recruitment

key components of contracts of employment.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources relevant to performance evidence

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM527 Coordinate human resource functions and processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to coordinate human resource functions and processes, integrating business ethics.

The unit applies to individuals with responsibility for coordinating a range of human resource functions and processes across an organisation. They may have staff reporting to them.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Human Resources

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine strategies for delivery of human resource functions and processes	1.1 Analyse business strategy and operational plans and determine human resource requirements 1.2 Review external business environment and likely impact on organisation’s human resource requirements 1.3 Consult relevant stakeholders to identify relevant human resource requirements 1.4 Review organisation’s requirements for diversity in the workforce 1.5 Develop options for delivery of human resource functions and processes that comply with legislative requirements, organisational policies and business goals 1.6 Develop and agree on strategies and action plans for delivery of human resource functions and processes 1.7 Agree and document roles and responsibilities of human resource team, line managers, and external contractors 1.8 Coordinate systems for gathering and storing information needed to provide human resource functions and processes
2. Coordinate the delivery of human resource functions and processes	2.1 Communicate information about human resource strategies, functions and processes to internal and external stakeholders 2.2 Negotiate service agreements with the human resource team, service providers and client groups 2.3 Document and communicate human resources requirements, performance standards and timeframes 2.4 Identify and coordinate relevant support, where required 2.5 Agree and coordinate monitoring of relevant quality assurance processes for human resource functions 2.6 Ensure that functions and processes are delivered by appropriate providers, according to organisation policies and procedures 2.7 Identify and rectify underperformance of human resource team or service providers
3. Evaluate human resource functions and processes	3.1 Coordinate survey of clients to determine level of satisfaction 3.2 Collect client feedback and use in review processes 3.3 Recommend changes to human resource functions and processes 3.4 Obtain approvals to variations in service delivery from relevant managers 3.5 Support agreed change processes across the organisation
4. Coordinate integration of business ethics in human resource practices	4.1 Ensure code of conduct is observed across the organisation, and its expectations are incorporated in human resource policies and practices 4.2 Identify confidentiality requirements in dealing with all human resource information 4.3 Handle unethical behaviour according to organisational policies and procedures 4.4 Ensure all persons responsible for human resource functions understand requirements regarding their ethical behaviour

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Critically evaluates and applies content from a range of structurally complex texts
Writing	Develops a range of documentation using tone, structure and language suited to context and audience
Oral Communication	Asks questions to gather information and listens carefully to evaluate information Uses appropriate vocabulary and tone in negotiations
Numeracy	Makes basic calculations to ensure work output meets predetermined timeframes Selects from an expanding range of mathematical strategies when analysing investment policies
Self-management	Appreciates the implications of ethical, legal and regulatory responsibilities related to own work Considers own role in terms of its contribution to broader goals of the work environment

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBHRM501 Manage human resource services

BSBHRM510 Manage mediation processes

BSBHRM511 Manage expatriate staff.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM527 Coordinate human resource functions and processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

coordinate human resource functions and processes for an organisation or work area within legislative, organisational and business ethical frameworks.

In the course of the above, the candidate must:

communicate effectively with a range of relevant stakeholders at various levels of seniority

identify and arrange training support where appropriate

calculate human resource return on investment within the organisation.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legal and compliance requirements that apply to managing human resources

relevant legislative requirements and organisational policies and procedures

relevant business ethical frameworks

key features of human resource strategies and planning processes and their relationship to business and operational plans

key methods of performance and contract management

how feedback can be used to modify the delivery of human resources.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

business strategy and operation plans

legislation, regulations and codes of practice relevant to human resources processes.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM531 Coordinate health and wellness programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to coordinate programs with a health and wellbeing focus. The unit addresses coordination of the range of programs that would typically be associated with health and wellbeing such as stress management, smoking cessation, exercise and Employee Assistance Programs (EAPs).

The unit applies to individuals who take responsibility for managing staff health and wellness programs or activities.

It also has particular relevance for managers of human resources or diversity programs, frontline managers and specialist consultants responsible for promoting a balance between work demands and personal life. The individual may not be directly involved in delivering the programs.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Human Resources

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and analyse employee health issues	1.1 Identify and collect information on employee health issues from relevant sources 1.2 Review findings and their implications for the organisation and business objectives 1.3 Consult relevant stakeholders and develop options for addressing identified health issues 1.4 Agree preferred options with required stakeholders
2. Plan health and wellness program	2.1 Develop program scope and objectives in consultation with relevant industry consultants, colleagues and managers 2.2 Plan and create administrative structures and resources for program 2.3 Establish program responsibilities and clearly communicate to all stakeholders 2.4 Consult relevant stakeholders and plan communications and marketing strategies 2.5 Establish evaluation methods, develop a program management plan and communicate this plan to stakeholders
3. Coordinate program	3.1 Prepare policy documents and coordinate strategies in conjunction with program team members 3.2 Coordinate support, assistance and mentorship to relevant stakeholders 3.3 Monitor tracking systems according to program guidelines 3.4 Reach program milestones according to program management plan and provide regular progress reports to stakeholders
4. Evaluate and improve program	4.1 Use agreed evaluation methods to assess effectiveness of program at specific stages 4.2 Communicate information from program evaluation process to stakeholders 4.3 Incorporate evaluation process and outcomes into continuous improvement strategies, enterprise agreements and future corporate plans

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Compares and contrasts information and demonstrates an understanding gained from a variety of sources such as marketing and communication plans
Writing	Integrates information from a number of sources and develops content using clear language that supports the purpose and context
Oral Communication	Applies appropriate strategies to communicate main ideas in a range of contexts, and listening and questioning techniques to confirm understanding
Initiative and enterprise	Recognises, responds and contributes to organisational procedures and protocols
Teamwork	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Recognises importance of building rapport to establish effective working relationships
Problem solving	Uses logical processes, and an increasingly intuitive understanding of context, to plan, organise, implement and monitor programs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Supersedes and is equivalent to BSBLED502 Manage programs that promote personal effectiveness.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM531 Coordinate health and wellness programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

plan, implement and coordinate a health and wellness program for an organisation or work area.

In the course of the above, the candidate must:

collaboratively develop an overall program management plan

prepare policy documents

coordinate required support to relevant stakeholders

evaluate implementation and incorporate evaluation outcomes into organisational strategies.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key features of a range of employee health issues and options for improving health outcomes

sources of specialist advice

key steps to create a program management plan

communications and marketing strategies for health and wellness programs

methods for monitoring and evaluating program progress and impact.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINS302 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to receive, collect, organise and apply workplace information in the context of an organisation’s work processes, record managing and knowledge management systems.

The unit applies to those who perform a defined range of skilled operations in various work contexts. They may exercise discretion and judgement using appropriate knowledge of information management to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Information Services

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Receive, acquire and assess information	1.1 Confirm that proposed methods of receiving and acquiring information meet organisational policies and procedures 1.2 Receive and acquire information according to organisational policies and procedures 1.3 Confirm information is clear, accurate, current and relevant to intended tasks 1.4 Access additional required information from relevant stakeholders
2. Organise information	2.1 Organise information in a format suitable for analysis, interpretation and distribution according to organisational policies and procedures 2.2 Store information using relevant systems and technology according to organisational policies and procedures 2.3 Distribute information to relevant stakeholders 2.4 Identify issues accessing, organising and storing information and solve collaboratively with relevant stakeholders
3. Review information needs	3.1 Seek feedback on clarity, accuracy, relevancy and sufficiency of information 3.2 Review feedback and suggest updates to receipt and acquisition processes, where required 3.3 Identify and document future information needs and suggest modifications to collection and organisation processes

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Recognises and assesses textual information to complete tasks according to requirements
Writing	Completes workplace records, forms and documentation accurately using correct format, accurate spelling and grammar and terminology specific to requirements
Oral Communication	Collects information by listening and questioning Participates in a verbal exchange using clear language to contribute information and convey issues
Self-management	Understands rights and responsibilities and complies with explicit policies and procedures and legal and regulatory requirements
Teamwork	Complies with work instructions and contributes to work group discussions using accepted conventions
Planning and organising	Plans and implements routine tasks and workload making decisions about sequencing and timing
Technology	Uses digital technology to access and record information and to communicate with others
Problem solving	Makes low impact decisions within familiar situations, based on a range of predefined or routine solutions, and evaluates the effectiveness of the outcome

Unit Mapping Information

Supersedes and is equivalent to BSBINM301 Organise workplace information.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINS302 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

gather, assess, organise and distribute three pieces of workplace information.

In the course of the above, the candidate must:

provide information according to organisational policies and procedures

use business technology to coordinate information

communicate with relevant stakeholders to obtain and check workplace information

monitor, review and modify information organisation processes.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

methods for checking information is clear, accurate, current and relevant for purpose

organisational policies and procedures relating to workplace information

features and functions of technology required to store and organise information.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

organisational policies and procedures relevant to workplace information

examples of information documents found in the workplace.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR412 Communicate effectively as a workplace leader

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to communicate effectively as a workplace leader, including understanding the context, choosing methods of communication to suit the audience, and following up.

The unit applies to managers, supervisors and team leaders required to communicate with other persons within the workplace. Communication skills cover a range of methods and contexts within principally structured environments.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for communication	1.1 Identify purpose and audience for communication 1.2 Identify the desired outcome of the communication 1.3 Evaluate available methods of communication according to task requirements and organisational business policies and procedures 1.4 Identify potential barriers to effective communication and develop solutions to minimise impact
2. Engage in communication	2.1 Communicate using media and format relevant to the context 2.2 Use respectful and positive approaches to communications 2.3 Employ two-way processes to ensure receipt and acknowledgement of message 2.4 Provide opportunities to clarify and confirm understanding
3. Review communication	3.1 Maintain record of the communication process and outcomes according to organisational policies and procedures 3.2 Identify follow up actions and communicate to relevant persons 3.3 Seek feedback on communication processes from all parties 3.4 Identify and incorporate opportunities to improve leadership communication processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Analyses and evaluates textual information from a range of sources to inform communication processes
Writing	Plans and prepares workplace documentation for relevant stakeholders according to organisational formats
Oral Communication	Participates in a variety of spoken exchanges with a range of audiences using structure and language to suit the audience
Initiative and enterprise	Adheres to organisational policies and procedures relevant to own role
Teamwork	Cooperates, collaborates and consults with others to clarify and confirm understanding and seek feedback Selects and uses appropriate communication conventions and practices to build rapport, seek or present information
Planning and organising	Plans and implements activities and processes to identify and establish communication and record keeping requirements Uses analytical processes to identify potential problems and generate solutions Systematically gathers and analyses all relevant information and evaluates options in order to make decisions about communication processes

Unit Mapping Information

Supersedes and is equivalent to BSBLDR401 Communicate effectively as a workplace leader.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR412 Communicate effectively as a workplace leader

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

prepare, engage and review communication on at least four occasions with different individuals or groups.

In the course of the above, the candidate must:

identify the context for communication and select approach and responses accordingly

create and present messages by choosing method and mode appropriate to the audience and context

undertake effective two-way communication from the perspective of a supervisor or team leader

identify and record actions required as a result of communication and follow-up in a timely manner.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislation requirement and organisational policies on workplace communication

characteristics of effective leadership communication

electronic and non-electronic communication methods, including situations where they would or would not be used

effective listening techniques

common feedback process and methods

leadership communication responsibilities applicable to own role

common barriers to effective communication in a workplace context

characteristics of verbal and non-verbal communication.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources for communication and leadership.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR414 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills, knowledge and outcomes required to lead the performance of a team and to develop team cohesion.

The unit applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams. Leaders at this level also provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must ‘manage up’ as well as manage their team/s.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan team outcomes	1.1 Lead team to identify and establish team objectives and work processes 1.2 Support team to document identified objectives and work processes according to organisational processes 1.3 Encourage team members to incorporate innovation and productivity measures in work plans 1.4 Lead and support team members to meet expected outcomes
2. Promote team cohesion	2.1 Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2 Support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3 Provide feedback to team members on their efforts and contributions 2.4 Address or refer issues, concerns and problems identified by team members 2.5 Model expected behaviours and approaches
3. Supervise team performance	3.1 Encourage team members to participate in and take responsibility for team activities and communication processes 3.2 Support team to identify and resolve problems which impede performance 3.3 Ensure own contribution to work team serves as a role model for others
4. Liaise with management	4.1 Establish open communication with line management 4.2 Communicate information from line management to the team 4.3 Communicate unresolved issues, concerns and problems raised by the team to line management to action 4.4 Communicate issues raised by management to the team to action

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Writing	Prepares workplace plans that communicate intent and elicits feedback clearly and effectively
Oral communication	Engages in discussions or provides information using structure and language appropriate to the audience and situation
Teamwork	Selects and uses appropriate conventions and protocols when communicating with team members Adapts personal communication style to model required behaviours, build trust and positive working relationships and to show respect for the opinions and values of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Planning and organising	Develops, implements and monitors plans and processes to ensure team engagement and effectiveness Uses formal analytical thinking techniques to identify issues and generate possible solutions, seeking input from others, as required

Unit Mapping Information

Supersedes and is equivalent to BSBLDR403 Lead team effectiveness.

Supersedes but is not equivalent to BSBSMB407 Manage a small team.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR414 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop a team development plan, that addresses:

innovation and productivity measures

team cohesion

issues management and actions.

In the course of the above, the candidate must:

apply knowledge of organisational goals, objectives and plans to work tasks

communicate with team members and management to identify and establish team purpose, roles, responsibilities, goals plans and objectives and resolve problems

consult, encourage, support and provide feedback to team members

model team leadership behaviours and approaches.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

work processes, including team purpose, roles, responsibilities, goals and plans

organisational escalation policies and procedures

behaviours which enhance organisational image for work team, clients and customers

processes for setting goals that contribute to team effectiveness

effects of individual behaviour on team effectiveness

innovation and productivity measures in work plans

key features of common leadership styles.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

information about the organisation, including organisational structure, goals, objectives and plans.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG541 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing characteristics of possible markets and assessing viability of changes to operations.

The unit applies to individuals working in a supervisory or management marketing or advertising role within a marketing or advertising team or media organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Explore marketing opportunities	1.1 Analyse information on market and business needs for marketing opportunities 1.2 Identify potential new markets 1.3 Apply innovative approaches relevant to the development of potential marketing opportunities
2. Evaluate marketing opportunities	2.1 Identify and analyse opportunities for organisational fit according to organisational goals and capabilities 2.2 Analyse the viability of each opportunity 2.3 Determine probable return on investment and potential competitors 2.4 Select marketing opportunities according to outcomes of viability analysis, return on investment and competition
3. Evaluate required changes to current operations	3.1 Seek feedback from relevant stakeholders 3.2 Incorporate feedback received for current operations and take advantage of viable marketing opportunities 3.3 Review current operations and document changes needed 3.4 Identify resource requirements for marketing opportunities 3.5 Document and communicate viability of marketing opportunities to key stakeholders

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Evaluates and comprehends textual information from a range of sources and draws own conclusions
Writing	Integrates information from a number of sources to develop material that supports purposes of documentation using suitable grammatical structure and clear, logical language
Oral Communication	Presents opinions, ideas and organisational requirements clearly and creatively using language and presentation techniques appropriate to audience and environment Elicits views and opinions of others by listening and questioning
Numeracy	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Initiative and enterprise	Evaluates outcomes of decisions to identify opportunities for improvement Develops new and innovative ideas through exploration, analysis and critical thinking
Self-management	Identifies and follows explicit and implicit organisational protocols and meets expectations associated with own role
Planning and organising	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option

Unit Mapping Information

Supersedes and is equivalent to BSBMKG501 Identify and evaluate marketing opportunities.

Supersedes but is not equivalent to:

BSBMKG518 Plan and implement services marketing

BSBMKG519 Plan and implement business-to-business marketing

BSBMKG521 Plan and implement sponsorship and event marketing.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG541 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

identify and evaluate at least three marketing opportunities.

In the course of the above, the candidate must:

comply with organisational policies and procedures

communicate and document potential of identified marketing opportunity to relevant stakeholders.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

how to calculate the financial viability of marketing opportunities

return on investment

financial and marketing data

organisational structure, products and services

principles of marketing and marketing mix

statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes for marketing

workplace marketing documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG543 Plan and interpret market research

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to plan market research and conduct an analysis to report and interpret findings.

The unit applies to individuals who conduct market research planning at a managerial level. These individuals may have a good general knowledge of market research as well as a detailed understanding of the organisation’s operations, objectives and application.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Technical Skills – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan market research	1.1 Identify market research objectives and requirements 1.2 Identify and select data collection methods 1.3 Develop market research plan
2. Perform market research	2.1 Obtain approval from relevant personnel to undertake market research 2.2 Conduct research according to market research plan developed 2.3 Collate and document research
3. Assess results of market research	3.1 Analyse data obtained from market research using statistical and qualitative techniques 3.2 Forecast existing and emerging market needs based on the market research 3.3 Identify threats and opportunities for future marketing activity
4. Report on market research	4.1 Interpret and prepare data for presentation 4.2 Review presentation and rectify errors, where required 4.3 Present research findings to relevant stakeholders

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Numeracy	Collects, organises and analyses data to draw conclusions or make forecasts about trends and probability Uses analysis techniques
Reading	Researches, evaluates, analyses and interprets market information from a range of sources, and interprets requirements
Writing	Prepares reports containing complex ideas and concepts and writes in a range of styles to suit different audiences
Problem solving	Develops plans and uses effective organisational and time management skills to complete tasks Applies systematic and analytical decision making processes in complex and non-routine situations
Technology	Uses digital technologies and systems to enter and analyse data and to present information

Unit Mapping Information

Supersedes and is equivalent to:

BSBMKG506 Plan market research

BSBMKG507 Interpret market trends and developments.

Supersedes but is not equivalent to BSBMKG528 Mine data to identify industry directions.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG543 Plan and interpret market research

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

plan and interpret market research for one product or service.

In the course of the above, the candidate must:

identify market research objectives, requirements, data collection methods

develop a marketing research plan

research and collate market findings

obtain required approvals

apply analysis techniques to identify:

potential threats and opportunities

existing and emerging market needs

document the analysis of market research and present findings.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

internal and external sources of information relevant to forecasting market trends including:

business and strategic objectives

comparative market information

changes in technology

industry trends

social, cultural and economic trends

political activity and legislative changes

content and development of market research plan

software applications that are commonly used in quantitative and qualitative analysis

codes of practice and conduct relevant to marketing

market research principles and practices including:

project design according to timelines and budget requirements

development and use of hypothesis

role of research in enterprise development

statistical concepts, methods, techniques and reporting formulas commonly used in market research including:

conversion rates of leads to sales

measures of central tendency

measures of statistical dispersion

nature and degree of relationship between variables

net response rate

normal distribution probability curve

sampling

recency or frequency grids

lifetime value of customers

net present value of customers.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes relevant to market research

workplace documentation and resources for market research.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS101 Use business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify, use and maintain resources to complete a variety of tasks under direct supervision.

The unit applies to those who are required to use a variety of business resources. These individuals typically work under supervision and guidance.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare resources	1.1 Identify business resources according to task requirements 1.2 Estimate quantities of resources required to complete the task 1.3 Access business resources with supervision 1.4 Check resources for usability according to task and organisational requirements
2. Operate resources	2.1 Use resource according to task requirements and under direct instruction 2.2 Identify resource shortages or faults and take action to ensure issue is resolved 2.3 Report issues outside area of own responsibility to appropriate personnel
3. Maintain resources	3.1 Identify maintenance requirements of resources 3.2 Undertake maintenance for resource according to organisational requirements 3.3 Maintain records relating to resources under direct instructions 3.4 Store resources under direct instructions

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Follows instructions in familiar texts
Writing	Records and updates documents according to instructions
Oral communication	Follows simple instructions Asks clarifying questions and responds to answers
Numeracy	Uses rounding and other mathematical techniques to estimate quantity requirements
Self-management	Follows organisational procedures when tasks are beyond own level of responsibility Follows clearly defined instructions provided by others
Planning and organising	Completes routine tasks taking some limited responsibility for decisions regarding equipment and resource choices, operation and maintenance
Problem solving	Responds to routine problems by referring to instructions or standard procedures

Unit Mapping Information

Supersedes and is equivalent to BSBADM101 Use business equipment and resources.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS101 Use business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

use business resources on at least two occasions, including:

choosing business resources required for tasks

operating resources according to manufacturer and organisational requirements

reporting shortages and faults according to organisational requirements

maintaining resources and records according to instructions.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

functions of available business resources

procedures for operating the available business resources, including safety requirements

common faults of business resources

procedures for maintaining and storing resources.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

operational and maintenance manuals

organisational procedures related to operation and maintenance of resources

records relating to resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS203 Deliver a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to deliver aspects of customer service at an introductory level. It includes creating a relationship with customers, identifying their needs, delivering services or products, and processing customer feedback.

The unit applies to those who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of customer service in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish contact with customers	1.1 Greet customers according to organisational requirements 1.2 Share relevant information with customers 1.3 Identify and respond to specific customer requirements 1.4 Express interest in customer needs and develop rapport with customer
2. Identify customer needs	2.1 Ask questions to identify customer needs 2.2 Assess customer needs for urgency and identify priorities for service delivery 2.3 Provide customer with information about available options 2.4 Assess limitations in addressing customer needs and seek assistance from designated persons, where required
3. Provide service to customers	3.1 Confirm details of service and delivery with customer according to organisational requirements 3.2 Convey information regarding problems and delays, and followup within appropriate timeframes, where required 3.3 Identify opportunities to enhance the quality of service and products, and take action to improve the service
4. Process customer feedback	4.1 Seek customer feedback and handle according to organisational and legislative requirements 4.2 Record feedback and communication between customer and the organisation according to organisational requirements 4.3 Identify any unmet customer needs and discuss suitability of alternative products or services 4.4 Encourage customers to maintain contact with organisation for future needs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Identifies requirements from organisational policy and procedure documents Interprets product and service information in a range of formats to provide customer advice
Writing	Records customer information according to organisational requirements
Oral communication	Provides information and advice using structure and language to suit the audience Asks questions and listens to gain information and confirm understanding
Planning and organising	Follows organisational procedures and practices relevant to own role
Teamwork	Uses accepted communication practices to establish connections, build rapport and develop professional working relationships Adjusts personal communication style in response to the opinions, values and needs of others
Initiative and enterprise	Identifies opportunities to enhance work practices and outcomes
Problem solving	Addresses routine problems in familiar work contexts

Unit Mapping Information

Supersedes and is equivalent to BSBCUS201 Deliver a service to customers.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS203 Deliver a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

deliver a service to at least three different customers.

In the course of the above, the candidate must:

greet the customer and establish rapport according to organisational requirements

identify customer needs using interpersonal skills

provide prompt service to address customer needs

identify and follow up opportunities to increase the quality of service and products

respond to and record all customer feedback according to organisational standards, policies and procedures.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key provisions of customer service legislation and consumer law

requirements for responding to the needs of customers from a diverse background

workplace organisational policies and procedures relating to customer service and the customer service process.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documents, and organisational policies and procedures for customer service

examples of customer complaints and feedback.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS301 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to determine, administer and maintain resources and equipment to complete a variety of tasks.

The unit applies to those who apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of business resources and their basic maintenance to provide some technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Advise on resource requirements	1.1 Calculate current business resource needs according to organisational requirements 1.2 Calculate estimates of future business resource needs according to organisational requirements 1.3 Provide advice on equipment, material and supplier selection 1.4 Identify resource shortages and possible impact on operations
2. Acquire resources	2.1 Obtain resources according to timelines and identified organisational requirements 2.2 Store resources according to identified organisational requirements 2.3 Review resource acquisition processes and identify opportunities for improvements in future resource acquisitions
3. Monitor resource usage and maintenance	3.1 Confirm handling of resources is according to organisational and work health and safety requirements 3.2 Identify resource monitoring tool and monitor use of resources 3.3 Consult individuals and teams and facilitate effective decision-making on the appropriate allocation of resources 3.4 Monitor and compare resource usage with estimated requirements in budget plans

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Identifies and interprets information from a range of sources, including organisational policies and procedures
Writing	Uses clear and succinct language and appropriate layout to provide information, advice and support materials
Oral communication	Presents information or advice choosing language appropriate to the context and needs of the audience Uses active listening and questioning to confirm understanding
Numeracy	Selects and uses appropriate tools to aid with estimation and other resource assessment requirements Uses a combination of informal and some formal written mathematical equations to represent the outcomes of the resource allocation process
Enterprise and initiative	Takes some personal responsibility for adherence to organisational procedures and protocols
Teamwork	Uses collaborative techniques to engage personnel in consultations and negotiations
Planning and organising	Plans a range of routine tasks and required resources, accepting goals and aiming to achieve them within allocated timeframes Evaluates effectiveness of decisions in terms of how well they met stated goals
Problem solving	Identifies and takes responsibility for addressing predictable problems in familiar work contexts
Technology	Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Identifies purpose and some specific functions of some common digital tools used in work contexts

Unit Mapping Information

Supersedes and is equivalent to BSBADM311 Maintain business resources.

Supersedes but is not equivalent to BSBFLM306 Provide workplace information and resourcing plans.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS301 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

maintain at least three business resources.

In the course of the above, the candidate must:

collect and record data on resource use

evaluate use of resources according to organisational requirements

monitor resource use over defined and operational timeframes

comply with organisational policies while using resources.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key provisions of legislation relating to maintaining business resources

organisational resource acquisition policies, plans and procedures

organisational requirements for handling resources including:

acquiring resources

storing resources

organisational procedures for record keeping and filing systems, security and safe recording practices.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

organisational resource use data.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS304 Deliver and monitor a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify customer needs, deliver and monitor customer service and identify improvements in the provision of customer service.

The unit applies to those who apply a broad range of competencies in various work contexts. In this role, individuals often exercise discretion and judgement using appropriate knowledge of customer service. They provide technical advice and support to customers over short or long-term interactions.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify customer needs	1.1 Identify and clarify customer needs and expectations 1.2 Evaluate customer needs and determine priorities for service delivery according to organisational requirements 1.3 Inform customers about available choices for meeting their needs and assist selection of preferred options 1.4 Identify limitations in addressing customer needs and seek assistance from designated individuals, where required
2. Deliver a service to customers	2.1 Provide service to meet identified customer needs according to organisational and legislative requirements 2.2 Establish and maintain rapport with customers 2.3 Manage customer complaints according to organisational and legislative requirements 2.4 Provide assistance and respond to customers with specific needs according to organisational and legislative requirements 2.5 Identify and use available opportunities to promote and enhance services and products to customers
3. Evaluate customer service delivery	3.1 Review customer satisfaction with service delivery using verifiable evidence according to organisational and legislative requirements 3.2 Seek and respond to customer feedback according to organisational policies and procedures 3.3 Identify opportunities to enhance the quality of customer service 3.4 Document recommendations for customer service improvements 3.5 Submit recommendations to relevant personnel according to organisational policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Learning	Identifies and follows up on opportunities to improve work practices and outcomes
Oral communication	Provides information or advice using structure and language to suit the audience Asks questions and listens to gain information or confirm understanding
Reading	Evaluates textual information to determine customer service requirements Proofreads texts for clarity of meaning and accuracy of grammar and punctuation
Writing	Completes responses to customer complaints in required format Prepares reports using sequencing, format and words to communicate recommendations clearly and effectively
Planning and organising	Complies with organisational policies and procedures relevant to role Plans and implements systems to gather and organise information
Problem-solving	Uses problem solving skills to analyse and respond to customer complaints or enquiries
Teamwork	Selects and uses appropriate communication conventions to establish connections, build rapport, seek information and develop professional working relationships Adjusts personal communication style in response to the opinions, values and particular needs of others

Unit Mapping Information

Supersedes and is equivalent to BSBCUS301 Deliver and monitor a service to customers.

Supersedes but is not equivalent to:

BSBCUE309 Develop product and service knowledge for customer engagement operation

BSBEDU303 Assist with the provision of international education information

BSBINT303 Organise the importing and exporting of goods

BSBINT304 Assist in the international transfer of services

BSBSLS407 Identify and plan sales prospects.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS304 Deliver and monitor a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

deliver a service to at least three different customers, including:

using communication skills to establish rapport and build relationships with customers according to organisational requirements

identifying customer needs using appropriate questioning and active listening skills

providing customer service according to organisational requirements

responding to and recording customer feedback and action taken according to organisational standards, policies and procedures

producing a report which identifies and recommends ways to improve service delivery.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key provisions of customer service legislation and consumer law

organisational policies and procedures relating to customer service, including complaints handling

common forms of verifiable evidence that could be used to review customer satisfaction

customer service standards and protocols for serving customers, including customers with specific needs.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

technology required to gather and provide information and assistance to customers

workplace documents, and organisational policies and procedures relating to customer service

examples of customer complaints and feedback.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS403 Apply business risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify business risks and to apply established risk management processes to a defined area of operations that are within the responsibilities and obligations of the work role.

The unit applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or delegate aspects of these tasks to others. Risks applicable to own work responsibilities and area of operation may include projects being undertaken individually or by a team, or operations within a section of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify risks	1.1 Identify context for risk management 1.2 Undertake required steps to identify risks 1.3 Document identified risks according to relevant policies, procedures, legislation and standards
2. Analyse and evaluate risks	2.1 Analyse risks in consultation with relevant stakeholders 2.2 Undertake risk categorisation and determine level of risk 2.3 Document analysis processes and outcomes
3. Treat risks	3.1 Identify control measures for risks 3.2 Assess strengths and weaknesses of control measures 3.3 Refer risks to relevant personnel, where required, according to policies and procedures 3.4 Select and implement control measures for personal area of operation and responsibilities
4. Monitor and review effectiveness of risk treatments	4.1 Review implemented treatments against measures of success 4.2 Use review results to improve the treatment of risks 4.3 Monitor and review management of risk in personal area of operation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Learning	Uses analysis and consultative processes to inform decisions about selection and implementation of risk control measures Evaluates effectiveness of plans and results to inform improvement decisions
Reading	Comprehends documents and texts of varying complexity to extract and analyse relevant information
Writing	Uses specific, industry related terminology and logical organisational structure in workplace documents that identify and analyse risk and report management process outcomes
Oral communication	Participates effectively in interactions with stakeholders by using questioning and listening to elicit opinions and clarify understanding
Numeracy	Uses numerical tools to assess risk and uses numerical data to review plans
Enterprise and initiative	Complies with organisational and legislative requirements Takes responsibility for identification and management of risk within own work context and refers matters to others as required
Teamwork	Selects appropriate communication protocols and conventions when conferring with others to establish risk management requirements
Planning and organising	Determines job sequence and works logically and systematically to undertake defined tasks
Technology	Uses familiar digital technologies and systems to access information, prepare plans and communicate with others

Unit Mapping Information

Supersedes and is equivalent to BSBRSK401 Identify risk and apply risk management processes.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS403 Apply business risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to apply organisational policies, procedures and processes to:

treat at least three risks by:

identifying different types of organisational risks

consulting with stakeholders to analyse and evaluate risks

implementing control measures

referring risks that are beyond own area of responsibility to others

maintaining risk management documentation.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory context of the organisation in relation to risk management

techniques for identifying and evaluating risks

organisational policies and procedures for risk management

areas where risks are commonly identified in an organisation

risks beyond scope of individual responsibility to be referred to relevant organisational personnel

purpose and key elements of current risk management standards.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes relating to business risk

workplace documentation on selected organisational risks.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS405 Organise business meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to organise meetings including making arrangements, liaising with participants, and developing and distributing meeting related documentation.

The unit applies to those employed in a range of work environments who are required to organise a variety of business meetings. They may provide administrative support within an enterprise or have responsibility for these tasks in the context of a particular team, workgroup or project.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare meeting documentation and details	1.1 Identify type and purpose of meeting being organised 1.2 Identify and comply with legal, ethical and organisational requirements for business meetings 1.3 Make meeting arrangements according to meeting and participants requirements 1.4 Prepare notice of meeting, agenda and meeting papers according to organisational requirements 1.5 Distribute documentation and meeting details to participants within designated timelines 1.6 Confirm presence of required resources prior to meeting commencement
2. Record meeting outcomes	2.1 Take notes of the meeting 2.2 Outline key decisions and actions for implementation 2.3 Review minutes for accuracy and submit for approval by the nominated person 2.4 Distribute relevant post-meeting materials to attendees within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Identifies and interprets information from instructions, organisational policies and procedures, or legislation Compares final output with original notes to check accuracy
Writing	Prepares complex texts from notes using appropriate structure, accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy
Oral communication	Listens for specific information during meetings Conveys specific instructions using vocabulary appropriate to context, purpose and audience Asks questions and listens to responses to clarify understanding
Numeracy	Performs calculations required to measure output against predetermined timeframes
Initiative and enterprise	Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Teamwork	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Planning and organising	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints
Technology	Understands the purposes, specific functions and key features of common digital systems and tools and operates them effectively to complete routine tasks

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBADM405 Organise meetings

BSBADM503 Plan and manage conferences.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS405 Organise business meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

organise business meetings, prepare agenda and take notes on at least two occasions.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

relevant communication techniques

common formats for agendas and minutes

organisational policies and procedures relating to facilitation of meetings, including

meeting quorums

required notice periods

meeting resolutions and storage of minutes.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

organisational policies and procedures for meetings.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS406 Participate in organisational governance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to meet the diverse roles, responsibilities, codes of conduct and behavioural protocols required of individuals involved in organisational governance.

The unit applies to individuals responsible for monitoring and guiding the activities of their organisation or work area.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify roles within an organisation	1.1 Identify core functions and structure of organisation 1.2 Describe relationships between organisation, its stakeholders and other organisations or entities 1.3 Assess the relationships and overlapping roles between committee and board members, and staff within an organisation 1.4 Identify differences between roles of governance and management
2. Work within structure of the organisation	2.1 Perform designated governance duties 2.2 Follow agreed decision making processes 2.3 Manage real and perceived conflict of interest issues associated with competing roles and responsibilities 2.4 Follow confidentiality policies, procedures and requirements
3. Follow legal requirements	3.1 Comply with legislative requirements that apply to organisational governance duties 3.2 Comply with relevant aspects of corporation law and terms and conditions of funding agreements 3.3 Adhere to the constitution of the organisation while undertaking workplace responsibilities
4. Monitor operations	4.1 Identify and analyse outcomes for each operational area 4.2 Use information provided to review effectiveness and efficiency of operations and associated policy 4.3 Suggest changes to operations or policy, where required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Gathers, interprets and analyses information relating to core functions of the organisation, such as organisational goals, standards and values
Writing	Develops material for a specific audience using clear and detailed language to convey explicit information, requirements and recommendations
Oral communication	Participates in a verbal exchange of ideas and clearly articulates requirements using language, tone and syntax appropriate to audience and environment Uses active listening and questioning skills to confirm understanding
Enterprise and initiative	Understands nature and purpose of own role and associated responsibilities and how it contributes to the work of others in immediate work context Adheres to legal and regulatory responsibilities related to own work Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Teamwork	Collaborates with others to achieve joint outcomes, playing an active role in facilitating group interaction, influencing direction and taking a leadership role on occasion Follows accepted communication practices and protocols, adjusting personal communication style in response to the values, beliefs and cultural expectations of others
Planning and organising	Takes responsibility for planning and organising own workload, identifying ways of sequencing and combining elements for greater efficiency and considering how to link to work of others Takes responsibility for outcomes of routine decisions related to own role
Problem solving	Understands when to take responsibility for solving problems and when to consult with others

Unit Mapping Information

Supersedes and is equivalent to BSBGOV405 Undertake the roles and responsibilities of committee or board members.

Supersedes but is not equivalent to:

BSBGOV401 Implement board member responsibilities

BSBGOV402 Work within organisational structure

BSBGOV501 Review and apply the organisation's constitution

BSBGOV502 Recruit and coordinate committee members

BSBGOV505 Seek and apply for funding opportunities.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS406 Participate in organisational governance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

participate in at least three organisational governance activities, including:

identifying core functions and structure of organisation

describing relationships between organisation, its stakeholders and other organisations or entities

following legal requirements and organisational policies and procedures

managing conflicts of interest

monitoring operations and analysing outcomes of operational area.

In the course of the above, the candidate must:

communicate with others to achieve organisational objectives

recommend operational process improvements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

organisational policies and procedures for addressing conflicts of interest

confidentiality requirements related to organisational governance

relevant corporation laws related to funding agreements

terms and condition of funding agreements

decision-making techniques

governance and management roles and responsibilities within organisation

legislation and funding arrangements or funding body requirements relevant to own role.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS501 Manage business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to manage resources according to planned business strategies. It includes analysing resource requirements, developing resource plans, allocating resources, and reviewing and reporting on resource usage.

The unit applies to individuals with a role in allocating and monitoring the use of physical and/or human resources to meet defined business objectives.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse resource requirements	1.1 Develop resource bids according to required outputs specified in business plans 1.2 Consult with relevant stakeholders and determine the nature and level of resources required 1.3 Analyse resource requirements and identify proposed costs and benefits 1.4 Identify opportunities to share resources across business units within the organisation
2. Develop resource plans	2.1 Determine internal resourcing capabilities and external resourcing requirements 2.2 Develop procedures for the evaluation of resource allocation and incorporate them in resource plans 2.3 Identify risks and establish risk management processes 2.4 Obtain required approvals from relevant personnel
3. Allocate resources	3.1 Identify and adhere to organisational policies and procedures for resource allocation 3.2 Manage resource allocation according to business unit objectives 3.3 Negotiate and obtain resources within required timeframe according to business unit objectives 3.4 Develop and implement systems for monitoring resource usage
4. Review and report on resource usage	4.1 Develop and implement procedures to review resource allocation against business unit objectives 4.2 Suggest improvements to work practices for the efficient use of resources 4.3 Monitor compliance with program and project budgets and take corrective action where necessary 4.4 Prepare report that indicates the level of performance achieved and any action taken to adjust or rectify procedures in meeting service and product delivery standards

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Interprets textual information including legislation and organisational policy, to plan, implement and review resource requirements Analyses organisational information to assess resource usage practices
Writing	Develops organisational texts including proposals, reports and plans according to organisational requirements
Oral communication	Participates in spoken exchanges with stakeholders using structure and language appropriate to context and audience
Numeracy	Selects and uses familiar mathematical techniques to determine costs and benefits associated with strategic resource decisions Defines timeframes according to schedule requirements Selects and uses familiar mathematical techniques to organise timely supply of required resources as well as identify budgetary information and monitor performance
Enterprise and initiative	Contribute to the development of organisational policies and procedures Adheres to legal requirements and organisational policies and procedures
Teamwork	Collaborates and negotiates with others to achieve required outcomes
Planning and organising	Accepts responsibility for planning and sequencing complex tasks to achieve organisational requirements Develops plans and systems to manage resource allocation Systematically gathers and analyses all relevant information, evaluates options and conducts reviews to inform recommendations about resource usage improvements

Unit Mapping Information

Supersedes and is equivalent to BSBMGT622 Manage resources.

Supersedes but is not equivalent to:

BSBADM506 Manage business document design and development

BSBCUE406 Run a multicentre

BSBCUE502 Establish a multicentre

BSBCUE607 Manage customer engagement centre staffing

BSBCUE608 Manage customer engagement operational costs.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS501 Manage business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop, implement and review at least three resource plans.

In the course of the above, the candidate must:

consult with stakeholders and analyse information to determine the nature and level of resources required to achieve business objectives

plan for, acquire and allocate the resources, incorporating strategies to maximise efficiency and manage risk

develop and implement systems to:

incorporate efficient use of resources into work practices

monitor resource use against budgets and business objectives

prepare a report that indicates the level of performance achieved and any adjustments needed to achieve service and product delivery standards.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory context of the organisation in relation to managing resources

contents of resource plans including:

acquisition and allocation of resources

timelines and the relationship to business strategies

contingency plans and processes

costs and budgets

resource acquisition processes

managing finance, including project budgets

resource allocation review procedures

objectives of business unit

typical risks associated with managing business resources and risk management strategies

procedures for risk management, including requirements for the consideration of potential changes in government priorities

key elements and sources of information required to monitor usage of:

physical resources

human resources.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

relevant legislation, regulations, standards and codes

workplace documentation and resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS502 Manage business operational plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and monitor the implementation of operational plans to support efficient and effective workplace practices and organisational productivity and profitability.

The unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plans.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish operational plan	1.1 Research, analyse and document resource requirements 1.2 Develop operational plan in consultation with, and with approval from, relevant stakeholders 1.3 Develop contingencies for operational plan 1.4 Explain plan to relevant work teams
2. Manage resource acquisition	2.1 Confirm that employees are recruited and inducted according to the organisation’s human resources management policies, practices and procedures 2.2 Confirm that physical resources and services are acquired according to the organisation’s policies, practices and procedures 2.3 Identify and incorporate requirements for intellectual property rights and responsibilities related to acquisition of resources
3. Monitor and review operational performance	3.1 Assess progress of operational plan in achieving profit and productivity plans and targets 3.2 Identify areas of under-performance, recommend solutions and rectify the situation 3.3 Plan and implement relevant processes for ongoing monitoring and confirm that support is provided for individuals and teams 3.4 Negotiate recommendations for variations to operational plans and gain approval from designated persons

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Gathers, interprets and analyses workplace documentation to determine requirements for the operational plan
Writing	Develops and documents a range of detailed texts relating to the management of an operational plan according to organisational requirements
Oral communication	Presents information to a range of audiences using appropriate register, vocabulary and paralinguistic features Listens and comprehends information from a variety of spoken exchanges with clients, co-workers and other stakeholders
Numeracy	Selects and uses mathematical problem-solving strategies to organise resource requirements, performance benchmarks and financial viability of the operational plan
Enterprise and initiative	Monitors adherence to organisational policies, procedures and considers own role in terms of its contribution to broader goals of the work environment
Teamwork	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion
Planning and organising	Takes responsibility for developing and implementing systems and processes to achieve organisational objectives, seeking advice, feedback and support as required to assist in the development and planning phase Sequences and schedules complex activities, monitors implementation, and manages relevant communication
Problem solving	Uses systematic analytical processes to aid decision making, identify potential problems and generate contingency plans or solutions
Technology	Demonstrates awareness of the importance of data security in a digital environment

Unit Mapping Information

Supersedes and is equivalent to BSBMGT517 Manage operational plan.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS502 Manage business operational plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

manage an operational plan for at least one business or work area.

In the course of the above, the candidate must:

develop and implement an operational plan using a variety of information sources and consultation including:

resource requirements

key performance indicators

monitoring processes

contingency plans

communicate with stakeholders to explain the plan and supporting information, seek approvals, negotiate variations and engage work teams

confirm existence of relevant strategies, including strategies relating to:

recruiting, inducting and developing personnel

acquiring physical resources and services

protecting intellectual property

making variations to the plan

monitoring and documenting performance.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

stakeholders involved in development and management of operations plan including escalation points, colleagues and specialist resource managers

key information sources for proposal development and presentation including resource requirement specialists

consultation processes

content of operational plans, including:

procurement processes

employee recruitment and induction strategies

physical resource and service acquisition strategies

key indicators of organisational performance

budget and actual financial relating to profit and productivity

methods for preparing operational plans and contingency plans

role of an operational plan in achieving an organisation’s objectives

procedures and records associated with documenting performance

approaches for developing key performance indicators to meet business objectives

legislative and regulatory framework relating to the development and implementation of operational plan of the organisation, including:

fair trading laws

work health and safety

organisational policies, practices and procedures that relate to the operational plan.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation and regulations relevant to operational plans

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS504 Manage business risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes skills and knowledge required to manage business risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

The unit applies to individuals who are working in positions of authority and who are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish risk context	1.1 Evaluate organisational processes, procedures and requirements and determine scope for risk management process 1.2 Review strengths and weaknesses of existing arrangements 1.3 Document critical success factors, goals and objectives for area included in scope 1.4 Communicate risk management process to relevant stakeholders
2. Identify risks	2.1 Invite stakeholders to assist in the identification of risks 2.2 Research risks that may apply to scope 2.3 Document risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1 Assess likelihood of risks occurring 3.2 Assess impact or consequence if risks occur 3.3 Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1 Determine and select from options for treating risks 4.2 Develop action plan for implementing risk treatment 4.3 Communicate risk management processes to relevant parties 4.4 Implement action plan according to organisational policies and procedures 4.5 Monitor and evaluate risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Synthesises a variety of relatively complex texts Gathers, interprets and analyses textual information from a range of sources to identify relevant information
Writing	Develops textual material and organises content in a manner that effectively documents risk management analysis and assessment priorities and processes
Oral communication	Participates in interactions with stakeholders using questioning and listening to elicit opinions, and to confirm and clarify understanding
Numeracy	Uses numerical tools to assess risk and uses numerical data to review plans
Teamwork	Selects appropriate conventions and protocols when communicating with stakeholders about risk management Consults and negotiates with stakeholders about risk management processes and outcomes
Planning and organising	Sequences and schedules a range of routine and complex activities, monitors implementation, evaluates processes and manages relevant communication Systematically analyses information to decide on appropriate risk management treatments Refers to organisational processes, procedures and requirements when making decisions about risk management
Technology	Uses digital technologies and systems to access information, document plans and communicate with others

Unit Mapping Information

Supersedes and is equivalent to BSBRSK501 Manage risk.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS504 Manage business risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

lead at least one risk management process for an organisation or work area.

In the course of the above, the candidate must:

analyse information from a range of sources to identify the scope and context of the risk management process, including:

stakeholder analysis

political, economic, social, legal, technological and policy context

current arrangements

objectives and critical success factors for the area included in scope

risks that may apply to scope

consult and communicate with stakeholders to identify and assess risks, determine appropriate risk treatment actions and priorities and explain the risk management processes

develop and implement an action plan to treat risks

monitor and evaluate the action plan and risk management process

maintain documentation.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory context of the organisation in relation to risk management

organisational policies, procedures and processes for risk management, including document storage

types of business risks

options for treating risks

risk management process

purpose and key elements of current risk management standards

tools and techniques to identify risks to scope risk management processes.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations, standards and codes relating to risk management

workplace documentation and resources relating to risk management.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBOPS505 Manage organisational customer service

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop strategies to manage organisational systems that ensure products and services are delivered and maintained to standards agreed by the organisation.

The unit applies to individuals who supervise customer service provided by others within an organisation. At this level, individuals must exercise considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Business Operations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish customer requirements	1.1 Consult with customers to identify customer service requirements 1.2 Integrate customer feedback into organisation’s business plan 1.3 Identify and procure resources required to address customer service requirements
2. Deliver quality products and services	2.1 Deliver product and service according to customer specifications within organisation’s business plan 2.2 Monitor team performance and assess against the organisation’s quality and delivery standards 2.3 Support colleagues to overcome difficulties in meeting customer service standards
3. Evaluate customer service	3.1 Develop and use strategies for monitoring progress against product and service targets and standards 3.2 Develop and use strategies for obtaining customer feedback on provision of product and service 3.3 Adapt delivery of customer product and service in consultation with relevant individuals and groups 3.4 Manage records, reports and recommendations within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Description
Reading	Interprets and analyses textual information from a variety of sources and applies the knowledge that has been gained to evaluate standards for organisation’s products and services
Writing	Produces a range of text types to convey information, requirements or recommendations matching style of writing to purpose and audience
Oral communication	Clearly articulates systems and standards in a team environment using language suitable to diverse audiences Uses listening and questioning techniques to obtain feedback and confirm understanding
Numeracy	Interprets and comprehends mathematical information in organisation’s business and customer service plans
Planning and organising	Recognises and applies organisational protocols and meets expectations associated with own work
Teamwork	Identifies and uses appropriate conventions and protocols when communicating with colleagues and customers Collaborates with others, taking into account their strengths and experience, to achieve desired outcomes Provides support in field of expertise to team
Enterprise and initiative	Develops and implements plans using logical processes and monitors and evaluates progress against stated goals
Problem solving	Accepts responsibility for addressing complex or non-routine difficulties, applying problem solving processes in determining a solution
Technology	Uses digital technology to access, organise and present information in a format that meets requirements

Unit Mapping Information

Supersedes and is equivalent to BSBCUS501 Manage quality customer service.

Supersedes but is not equivalent to:

BSBCUE504 Integrate customer engagement within the organisation

BSBCUE601 Optimise customer engagement operations

BSBCUE602 Manage customer engagement information

BSBCUE603 Design and launch new customer engagement facilities

BSBSLS501 Develop a sales plan.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBOPS505 Manage organisational customer service

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and review strategy for delivering and monitoring quality customer service for an organisation or work area.

In the course of the above, the candidate must:

implement quality customer service policies and procedures

identify and resolve system problems relating to poor customer service

assist teams to meet customer service requirements

develop, procure and use human and physical resources to support quality customer service delivery.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

legislative and regulatory frameworks governing customer service

elements of effective customer service including quality, time and cost

organisational policies and procedures for customer service and handling customer complaints

relevant service standards and best practice models

key principles of public relations and product promotion

common techniques for solving complaints

principles and techniques involved in managing:

customer behaviour

specific customer needs

customer research

customer relations

ongoing product and service quality

problem identification and resolution

quality customer service delivery

record keeping and management methods

strategies for monitoring, managing and introducing ways to improve customer service relationships

strategies to obtain customer feedback.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

legislation, regulations and codes of practice related to customer service

workplace documentation and resources

complex customer complaints.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF101 Plan and prepare for work readiness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to identify and document current skills and plan future skills development with support and supervision.

It applies to those who are preparing to work in a broad range of settings.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek advice on future work goals	1.1 Identify possible work progression in industry or organisation 1.2 Identify and prioritise personal work goals 1.3 Identify additional skill requirements for future work progression with supervisor 1.4 Identify influence of personal values and attitudes regarding work in planning future work progression 1.5 Research methods to acquire additional skills required
2. Assess own skills	2.1 Assess current skills, knowledge and attitudes against competencies for work goals 2.2 Discuss results of selfassessment with supervisor 2.3 Seek advice on further skills development needs
3. Prepare portfolio of evidence	3.1 Identify types of evidence required to demonstrate competence in skills development 3.2 Discuss purpose of evidence with assessor 3.3 Collect examples of evidence for portfolio 3.4 Complete personal resume with assistance of assessor

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Applies knowledge and experience required to broaden future skills development
Reading	Identifies textual information to determine requirements
Writing	Uses information and industry-related terminology to complete required workplace documentation
Oral communication	Uses everyday language and listens to short, specific advice to identify career options and personal work goals
Initiative and Enterprise	Identifies specific qualifications, experience and/or skills needed for current or desired work role with assistance Seeks feedback on self-assessment results from a trusted source with encouragement
Teamwork	Asks questions with support to seek information or clarify instructions
Planning and organising	Plans and implements routine tasks directly related to own requirements

Unit Mapping Information

Supersedes and is equivalent to BSBLED101 Plan skills development.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF101 Plan and prepare for work readiness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

seek advice on work goals, assess own skills and prepare a portfolio of evidence of skills.

In the course of the above, the candidate must:

seek advice from relevant stakeholders on:

work and career options

results of self-assessment

preparation of portfolio

prepare a portfolio of evidence, including a resume.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

skill requirements for work goals and process of self-assessment

examples of experiences that that have contributed to skill development including personal work, life and study

sources of advice on career planning and skill development

types of evidence and methods to develop portfolios of evidence.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources for career development

examples of resumes and career planning resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF202 Plan and apply time management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to implement time management processes to organise and complete work tasks. It also addresses skills and knowledge to seek and review feedback for performance improvement regarding time management and use technology appropriate to the task.

The unit applies to individuals working under direct supervision. These individuals apply basic skills and knowledge in a broad range of work settings.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise work schedule	1.1 Discuss and agree on work goals and plans with assistance from relevant personnel 1.2 Identify relationship between own work goals and plans, and organisational goals and plans 1.3 Research time management techniques and strategies 1.4 Plan and prioritise work tasks within allocated timeframes
2. Complete work tasks	2.1 Perform tasks according to designated timelines and instructions 2.2 Seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3 Identify factors affecting work plan 2.4 Communicate progress on work plan to relevant personnel according to organisational policies and procedures
3. Review work performance	3.1 Seek feedback on time management from relevant personnel 3.2 Record changes to time management approach according to task instructions 3.3 Identify and plan opportunities for improvement in discussion with colleagues

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Identifies and interprets textual information to determine and adhere to organisational and task requirements
Writing	Completes required documents using organisational formats
Oral communication	Uses listening and questioning techniques to seek information and confirm understanding Participates in verbal interactions using language and features suitable to audience and context
Numeracy	Interprets numerical information related to timeframes
Enterprise and initiative	Complies with organisational policies, procedures and standards
Planning and organising	Prioritises work and completes activities within designated timeframes Identifies and solves routine problems
Technology	Selects and uses appropriate digital tools to complete tasks

Unit Mapping Information

Supersedes and is equivalent to BSBWOR202 Organise and complete daily work activities.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF202 Plan and apply time management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and implement at least one time management plan with support of relevant personnel.

In the course of the above, the candidate must:

complete each work task within specified timeframe, seeking opportunities to use digital tools where applicable

seek and use feedback from others to monitor and improve work performance.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

time management techniques and strategies

features of a time management plan

organisational standards, policies and procedures relevant to own work role

relationship between own work goals and plans and organisation’s goals and plans

factors affecting work progress and performance improvement techniques.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to challenges and situations to demonstrate application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF301 Organise personal work priorities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to organise personal work schedules, to monitor and obtain feedback on work performance and to maintain required levels of competence.

The unit applies to individuals who exercise discretion and judgement and apply a broad range of competencies in various work contexts.

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

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise and complete own work schedule	1.1 Develop work goals and key performance indicators (KPIs) according to task and organisational requirements 1.2 Prioritise workload according to task timeframes 1.3 Identify factors affecting achievement of work objectives 1.4 Develop personal work plans
2. Evaluate own work performance	2.1 Identify variations between expected and actual work performance according to task requirements and KPIs 2.2 Report variations to relevant personnel 2.3 Seek feedback from relevant personnel for solutions to minimise variations in expected and actual work outputs 2.4 Research sources of stress and access appropriate supports according to organisational policies and procedures
3. Coordinate personal skill development and learning	3.1 Identify personal and professional development needs for job role 3.2 Identify opportunities to undertake personal skill development activities in consultation with supervisor 3.3 Access professional development opportunities 3.4 Record professional development undertaken for continuous learning and career development process 3.5 Incorporate feedback into review of further learning needs

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Employs a range of approaches and investigative techniques to source the knowledge necessary to arrange personal learning experiences
Reading	Interprets textual information to determine organisation’s procedures, own work performance and objectives
Writing	Prepares written reports and workplace documents that communicate information clearly and effectively
Oral communication	Provides and receives feedback using specific and relevant language Uses listening and questioning techniques to confirm understanding
Numeracy	Complies with organisational policies, procedures and protocols
Teamwork	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Proactively collaborates with others to achieve specific goals
Planning and organising	Plans and organises work commitments to ensure deadlines and objectives are met Uses formal analytical thinking techniques to recognise and respond to routine problems
Technology	Uses digital systems and tools to enter, store and monitor information

Unit Mapping Information

Supersedes and is equivalent to BSBWOR301 Organise personal work priorities and development.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF301 Organise personal work priorities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

prepare and implement a personal work plan.

In the course of the above, the candidate must:

prepare a work plan according to organisational requirements and work objectives

use technology to schedule, prioritise and monitor completion of tasks in a work plan

assess and prioritise own work tasks and address contingencies

monitor and assess personal performance against job role requirements by seeking feedback from relevant personnel

identify personal development needs and access, complete and record skill development and learning.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

organisational policies and procedures relevant to work tasks

goals, objectives and key performance indicators for task within scope of job role

methods to elicit, analyse and interpret feedback when communicating with other people in the workplace

content of work plans including:

timeframes

tasks requirements

risks

contingencies for identified risks

types of personal learning and professional development requirements

principles and techniques of goal setting, measuring performance and time management

signs and sources of stress and strategies to deal with stress in the workplace

methods to identify and prioritise personal learning needs.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

challenges and situations to demonstrate application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF402 Develop personal work priorities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to plan and prioritise own work tasks. It also addresses the skills and knowledge to monitor and obtain feedback on personal work performance.

The unit applies to individuals who are required to design their own work schedules and work plans and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

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

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan personal work schedule	1.1 Identify task requirements 1.2 Identify own accountabilities in line with task requirements 1.3 Assess barriers for performance of personal accountabilities 1.4 Develop a personal work schedule
2. Implement personal work schedule	2.1 Communicate personal work schedule to relevant personnel 2.2 Monitor own performance according to personal work schedule 2.3 Document variations between expected and actual work performance according to task requirements and communicate to relevant personnel
3. Review personal work priorities	3.1 Seek and evaluate feedback from relevant stakeholders on own work performance 3.2 Analyse variations between expected and actual work performance 3.3 Update personal work schedule according to internal and external feedback and changes in circumstances

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Develops strategies to reflect on own performance and obtain feedback
Reading	Identifies and applies textual information from relevant sources to understand organisation’s policies and practices
Writing	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Numeracy	Analyses numerical information related work accountabilities
Enterprise and initiative	Identifies and understands roles and responsibilities in relation to organisational objectives, policies and procedures
Planning and organising	Plans, organises and implements tasks to meet organisational requirements Uses the main features and functions of digital technologies and tools to complete work tasks efficiently and effectively

Unit Mapping Information

Supersedes and is equivalent to BSBWOR404 Develop work priorities.

Supersedes but is not equivalent to:

BSBSMB408 Manage personal, family, cultural and business obligations

BSBWOR424 Develop a time management plan.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF402 Develop personal work priorities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop, implement and review one personal work schedule.

In the course of the above, the candidate must:

identify personal responsibilities and barriers to their fulfilment according to task requirements

prepare a personal work schedule

communicate work schedule to relevant personnel

monitor personal work performance to identify variations between expected and actual work performance

review own work performance against workgroup objectives through self-assessment and seeking and acting on feedback from internal and external stakeholders.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

content of work plans including:

resource requirements

stakeholder needs

workgroup targets

business technology applications to schedule tasks and plan work

methods of personal work performance review including:

self-assessment

feedback from others

techniques to prepare personal plans and establish priorities

methods to elicit, analyse and interpret feedback.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to challenges and situations to demonstrate the application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF501 Manage personal and professional development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to implement systems and process that support the personal and professional development of self and others.

The unit applies to individuals working in a range of managerial positions who are accountable for the development and performance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage work goal development	1.1 Document team member responsibilities and identify organisational framework for development of work goals 1.2 Support others to develop work goals, plans and activities that align with their responsibilities 1.3 Assess others’ work goals, plans and activities for alignment with organisational goals and provide feedback to team members 1.4 Facilitate access to personal and professional development opportunities that align to team member goals, plans and activities
2. Facilitate achievement of work priorities	2.1 Assess and prioritise personal, team and organisational demands 2.2 Use technology to manage work priorities of the team 2.3 Identify and implement techniques to manage team health and wellbeing in the workplace
3. Develop and maintain professional competence	3.1 Document own development needs, priorities and plans using applicable competency standards, where required 3.2 Seek feedback from relevant personnel on own development needs 3.3 Participate in personal and professional development activities that address identified needs, priorities and plans

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Investigates and uses a range of strategies to develop personal competence
Reading	Analyses and interprets textual information from organisational policies and practices or feedback to inform personal development planning
Writing	Uses feedback to prepare reports that summarise ways to improve competence
Oral communication	Uses active listening and questioning to seek and receive feedback
Enterprise and Initiative	Identifies how own role contributes to broader organisational goals Considers organisational protocols when planning career development of self and others
Teamwork	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to establish and build positive working relationships with others
Planning and organising	Plans and prioritises tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare Identifies and uses appropriate technology to improve work efficiency
Technology	Uses technology to manage and prioritise work tasks

Unit Mapping Information

No equivalent unit. Supersedes but is not equivalent to:

BSBLED503 Maintain and enhance professional practice

BSBWOR501 Manage personal work priorities and professional development.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF501 Manage personal and professional development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and implement a plan for own personal and professional development

manage personal and professional development of at least two other individuals.

In the course of the above, the candidate must:

identify roles and responsibilities of team members

support two different individuals to develop work goals that align with their role and responsibilities

facilitate team member access to relevant personal and professional development activities

use technology to organise and prioritise tasks and commitments of a team or work area

research and implement techniques for maintaining health and wellbeing of self and others

develop personal work goals, plans and activities to meet work goals

measure personal work performance, including assessing competency against competency standards

participate in personal and professional development activities to develop professional competence.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

roles and responsibilities of team members

principles and techniques involved in the management or organisation of:

performance measurement

personal behaviour, selfawareness and personality traits identification

personal development plans

personal goal setting

task prioritisation

common personal and professional development activities relevant to the industry

technology to plan and prioritise work tasks

techniques to manage health and wellbeing in the workplace

organisation’s human resources policies and procedures relevant to professional development.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to challenges and situations to demonstrate the application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPEF502 Develop and use emotional intelligence

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and use emotional intelligence to increase self-awareness, self-management, social awareness and relationship management in the workplace.

The unit applies to individuals who are required to identify, analyse, synthesise and act on information from a range of sources and who deal with unpredictable problems as part of their job role. These individuals may be responsible for leading a team or work area.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking & Problem Solving – Personal Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to develop emotional intelligence	1.1 Develop evaluation criteria for assessing emotional strengths and weaknesses 1.2 Assess emotional strengths and weaknesses against evaluation criteria 1.3 Identify and analyse potential emotional stressors in the workplace 1.4 Identify methods for responding to emotional stressors 1.5 Seek feedback from others to identify and confirm methods for responding to emotional stressors in the workplace
2. Develop emotional intelligence	2.1 Analyse and document emotional responses of co-workers 2.2 Develop a plan for identifying and responding to a range of emotional expressions 2.3 Apply techniques that indicate flexibility and adaptability in dealing with others in the workplace 2.4 Apply techniques that show consideration for the emotions of others when making decisions 2.5 Consult with relevant stakeholders and identify improvement areas for own emotional intelligence
3. Promote development of emotional intelligence in others	3.1 Identify workplace opportunities for others to express their thoughts and feelings 3.2 Develop tasks for assisting others to understand effect of personal behaviour and emotions on others in the workplace 3.3 Implement identified opportunities and tasks in the workplace according to organisational policy and procedures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Learning	Identifies and uses strategies to improve own emotional intelligence
Oral communication	Uses appropriate language and nonverbal features to present information and seek feedback Uses listening and questioning skills to elicit the views of others and to clarify or confirm understanding
Teamwork	Identifies personal attributes and considers the impact on others and modifies approach to support development Adapts personal communication style to model behaviours, build trust and positive working relationships and to build understanding of emotional intelligence Leads a collaborative approach, using inquiring and inclusive techniques, to develop understanding and skills that enhances individuals’ emotional intelligence
Enterprise and Initiative	Leads processes to develop, implement and monitor plans and processes to ensure team engagement and effectiveness

Unit Mapping Information

Supersedes and is equivalent to BSBLDR511 Develop and use emotional intelligence.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPEF502 Develop and use emotional intelligence

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

demonstrate emotional intelligence in relation to at least two different work tasks

promote development of emotion intelligence in others on at least one occasion.

In the course of the above, the candidate must:

develop assessment criteria to assess personal emotional strengths and weaknesses

conduct an analysis to identify personal emotional triggers, incorporating feedback from others

analyse and document interactions with co-workers

develop and implement plans for responding to emotional expressions

apply techniques that promote flexibility in interactions with others and show consideration for the emotions of others.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

application of emotional intelligence attributes, including:

self-awareness

self-management

social awareness

relationship management

emotional intelligence principles and strategies

strategies for communicating with a diverse workforce that has varying expressions of emotion

methods to develop emotional intelligence in others

emotional intelligence in the context of building workplace relationships.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to challenges and situations to demonstrate the application of performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG430 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to undertake a minor project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.

The unit applies to individuals who play a significant role in ensuring a project meets timelines, quality standards, budgetary limits and other requirements set for the project.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish project parameters	1.1 Identify project scope 1.2 Define project stakeholders 1.3 Seek clarification from delegating authority of issues related to project and project parameters 1.4 Identify responsibilities of relevant stakeholders and reporting requirements 1.5 Clarify relationship of project to other projects and to the objectives of the organisation 1.6 Identify availability and access of resources for undertaking the project
2. Develop project plan	2.1 Identify risks and develop a risk management plan for project, including Work Health and Safety (WHS) 2.2 Develop project budget and timeframe and seek approval from relevant stakeholders 2.3 Consult team members and apply their views in planning the project 2.4 Identify and access appropriate project management tools 2.5 Develop project plan according to project parameters and deliverables 2.6 Finalise project plan and gain necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1 Communicate to project team members their responsibilities and project requirements 3.2 Establish and maintain required recordkeeping systems throughout the project 3.3 Implement and monitor plans for managing the project 3.4 Undertake risk management as required
4. Finalise and review project	4.1 Complete financial recordkeeping associated with project and confirm according to agreed budget 4.2 Complete project documentation and obtain sign-offs for concluding project 4.3 Review project outcomes and processes against the project scope and plan 4.4 Document feedback and suggested improvements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Organises, evaluates and critiques ideas and information from a range of complex texts
Writing	Develops plans, reports and recommendations using vocabulary, structure and conventions appropriate to text Establishes and maintains records according to organisational requirements
Numeracy	Uses formal and some informal, oral and written mathematical language and representation to prepare and communicate budgetary and financial information
Oral communication	Participates in verbal discussions using clear language and appropriate features to present or seek information Using listening and questioning skills to seek information and confirm understanding
Self-management	Identifies and responds to organisational and legislative/regulatory requirements
Teamwork	Selects and uses appropriate communication protocols and practices to ensure shared understanding of project roles and expectations Uses collaborative techniques to engage stakeholders in consultations and negotiations
Planning and organising	Develops and implements plans to manage projects that involve diverse stakeholders with potentially competing demands Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement
Technology	Uses digital technologies and applications to access, organise and share information

Unit Mapping Information

Supersedes and is equivalent to BSBPMG522 Undertake project work.

Supersedes but is not equivalent to BSBADM407 Administer projects.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG430 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

undertake project work on a minor project or a section of a larger project.

In the course of the above, the candidate must:

confirm the quality of project outcomes according to expectations of the organisation

consult and communicate with relevant stakeholders to generate input and engagement in planning, implementing and reviewing the project

provide support to team members to enable them to achieve deliverables and to transition them as appropriate at completion of the project.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

project management tools

types of documents and other sources of information commonly used in defining the parameters of a project

mission, goals, objectives and operations of the organisation

relevant legislation and regulations, including work health and safety (WHS) requirements, for project planning

project management processes according to policies and procedures of the organisation and including:

lines of authority and approvals

quality assurance

human resources

budgets and finance

risk management

recordkeeping

reporting.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

relevant legislation, regulations, standards and codes

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to manage risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

It applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish risk context	1.1 Review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards 1.2 Determine scope for risk management process 1.3 Identify internal and external stakeholders and their issues 1.4 Review political, economic, social, legal, technological and policy context 1.5 Review strengths and weaknesses of existing arrangements 1.6 Document critical success factors, goals or objectives for area included in scope 1.7 Obtain support for risk management activities 1.8 Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1 Invite relevant parties to assist in the identification of risks 2.2 Research risks that may apply to scope 2.3 Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1 Assess likelihood of risks occurring 3.2 Assess impact or consequence if risks occur 3.3 Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1 Determine and select most appropriate options for treating risks 4.2 Develop an action plan for implementing risk treatment 4.3 Communicate risk management processes to relevant parties 4.4 Ensure all documentation is in order and appropriately stored 4.5 Implement and monitor action plan 4.6 Evaluate risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 1.5, 2.2	Comprehends a variety of relatively complex texts Gathers, interprets and analyses textual information from a range of sources to identify relevant information
Writing	1.6, 1.8, 2.1, 2.3, 4.3	Develops textual material and organises content in a manner that effectively documents risk management analysis and assessment priorities and processes
Oral Communication	1.8, 2.1, 2.3, 4.3	Participates in interactions with stakeholders using questioning and listening to elicit opinions, and to confirm and clarify understanding
Numeracy	2.2	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 2.1, 4.3	Refers to organisational processes, procedures and requirements when making decisions about risk management
Interact with others	1.8, 2.1, 2.3, 4.3	Establishes and uses appropriate conventions and protocols when communicating with stakeholders about risk management Consults and negotiates with stakeholders about risk management processes and outcomes
Get the work done	1.2, 1.3, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, 4.5, 4.6	Sequences and schedules a range of routine and complex activities, monitors implementation, evaluates processes and manages relevant communication Systematically analyses information to decide on appropriate risk management treatments Uses digital technologies and systems to access information, document plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK501 Manage risk	BSBRSK501B Manage risk	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of sources to identify the scope and context of the risk management process including:

stakeholder analysis

political, economic, social, legal, technological and policy context

current arrangements

objectives and critical success factors for the area included in scope

risks that may apply to scope

consult and communicate with relevant stakeholders to identify and assess risks, determine appropriate risk treatment actions and priorities and explain the risk management processes

develop and implement an action plan to treat risks

monitor and evaluate the action plan and risk management process

maintain documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

outline organisational policies, procedures and processes for risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSTR402 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to implement continuous improvement of systems and processes of an organisation. It includes using systems and strategies to encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements.

The unit applies to managers who are responsible for implementing the continuous improvement process to achieve the objectives of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking and Problem Solving – Business Strategy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and plan for improvement	1.1 Identify relevant stakeholders and establish improvements required 1.2 Identify where new systems and processes could be implemented 1.3 Promote team involvement in decision making processes for team systems and processes 1.4 Communicate and agree on new improvement systems and processes with relevant stakeholders 1.5 Manage reports and recommendations for using systems and processes of the organisation 1.6 Establish risk review processes
2. Monitor implementation of continuous improvement	2.1 Use workplace systems and technology, and monitor team performance according to organisational policies and procedures 2.2 Implement new systems and processes in consultation with relevant stakeholders 2.3 Maintain new system and processes in consultation with relevant stakeholders 2.4 Identify and resolve system and process issues
3. Evaluate implementation of continuous improvement	3.1 Communicate productivity improvements to relevant stakeholders and confirm their understanding 3.2 Seek and respond to feedback from relevant stakeholders on proposed improvement systems and process 3.3 Review improvement systems and process, and make changes, as required

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Evaluates and integrates facts and ideas to construct meaning from a range of text types in order to implement continuous improvement systems and processes
Writing	Selects vocabulary, grammatical structures and conventions appropriate to text Researches, plans and prepares continuous improvement documentation for required stakeholders
Oral communication	Participates in a variety of spoken exchanges with a range of audiences using structure and language to suit the audience
Initiative and enterprise	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment Recognises the potential of new approaches to enhance work practices and outcomes Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering required information and identifying and evaluating options against agreed criteria
Teamwork	Selects and uses required conventions and protocols when communicating with diverse individuals to seek and share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion
Self-management	Evaluates effectiveness of decisions in terms of how well they meet stated goals
Technology	Uses digital applications to access and filter data, extract, organise, integrate and share required information
Planning and organising	Takes responsibility for planning and organising own workload to achieve required outcomes

Unit Mapping Information

Supersedes and is equivalent to BSBMGT403 Implement continuous improvement.

Supersedes but is not equivalent to:

BSBCON401 Work effectively in a business continuity context

BSBMGT406 Plan and monitor continuous improvement.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSTR402 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

implement at least one continuous improvement system or process in an organisation or work area.

In the course of the above, the candidate must:

provide support to enable individuals and teams to participate in decisions, take responsibility, show initiative and implement improvement processes

communicate effectively to support the implementation of improvements and improvement system and processes

implement, monitor and update improvement plans, processes and procedures to improve performance

document performance to identify further opportunities for improvement

manage records and reports in the systems and procedures of the organisation.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

continuous improvement systems and processes

coaching and mentoring needs to support continuous improvement

change management techniques that support continuous improvement and initiative

organisation’s systems and data used for benchmarking and monitoring performance for continuous improvement.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources relevant to performance evidence.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSTR503 Develop organisational policy

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to develop and review policy in an organisation. It covers anticipating and confirming the need for policy development or review; planning the policy development process; gathering and analysing information; determining policy direction; and drafting, releasing and promoting policy.

The unit applies to managers who draft and review policy that is formulated to facilitate the implementation of decisions made by senior executives, business owners and boards of management or similar.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Critical Thinking and Problem Solving – Business Strategy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review existing policy	1.1 Identify existing policies in the organisation 1.2 Analyse existing policies according to organisational procedures 1.3 Evaluate improvement needs and opportunities 1.4 Consult with relevant stakeholders and confirm need for new policy development
2. Establish need for policy development	2.1 Identify internal and external factors likely to cause changes to organisation policy 2.2 Consult with relevant stakeholders and document impacts of factors identified 2.3 Analyse need for new policy against internal and external environment and existing policies 2.4 Identify and recommend to relevant stakeholders priority areas for policy development according to organisational procedures 2.5 Identify and analyse associated issues and risks likely to impact policy development 2.6 Implement risk management processes
3. Prepare for and develop policy	3.1 Identify type of information required to develop policy 3.2 Outline policy requirements according to organisational procedures 3.3 Develop an analytical framework for the development of policy 3.4 Source, analyse and apply relevant information to support policy development according to organisational policies and procedures 3.5 Develop, consult with and recommend to relevant stakeholders a range of policy options and assessment criteria 3.6 Obtain approvals from stakeholders according to the policy development plan and organisational policies and procedures 3.7 Draft policy according to consultations, feedback and organisational policies and procedures 3.8 Facilitate agreement to policy via organisational channels and relevant stakeholders
4. Release and review policy development process and policy	4.1 Communicate with relevant stakeholders responsible for implementing new policy 4.2 Facilitate discussion and manage dissenting stakeholders 4.3 Release and promote the policy according to organisational requirements 4.4 Seek feedback and respond to relevant stakeholders for future improvements for policy development

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Reading	Analyses and interprets textual information from a range of sources to inform policy review and development
Writing	Develops texts dealing with complex ideas and concepts using specialised and detailed language to convey explicit information according to compliance and organisational requirements Prepares written reports and workplace documentation that communicates strategy and intent clearly and effectively and elicits feedback
Oral communication	Uses specialised vocabulary to discuss and confirm policy development requirements adjusting words and features to suit audience and context
Initiative and enterprise	Adapts communication style to build positive working relationships and to show acknowledgement of the opinions of others
Learning	Recognises, understands and applies organisational policies, procedures and protocols
Self-management	Takes responsibility for planning and implementing tasks required to achieve organisational objectives Seeks advice, feedback and support, as required to assist in the development, planning, review and implementation phases

Unit Mapping Information

Supersedes and is equivalent to BSBMGT518 Develop organisation policy.

Supersedes but is not equivalent to BSBGOV503 Conduct organisational strategic planning.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSTR503 Develop organisational policy

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop, revise and promote at least one policy.

In the course of the above, the candidate must:

plan, develop and implement policy using iterative and consultative processes with input from representative stakeholders

analyse internal and external factors

consult with stakeholders to identify needs for policy review and policy development

develop analytical framework

ensure style and format requirements for organisational policy documentation is followed

promote policy.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

policy development processes and practices

risk management processes

existing policies and improvements needs and opportunities

stakeholder and issues management strategies

quality assurance, monitoring and evaluation mechanisms

operation of policy cycles

legislative and regulatory context required to develop organisation policies

organisational channels to promote policy

key components of policy, including:

different policy options

implementation plan that details:

responsibilities for implementation

strategies for transition, change management, initial and ongoing training and policy maintenance mechanisms for monitoring compliance with the policy, quality assurance and evaluation of the policy.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documentation and resources relevant to performance evidence

relevant organisational policies and procedures

relevant legislation and codes of practice.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS211 Participate in sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to measure, support and find opportunities to improve the sustainability of work practices.

The unit applies to individuals, working under supervision or guidance, who are required to follow workplace procedures and instructions. These individuals work in an environmentally sustainable manner within scope of competency, authority and own level of responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Competence – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Measure sustainable work practices	1.1 Identify sustainable work practices in own work role 1.2 Measure current usage of resources in own work role 1.3 Record and file resource usage documents 1.4 Identify resource inefficiencies from gathered information
2. Support sustainable work practices	2.1 Identify and comply with workplace sustainability procedures 2.2 Identify workplace environmental hazards according to environmental regulations and standards 2.3 Report any breaches and potential breaches to organisational personnel
3. Seek opportunities to improve sustainable work practices	3.1 Identify areas of improvement to work practices in own work area 3.2 Consult with colleagues and management to assess potential to improve sustainability of identified work practices 3.3 Make suggestions for improvements to workplace practices in own work area

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Numeracy	Calculates basic metric measurements to determine resource usage
Reading	Recognises and interprets textual information to establish job requirements
Writing	Completes documents using required formats
Teamwork	Selects and uses appropriate conventions and protocols when communicating with co-workers in range of work contexts Collaborates and cooperates with others to achieve joint outcomes
Initiative and enterprise	Implements actions according to requirements, taking some responsibility for sequencing and timing of tasks Analyses current practices to identify opportunities for improvement
Self-management	Understands and adheres to legal and regulatory responsibilities related to own work
Technology	Uses main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Supersedes and is equivalent to BSBSUS201 Participate in environmentally sustainable work practices.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS211 Participate in sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

participate in at least three sustainable work practices.

In the course of the above, the candidate must:

identify benefits of sustainable work practices and areas of improvement for sustainable practices in the workplace

identify and apply sustainability legislation and organisational sustainability policies and procedures

participate in and support discussions for improved resource efficiency processes

identify, measure and document usage of resources

collaborate with team members to develop suggestions for improving workplace sustainability practices.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

environmental and resource hazards and risks

Australian and international standards for corporate social sustainability

sustainability regulations and codes of practice applicable to own role

organisational sustainability policies and procedures

reporting channels and procedures to report breaches and potential issues

advantages of sustainable practices in the workplace.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

documentation, information and resources on workplace environmental and resource efficiency

sustainability legislation, regulations and standards.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBTEC201 Use business software applications

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to select and use software and organise electronic information and data.

The unit applies to those who use a limited range of practical skills with a fundamental knowledge of equipment use and the organisation of data in a defined context, under direct supervision or with limited individual responsibility.

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

Unit Sector

Digital Competence - Technology Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare to use technology	1.1 Identify task purpose, audience, format and presentation requirements, and clarify with relevant personnel, where required 1.2 Select relevant technology and software applications to achieve requirements of the task 1.3 Adjust workspace, furniture and equipment to suit own ergonomic requirements
2. Input and process information or data	2.1 Identify and open application, according to task and organisational requirements 2.2 Enter information or data into application according to organisational requirements 2.3 Ensure information or data is checked and amended according to organisational and task requirements 2.4 Format information or data using appropriate application functions according to organisational and task requirements 2.5 Use relevant help functions to overcome simple issues
3. Finalise and store document	3.1 Review and edit final information or data, and prepare for storage in accordance with organisational and task requirements 3.2 Name and store document and exit application

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Recognises and interprets information from familiar sources to determine job role and task requirements
Writing	Produces and amends files to meet task and organisational requirements Completes required documentation using organisational formats

Unit Mapping Information

Supersedes and is equivalent to:

BSBITU211 Produce digital text documents

BSBITU212 Create and use spreadsheets

BSBWOR204 Use business technology.

Supersedes but is not equivalent to BSBCUE301 Use multiple information systems.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBTEC201 Use business software applications

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

select and use at least three business software applications on two occasions each.

In the course of the above, the candidate must:

select and use technology safely and according to organisational requirements

identify and address faults according to requirements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key features of:

organisation’s work health and safety requirements relevant to own role

organisation’s requirements for file naming and storage

applications used for organising electronic information and data.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace equipment and resources

electronic files, information and data

workplace documentation.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBTEC301 Design and produce business documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to design and produce various business documents. It includes selecting and using a range of functions on a variety of computer applications.

The unit applies to those who possess fundamental skills in computer operations. They may exercise discretion and judgement using appropriate theoretical knowledge of document design and production to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Digital Competence - Technology Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare resources	1.1 Select and use technology and software applications to produce required business documents 1.2 Select layout and style of publication according to information and organisational requirements 1.3 Use basic design principles and ensure document design is consistent with organisational requirements 1.4 Discuss and clarify format and style with required stakeholder
2. Design document	2.1 Identify, open and create files according to task and organisational requirements 2.2 Design document and ensure efficient entry of information 2.3 Use a range of functions to ensure consistency of design and layout
3. Produce document	3.1 Complete document production according to organisational policies, procedures and requirements 3.2 Check document produced to ensure it meets task requirements for style and layout 3.3 Store document appropriately and save document 3.4 Use help function to overcome basic difficulties with document design and production, where required
4. Finalise document	4.1 Proofread document for readability, accuracy and consistency of language, style and layout prior to final output 4.2 Modify document according to task requirements 4.3 Name and store document in accordance with organisational requirements and exit application 4.4 Present document according to task requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Recognises and interprets textual information from a range of sources to determine and adhere to requirements
Writing	Develops documents using required format, accurate spelling and grammar and terminology specific to requirements Organises content to support purposes and audience of material, using clear and logical language
Self-management	Recognises and follows explicit and implicit protocols and meets expectations associated with own role

Unit Mapping Information

Supersedes and is equivalent to:

BSBITU306 Design and produce business documents

BSBITU313 Design and produce digital text documents.

Supersedes but is not equivalent to:

BSBINT305 Prepare business documents for the international trade of goods

BSBITU309 Produce desktop published documents.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBTEC301 Design and produce business documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

design, produce and finalise four different types of business documents, using at least two different software applications.

In the course of the above, the candidate must:

comply with organisational policies and procedures for producing business documents

adhere to task requirements when producing documents including:

applying basic design principles

applying consistent formatting

using appropriate styles

using correct layouts

proofreading

use required data storage options.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

technology required to produce document

key functions and features of contemporary computer applications

organisational policies and procedures

organisational requirements for document design, including style guide.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace equipment and resources

relevant software applications

style guide

organisational policies and procedures.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBTWK502 Manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

The unit applies to individuals working at a managerial level who lead and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement. It will also involve using a range of problem solving and decision-making strategies.

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

Unit Sector

Social Competence – Teamwork and Relationships

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish team performance plan	1.1 Identify team purpose, roles, and responsibilities according to organisational and task objectives 1.2 Develop performance plans with expected outcomes, key performance indicators (KPIs) and goals for work team 1.3 Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1 Develop strategies for facilitating team member input into planning, decision making and operational aspects of team tasks 2.2 Develop or modify policies and procedures for promoting team member accountability for personal work and team tasks 2.3 Provide feedback to team members on team effort and contributions 2.4 Develop processes for identifying and addressing issues, concerns and problems identified by team members
3. Facilitate teamwork	3.1 Encourage team members to participate in and to take responsibility for team activities 3.2 Support the team in identifying and resolving work performance problems 3.3 Promote work team collaboration through individual behaviour
4. Liaise with stakeholders	4.1 Establish and maintain open communication processes with relevant stakeholders 4.2 Communicate information from line management to the team 4.3 Communicate and follow-up unresolved issues, concerns and problems raised by team members with line management 4.4 Address unresolved issues, concerns and problems raised by stakeholders

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Analyses and interprets textual information from the organisation’s policies, goals and objectives to establish team goals or to determine corrective action
Writing	Prepares workplace documentation that communicates complex information clearly and effectively
Oral Communication	Engages in discussions or provides information using appropriate vocabulary and non-verbal features Uses listening and questioning techniques to confirm understanding and to engage the audience
Enterprise and initiative	Identifies how own role contributes to broader organisational goals Modifies or develops policies and procedures to achieve organisational goals
Teamwork	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to gain trust and confidence of team and provides feedback to others in forms that can be understood and used Adapts personal communication style to build positive working relationships and to show respect for the opinions, values and particular needs of others
Planning and organising	Develops, implements and monitors plans and processes to ensure team effectiveness Monitors and actively supports processes and development activities to ensure the team is focused on work outcomes Plans for unexpected outcomes and implements creative responses to overcome challenges

Unit Mapping Information

Supersedes and is equivalent to BSBWOR502 Lead and manage team effectiveness.

Supersedes but is not equivalent to:

BSBMGT520 Plan and manage the flexible workforce

BSBWRK409 Prepare for and participate in dispute resolution.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBTWK502 Manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

manage the effectiveness of at least one work team.

In the course of the above, the candidate must:

provide feedback to encourage, value and reward others

model desired behaviour and practices

encourage and foster shared understanding of purpose, roles and responsibilities

support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed

develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders

communicate effectively with a range of stakeholders about team performance plans and team performance

evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

impacts of group dynamics on team performance

methods of establishing team activities including communication processes

strategies that can support team cohesion, participation and performance

strategies for gaining consensus

issue resolution strategies.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

workplace documents relevant to team task objectives.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBTWK503 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Application

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

The unit applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace. These individuals may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Social Competence – Teamwork and Relationships

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for meetings	1.1 Develop agenda according to meeting purpose 1.2 Establish and verify meeting requirements with relevant individuals 1.3 Contact and confirm meeting with participants according to organisational procedures 1.4 Provide meeting papers to participants according to task requirements
2. Conduct meetings	2.1 Chair meetings according to organisational requirements, agreed conventions for type of meeting and legal and ethical requirements 2.2 Promote participation, discussion, problem solving and resolution of issues 2.3 Brief minute-taker on method for recording meeting notes
3. Follow up meetings	3.1 Review meeting minutes and edit, as required 3.2 Distribute and store minutes and other followup documentation within designated timelines, and according to organisational requirements 3.3 Report outcomes of meetings, as required, within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

SKILL	DESCRIPTION
Reading	Identifies and interprets information from complex texts including organisational policies and procedures
Writing	Addresses the context, purpose and audience when generating a range of texts Prepares notes using appropriate structure, and accurate spelling, grammar and punctuation Edits and corrects own work to ensure accuracy
Oral Communication	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Listens for specific information during meetings Asks questions and listens to responses to clarify understanding
Numeracy	Identifies and interprets numerical information related to timeframes
Enterprise and initiative	Identifies and responds to both explicit and implicit organisational procedures and protocols and legislative and regulatory requirements
Planning and organising	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts

Unit Mapping Information

Supersedes and is equivalent to BSBADM502 Manage meetings.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBTWK503 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 7.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

manage a meeting on at least two occasions.

In the course of the above, the candidate must:

apply conventions and procedures for meetings including:

developing and distributing agendas and papers

identifying and inviting meeting participants

organising and confirming meeting arrangements

conducting meeting

completing meeting-follow up actions

follow relevant organisational policies and procedures.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

meeting terminology, structures and arrangements

responsibilities of the chairperson and key features of group dynamics in relation to managing meetings

key features of options for meetings including face-to-face and virtual meetings

methods for recording meeting notes including relevant organisational requirements and conventions for type of meeting

organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

organisational policies and procedures for managing meetings

computers and relevant software.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS308 Participate in WHS hazard identification, risk assessment and risk control processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 5.0.

Application

This unit describes the skills and knowledge required to participate in the processes of work health and safety (WHS) hazard identification, risk assessment and risk control. It includes participating in worker consultation and support to contribute to a healthy and safe workplace.

The unit applies to those who assist with identifying workplace hazards and assessing and controlling WHS risks as part of their WHS responsibilities, which are in addition to their main duties.

NOTES

1. The terms ‘occupational health and safety’ (OHS) and ‘work health and safety’ (WHS) are equivalent, and generally either can be used in the workplace. In jurisdictions where model WHS laws have not been implemented, registered training organisations (RTOs) are advised to contextualise this unit of competency by referring to existing WHS legislative requirements.

2. The model WHS laws include the model WHS Act, model WHS Regulations and model WHS Codes of Practice. See Safe Work Australia for further information.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in WHS hazard identification in the workplace	1.1 Participate in selecting hazard identification methods for the workplace according to organisational policies and procedures 1.2 Use selected methods to identify, report and record hazards according to organisational policies and procedures, standards and WHS laws 1.3 Provide information and assistance to required personnel during hazard identification process
2. Participate in WHS risk assessment	2.1 Participate in selecting suitable risk assessment methods for the workplace according to organisational policies and procedures 2.2 Assess and record risks using selected methods according to organisational procedures, standards and WHS laws 2.3 Provide information and assistance to required personnel during risk assessment process
3. Contribute to developing and implementing WHS control measures	3.1 Obtain organisation records of the outcomes of hazard identifications and risk assessments, and use them to participate in developing risk control options 3.2 Identify duty holders according to WHS laws and organisational WHS policies, procedures, processes and systems 3.3 Participate in selecting risk control options using criteria agreed to by work team, and according to organisational policies, procedures, processes and systems 3.4 Identify and report factors impeding successful implementation of selected risk control options to determine potential control measures to be implemented 3.5 Review and document potential control measures for compliance with relevant WHS laws 3.6 Contribute to developing a risk control implementation plan according to the hierarchy of control measures 3.7 Provide written information to individuals and duty holders to facilitate implementation of reviewed control measures
4. Contribute to consultative arrangements for hazard identification and risk assessment activities	4.1 Assist engaging work team in hazard identification and risk assessment according to organisational WHS consultation and participation policies, procedures and processes 4.2 Respond to issues raised according to organisational procedures and processes 4.3 Develop plan to encourage others to participate in hazard identification and risk assessment activities, according to organisational policies and procedures
5. Contribute to consultative arrangements for implementing control measures	5.1 Assist with implementing consultative processes that engage work team in developing and implementing control measures, according to organisational WHS consultation and participation policies, procedures and processes 5.2 Respond to issues raised according to organisational policies and procedures for issue resolution 5.3 Promote worker participation in arrangements for implementing control measures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Reading	Interprets and identifies information from WHS laws, workplace policies, procedures and records
Writing	Uses structure and language appropriate to audience and context in plans, reports and general advice
Oral communication	Presents information and assistance using appropriate industry-specific vocabulary Uses listening and questioning to clarify and confirm understanding
Navigate the world of work	Follows regulatory responsibilities, and organisational policies and procedures in relation to WHS responsibilities Keeps up to date with changes to WHS laws, and organisational policies and procedures relevant to own role
Interact with others	Identifies what to communicate and to whom in a range of contexts Cooperates with others as part of WHS activities and contributes to specific activities requiring joint responsibility and accountability Shares information and resources, offers assistance voluntarily and provides feedback when requested Plays an active role in group discussions, paying attention to perspectives of others and encouraging participation
Get the work done	Plans and implements tasks to achieve required outcomes Uses decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria in the WHS risk-management process

Unit Mapping Information

Supersedes and is equivalent to BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control.

Links

Companion Volume Implementation Guides are available from VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS308 Participate in WHS hazard identification, risk assessment and risk control processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 5.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit and, on at least two occasions, to:

participate in selecting and using required methods to identify, report and record hazards

assess and record risks for identified hazards

promote and support worker consultation and participation in hazard identification and risk assessment

participate in developing, selecting and implementing risk control options and plans for identified hazards.

Knowledge Evidence

The candidate must demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit. This includes knowledge of:

work health and safety (WHS) legislative requirements, regulations, codes of practice and standards relating to:

WHS hazard identification, risk assessment and risk control

WHS hazard communication, consultation and participation

identifying duty holders

recordkeeping

specific hazard identification, risk assessment and control methods

internal and external sources of WHS information and data, and procedures for accessing them

concept of hazards, risks and risk factors

basic principles of incident causation and injury processes

WHS organisational policies and procedures relating to identifying hazards, and assessing and controlling risks:

WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

types of hazard and risk registers

responding to WHS issues, including risk control options for different hazards and work situations, and suitable risk assessment methods

workplace communication processes for reporting and recording, and plans for sharing information about hazard identification, risk assessment and risk control.

Assessment Conditions

Assessment must comply with WHS laws, and WHS legal responsibilities and duty of care required for this unit. It must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities undertaken by individuals carrying out WHS duties in the workplace, and must include access to:

organisational policies, standard operating procedures and plans required for the performance evidence

WHS laws relevant to hazard identification, risk assessment and risk control

relevant WHS data files

opportunities for interaction with others

workplace equipment and resources required to demonstrate the performance evidence.

Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guides are available from VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS332X Apply infection prevention and control procedures to own work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 6.1.

Application

This unit describes the skills and knowledge required to undertake work activities in compliance with organisational procedures that prevent and control infection. It involves implementing standard and transmission-based precautions, identifying infection hazards, and assessing and responding to infection risks.

The unit applies to all workers required to undertake their activities in compliance with the infection prevention and control procedures in place in their workplace.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Unit Sector

Cross-Sector – Infection Prevention and Control

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to undertake work activities in a manner that supports infection prevention and control	1.1 Identify job requirements 1.2 Identify organisational infection prevention and control procedures relating to identified job requirements 1.3 Identify infection hazards associated with work activities and environment and assess the risk according to organisational procedures 1.4 Identify and implement infection prevention and control measures relating to identified hazards within scope of own role and responsibilities and according to organisational procedures
2. Undertake work activities in a manner that supports infection prevention and control	2.1 Use resources and equipment according to organisational infection prevention and control procedures and manufacturer specifications 2.2 Clean and maintain own work area according to organisational infection prevention and control procedures 2.3 Respond to infection prevention and control hazards and non-compliance arising in the course of activities, within scope of own role or escalate to required personnel 2.4 Respond to exposure to infection of self or others according to organisational procedures and within required timeframes
3. Finalise work activities according to organisational infection prevention and control requirements	3.1 Maintain and store resources and equipment used in the course of own activities according to organisational infection prevention and control procedures and manufacturer specifications 3.2 Dispose of waste and confine contaminated resources or equipment according to organisational infection prevention and control procedures 3.3 Complete incident reports and convey to required personnel according to organisational procedures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Oral communication	Explains an infection hazard or non-compliance to required personnel, using suitable words and terms and responding clearly to specific enquiries Listens to and interprets information relevant to own role in relation to infection prevention and control
Reading	Interprets information in a range of workplace procedures essential to infection prevention and control in own role
Writing	Records easy-to-read information relating to workplace hazards and incidents, using words and terms appropriate to audience and purpose
Initiative and enterprise	Identifies both obvious and less evident hazards to self and others
Problem solving	Identifies and applies infection prevention and control measures suited to own role and work environment

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides are available from VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS332X Apply infection prevention and control procedures to own work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 6.1.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

apply organisational infection prevention and control procedures to own work activities on at least three different occasions

identify at least two different infection hazards, assess the risk they pose, and respond to each within scope of own role and responsibilities and according to organisational infection prevention and control procedures.

In the course of the above, the candidate must:

demonstrate the use of required precautions and control measures, as required for own work activities

confine at least one resource or piece of equipment that is suspected of being contaminated, according to organisational infection prevention and control procedures

dispose of waste according to organisational infection prevention and control procedures.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

nature and types of infection-related hazards in own work environment

chain of infection:

source of infectious agent

mode of transmission

susceptible host and factors that increase susceptibility

key modes of disease transmission – contact, airborne and droplet:

paths of transmission, including direct contact, aerosols and penetrating injuries

risk of acquisition

sources of infecting microorganisms, including persons who are carriers, in the incubation phase of the disease or those who are acutely ill

precautions and control measures for infection hazards associated with own role and work activities, including standard and transmission-based precautions:

required personal health and hygiene, including:

checking and reporting indicators of own ill health

respiratory hygiene and cough etiquette

hand hygiene: procedures for hand washing and hand rubbing; and situations requiring the use of soap and water or alcohol-based hand rub

guidelines on maintaining fingernails and intact skin

guidelines on wearing jewellery and watches

social distancing measures

organisational procedures relating to own role and work activities, including for:

identifying hazards associated with own work activities and workplace environment, including infection-related hazards

assessing risks associated with identified hazards, including determining the likelihood and severity of harm

reporting hazards that put self and others at risk, including infection hazards

identifying, sourcing and checking the serviceability of PPE required in own role and work activities:

eye protection: protective glasses or goggles

gloves

masks or face shields

protective clothing and footwear

completing incident reports

organisational infection prevention and control procedures relating to own role, work activities and physical environment, including for:

escalating hazard prevention and control matters outside scope of own role

handling, transporting, reprocessing or processing resources and equipment used in the course of own work activities in a manner that:

prevents skin and mucous membrane exposure, contamination and transfer of pathogens

limits contamination of resources and equipment

controls the spread of infection

handling and disposing of waste relating to own work activities, including contaminated waste

environmental cleaning of own work area, including cleaning and disinfecting surfaces: procedures and specified schedules

confining contaminated resources and equipment to designated areas

confining workplace records and materials to clean areas

responding to exposure to infection of self or others, including to body fluids

infection prevention and control protocols required by own work activities:

placing appropriate signs when and where appropriate

removing spills

separating and maintaining clean and contaminated areas

manufacturer specifications relating to resources and equipment used and maintained in the course of own work activities.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

suitable facilities, equipment and resources, including:

organisational infection prevention and control procedures and guidelines

PPE suited to work role and job requirements

hygiene facilities and equipment relevant to workplace

waste disposal equipment suited to waste generated during work activities

areas for cleaning.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guides are available from VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBXTW301 Work in a team

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 5.0. Version created to rectify typographical error
Release 1	This version first released with BSB Business Services Training Package Version 4.0.

Application

This unit describes the skills and knowledge required to work effectively as part of permanent or project based teams in a workplace within an industry.

This unit applies to a wide range of workers, but has a specific focus on the teamwork skills required for workers with limited responsibility for others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Cross Sector Skill

Elements and Performance Criteria

Elements Elements describe the essential outcomes.	Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual work tasks within a team	1.1 Identify own responsibilities according to organisational policies and procedures 1.2 Identify own role and task requirements within team 1.3 Articulate team structure and roles of other team members 1.4 Plan and prioritise own tasks according to given time frames and team requirements
2. Contribute effectively to team goals	2.1 Identify team goals and own responsibilities relevant to achieving team goals 2.2 Contribute ideas and information in team planning discussions 2.3 Share knowledge and skills with team members to enable effective teamwork and seek or offer support as required
3. Work effectively with team members	3.1 Communicate clearly and respectfully with team members, considering the needs of those from diverse backgrounds and roles 3.2 Collaborate effectively with team members, including those who are working remotely on workplace issues 3.3 Seek and provide assistance and feedback to team members where appropriate
4. Communicate effectively with team leaders	4.1 Receive and confirm understanding of task instructions or directions 4.2 Communicate personal commitments in a timely manner 4.3 Identify and report any issues preventing the completion of workplace tasks, according to organisational requirements 4.4 Seek and act upon feedback to improve personal performance and/or behaviour

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Interact with others	Uses appropriate communication practices when communicating with others Cooperates and collaborates with team members
Get the work done	Plans and implements routine tasks and workload making limited decisions on sequencing, timing and collaboration, seeking assistance in setting priorities Uses digital technology to find, record or communicate information

Unit Mapping Information

No equivalent unit. New unit.

Links

Companion Volume Implementation Guides are available from VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBXTW301 Work in a team

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 5.0. Version created to rectify typographical error
Release 1	This version first released with BSB Business Services Training Package Version 4.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria, and foundation skills of this unit, including on at least one occasion, evidence of the ability to:

identify individual and team roles and responsibilities

plan assigned tasks according to priorities and deadlines, and in accordance with organisational requirements

contribute to achievement of team goals

share knowledge, ideas and problems with team members

act on feedback in a constructive manner

collaborate with a remote team member on a workplace issue.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

organisational requirements relevant to working in a workplace team:

workplace policies

codes of conduct

organisational reputation and culture

typical compositions of workplace teams, and the roles and responsibilities of team members within organisations

techniques for giving and receiving feedback in a constructive manner

methods to support team members

key principles of cross-cultural communication and communication with individuals with special needs or disabilities

methods and tools to work with others remotely:

collaboration via phone or mobile

collaboration via video conference

collaboration via other digital tools or software

issues that may impact team performance and outcomes

techniques to collaborate effectively with those working remotely.

Assessment Conditions

Mandatory conditions for assessment include:

A safe working or simulated environment

Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guides are available from VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

CHCAGE001 Facilitate the empowerment of older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond to the goals and aspirations of older people and provide support services in a manner that focuses on improving health outcomes and quality of life, using a person-centred approach.

This unit applies to support workers in residential or community contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop relationships with older people	1.1 Conduct interpersonal exchanges in a manner that promotes empowerment and develops and maintains trust and goodwill 1.2 Recognise and respect older people’s social, cultural and spiritual differences 1.3 Maintain confidentiality and privacy of the person within organisation policy and protocols 1.4 Work with the person to identify physical and social enablers and disablers impacting on health outcomes and quality of life 1.5 Encourage the person to adopt a shared responsibility for own support as a means of achieving better health outcomes and quality of life
2. Provide services to older people	2.1 Identify and discuss services which empower the older person 2.2 Support the older person to express their own identity and preferences without imposing own values and attitudes 2.3 Adjust services to meet the specific needs of the older person and provide services according to the older person’s preferences 2.4 Provide services according to organisation policies, procedures and duty of care requirements
3. Support the rights of older people	3.1 Assist the older person to understand their rights and the complaints mechanisms of the organisation 3.2 Deliver services ensuring the rights of the older person are upheld 3.3 Identify breaches of human rights and respond appropriately 3.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and report to an appropriate person 3.5 Assist the person to access other support services and the complaints mechanisms as required
4. Promote health and re-ablement of older people	4.1 Encourage the older person to engage as actively as possible in all living activities and provide them with information and support to do so 4.2 Assist the older person to recognise the impact that changes associated with ageing may have on their activities of living 4.3 Identify strategies and opportunities that maximise engagement and promote healthy lifestyle practices 4.4 Identify and utilise aids and modifications that promote individual strengths and capacities to assist with independent living in the older person’s environment 4.5 Discuss situations of risk or potential risk associated with ageing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE001 Facilitate the empowerment of older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to the goals and aspirations of at least 2 older people, 1 in a simulated environment and 1 in the workplace:

employing flexible, adaptable and person-centred approaches to empower the individual

recognising and responding appropriately to situations of risk or potential risk

used oral communication skills to maintain positive and respectful relationships

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

structure and profile of the aged care sector:

residential aged care sector

home and community support sector

current best practice service delivery models

relevant agencies and referral networks for support services

key issues facing older people, including:

stereotypical attitudes and myths

the impact of social devaluation on an individual’s quality of life

implications for work in the sector, including:

concepts of positive, active and healthy ageing

rights-based approaches

person-centred practice

consumer directed care

palliative approach

empowerment and disempowerment

re-ablement and effective re-ablement strategies

the ageing process and related physiological and psychological changes, including sexuality and gender issues

strategies that the older person may adopt to promote healthy lifestyle practices

legal and ethical considerations for working with older people, including:

codes of practice

discrimination

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

indicators of abuse and/or neglect, including:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

the impact of own attitudes on working with older people

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

relevant organisation policies and procedures

relevant aids to assist with independent living

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor individuals, respond to behaviours of concern, deal with conflict and support responsibility for behaviour management and change.

This unit applies to workers who work directly with people in a range of community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Observe individuals	1.1 Use formal and informal methods to observe and monitor individuals 1.2 Recognise situations for potential conflict and identify appropriate preventative and defusing strategies that can be employed 1.3 Evaluate the person’s behaviour and interactions in a fair, objective and consistent manner 1.4 Ensure decisions on action are consistent with available evidence and organisation policies 1.5 Seek specialist advice and make necessary referrals
2. Manage conflict	2.1 Conduct interactions with individuals in a fair, just, humane, equitable and positive manner 2.2 Use communication strategies with individuals for effective interaction and problem solving 2.3 Consider cultural sensitivities and adapt style and language to accommodate different cultural values and practices 2.4 Identify potential causes of conflict and use a range of appropriate and effective defusing responses 2.5 Use negotiation techniques to divert and minimise aggressive behaviour 2.6 Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
3. Respond to behaviours of concern	3.1 Challenge behaviours of concern and clearly outline options and opportunities to change with positive encouragement 3.2 Confirm using clear, calm and objective language the implications of continuing behaviours of concern 3.3 Follow procedures to ensure personal safety of self, the individual, colleagues and others 3.4 Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour 3.5 Carry out interventions based on an analysis of the situation and organisation policies and procedures
4. Complete reporting requirements	4.1 Report incidents in a manner that complies with policy, procedures and legislation 4.2 Prepare reports and other documentation according to organisation requirements 4.3 Maintain currency of documentation by making appropriate updates

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

recognised and responded to at least 3 different situations where behaviours of concern are present

communicated effectively in at least 1 situation of conflict by:

engaging positively and supportively

using negotiation and problem solving skills

modelling assertive behaviour

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations related to addressing behaviours of concern and how these are applied in an organisation and individual practice, including:

duty of care

individual rights and equality

constraint

imprisonment

abuse

types of behaviours of concern, underlying reasons and appropriate ways to respond

cultural practices and customs of the service users’ population and their impact on behaviour in the particular environment

principles of effective communication for conflict management

principles of responding to human behaviour relating to violence, aggression and suicide

reporting procedures for incidents and accidents

specific statutory requirements related to treatment of people with special needs and requiring special support

specialist services and referral options

critical incident procedures

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

interactions with people with a range of needs

typical workplace reporting processes

links to other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess intervention needs, and then to implement and monitor brief intervention strategies for people at various stages of the change process.

This unit applies to workers in a range of community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the person’s needs	1.1 Discuss and determine issues of concern and the person’s stage in the decision to change 1.2 Identify resources required to support the brief intervention 1.3 Identify and plan appropriate brief intervention strategies to match the person’s needs
2. Use brief intervention strategies	2.1 Raise awareness of the health issue with a person who is not contemplating change 2.2 Conduct brief motivational interview with a person who is contemplating change and match approach to stage of change 2.3 Support the person who expresses motivation to change in exploring choices, setting goals and identifying relapse prevention strategies 2.4 Take opportunities to support and encourage a person who has made a change 2.5 Identify current needs and sources of assistance, and give support as appropriate for a person who has lapsed or relapsed into prior behaviour
3. Monitor brief intervention activities	3.1 Keep notes in the person’s file in accordance with organisation policies and procedures, recording the person’s stage of decision-making on each occasion 3.2 Maintain confidentiality and security of information 3.3 Regularly review the person’s progress or outcomes, adjust approaches or make referrals according to their needs 3.4 Discuss outcomes with the person in an appropriate manner

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken the brief intervention process for at least 2 people presenting with different issues at different stages of the change process

used each of the following at least once to support the intervention process:

active listening

non-judgmental language

supportive approach

facilitation and negotiation that assists the person’s decision-making

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

brief intervention scope and process:

features of brief interventions:

one-to-one approach, private

takes short period of time

may be done by a health team member

client led process

opportunistic

role as public health strategy

reasons for using brief interventions:

to raise awareness

to share knowledge

to help the person to think about making changes to improve health

step by step process

record-keeping requirements

stages of behaviour change model:

elements of pre-contemplation

contemplation

action

maintenance

options and approaches to support behaviour change:

raising awareness

sharing information and resources

exploring concerns and strategies

helping the person express their feelings, make decisions and set goals

highlighting benefits of change

giving positive feedback and encouragement

offering time and support

referring to other sources of assistance

health and well-being considerations:

environmental health

nutrition

alcohol

other drugs

broader contexts for the person’s current behaviour:

cultural

family context

community context

barriers and challenges for positive intervention outcomes and how to address these

legal and ethical considerations for interventions, including:

privacy, confidentiality and disclosure

codes of practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

the person’s information on which to design intervention

organisation policies and procedures for interventions

modelling typical workplace conditions, including interactions with people with a range of needs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise situations where people may be in imminent crisis, and then to work collaboratively to minimise any safety concerns and make plans to access required support services.

This unit applies to any community services worker involved in crisis intervention. Management of the crisis may involve face-to-face, telephone or remote contact with persons involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify imminent crisis situations	1.1 Recognise and respond to signs indicating that there may be safety issues for people 1.2 Consider indicators from direct and indirect communications that suggest the presence of safety issues 1.3 Ask directly about safety issues whenever there are grounds for concern, and take immediate action based on organisation’s procedures
2. Address immediate safety concerns	2.1 Listen empathetically to details of current crisis situation 2.2 Affirm and strengthen links to safety and living 2.3 Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours 2.4 Balance collaboration and direction according to the person’s current capacity for decision-making and coping 2.5 Identify and agree actions to reduce immediate danger and risk to others, including mobilisation of emergency assistance as required 2.6 Confirm that actions are legal, ethical, consistent with organisation policy and meet duty of care requirements 2.7 Seek advice or assistance from supervisor as required
3. Provide referral for crisis intervention support	3.1 Empower person to make informed choices about further help 3.2 Explore possible barriers to seeking or accepting help and develop responses 3.3 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.4 Refer to appropriate professionals as required 3.5 Complete and maintain accurate documentation
4. Care for self	4.1 Recognise and minimise risks to self associated with crisis support 4.2 Identify and respond to the need for supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

been involved in crisis intervention activities on at least 3 occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical consideration relevant to recognising and responding to crisis situations including:

duty of care

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

mandatory reporting

codes of practice

organisation policies and procedures for responding to crisis situations

types of crisis situations, including:

potential suicide

threats to harm others

self harm

received threats

abuse, including child abuse

domestic and family violence

common indicators or signs of crisis in other people

personal values, beliefs and attitudes that facilitate or impede crisis care:

assumptions about who may be at risk

common notions about crisis situations

principles and practices of crisis intervention:

critical incident procedures

facilitating emergency interventions

addressing safety concerns

referral options and procedures for accessing services

principles and practices of self-care and supervision

Assessment Conditions

Skills must be demonstrated in a crisis support workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies, procedures and resources

modelling typical workplace conditions and contingencies, including:

interactions with people from a range of diverse backgrounds

links to other services

realistic, in-depth, validated industry scenarios and simulations of crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to develop community programs to ensure maximum participation.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop program parameters	1.1 Analyse issues of wide community concern to develop an agency position and to ascertain the priority for new program 1.2 Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services 1.3 Undertake research to identify key people, priorities to be addressed, possible strategies and options for action 1.4 Identify measures and evidence of program plan success and possible risks 1.5 Develop appropriate plans via participation of relevant communities and stakeholders
2. Design programs with the community	2.1 Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options within organisation policy 2.2 Engage stakeholder participation to determine preferred program options particularly in areas of high priority or with targeted communities 2.3 Seek help from participating agencies for implementation arrangements 2.4 Develop and implement promotion and marketing strategies 2.5 Develop and maintain systems and resources for administrative support of community programs 2.6 Identify and seek resources
3. Implement programs	3.1 Conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives 3.2 Implement and monitor in accordance to the plan
4. Evaluate programs	4.1 Evaluate program design and outcomes according to criteria and specifications identified in the program plan 4.2 Use results of evaluation for revision and ongoing development 4.3 Involve interested and/or relevant people in program evaluation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

social movements

sociology fundamentals, including:

commonly accepted social theories

social inequality

sociology of class

sociology of gender, including impacts of culture on gender dynamics

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop and provide community projects on relevant issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project	1.1 Develop project plan through participation of key people and organisations that identifies priorities and desired outcomes to address issues of concern of target groups 1.2 Identify and secure appropriate human, financial and physical resources 1.3 Develop strategies and educational resources and materials appropriate to the context, issue and audience 1.4 Prepare promotional materials in line with organisation policy and disseminate to target audience and others as appropriate
2. Deliver the community project	2.1 Implement strategies and distribute educational resources and materials to ensure maximum effectiveness for delivery of the project 2.2 Implement strategies to encourage full participation in the project and the expression of views and feelings about its process or content 2.3 Make project adjustments as required to meet the needs of specific groups 2.4 Seek feedback on the community project or activity from participants
3. Review the community project	3.1 Assess the community project against the planned goals and objectives in accordance with organisation policies and procedures 3.2 Discuss outcomes of project evaluations with key people and organisations to determine future directions 3.3 Document community project outcomes, and where necessary act on them in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, delivered and evaluated at least 1 project plan, including identifying and matching resources with activities to address community needs and priorities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

principles of designing and developing a community program, including:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

decision-making structures and processes at organisation, community, regional and system level

organisation policies and procedures for dealing with the media

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE021 Develop and support community resources

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with the community to develop relevant and effective resources to engender community support for initiatives aimed at specific community groups.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess specific community group resource requirements.	1.1. Work with community stakeholders and networks to document specific community group resource requirements and needs. 1.2. Research existing available resources and assess their capacity to meet priorities of the specific community group. 1.3. Develop strategies to address gaps in available resources. 1.4. Develop strategies for the provision of resources to assist in meeting objectives within funding considerations.
2. Develop an information base.	2.1. Establish and maintain professional networks. 2.2. Create opportunities to develop supportive connections between key stakeholders, including arranging and conducting meetings. 2.3. Identify and plan for obstacles to effective contact between people and develop strategies to overcome these. 2.4. Maintain records and make available as required to facilitate community interaction.
3. Develop community resources.	3.1. Develop resources with participation of key stakeholders. 3.2. Follow organisational policies and procedures to facilitate endorsement and implementation of community resources. 3.3. Undertake work to ensure that maintenance of community resources is carried out according to organisational policies and procedures and budget allocations.
4. Facilitate community access to resources.	4.1. Promote availability of resources to the specific community group, key stakeholders and organisations within the community to encourage participation in activities. 4.2. Make resources available to users as required according to organisational policies and procedures. 4.3. Review resources regularly to ensure usefulness and currency.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Numeracy skills to:	select and interpret mathematical information that is relevant to budget of strategic planning.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE005 Develop and support relevant community resources.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE021 Develop and support community resources

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify resource priorities for at least one specific community group

design and develop at least two resources for at least one specific community group

establish at least two networks of key stakeholders and organisations and participate in at least one meeting for each

document and store resources according to organisational policies and procedures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

social, political, cultural and historical issues that affect and are relevant to specific community groups

legal requirements and organisational policies and procedures for:

copyright and confidentiality

documentation and storage of information

facilitating endorsement and implementation of community resources

review and maintenance of community resources

media, resources and techniques used to develop community resources

strategies for developing and maintaining professional networks

strategies for promotion of community resources

key aspects of specific community groups:

group composition

community and group structures

practices and values

cultural preferences

social issues relevant to the specific community group

health issues relevant to the specific community group

relevant networks, people and stakeholders

communication protocols and practice.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with community stakeholders and a specific community group.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE023 Develop and deliver community projects

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work with the community to develop and deliver community projects on relevant issues.

This unit applies to workers using a community development approach to carry out work in the health, community services or other sectors. Workers at this level are part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Development

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project plan.	1.1. Develop project plan to address issues of concern for target groups through participation of key stakeholders and organisations, identifying priorities and desired outcomes. 1.2. Identify and secure human, financial and physical resources for implementation of plan. 1.3. Develop strategies and educational resources and materials applicable to the context, issue and audience. 1.4. Prepare promotional materials in line with organisational policies and procedures.
2. Deliver the community project.	2.1. Implement strategies and distribute educational and promotional resources and materials to ensure maximum effectiveness for delivery of the project. 2.2. Implement strategies to encourage participation in the project and the expression of views regarding its process and content. 2.3. Make project adjustments as required to meet the needs of specific groups. 2.4. Seek feedback on the community project from participants according to organisational policies and procedures.
3. Review the community project.	3.1. Evaluate the community project against the planned goals and objectives in accordance with organisational policies and procedures. 3.2. Discuss outcomes of project evaluations with key stakeholders and organisations to determine future directions. 3.3. Document community project outcomes and act on them according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to CHCCDE007 Develop and provide community projects.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE023 Develop and deliver community projects

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, deliver and evaluate at least one community project, including identifying and matching resources with activities to address community needs and priorities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

Commonwealth, State or Territory legislation and public policies impacting on community development processes

social, community and youth issues impacting the local community

principles and practices of community development work:

structural disadvantage and inequality

social justice and human rights

individual

family

community

society

principles of designing and developing a community program:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

review and evaluation

decision-making structures and processes at organisation, community, regional and system level

organisational policies and procedures for:

preparation of promotional material and dealing with the media

project evaluation

seeking feedback from stakeholders

documentation.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to Commonwealth, State or Territory legislation and public policies impacting on community development processes

access to organisational policies and procedures

opportunities for engagement with community stakeholders.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM006 Establish and manage client relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Typographical error updated. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to establish and manage professional one-to-one relationships with clients in the context of providing an ongoing health service or intervention.

This unit applies to community services or health workers who have defined responsibilities to work independently with clients within broad but established guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Establish professional relationship with the client	1.1 Establish relationship within appropriate professional boundaries 1.2 Build trust and respect through use of effective communication techniques 1.3 Identify and respond to client special needs 1.4 Communicate in ways that take account of cultural considerations 1.5 Exercise discretion and confidentiality
2. Manage client interactions	2.1 Use a collaborative and person centred approach when working with clients 2.2 Use motivational interviewing as a basis for client interactions 2.3 Seek client information respectfully and sensitively, using purposeful, systematic and diplomatic questions 2.4 Support the client to identify and articulate key information that supports the provision of service 2.5 Encourage clients to voice queries or concerns and address these appropriately 2.6 Respond to difficult or challenging behaviour using established techniques 2.7 Maintain professional integrity and boundaries at all times 2.8 Work within scope of role and identify and respond to situations where interactions suggest the need for client referral
3. Provide effective responses to client enquiries	3.1 Select the most appropriate mode of communication for the information being provided 3.2 Use language and terminology that the client will understand 3.3Present information clearly and with sufficient detail to meet client needs 3.4 Confirm with client that the information has been understood and address any unresolved issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM006 Establish and manage client relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Typographical error updated. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

established and managed client relationships and boundaries appropriately during the provision of services to 3 clients

developed responses to 3 different situations involving difficult or challenging behaviour

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for establishing and managing client relationships and how these are applied:

privacy, confidentiality and disclosure

human rights

work role boundaries including:

responsibilities and limitations

appropriate sexual, physical and emotional boundaries

use of enquiry only as appropriate and necessary

awareness of potential client transference

staying within area of expertise

modes and techniques for effective communication, including:

active listening, questioning, clarifying, advising

empathy, trust and respect

appropriate verbal and non-verbal communication

use of communication aids

tone and presentation

role of motivational interviewing during client interactions to facilitate:

client support

case taking

negotiation with client

education of client

information giving

techniques for motivational interviewing:

attending skills, use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

barriers and influences on communication and ways to respond:

language

culture

religion

emotional state

disability

health

age

presence of children and/or spouse

techniques for dealing with difficult communication situations:

managing emotions

defusing anger

clarifying the issues

maintaining composure and professional attitude

providing support

seeking assistance

types of information that may be provided to clients as relevant:

appointment details, directions

costs and payment options

client options, service information, referral details

general health and self care information

service provider credentials or information

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS007 Facilitate the empowerment of people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDIS302A/CHCDIS301C/CHCDIS220B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.

This unit applies to workers in varied disability contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Demonstrate commitment to empowerment for people with disability	1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken 1.2 Identify ways society can affect the level of impairment experienced by a person with disability 1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts 1.4 Develop and adjust own approaches to facilitate empowerment
2. Foster human rights	2.1 Assist the person with disability to understand their rights 2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person-centeredness 2.3 Ensure the cultural needs of the person are identified, accepted and upheld 2.4 Identify breaches of human rights and respond and report according to organisation procedures 2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure
3. Facilitate choice and self-determination	3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert 3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other 3.3 Provide assistance to the person with disability to facilitate communication of their personal goals 3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices 3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf 3.6 Assist with accessing advocacy services and other complaint mechanisms as required

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS007 Facilitate the empowerment of people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDIS302A/CHCDIS301C/CHCDIS220B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated access to a wide variety of choices that will assist 2 people with disability to reach their personal goals, using:

oral communication skills to maintain positive and respectful relationships with the person with disability

appropriate non-verbal communication strategies

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

history and recent developments in disability

social versus medical model of service

institutionalised versus person-centred, self-directed model of support

social constructs of disability and the impact of own attitudes on working with people with disabilities

how and when to seek support from more experienced and qualified staff

types of disability, including:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

neurological impairment

physical disability

sensory disability, including hearing, vision impairment

speech/language disability

support practices for people, including but not limited to, the following conditions:

genetic factors

physical trauma

psychological trauma

chronic lifestyle conditions

acquired brain injury

legal and ethical considerations for working with people with disability:

codes of conduct

discrimination

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

informed consent

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

principles of:

empowerment

rights-based approaches

person-centred practices

self-advocacy

active support

active listening

social justice, and the importance of knowing and respecting each person as an individual

strengths-based approaches

strategies that assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (e.g. laptops or tablets) to facilitate choice

how to access and use advocacy services and complaint mechanisms

indicators of abuse and/or neglect in relation to people with disabilities

Assessment Conditions

Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability.

The following conditions must be met for this unit:

access to individualised plans and any equipment outlined in the plan

Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own perspectives	1.1 Identify and reflect on own social and cultural perspectives and biases 1.2 Work with awareness of own limitations in self and social awareness 1.3 Use reflection to support own ability to work inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness
2. Appreciate diversity and inclusiveness, and their benefits	2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all
3. Communicate with people from diverse backgrounds and situations	3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs
4. Promote understanding across diverse groups	4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on own perspectives on diversity

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups

features of diversity in Australia and how this impacts different areas of work and life:

political

social

economic

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:

discrimination:

age

disability

racial

sex

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

potential needs of marginalised groups, including:

protective factors

physical, mental and emotional health issues/care needs

consideration of impacts of discrimination, trauma, exclusion and negative attitudes

resources that support individuals and organisations to embrace and respond to diversity

language and cultural interpreters

imagery

influences and changing practices in Australia and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to evaluate and promote diversity in the workplace, and to contribute to the planning of diversity policies and procedures. This may apply to internal work practices or external service delivery.

This unit applies to individuals working in any type of leadership role across all industry sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research diversity in the workplace	1.1 Collect and evaluate quantitative and qualitative workplace diversity data 1.2 Identify and analyse potential benefits of diversity in relation to the workplace objectives 1.3 Analyse how current diversity practice matches workplace objectives
2. Foster diversity	2.1 Provide a role model for others through individual behaviour that demonstrates respect for diversity 2.2 Assist and coach colleagues in ways of accepting diversity in relation to both colleagues and clients 2.3 Develop work practices and undertake planning in a manner that shows respect for workplace diversity 2.4 Identify and adapt professional development opportunities to address the needs of a diverse workforce 2.5 Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy 2.6 Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace 2.7 Value and encourage collaboration and the experience of working with diverse clients and colleagues
3. Adapt communication strategies	3.1 Use communication strategies to meet the diverse needs of individuals within the workplace 3.2 Implement tailored communication strategies for targeted individual and group needs 3.3 Identify and/or develop and use resources that facilitate effective communication in the workplace 3.4 Reflect on use of communication strategies with regard to workplace diversity and identify potential improvements
4. Contribute to workplace diversity policies and procedures	4.1 Develop and document diversity strategies in consultation with stakeholders including people from key target groups 4.2 Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures 4.3 Develop measures for evaluating the outcomes of workplace strategies, policies and procedures for diversity 4.4 Report on workplace diversity strategies within appropriate context

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched diversity in at least 1 workplace in terms of current performance and meeting of diversity objectives

used strategies to foster and promote diversity in work practice:

coaching and mentoring

communication

work planning

contributed to the development of workplace diversity policies and procedures for at least 1 workplace

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact leadership and management practice

concepts and definitions of diversity

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

the role of leaders and managers in encouraging diversity in work practices and service delivery

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of self and others

legal and ethical considerations (international, national, state/territory, local) for diversity practices at a management level:

discrimination (direct and indirect):

age

disability

racial

sex

equal employment opportunity (EEO)

human rights

rights and responsibilities of workers, employers and clients

benefits of workplace diversity

types of direct and indirect discrimination

ways to ensure effective and equitable activities to diverse clients

barriers to inclusivity

cross-cultural communication strategies and how these can be integrated into workplace practices

principles and practices of inclusivity and the types of planning and work practice that support diversity

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

The following condition must be met for this unit:

presence of situations that allow interaction with other people in a leadership role

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to deliver a range of promotion and prevention strategies to the community.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review health promotion plan	1.1 Clarify all aspects of the health promotion plan are still relevant 1.2 Locate relevant available promotion and prevention resources 1.3 Verify health promotion plans method of promotion delivery 1.4 Review budget necessary to develop, adapt and implement promotion and prevention strategies
2. Prepare for promotion and prevention activities	2.1 Engage with relevant stakeholders to obtain support for desired outcomes and promotion and prevention plan 2.2 Where necessary adapt existing promotion and prevention resources 2.3 Develop new promotion and prevention resources, according to the plan 2.4 Engage relevant stakeholders to review newly developed resources
3. Conduct promotion and prevention activities	3.1 Conduct prevention activities according to the promotion and prevention plan 3.2 Gather feedback on the immediate impact of the activity 3.3 Monitor the implementation of the plan and revise activities based on any feedback
4. Evaluate Health promotion activities	4.1 Undertake evaluation activities as set out in the plan 4.2 Collect client feedback and data on behaviour change for evaluation 4.3 Analyse data in preparation for reporting purposes
5. Report and document information	5.1 Document information about activities according to the organisation’s protocols 5.2 Adhere to privacy and confidentiality requirements when reporting feedback 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented promotion and prevention strategies to at least 2 community groups with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

mental health and its perception in the community

The Ottowa charter for health promotion

alcohol and other drugs (AOD) and its perception in the community

the importance of promotion and prevention in the health and recovery continuum

methods and models for social inclusion

a range of promotional strategies and their suitability for different purposes

methods for obtaining feedback on promotional activities

evidence based practice

a range of relevant promotional resources

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Application

This unit describes the knowledge and skills required to establish, lead and participate in a groups using a collaborative, strengths-based approach.

This unit applies to any individual involved in planning and leading group activities. Groups may be formal or informal.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan group activities and resources	1.1 Review available information and identify the needs of the group 1.2 Generate ideas for activities that respond to identified needs 1.3 Identify, calculate and document the resources required for group activities 1.4 Identify and follow up on the need to make submissions for potential sources of assistance and resources within scope of own job role 1.5 Organise resources according to organisation procedures
2. Coordinate group planning processes	2.1 Seek opportunities actively for collaborative planning and shared ownership with clients 2.2 Solicit, analyse and prioritise information about group’s needs and expectations 2.3 Negotiate the purpose of group activities with the group allowing time and opportunity for individuals to articulate their ideas and wishes 2.4 Translate purpose of proposed group activity into a set of documented aims and objectives based on input 2.5 Analyse potential impact on group operation of the values and beliefs of both worker and client 2.6 Design group strategies that promote effective group operation and take into account specific characteristics of participating clients
3. Manage group processes and conflict	3.1 Promote opportunities for open dialogue and active listening between group members 3.2 Encourage and model sensitivity to diverse participants 3.3 Use strategies to prevent conflict within own role, power and capacity 3.4 Identify and reinforce the outcomes of positive conflict 3.5 Clarify and confirm principles and practices of conflict resolution in a group and seek agreement to implement them 3.6 Encourage acknowledgement of rights and responsibilities and perceptions of all participants in the conflict situation 3.7 Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation
4. Evaluate group activities	4.1 Ensure aims and objectives of the group activity provide the basis for evaluation and feedback 4.2 Seek feedback from group participants on leadership style, group process, achievement of objectives, other achievements and areas for development 4.3 Document evaluation information according to organisation procedures and distribute to relevant people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and conducted at least 3 different group activities for groups with diverse participant profiles, including:

identified the following resource requirements:

financial

human

physical

worked collaboratively with groups to plan activities

facilitated at least 3 different group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

principles and processes of strengths-based practice

types and purposes of groups in the community services context

types of resources required for group activities, including:

venues

equipment

information materials

administrative support

specialist expertise

dynamics of groups and group behaviour

processes and techniques for engaging in, and managing group planning processes

communication techniques and how these are applied in working with groups, including:

collaboration

conflict resolution

different styles of group leadership

effective non-verbal communication

empathetic responding

listening

negotiation

paraphrasing

questioning

summarising

techniques for maintaining group cohesion

relevant models including stages of group development and stages of change

types of additional support that may be provided to groups, including:

information and resources (internal or external)

individualised services

referrals to further support.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

information about group needs

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the creation, planning, coordination, delivery and evaluation of appropriate leisure and health activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify activities to match leisure and health needs of the client or group	1.1 Work with health practitioners and key stakeholders to develop activity plans 1.2 Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment 1.3 Identify and review a range of possible activities to meet needs 1.4 Select activity focus and type based on client needs, organisation’s criteria and resource availability 1.5 Undertake an activity analysis to match client needs to the characteristics of the activity 1.6 Undertake an assessment of outing requirements, where appropriate 1.7 Undertake risk assessment for activities, programs and outings
2. Assist with the preparation of activity plan	2.1 Undertake appropriate planning of activities within team context to ensure client needs are met 2.2 Incorporate consultation with clients and stakeholders into planning of activities 2.3 Determine operational arrangements for conducting the activity and assess for feasibility 2.4 Develop and document goals and outcomes for each activity 2.5 Include appropriate implementation and evaluation strategies in the activity plan 2.6 Develop plans to include activity modifications required to meet client needs 2.7 Document resource adaptations, where appropriate, according to organisation procedures and protocols 2.8 Ensure planned activities reflect accepted best practice in working with leisure and health clients 2.9 Document the activity plan according to organisation procedures and protocols
3. Identify and obtain required resources	3.1 Devise and implement strategies to obtain and utilise necessary human, financial and physical resources 3.2 Make submissions to potential sources, in accordance with relevant guidelines, where required resources are not readily available 3.3 Evaluate, select and arrange suitable locations for program implementation 3.4 Identify a range of leisure and recreation options and experiences suitable to client needs 3.5 Identify components of an activity relevant to the abilities of the client 3.6 Modify and adapt activities to meet client needs, where necessary 3.7 Conduct resource audit
4. Promote activity or program	4.1 Identify potential program users and design and distribute appropriate information to achieve maximum response 4.2 Evaluate effectiveness of promotional activities and make changes as indicated by response 4.3 Develop motivational strategies to maximise client participation 4.4 Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
5. Deliver activity or program	5.1 Implement activities in accordance with program plan, organisation guidelines and legislative requirements 5.2 Provide participants with access to a range of activities suited to their needs and interests 5.3 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 5.4 Adapt program to changing needs of participants as required 5.5 Promptly address problems in delivery of activities 5.6 Use effective facilitation techniques in the delivery of activities 5.7 Develop strategies to deal with challenging behaviour 5.8 Implement strategies to deal with challenging behaviour 5.9 Monitor levels of client participation 5.10 Amend activity to facilitate an appropriate level of client participation
6. Evaluate activity	6.1 Define criteria to judge program effectiveness in consultation with clients and stakeholders 6.2 Routinely use appropriate evaluation, revision and development strategies during and after the activities 6.3 Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders 6.4 Prepare and present reports as required
7. Document the activity or program	7.1 Determine documentation requirements that reflect accepted best practice in working within the leisure and health profession 7.2 Conduct documentation processes according to organisation guidelines and legislative requirements 7.3 Evaluate the effectiveness of documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

contributed to the planning, delivery and evaluation of 3 leisure and health activities for a client or group of clients

documented 4 activity modifications/adaptations that have been investigated

visited a suitable outing venue for a chosen client or group of clients

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

at least 15 activity ideas that could be included in a holistic leisure and health program

current documentation requirements and expectations within the profession

aspects of holistic health:

emotional

social

physical

mental

spiritual

levels of human needs:

universal

developmental

special

legal and safety requirements as they relate to activities and programs

risk and outing assessment processes

relevant funding sources

provision of support to a diverse range of people and organisations

cross cultural communication, negotiation and facilitation

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH406A/ CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to understand how human behaviour across the lifespan development stages, and sociological concepts of health and leisure impact on leisure and health programming and client participation.

This unit applies to workers assisting in leisure and health activity programming in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the lifespan developmental stages of the client	1.1 Identify relevant aspects of human physical, social and intellectual development according to client’s lifespan development stage 1.2 Identify relationship between the lifespan development stage and the needs, interests and skills of the client 1.3. Identify behaviours of the client consistent with lifespan development stage 1.4 Identify and monitor cognitive processes of the client which may impact on development stages across the lifespan
2. Identify how the Australian social context of health might impact on client participation	2.1 Identify key social aspects of health provision in Australia and how they might impact on clients 2.2 Identify how demographic issues impact on client health 2.3 Identify health issues that impact on the provision of health services to clients
3. Identify how the Australian social context of leisure might impact on client participation	3.1 Identify the role of leisure, in a range of different contexts, as part of everyday life for clients 3.2 Identify different approaches to leisure at different stages of the life cycle and how this impacts on clients 3.3 Identify clients perceptions and attitudes towards leisure
4. Identify strategies for participation	4.1 Implement a range of motivational strategies to maximise participation 4.2 Ensure strategies are age and culturally appropriate and clearly communicated with clients 4.3 Determine if client perceptions of health, wellness, illness and disability are impacting on participation in leisure activity 4.4 Incorporate protective and inclusive practices into leisure service delivery 4.5 Recognise ‘acceptable’ and ‘unacceptable’ behaviour or responses to illness and respond in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH005 Incorporate lifespan development and sociological concepts into leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH406A/ CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with the development of at least 3 leisure activity programs to cater for the needs and interests of clients with varying cognitive and functioning abilities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

meaning of terms, including:

sociology, society, social structure, socioeconomic status

culture, gender, trans-cultural

institutions, power

ways specific groups in Australia approach leisure and how these approaches are shaped by the society in which they live

factors that have had negative and positive impact on individual leisure, including:

legislation governing access for people with disabilities

changes to Australian society

the (micro) culture of the workplace and the impact of health care provision on workers and clients

the social context of health and leisure to the development of leisure activity programs

human physical, social, and intellectual development across the lifespan

perceptions of illness, disability, health and wellness and ways clients respond to illness or disability, including trans-cultural differences in the ways people respond

the experience of disability

the sociological perspective of disability to the development of leisure activity programs

definition, impacts and common perceptions of disability

human cognitive processes, including key aspects relating to:

memory

decision-making

reasoning

communicating

memory including:

procedural memory

episodic memory

semantic memory

key aspects and psychosocial needs of a person with impaired functioning or cognition, including processes associated with acquired brain injury and dementia

different models of disability and the impact on service provision for people with disabilities

strategies for facilitating integration of a client with a disability or disabilities into leisure activities

Australian health system and its impact on different groups, including:

older people

people with disabilities

people living in rural and remote areas

Aboriginal and/or Torres Strait Islander Australians

how own work context fits into the Australian health system, including:

provision of funding

accreditation and registration requirements

private versus public sector

minimum qualifications levels

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to establish and monitor formal agreements and partnerships with specialist support providers to meet client needs.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Investigate partnership opportunities	1.1 Determine partnership requirements according to organisation needs analysis and strategic directions 1.2 Gather, research and analyse information on potential partners 1.3 Build relationships and rapport with potential partners
2. Negotiate partnership agreement terms and conditions	2.1 Maintain partnership focus and protect client’s interests throughout discussions and negotiations 2.2 Clearly define roles and responsibilities of each party, including level and type of service provision 2.3 Identify and address confidentiality and privacy issues 2.4 Determine communication, dispute resolution, meeting, decision making and reporting processes 2.5 Formalise and sign partnership agreement
3. Implement partnership agreement	3.1 Schedule and contribute to regular meetings with partners in accordance with role 3.2 Consult clients at all stages of implementation and ensure rights are upheld 3.3 Implement dispute resolution processes if required 3.4 Ensure all reporting requirements are met in accordance with organisation procedures and partnership agreement
4. Evaluate partnership agreements	4.1 Develop criteria for evaluation of partnership 4.2 Collect and include stakeholder feedback in the evaluation process 4.3 Measure performance against agreed criteria 4.4 Amend partnership agreements and re-negotiate with partner organisation where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

established and maintained at least 1 partnership agreement for service provision

conducted at least 1 partnership agreement evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

types and levels of partnerships and collaborations

partnership cycles and processes

partnership roles

funding and accountability guidelines

referral networks

legal and ethical considerations relevant to partnerships and how they are applied in organisation, including:

privacy, confidentiality and disclosure

duty of care

human rights

rights and responsibilities of workers, employers, clients and service providers

community needs and key issues for clients and/or community

relationship between service providers

negotiation and influencing strategies

conflict management principles and practices

relationship building techniques

information sharing benefits and risks

intellectual property

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including partnership agreements with service providers

modelling of industry operating conditions, including scenarios that involve forming partnerships and dealing with contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Application

This unit describes the skills and knowledge required to secure and manage funding for an organisation, program or project.

Workers may be responsible for determining the amount of funding required, identifying funding sources, developing funding proposals and managing ongoing compliance with funding agreements. This role would typically be undertaken by a senior worker or manager.

This unit applies to a range of health and community service contexts and relates to both government and non-government funding and tenders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Identify funding requirements and context	1.1 Identify scope and purpose of funding 1.2 Calculate funding requirements, including budget, current funding arrangements and future projections 1.3 Identify potential avenues and sources of funding 1.4 Research and gather information on all potential funding avenues and sources 1.5 Determine if funding requirements are feasible and sustainable
2. Develop a funding submission	2.1 Determine funding source requirements 2.2 Prepare funding submission in accordance with funding source requirements 2.3 Determine optimum method of presenting proposal to identified funding sources 2.4 Seek legal, taxation and regulatory advice when required and ensure submission is checked by appropriate persons to ensure it meets compliance requirements 2.5 Establish how deliverables and outcomes will be evaluated and measured
3. Present proposal and negotiate with funding sources	3.1 Present proposal to funding sources using appropriate presentation methods and techniques 3.2 Negotiate with funding source representatives to clarify terms and conditions of funding agreement 3.3 Evaluate submission to identify strengths and weaknesses to inform subsequent submissions
4.Manage funding agreement	4.1 Finalise funding agreement documentation and circulate to all parties 4.2 Establish procedures to monitor ongoing compliance and reporting requirements in accordance with funding agreement 4.3 Maintain ongoing relations with funding source to ensure mutual satisfaction with funding arrangement
5.Evaluate funding agreement	5.1 Evaluate project outcomes against predetermined measures 5.2 Identify lessons learned and opportunities for continuous improvement 5.3 Identify opportunities for future funding arrangements as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified at least 3 potential sources of funding

determined the feasibility and sustainability of 3 sources of funding

developed 1 funding proposals in accordance with funding source requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

funding environment

organisation funding strategy

government tender processes

private and corporate grants and funding

compliance issues

appropriate sources and avenues for funding

types of funding, including:

ongoing

one-off

in kind contributions

co-payments

channels where funding and grant opportunities are publicised

funding issues and challenges

relationship between funding and strategic direction or organisation

feasibility and sustainability principles

budgets and budget pitfalls

negotiation techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including access to funding information, documentation, technology

modelling of industry operation conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT007 Work effectively with the Board of an organisation

Modification History

Release	Modification History
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit covers the skills required to work effectively with the Board or committee of an organisation or facility.

This unit applies to senior workers in a range of sectors and settings who are required to work with and provide information to Board or committee members.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Unit Sector

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element.
1. Plan for working with Board	1.1 Differentiate and document the member, governance and management issues of the organisation in the organisation's governance policy guidelines 1.2 Identify and document the relationships between governance issues and management issues 1.3 Identify and document roles, responsibilities and procedures for Board members
2. Facilitate the development of Board	2.1 Communicate the organisation’s governance policy to new Directors 2.2 Inform Directors of continuing professional development opportunities 2.3 Monitor relevant aspects of the appropriate federal, state and local legislation and by-laws for organisation compliance and provide advice to ensure Directors follow legal requirements when carrying out Board duties 2.4 Communicate with Board members when their input and assistance is needed to contribute to organisational outcomes
3. Provide detailed information for the Board	3.1 Prepare a structured Board paper containing an agenda and all necessary information and recommendations 3.2 Provide Board members with the papers in sufficient time to study them before the meeting 3.3 Communicate emerging issues in the industry that are likely to have an impact on the organisation's business and strategic plan 3.4 Evaluate the identified emerging issues within a risk management and due diligence framework for their impact on the organisation and communicate this information to the Board 3.5 Differentiate governance and management issues and agree with the Board 3.6 Communicate organisational progress in relation to business and strategic plans as well as areas of concern 3.7 Provide recommendations for future actions and directions 3.8 Agree on future actions, directions, timeframes and responsibilities and document decisions 3.9 Ensure complete and accurate minutes are recorded and reported to the Board
4. Ensure regular communication with the Board	4.1 Implement actions and communicate outcomes as per documented decisions and in accordance with policies and procedures 4.2 Provide information and advice regularly to the Board to foster ongoing informed decision-making 4.3 Brief the Chairperson in detail on all key issues at all times 4.4 Seek feedback from the Board in relation to performance

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT007 Work effectively with the Board of an organisation

Modification History

Release	Modification History
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

•	developed a Governance Policy for at least one organisation

•	prepared Board Papers that included:

o	progress against the organisation’s strategic plan and/or business plan

o	information and recommendations for at least 2 governance issues and 2 management issues

•	participated in a Board meeting, including:

o	communicating concerns and recommendations for at least 2 issues

o	obtaining a decision on future directions for at least 2 issues

o	recording minutes

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

•	different types of Boards

•	purpose, structure and requirements of business plan and strategic plans

•	legal framework under which the organisation operates and the Memorandum and/or Articles of Association of the organisation

•	roles and responsibilities of particular functions on the Board

•	role policies and procedures play in the effective running of an organisation

•	separation of the governance (Board) and management (Chief Executive Officer) functions of the organisation and how the management issues are effectively functions of the Board that are delegated to the Chief Executive Officer (CEO)

•	human resource management practices as they relate to the development of effective working relationships between paid staff and volunteer and/or paid Boards

•	organisation's governance policy guidelines including policies and procedures in:

o	role of Board

o	Board structure

o	role of individual Directors

o	role of Chairperson

o	role of Company Secretary

o	role of Chief Executive Officer (CEO)

o	Board meetings

o	Board meeting agenda

o	Board papers

o	Board minutes

o	the Board calendar

o	delegation of authority

o	monitoring

o	strategy formulation

o	service and advice

o	contacts

o	Chief Executive Officer (CEO) evaluation

o	Director protection

o	Board evaluation

o	Director development

o	Director selection and induction

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS001 Work with people with mental health issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCMH301C/CHCMH411A. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to establish relationships, clarify needs, and then work collaboratively with people who are living with mental health issues.

This unit applies to support workers in contexts outside the mental health sector, but who come into contact with people with mental health issues. The services and support provided are not mental health specific.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish respectful relationships with people with mental health issues	1.1 Communicate in a way that develops and maintains respect, hope, trust and self-direction 1.2 Work in a way that reflects and prioritises the person’s right to self define and direct their own recovery 1.3 Recognise and respect the person’s social, cultural and spiritual differences 1.4 Support the person to understand and exercise their rights 1.5 Maintain confidentiality and privacy of the person within organisation policy and protocols
2. Determine the needs of people with mental health issues	2.1 Gather and interpret information about the person’s needs from the person and other agreed sources 2.2 Identify and discuss with the person services and strategies that support empowerment and recovery 2.3 Support the person to express their own identity and preferences and avoid imposing own values and attitudes 2.4 Identify duty of care and dignity of risk considerations in collaboration with the person
3. Work with people with mental health issues to meet aspirations and needs	3.1 Provide support that facilitates progress towards the person’s goals in collaboration with the person and their care network 3.2 Work in ways that uphold the person’s rights 3.3 Adapt service delivery within organisation policies and procedures to meet the person’s specific needs and requirements 3.4 Document interactions and services according to organisation policy and procedures 3.5 Respond promptly and supportively to people experiencing distress or crisis 3.6 Work within the limits of own knowledge, abilities and work role and make referrals to other services as indicated by the person’s needs

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS001 Work with people with mental health issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCMH301C/CHCMH411A. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with at least 3 people with mental health issues in ways that support individual empowerment and recovery through:

use of communication techniques

provision and adaptation of services to meet particular needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) when working with people with mental health issues, and how these are applied in organisations and individual practice:

children in the workplace

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals

specific mental health legislation – impact on individual workers and consequences of breaches

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

different contexts of mental health work, including:

historical context, changing attitudes to mental health and approaches to working with people with mental health issues

social context. changing societal views of mental health and approaches to working with people

political context, government policies and initiatives affecting the mental health sector

economic context, the current economic situation as it relates to and affects the mental health sector and the subsequent impact on people

impact of own attitudes on working with people with mental health issues

key issues facing people with mental health illnesses, including impact of prejudice and discrimination

myths and facts about mental illness

types of mental illness

existing services to address a person’s needs and rights

appropriate responses to changes in mental health, mental distress and crisis

circumstances in which referral to a health or other professional is appropriate

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own practice	1.1 Undertake self-evaluation in conjunction with supervisors and/or peers 1.2 Reflect on and recognise the effect of values, beliefs and behaviour in practice 1.3 Share two-way, open and evaluative feedback with co-workers or peers 1.4 Actively seek and reflect on feedback from clients, organisations or other relevant sources
2. Enhance own practice	2.1 Determine improvements needed based on own evaluation and feedback from others 2.2 Identify potential support networks both internal and external to the organisation 2.3 Seek specialist advice or further training where need is identified 2.4 Recognise requirements for self-care and identify requirements for additional support 2.5 Devise, document and implement a self development plan that sets realistic goals and targets
3. Facilitate ongoing professional development	3.1 Access and review information on current and emerging industry developments and use these to improve practice 3.2 Assess and confirm own practice against ethical and legal requirements and opportunities 3.3 Identify and engage with opportunities to extend and expand own expertise 3.4 Regularly participate in review processes as a commitment to upgrading skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on and improve own practice and created 1 personal development plan that includes:

goals

timeframes

ways of measuring progress

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for reviewing and improving own practice, including:

codes of practice

duty of care

rights and responsibilities of workers and employers

work role boundaries – responsibilities and limitations

models and processes of professional reflection

professional development opportunities, including:

industry networking

professional associations

training requirements and options

informal and formal ways of learning and developing

principles and techniques for:

creating a personal development plan

personal goal setting

setting realistic timeframes

measuring progress and performance

types of work methods and practices which can improve performance

learning styles and how they relate to different individuals

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT002 Support the rights and safety of children and young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to address duty of care requirements, working within an ethical framework and applying relevant legislation, codes of conduct, international agreements (such as the Convention on the Rights of the Child), policies and procedures in identifying, responding and supporting children’s and young people’s rights and safety.

This unit applies to workers involved in delivering services to children and young people in a wide range of community services and work contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement work practices which support the protection of children and young people	1.1 Comply with lawful instructions, regulations, duty of care and boundaries of practice in all work activities 1.2 Routinely employ child-focused work practices to uphold the rights of children and young people to participate in decision-making where it is age appropriate 1.3 Use communication and information-gathering techniques with children and young people in accordance with current recognised good practice 1.4 Ensure decisions, responses and actions taken are appropriate and within own work role, legislative requirements and organisation procedures 1.5 Continually update own knowledge and skills as required to work effectively and participate in practice supervision processes 1.6 Maintain confidentiality as appropriate
2. Identify indicators of abuse and act appropriately	2.1 Identify children and young people at risk of harm by routinely implementing child protection procedures when appropriate 2.2 Respond to disclosure in accordance with accepted standards, techniques and legislative obligations 2.3 Gather and record information about the child’s or young person’s behaviour and identify uncharacteristic behaviour 2.4 Monitor the circumstances of children who are identified as highly vulnerable to abuse 2.5 Promptly report risk of harm indicators in accordance with statutory and organisation procedures 2.6 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
3. Apply ethical practices and safeguard the rights and interests of children and young people	3.1 Identify and seek supervisor support for issues of ethical concern in practice with children and young people 3.2 Develop ethical practices for implementing professional boundaries consistent with child protection legislation in relevant jurisdiction 3.3 Recognise indicators for potential ethical concerns when working with children and young people 3.4 Report unethical behaviour according to organisational procedures and policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning - in order to review and plan updates of own skills
Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented work practices which support the protection of children and young people, including: complying with regulations, legislations and duty of care responsibilities employing child-focused work practices to uphold the rights of children and young people maintaining confidentiality providing appropriate responses in the protection of children and young people used appropriate communication strategies to gather information from children and young people identified and responded to indicators of children or young people at risk of harm and abuse on at least three separate occasions, including: gathering and recording information about the child or young person identifying uncharacteristic behaviour of child or young person monitoring the circumstances of children identified as highly vulnerable reported risk-of-harm indicators sought support from supervisor for issues of ethical concern.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: child- and young person-focused practices child protection system, including polices and protocols common legal issues when working with children and young people risk-of-harm indicators organisation guidelines and policies and accepted standards for responding to risks of harm to children and young people overview of relevant aspects of the legal system organisation standards, policies and procedures communication techniques to engage and interact with young people.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT025 Identify and report children and young people at risk

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify children and young people who are at risk and report in line with legislative requirements. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify children and young people at risk.	1.1. Observe signs and indicators to identify children, families and young people at risk of domestic violence, abuse and neglect. 1.2. Collect information and document signs and indicators of abuse in accordance with legislative requirements and organisational policies and procedures. 1.3. Use communication and information gathering techniques with children and young people according to organisational policies and procedures.
2. Report indications of possible risk of harm.	2.1. Ensure documentation in person’s record is completed accurately, in a detailed and factual manner, according to organisational policies and procedures for privacy and confidentiality. 2.2. Report risk of harm indicators, using the relevant reporting mechanism in accordance with legislative requirements.
3. Apply ethical practices in work with children and young people.	3.1. Recognise and uphold the rights of children and young people in the provision of services. 3.2. Employ ethical practices and observe professional boundaries when working with children and young people. 3.3. Recognise and report indicators for ethical concerns when working with children and young people.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret a variety of text to determine and confirm task requirements.
Writing skills to:	record details of children and young people at risk.
Technology skills to:	produce digital reports.

Unit Mapping Information

Supersedes and is not equivalent to CHCPRT001 Identify and respond to children and young people at risk.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT025 Identify and report children and young people at risk

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement work practices which support the protection of at least two children and young people, including:

complying with regulations, legislation and duty of care responsibilities

employing child-focused and ethical work practices to uphold the rights of children and young people

maintaining confidentiality

identifying and responding to concerns in the protection of children and young people

read and interpret the procedures for reporting children and young people at risk in line with organisational policies and procedures and legislative requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

types, indicators and dynamics of abuse:

physical

emotional

psychological

sexual

neglect

parental

pre-natal

protective and risk factors that apply to different groups:

age

gender

disability

culture

sexuality

key aspects of the United Nations Convention on the Rights of the Child

impact of risk of harm

characteristics of children and young people of risk

characteristics of child-focused work practices

engagement techniques for working with children and young people:

establishing rapport

asking non-leading and open questions

active listening techniques

duty of care, professional boundaries, and responsibilities

impact of trauma on children and young people

ethical needs and considerations including:

approaches that incorporate the conventions on the rights of the child and human rights

obligations as defined by the job specification and employing organisation

obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies and service agreements

principles of ethical decision making

overview of legal system and how it pertains to the job role:

child protection system, including reporting protocols, responses to reporting and interagency policies

child protection legislation in the relevant State or Territory

Commonwealth, State or Territory requirements and processes for notifying risk, suspected harm and reporting process

statutory and policy requirements relating to job role

organisational policies and procedures for:

gathering information

documentation

reporting

communication

privacy and confidentiality.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

Assessment must ensure:

access to children and young people, facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

access to relevant Commonwealth, State or Territory legislation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL001 Be an effective volunteer

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Minimum work requirement of 20 hours Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work effectively as a volunteer in a variety of capacities and contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element.
1. Prepare for volunteer work	1.1 Identify the rights and responsibilities of the organisation and apply to work 1.2 Identify the rights and responsibilities of the volunteer and apply to work 1.3 Identify relevant policies and procedures and apply to work 1.4 Identify the organisation’s structure, lines of communication and authority and boundaries of work roles that apply to own work 1.5 Participate in required background checks in accordance with organisation and legislative requirements
2. Work as a volunteer	2.1 Manage and organise own time and work tasks 2.2 Work as part of a team to meet organisation needs 2.3 Maintain appropriate communication networks, processes and relationships between paid and unpaid staff in relation to volunteer work 2.4 Identify and access available support structures as required 2.5 Respond to problems and contingencies related to the workplace in accordance with role
3. Check and complete work in consultation with supervisor	3.1 Seek and receive feedback on own performance 3.2 Request advice, assistance, clarification and further information as required 3.3 Report any issues and/or unresolved problems to supervisor 3.4 Complete relevant reports or workplace documentation as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL001 Be an effective volunteer

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Minimum work requirement of 20 hours Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

volunteered as part of a team with paid and/or unpaid staff for a period of at least 20 hours in an organisation with a structured volunteer program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for volunteer work and how these are applied in organisations, including:

rights and responsibilities of volunteer, colleagues, organisation and customers and/or consumers

privacy, confidentiality and disclosure

mandatory reporting

volunteering as a choice and as being based on reciprocity

how personal values and attitudes may impact on work as a volunteer

the need for relevant background checks to be undertaken by the organisation

mandatory training requirements

organisation expectations of volunteers

valuing self as a volunteer

personal motivations for volunteering

personal expectations to be gained from volunteer work

the volunteering sector including the nature of volunteer work, the importance of volunteer work to the community and principles of volunteering

organisation structure, processes, policies and procedures

Universal declaration on volunteering and current national volunteering codes and standards

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL003 Recruit, induct and support volunteers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to recruit, orientate, develop and support volunteer workers in an agency, service or program. Workers at this level will be responsible for the ongoing coordination and supervision of volunteers who may be working in a range of contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan and develop a volunteer recruitment program	1.1 Develop and implement processes and procedures to support the identification of volunteer roles 1.2 Apply models of volunteering to develop volunteering roles within the organisation 1.3 Plan and develop recruitment, selection and induction policies and procedure
2. Select and induct volunteers	2.1 Develop appropriate advertising strategies ensuing compliance with organisation policy and legal requirements 2.2 Undertake appropriate screening, interviewing and selection processes 2.3 Develop and implement volunteer induction program
3. Develop and implement volunteer support systems	3.1 Develop and implement training appropriate for volunteer roles 3.2 Establish and maintain regular communication with volunteers 3.3 Regularly review roles and performance and provide feedback to the volunteer 3.4 Review recruitment, induction and support systems and identify areas for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL003 Recruit, induct and support volunteers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and implemented all aspects of the recruitment of 2 volunteers

developed and implemented 1 induction program for volunteers, that included:

organisation purpose and services

role of volunteers in the organisation

insurance

rights & responsibilities of all parties including work health and safety (WHS)

organisation structure and lines of communication and authority

expenses and reimbursements processes

relevant policies and procedures and codes of conduct

conducted a performance review for 1 volunteer

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies relating to the employment of unpaid workers

rights and responsibilities of both organisation and volunteer

implications of differences in attitudes and values in working in the organisation

Universal declaration on volunteering and current national volunteering codes and standards

definitions of volunteering

paid versus unpaid role responsibilities and the delineation of these roles

structure of volunteer sector including support and recruitment agencies

role of government and government bodies in volunteering

motivations of volunteers, what can de-motivate volunteers and how volunteer motivation changes over time

different models of volunteering taken from an organisation perspective, including the involvement of volunteers as service providers, fundraisers, corporate volunteering, activist and in community development

range of diverse sectors and roles where volunteers are involved

screening processes, including police checks, interviews, application forms, referee checks and meetings

current trends and issues in volunteering

engagement strategies for volunteering

performance appraisal methods and techniques

recognition and rewards for volunteers

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL004 Manage volunteer workforce development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit describes the skills and knowledge required to develop and support volunteer programs and volunteer workforce in an organisation or agency. Workers at this level will be responsible for coordinating and overseeing volunteer programs across a range of contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review and develop volunteer program policies and systems	1.1 Research volunteering trends impacting volunteer involvement 1.2 Develop strategies for the inclusion of volunteering into key organisation policies and strategies 1.3 Develop strategies for the implementation and review of volunteer programs systems and processes in line with current national volunteering standards and/or organisation requirements
2. Develop a volunteer workforce plan	2.1 Review volunteer positions and measure their contribution to the organisation and service provision 2.2 Identify and develop potential growth areas of volunteer involvement opportunities 2.3 Develop a demographic profile of the volunteer workforce 2.4 Analyse and respond to volunteer motivation and satisfaction 2.5 Implement a volunteer training needs analysis to identify training opportunities
3. Develop strategies to enhance the volunteer workforce	3.1 Apply findings regarding volunteer motivation and satisfaction to volunteer retention strategies 3.2 Implement appropriate strategies to recognise and/or reward volunteers 3.3 Identify volunteer recruitment opportunities 3.4 Develop training opportunities for volunteers 3.5 Develop and implement additional volunteer retention strategies
4. Implement opportunities for volunteer management team development	4.1 Identify and implement professional development opportunities for volunteer managers (paid and/or unpaid) within the organisation 4.2 Review the success of volunteer management development strategies and identify opportunities for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL004 Manage volunteer workforce development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed 1 volunteer workforce development plan

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

Universal declaration on volunteering and current national volunteering codes and standards

organisation standards, codes, policies, procedures and processes

relevant state and national legislation, and public policies relating to the engagement of unpaid workers

differentiation between paid and unpaid workers roles

impact of cultural or community attitudes on appropriate roles, relationships and approaches of the volunteer worker

implications of differences in attitudes and values towards volunteers from management and staff

trends and characteristics impacting volunteer involvement

volunteer motivations and how these will change through involvement with a volunteer role or organisation, e.g. ‘honeymoon’ period, 6-12 months, 12 months plus

recognition strategies for volunteers, including events, certificates, training, reimbursements, badges, rewards and increased responsibilities

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.

This unit applies to work undertaken in work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Communicate effectively with young people	1.1 Listen to the young person to gain understanding of their experiences 1.2 Foster communication exchanges that support the development of trust and rapport 1.3 Process information about the young person’s situation from their perspective 1.4 Use a range of appropriate communication strategies to engage with young people 1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder
2. Reflect understanding of youth cultures and subcultures and young person’s own development	2.1 Consider youth culture and subcultures of the young person in all actions and decisions 2.2 Consider the young person’s individual development in all actions and decisions 2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately 2.4 Select activities and resources to promote awareness, respect the young person and value diversity 2.5 Establish guidelines that are relevant to the culture and background of the young person 2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
3. Work with the young person as the focus	3.1 Apply youth-centred practices when working with young people 3.2 Respect the rights, needs and responsibilities of the young person 3.3 Explain worker rights and responsibilities to the young person as necessary 3.4 Establish a professional relationship and boundary expectations with the client 3.5 Identify and manage power inequities in the professional relationship 3.6 Apply principles of ethical decision-making in working with young people
4. Reflect on own practice and values	4.1 Identify opportunities to reflect on own interactions and practices with young people 4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person 4.3 Seek opportunities to address any concerns or areas for development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to engage and establish collaborative, professional relationships with young people. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: applied youth-centred practices when working with young people, including: using interpersonal skills to engage with at least three young people applying engagement skills with young people with diverse range of presenting issues and experiences applying principles of ethical decision-making to ethical dilemmas when the young person is the primary client establishing and maintaining a professional relationship with at least one group of young people.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: aspects of human behaviour and development related to young people, their personal and social development and relationships current issues facing young people and existing services to address their needs and rights different world views and the interrelationship of society, culture and the young person diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers own cultural values, cultural lens and ethnocentrism own work role within the context of the youth sector access and equity principles principles of ethical decision-making statutory frameworks in which the work role functions the impact of judgement-making skills in working with young people youth-centred practices with focus on the young person as the primary stakeholder youth cultures, social, political and economic and professional frameworks.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH004 Respond to critical situations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to maintain safety through effective response to potential or actual critical situations.

This unit applies to staff working in specialist services and in residential work sites or in the community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement risk-minimisation strategies	1.1 Establish framework for dealing with potential crisis situations 1.2 Undertake timely risk assessment of potential crisis situation, with due consideration for the safety of young people and others 1.3 Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisational procedures 1.4 Recognise the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment 1.5 Seek and provide information on potential responses to the appropriate team members for action and support 1.6 Request assistance clearly and promptly
2. Maintain a safe environment for young people	2.1 Identify and routinely implement organisation’s policies, procedures and practices designed to maximise physical and emotional safety of young person 2.2 Maintain healthy and safe environment to minimise potential for harm 2.3 Ensure all legislative and ethical requirements are met by self and those who supervise
3. Prevent escalation of violent behaviour	3.1 Routinely monitor person’s behaviour pattern to ensure aggressive or abusive behaviour is minimised 3.2 Develop plan of care outlining ways to prevent, and respond to clients’ expressions of violence against self or others, communicate it to relevant personnel and implement the plan 3.3 Anticipate potential causes of conflict and harmful behaviour and respond in a manner that promotes calm and reassurance, to prevent escalation 3.4 Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations 3.5 Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all 3.6 Provide assistance as necessary and appropriate to the situation 3.7 Complete relevant documentation, as required
4. Secure the safety of clients	4.1 Use calm, confident and assertive communication to establish positive personal interaction and exchange information 4.2 Provide information designed to promote positive decision-making based on the relationship between actions and consequences 4.3 Present information to all relevant individuals in a clear, accurate and comprehensive manner 4.4 Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved 4.5 In responses and emergency action, give priority to the protection of individuals from severe harm 4.6 Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control 4.7 Complete all necessary documentation in an accurate and timely manner

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to provide calm, confident and assertive communication during high stress or crisis situations. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH004 Respond to critical situations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: established a framework for dealing with potential crisis situations which covers: identifying and assessing risks to client safety and welfare understanding and anticipating possible causes of conflicts identifying and implementing risk-minimisation strategies providing information on possible responses to team members stating when to request assistance of others detailing types of assistance appropriate to various situations identifying equipment available to support response to potential crisis situations maintained a safe and healthy environment to minimise the risk of crisis situations used effective communication skills and techniques in all communications with client, appropriate to the situation documented actions taken according to organisational procedures and policies, clearly and accurately.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: team roles and responsibilities and reporting requirements responsibilities of child protection reporting and duty of care understanding how critical incidents and risks arise both generally and in particular situations common mental health issues in young people principles of effective communication for counselling, risk-assessment, negotiation, mediation and information management code of conduct organisation’s policies, guidelines and procedures and emergency protocols.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH005 Develop and implement procedures to enable young people to address their needs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to monitor and upgrade organisation approaches to young people with complex needs.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop support programs for young people	1.1 Assess specific needs of the young person and match to an existing program 1.2 Employ appropriate communication techniques to engage young person and to address specific needs 1.3 Consult relevant community organisations to identify available support programs that meet specific needs of clients 1.4 Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs 1.5 Provide relevant information to client as appropriate
2. Ensure that young people with complex needs receive appropriate services	2.1 Implement procedures to ensure indications of physical, emotional, psychological or sexual abuse are identified and addressed 2.2 Define and implement appropriate procedures to minimise effects of any aggressive or abusive behaviour of clients 2.3 Employ appropriate approaches and language to enable clients to express their ideas in a range of ways
3. Liaise with other services and organisations	3.1 Design and implement appropriate referral systems and procedures to ensure specific needs of clients can be addressed 3.2 Identify and access support facilities required to optimise client access to specialist services 3.3 Ensure support and advocacy services provided reflect organisation procedures, respect the young person’s rights and are appropriate to cultural and other individual circumstances 3.4 Consult with relevant professionals and service providers to ensure broad and comprehensive client service delivery
4. Monitor and upgrade support provided by the organisation	4.1 Regularly review information and services provided to clients to assess continuing relevance and effectiveness 4.2 Periodically review assessment, support and referral systems used within the agency 4.3 Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery 4.4 Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff 4.5 Provide support and supervision to other workers as required in accordance with organisation procedures 4.6 Arrange regular debriefings with associated organisations and service providers 4.7 Produce and provide reports in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to analyse and review service policies and procedures in line with applicable legislative and regulatory requirements relevant to the service. Writing - in order to produce reports according to organisation procedures and policies. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: assessed specific needs of at least one young person and identified existing programs/services that addressed these needs, as well as consulted relevant personnel and organisations to identify further or alternative support programs that could assist developed and implemented procedures to keep young people safe, including: addressing any signs of abuse establishing protocols of behaviours monitoring at-risk behaviour patterns establishing quick response actions to counter aggressive behaviour developed and implemented procedures relating to services offered by the organisation, including: support facilities particular types of support and information referral advice reviewed the relevance and effectiveness of information and service provision to clients, and assessment, support and referral systems, including: holding regular debriefings with associated organisations and service providers debriefing and supporting other youth workers, including identifying training needs producing reports and recording relevant information about clients and programs according to organisation procedures and policies, ensuring accurate and complete information is included.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: legal and organisational policies relating to advocacy, monitoring and dealing with abuse principles of empowerment and enabling processes in advocacy short-term counselling strategies different forms of abuse and their indicators and response processes a broad range of specialist and generic services and agencies family support and mediation youth-specific consultation and engagement principles for seeking feedback on service provision reflective and evaluative processes in youth work practice key aspects of human rights declarations and UN Convention on the Rights of the Child organisation’s policies, guidelines and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH021 Support youth programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to devise, set up, coordinate, deliver and evaluate youth activities and programs for individuals and groups.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Youth Services

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the youth program required.	1.1. Collect, analyse and review evidence to determine the need for a youth program. 1.2. Identify and review possible youth programs to meet the defined needs. 1.3. Select youth program based on individual and group needs, organisational policies and procedures and available resources.
2. Prepare youth program plan.	2.1. Plan activities in consultation with key persons and stakeholders to ensure young people’s needs are met. 2.2. Determine operational arrangements for conducting the youth program and assess feasibility. 2.3. Ensure planning activities reflect industry standards for working with young people. 2.4. Develop flexible implementation plans to suit contexts and contingencies of stakeholders. 2.5. Identify evaluation strategies in the youth program plan in consultation with stakeholders.
3. Deliver youth program.	3.1. Implement youth program in accordance with program plan, organisational policies and procedures, and legal and statutory requirements. 3.2. Provide participants with access to activities suited to their needs and interests. 3.3. Implement contingency plans and adapt youth program to meet the changing needs of participants. 3.4. Address problems in youth program delivery promptly.
4. Monitor and evaluate youth program.	4.1. Use evaluation strategies during and after youth program and for revision and development. 4.2. Collect, organise and report evaluation information in a format which is accessible and meaningful to young people and stakeholders. 4.3. Prepare and present reports as required by organisational policies and procedures, and funding and legislative requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	collect and analyse evidence to inform program requirements.
Writing skills to:	document the youth program plan and prepare reports in line with organisational policies and procedures.
Numeracy skills to:	prepare basic program costings.

Unit Mapping Information

Supersedes and is equivalent to CHCYTH009 Support youth programs.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH021 Support youth programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

collect, analyse and review evidence and programs to determine the need for a specific youth program

prepare at least one youth program plan, including:

outlining activities and actions

determining operational arrangements

calculating costs, space and resources

assessing feasibility

developing implementation and evaluation strategies

implement at least one youth program, adapt the youth program to the changing needs of participants and evaluate the outcomes, including:

using evaluation techniques and reporting outcomes to young people and stakeholders in an accessible format.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

target groups relevant to the work context and the program

types and content of common youth activities and programs relevant to the work context

legal and safety requirements as they relate to youth activities and programs

strategies and techniques for evaluation of youth programs

funding sources for youth programs

organisational policies and procedures

techniques for writing complete and accurate reports.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies

access to organisational policies and procedures

opportunities for engagement with young people.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

FNSFLT211 Develop and use personal budgets

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 6.0.

Application

This unit describes the skills and knowledge required to develop, implement and monitor a personal savings budget. It has wide application and may be used in workplaces, schools, adult and community learning organisations or registered training organisations to build the financial literacy of learners. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling or advisory organisations.

The unit applies to those who use new ideas and techniques to develop personal financial literacy skills.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Financial literacy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to develop a personal budget	1.1 Obtain a template budget spreadsheet 1.2 Identify period of time for which to develop a personal budget 1.3 Identify all sources of income, regular fixed expenses and variable expenses for specified period 1.4 Record all income and expenses in the budget spreadsheet for specified period
2. Develop a personal budget	2.1 Subtract total expenses recorded from total income recorded 2.2 Identify whether a budget is in surplus or deficit for specified period 2.3 Identify reasons for deficit budget as required 2.4 Identify opportunities and options to meet financial goals 2.5 Incorporate selected options into a budget plan
3. Implement and monitor personal budget	3.1 Follow budget according to plan for a specified period of time 3.2 Record actual expenses and income for period during which budget is implemented 3.3 Compare budgeted expenses and income with actual amounts and modify budget where necessary 3.4 Monitor and update budget as required

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Numeracy	Performs mathematical calculations including addition, subtraction, multiplication, division and percentages, and interprets financial information relating to budgets
Oral communication	Participates in verbal exchanges using active listening and questioning to develop a clear understanding of budgeting information
Reading	Gathers and interprets financial information and identifies key aspects relevant to the task
Writing	Records and documents information relating to personal budgets using correct language, concepts and terminology
Planning and organising	Plans routine tasks and organises work according to defined requirements Reviews effectiveness of decisions and adjusts as required
Technology	Uses digital systems and tools to design work processes and complete work tasks

Unit Mapping Information

Supersedes and is equivalent to FNSFLT201 Develop and use a personal budget.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSFLT211 Develop and use personal budgets

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 6.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

develop and use a personal budget for at least two different time periods.

In the course of the above, the candidate must:

calculate interest and loan repayments.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key aspects of budgeting, including its purpose, key principles and benefits

methods for setting and calculating financial goals

techniques to interpret financial information relating to budgets

key benefits of financial goal setting

common obstacles to achieving financial goals

impact of different stages of life on financial goals

key behaviours and skills required to facilitate adherence to a budget

key features of fixed and variable expenses

role of credit and savings in managing a budget and establishing personal wealth

role of financial institutions and their savings products to assist with managing a personal budget.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

office equipment, technology, software and consumables

information about the budgeting process, personal financial records and other required resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSFLT311 Develop and apply knowledge of personal finances

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 6.0.

Application

This unit describes the skills required to develop, maintain and apply knowledge of personal finances, including taxation, superannuation and insurance.

The unit applies to those who build financial literacy in workplaces, schools, adult and community learning organisations or registered training organisations. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling and advisory organisations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Financial literacy

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop knowledge of personal financial matters	1.1 Identify effects of career choice, education and skills on income and goal attainment 1.2 Identify short-term and long-term financial goals 1.3 Identify tax matters relating to personal income 1.4 Identify impact of consumer and financial behaviour on personal spending 1.5 Identify common risk management strategies used to protect against financial loss 1.6 Identify components of superannuation relevant to individual income earners
2. Manage personal finances	2.1 Identify spending decisions and compare costs with alternative choices 2.2 Identify purpose of planning personal finances 2.3 Evaluate consequences of personal financial decisions 2.4 Develop methods and systems to monitor personal cash flow 2.5 Identify own personal financial goals
3. Maintain knowledge of personal financial matters	3.1 Identify and assess factors that affect personal credit worthiness 3.2 Seek advice from specialists and mentors as required 3.3 Develop systems for maintaining knowledge about personal finances and career opportunities to achieve goals 3.4 Identify and access sources of information related to personal finance matters

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

SKILL	DESCRIPTION
Numeracy	Performs a range of mathematical calculations to interpret financial information, and to balance or create budgets and savings plans
Oral communication	Uses active listening and questioning to source advice and develop a clear understanding of information
Reading	Researches and interprets written information from a range of sources to identify relevant aspects for the required task
Writing	Records and documents information using correct language, terminology and concepts
Self-management	Maintains up-to-date knowledge of personal financial management necessary for own situation Plans routine tasks and organises work according to defined requirements
Technology	Uses digital systems and tools to complete tasks, and to access and manage finance related information

Unit Mapping Information

Supersedes and is equivalent to FNSFLT301 Be MoneySmart.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSFLT311 Develop and apply knowledge of personal finances

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 6.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

present overview of factors that impact personal finances on at least two occasions.

In the course of the above, the candidate must:

set own personal financial goals

access opportunities for mentoring and advice on personal finances.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

key aspects of debt management relating to personal finances

common effects of career choices, education and skill on income and goal attainment

methods to identify pay rates

methods to establish and maintain a good credit history

key methods and benefits of saving money

common risk management strategies used to protect against financial loss, including insurance

key characteristics of insurance relating to personal finance

key implications of taxation matters, including:

the role of the Australian Taxation Office

key aspects of tax being paid on income basis

personal tax liabilities and allowable deductions

tax rates

lodgement dates

goods and services tax (GST)

pay as you go tax (PAYG)

Australian business numbers (ABN)

tax file numbers (TFN)

business activity statements (BAS)

key principles of budgeting, cash flow and saving, including:

role of credit and savings in establishing personal wealth

financial institutions and their savings, investment and credit products

key methods and systems for monitoring personal cash flow, spending and use of debt

key aspects of and consequences of personal financial products and decisions, including:

bank accounts, including savings, credit and investment

insurance cover for health, car, phone, warranty, tools, household and income protection

contracts, including phones, data, tenancy and finance

key superannuation matters relating to personal finances.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

office equipment, technology, software and consumables

financial services product information.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSORG501 Develop and manage a budget

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to collect and analyse information and apply sound accounting principles to the development and ongoing management of a budget for a small organisation or section of a large organisation.

It applies to individuals who use a range of specialist and managerial techniques to plan, monitor and control budgetary work.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Organisational skills

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for and collect information for budget	1.1 Determine and confirm areas for which budget is being prepared with appropriate personnel, and identify, access and analyse data required for development of budget 1.2 Determine budget parameters with estimates based on research, consultation and negotiation with appropriate personnel 1.3 Consult relevant colleagues in budget planning process as required
2. Develop budget	2.1 Draft budget based on analysis of all available information in accordance with organisational policy 2.2 Identify and support income and expenditure estimates with reliable information and circulate draft budget for comment
3. Finalise budget and allocate resources	3.1 Provide final budget which incorporates agreed modifications to appropriate personnel 3.2 Inform personnel affected by budget of its limits and goals in their work area and clarify financial management and reporting responsibilities 3.3 Obtain agreement to budget priorities and allocate resources
4. Monitor and control budget	4.1 Check actual income and expenditure against budget at regular intervals, and prepare and present budget reports to appropriate personnel 4.2 Identify and respond to deviations, take appropriate action and advise relevant personnel on budget status
5. Complete financial and statistical reports	5.1 Complete all required financial and statistical reports accurately within designated timelines 5.2 Make appropriate recommendations about future financial planning 5.3 Provide clearly presented and accurate reports to appropriate personnel

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 4.1, 4.2	Extracts, analyses and monitors complex textual information from a range of sources to determine relevance, accuracy and compliance with organisational policy
Writing	1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1, 5.2, 5.3	Analyses and compiles numerical data and text information to convey specific information and recommendations accurately and effectively to others using clear and detailed language Demonstrates effective control of text types required by financial and statistical report conventions and documentation
Oral Communication	1.1 -1.3, 3.2, 3.3, 4.1, 4.2, 5.2	Participates in verbal exchanges of information, demonstrating control of a range of oral techniques to elicit the views and opinions of others and confirm understanding Clearly articulates requirements and outcomes using language, tone and pace appropriate to the audience and environment
Numeracy	1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.3	Interprets, analyses and uses numerically expressed data to effectively prepare, monitor, amend and present accurate budgetary information
Navigate the world of work	2.1, 3.2, 5.1	Works independently and collectively in making decisions about budge requirements in accordance with organisational policy
Interact with others	1.1-1.3, 2.2, 3.1, 3.2, 4.1, 5.3	Selects and uses appropriate conventions and protocols to gain and provide relevant budgetary information Plays a lead role in situations requiring effective collaborative skills, demonstrating high level negotiation skills and ability to gather information through consultation
Get the work done	1.1, 1.2, 2.1, 3.3, 4.1, 4.2, 5.1, 5.2	Accepts responsibility for planning and sequencing complex tasks and workload Applies systematic and analytical decision-making processes to make recommendations in complex and non-routine situations Uses digital technologies to access, extract and share relevant information to achieve required outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSORG501 Develop and manage a budget	FNSORG501A Develop and manage a budget	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSORG501 Develop and manage a budget

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and accurately interpret relevant data to develop and finalise a budget

consult effectively and negotiate outcomes with others on budgetary issues

accurately complete financial and statistical reports related to budgeting.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the evidence requirements safely and effectively, the individual must:

define basic accounting and financial services industry terminology

outline types of data required to develop the budget

explain accounting techniques relevant to budget preparation and maintenance

describe budgeting techniques and tools

describe organisational and industry policy and procedures related to budget development and management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the organisational skills field of work and include access to:

a range of common office equipment, technology, software and consumables

an integrated financial software system and data.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FWPCOT3260 Recover four wheel drive vehicles

Modification History

Release	Comment
1	Replaces equivalent unit FPICOT3260 Recover four wheel drive vehicles, which was first released with FPI11 Forest and Forest Products Training Package Version 2. This is the first release of this unit in the new standards format.

Application

This unit of competency describes the outcomes required to use recovery equipment and advanced skills to recover four-wheel drive (4x4) vehicles in difficult terrain conditions.

The unit applies to those who recover 4x4 vehicles in a variety of work settings.

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

Pre-requisite Unit

Nil

Unit Sector

Forest Growing and Management

Harvesting and Haulage

Sawmilling and Processing

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.
1. Plan 4x4 recovery	1.1 Survey site to identify hazards, assess risks and select suitable strategy. 1.2 Select personal protective equipment appropriate to type of recovery operation. 1.3 Inform appropriate personnel of location. 1.4 Determine potential environmental impact of recovery.
2. Apply safe recovery method	2.1 Establish and maintain communications with appropriate personnel during recovery operations. 2.2 Determine recovery method based on the terrain conditions and circumstances. 2.3 Consider operating variables, define danger zone and apply strategies to reduce risk and environmental impact during recovery. 2.4 Determine the recovery equipment required and its availability. 2.5 Set up an exclusion zone. 2.6 Repair environmental damage where possible.
3. Use vehicle recovery equipment safely	3.1 Identify hazards and position recovery equipment safely. 3.2 Use safe operating procedures while using recovery equipment. 3.3 Use rated recovery equipment within limitations and capabilities.
4. Maintain vehicle recovery equipment	4.1 Carry out maintenance on recovery equipment. 4.2 Document equipment maintenance according to organisational procedures.

Foundation Skills

This section describes those core and employment skills that are essential to performance and are not explicit in the performance criteria.
Problem solving skills to:	consider and determine recovery options.

Range of Conditions

Not Applicable

Unit Mapping Information

FPICOT3260 Recover four-wheel drive vehicles

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

Assessment Requirements for FWPCOT3260 Recover four wheel drive vehicles

Modification History

Release	Comment
1	Replaces equivalent unit FWPCOT3260 Recover four wheel drive operations, which was first released with FPI11 Forest and Forest Products Training Package Version 2.2. This is the first release of this unit in the new standards format. Assessment requirements now specify the performance and knowledge evidence, as well as assessment conditions for this unit of competency. These sections simplify and replace components used in the previous unit format, including ‘Required Skills and Knowledge, Evidence Guide and Range Statement

Performance Evidence

A person demonstrating competency in this unit must satisfy all of the elements, performance criteria and foundation skills of this unit. If a specific volume or frequency is not stated below, then evidence must be provided that the following requirements have been performed on at least one occasion:

safely and effectively recover a four wheel drive from varied situations

use a winch and a snatch block (2:1) in difficult terrain, using ground anchor points for both hard ground and soft sand

use one or more types of recovery equipment in a safe and efficient manner including devices and techniques for:

lifting

winching/towing

traction

support

protection

demonstrate one or more pulling techniques including:

complex and multi-line

straight pull

double pull

starting vehicle

taking towed object to a location

using a winch

communicate effectively and follow safe work practices

use and maintain relevant tools, machinery and equipment.

Knowledge Evidence

A person competent in this unit must be able to demonstrate knowledge of:

organisational policies and procedures, codes of practice and established safe practices for recovering a 4x4 vehicle

techniques for using jacks and other recovery equipment

factors affecting choice of recovery equipment and mode of recovery

issues to consider when defining danger zones

effect of suction on vehicles to identify mass weight needed for cable and winch capacity

hazards and safety issues associated with the use of jacks and recovery equipment

environmental impacts of 4x4 operation

established communication protocols

typical tools and equipment, and procedures for their safe use and maintenance

procedures for reporting and recording information

environmental protection requirements, including the safe disposal of waste material

environmental risks and hazards relevant to recovering 4x4 vehicles in difficult terrain conditions.

Assessment Conditions

The following resources must be made available:

four wheel drive to recover

varied terrains and conditions from which to recover vehicle

equipment required to recover a four wheel drive vehicle

relevant personnel for the purposes of communicating information

documents, spreadsheets and commonly used proforma documents

personal protective and safety equipment required for recovering a four wheel drive vehicle.

Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.

Assessor requirements

Assessors must:

hold the appropriate assessor competency standards as outlined in regulations; and

be able to demonstrate vocational competencies at least to the level being assessed; and

be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

FWPFGM3214 Operate a four wheel drive in a towing situation

Modification History

Release	Comment
1	Replaces equivalent unit FPIFGM3214 Operate a four wheel drive in a towing situation, which was first released with FPI11 Forest and Forest Products Training Package Version 2.2. This is the first release of this unit in the new standards format.

Application

This unit of competency describes the outcomes required to tow and move an object using a four-wheel drive (4x4) vehicle on roads and varied terrain. This may include towing a trailer, vehicle or equipment as well as moving logs or other loads.

The unit applies to those who tow and move objects using a four wheel drive in forest environments and timber processing environments.

Licensing, legislative, regulatory, or certification requirements apply to this unit in some states & territories at the time of publication, and may differ according to jurisdiction.

Pre-requisite Unit

Nil

Unit Sector

Forest Growing and Management

Harvesting and Haulage

Sawmilling and Processing

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.
1. Prepare 4x4 for towing	1.1 Identify and follow WHS, environmental, legal and organisational requirements relevant to operating in a towing situation. 1.2 Identify type of object to be towed and determine a suitable towing arrangement. 1.3 Identify equipment requirements and techniques to carry out the towing job. 1.4 Identify potential hazards that may be experienced at the towing site and during the towing operation. 1.5 Assess the towing activity for safety, security of passengers, vehicles and property. 1.6 Check the 4x4 vehicle to ensure equipment is appropriate to conditions and operationally effective in line with manufacturer specifications.
2. Drive 4x4 towing a trailer	2.1 Identify hazards and risk-management strategies associated with towing a trailer. 2.2 Safely couple and uncouple the trailer. 2.3 Secure load onto trailer. 2.4 Apply risk-management strategies while 4x4 vehicle is in operation and towing a trailer. 2.5 Demonstrate driving forward, reversing a trailer uphill, around corners and in a straight line. 2.6 Use correct jack technique to change a trailer wheel. 2.7 Park and shut down 4x4 vehicle in line with manufacturer specifications and organisational requirements.
3. Drive 4x4 moving an attached object	3.1 Secure vehicle, equipment or object to be moved using appropriate recovery devices. 3.2 Apply risk-management strategies to a 4x4 vehicle moving an object. 3.3 Drive 4x4 and move attached object.
4. Perform post-towing tasks	4.1 Notify relevant personnel of trip completion. 4.2 Carry out maintenance on allocated vehicle. 4.3 Record and report activity in line with organisational procedures.

Foundation Skills

This section describes those core and employment skills that are essential to performance and are not explicit in the performance criteria.
Numeracy skills to:	measure, estimate and calculate time required to complete the task determine if vehicle has sufficient fuel for the task.
Initiative and enterprise skills to:	apply precautions and required action to minimise, control or eliminate hazards that can occur during work activities.
Problem-solving skills to:	identify faults and issues associated with towing a trailer and moving objects with a 4x4 vehicle, and identify solutions.

Range of Conditions

Not Applicable

Unit Mapping Information

FPIFGM3214 Operate a four wheel drive in a towing situation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

Assessment Requirements for FWPFGM3214 Operate a four wheel drive in a towing situation

Modification History

Release	Comment
Replaces equivalent unit FWPFGM3214 Operate a four wheel drive in a towing situation, which was first released with FPI11 Forest and Forest Products Training Package Version 2.2. This is the first release of this unit in the new standards format. Assessment requirements now specify the performance and knowledge evidence, as well as assessment conditions for this unit of competency. These sections simplify and replace components used in the previous unit format, including ‘Required Skills and Knowledge, Evidence Guide and Range Statement

Performance Evidence

A person demonstrating competency in this unit must satisfy all of the elements, performance criteria and foundation skills of this unit. If a specific volume or frequency is not stated below, then evidence must be provided that the following requirements have been performed on at least one occasion:

follow applicable legal and regulatory requirements, and codes of practice relevant to operating a 4x4 vehicle towing a trailer or moving an object

couple and uncouple a trailer

safely couple and uncouple vehicles, equipment and objects using recovery equipment

operate a 4x4 in a towing situation

follow organisational policies and procedures relevant to operating a 4x4 in a towing situation

assess the safety of towing a trailer or object and consider risk management strategies including:

appropriate vehicle and trailer clearance

appropriate approach and departure angles

correct load management

controlled braking methods using electric brakes, no brakes, override brakes

adequate movement of the tow system

making adjustment for extra length and width of trailers, and their tendency to ‘cut in’ on corners and curves

making appropriate adjustment in braking distance to compensate for the combined extra weight of vehicle and trailer

driving vehicle to minimise trailer sway

engaging a lower gear when travelling downhill with a trailer to give greater vehicle control and reduce load on brakes

ensuring mirrors on both sides of towing vehicle are properly adjusted to give a clear view of vehicles approaching from the rear.

use and maintain relevant tools, machinery and equipment

Knowledge Evidence

A person competent in this unit must be able to demonstrate knowledge of:

applicable regulations, standards, codes of practice and established safe practices relevant to processes when towing a trailer or object

environmental risks and hazards, organisational and site standards, requirements, policies and procedures for towing a trailer or object including:

damage to vehicle

wet and iced terrain

flooded terrain

fire in vehicle

fire at the scene

faulty brakes

leaking fuel

faulty steering mechanism on vehicle

animals and objects in vehicle path

crocodiles and snakes in some areas

windy or foggy sections of terrain

steep slopes

land slides

tree limbs

black ice

trailers

logs, rocks and other unexpected obstacles

weather conditions

slippery surfaces

unsafe or damaged equipment

spilt or leaking fuel or dangerous or hazardous goods or substances

unsafe manual-lifting procedures

recovery devices suitable for towing including:

winches

ropes

cables

slings and straps

pullers

road rules, regulations, permit and licence requirements of the relevant state or territory

operational knowledge of 4x4 vehicle, including controls, instruments and indicators, and their use

4x4 driving and towing techniques

vehicle maintenance requirements

established communication channels and protocols

relevant personnel for the purposes of communicating information

vehicle problem identification and resolution strategies, and common vehicle fault-finding techniques

characteristics, applications, capabilities and limitations of a 4x4 vehicle while towing a trailer or object

tools and equipment used when setting up and securing an object for towing

typical problems that may occur when setting up and securing an object for towing, and how to resolve them

procedures for recording and reporting workplace information.

Assessment Conditions

The following resources must be made available:

manual or automatic or all wheel drive (AWD) four-wheel drive vehicle

trailer to tow

object to move

personal protective equipment required to operate a four wheel drive vehicle in a towing situation

relevant personnel for the purposes of communicating information

Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.

Assessor requirements

Assessors must:

hold the appropriate assessor competency standards as outlined in regulations; and

be able to demonstrate vocational competencies at least to the level being assessed; and

be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=0d96fe23-5747-4c01-9d6f-3509ff8d3d47

HLTAID009 Provide cardiopulmonary resuscitation

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to perform cardiopulmonary resuscitation (CPR) in line with the Australian Resuscitation Council (ARC) guidelines.

This unit applies to all persons who may be required to provide CPR, in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3. Assess the casualty and recognise the need for cardiopulmonary resuscitation (CPR). 1.4. Seek assistance from emergency services.
2. Perform CPR procedures.	2.1. Perform CPR in accordance with the ARC guidelines. 2.2. Display respectful behaviour towards casualty. 2.3. Operate an automated external defibrillator (AED) according to manufacturers' instructions.
3. Communicate details of the incident.	3.1. Accurately convey incident details to emergency services. 3.2. Report details of incident in line with appropriate workplace or site procedures. 3.3. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
4. Review the incident.	4.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 4.2. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID001 Perform cardiopulmonary resuscitation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID009 Provide cardiopulmonary resuscitation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult, including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

demonstrating a rotation of single rescuer operators with minimal interruptions to compressions

responding appropriately in the event of regurgitation or vomiting

handing over to emergency services

providing an accurate verbal report of the incident

reviewing the incident

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

relevant ARC guidelines to managing the unconscious breathing and non-breathing casualty and provision of CPR

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

legal, workplace and community considerations, including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

AED training devices

personal protective equipment (PPE).

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID011 Provide First Aid

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

The unit applies to all persons who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3. Assess the casualty and recognise the need for first aid response. 1.4. Seek assistance from emergency services.
2. Apply appropriate first aid procedures.	2.1. Perform cardiopulmonary resuscitation (CPR) in accordance ARC guidelines. 2.2. Provide first aid in accordance with established first aid principles. 2.3. Display respectful behaviour towards casualty. 2.4. Obtain consent from casualty where possible. 2.5. Use available resources and equipment to make the casualty as comfortable as possible. 2.6. Operate first aid equipment according to manufacturers’ instructions. 2.7. Monitor the casualty’s condition and respond in accordance with first aid principles.
3. Communicate details of the incident.	3.1. Accurately convey incident details to emergency services. 3.2. Report details of incident in line with appropriate workplace or site procedures. 3.3. Complete applicable workplace or site documentation, including incident report form. 3.4. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
4. Review the incident.	4.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 4.2. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID003 Provide first aid

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID011 Provide First Aid

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult, including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

demonstrating a rotation of single rescuer operators with minimal interruptions to compressions

responding appropriately in the event of regurgitation or vomiting

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed casualties, with the following:

anaphylaxis

asthma

non-life-threatening bleeding

choking

envenomation, using pressure immobilisation

fractures, dislocations, sprains and strains, using appropriate immobilisation techniques

minor wound cleaning and dressing

nosebleed

shock

responded to at least one simulated first aid incident contextualised to the candidate’s workplace or community setting, where the candidate has no knowledge of the casualty’s condition prior to starting treatment, including:

identifying the casualty’s illness or injury through history, signs and symptoms

using personal protective equipment (PPE) as required

providing appropriate first aid treatment

conveying incident details to emergency services or advising casualty on any required post incident action

providing an accurate verbal and written report of the incident

reviewing the incident.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to the provision of first aid

first aid guidelines from Australian national peak clinical bodies

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

legal, workplace and community considerations including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

signs, symptoms and management of the following conditions and injuries:

allergic reaction

anaphylaxis

asthma

non-life-threatening and life-threatening bleeding

burns

cardiac conditions, including chest pain

choking

diabetes

drowning

envenomation - all current treatments

eye injuries

fractures, dislocations, strains and sprains

head, neck and spinal injuries

hypothermia

hyperthermia

minor wounds

nose-bleed

poisoning

seizures

shock

sharps injuries

stroke.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training devices

workplace first aid kit

placebo bronchodilator and spacer device

different types of wound dressings and bandages

blankets and items to treat for shock

personal protective equipment (PPE)

workplace injury, trauma or illness record, or other applicable workplace or site incident report form.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID014 Provide Advanced First Aid

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to provide an advanced first aid response to a casualty in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

The unit applies to all persons who may be required to provide an advanced first aid response in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1.Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3. Assess the casualty and recognise the need for first aid response. 1.4. Deploy resources to appropriate locations as required in line with appropriate workplace or site procedures. 1.5. Seek assistance from emergency services.
2. Apply appropriate first aid procedures.	2.1. Perform single-rescuer or two-rescuer cardiopulmonary resuscitation (CPR) in accordance with the ARC guidelines and availability of rescuers. 2.2. Provide first aid in accordance with established first aid principles. 2.3. Display respectful behaviour towards casualty. 2.4. Obtain consent from casualty where possible. 2.5. Use available resources and equipment to make the casualty as comfortable as possible. 2.6. Operate first aid and ancillary equipment according to manufacturers’ instructions. 2.7. Monitor the casualty’s condition and respond in accordance with first aid principles.
3. Coordinate first aid activities until arrival of medical assistance.	3.1. Identify available resources required and establish communication links with appropriate personnel, emergency services or medical assistance as appropriate. 3.2. Deploy required resources to appropriate locations in an efficient and effective manner to ensure timely treatment of casualties. 3.3. Monitor the condition of casualties in accordance with first aid principles and workplace or site procedures. 3.4. Coordinate evacuation of casualties according to relevant evacuation procedures.
4. Communicate details of the incident.	4.1. Accurately convey incident details to emergency services. 4.2. Report details of incident in line with appropriate workplace or site procedures. 4.3. Complete applicable workplace or site documentation, including incident report form. 4.4. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
5. Review the incident.	5.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 5.2. Arrange support services for personnel involved in the incident in accordance with relevant procedures. 5.3. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID006 Provide advanced first aid.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID014 Provide Advanced First Aid

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed in line with ARC guidelines, the unconscious, non-breathing adult including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performing at least 2 minutes of ventilation and at least 2 minutes of compression during a two-rescuer procedure on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

responding appropriately in the event of regurgitation or vomiting

demonstrating a rotation of operators with minimal interruptions to compressions

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed casualties, with the following:

anaphylaxis

asthma

non-life-threatening bleeding

choking

envenomation, using pressure immobilisation

fractures, dislocations, sprains and strains, using appropriate immobilisation techniques

minor wound cleaning and dressing

nosebleed

shock

life threatening bleeding requiring use of tourniquets and haemostatic dressings

responded to at least two simulated first aid incidents, one medical and one trauma contextualised to the candidate’s workplace or community setting, where the candidate has no knowledge of the casualty’s condition prior to starting treatment, including:

identifying the casualty’s illness or injury through history, signs and symptoms

using personal protective equipment (PPE) as required

conducting a secondary survey assessment

assessing vital signs respirations, pulse, temperature

level of consciousness

providing appropriate first aid treatment

conveying incident details to emergency services or advising casualty on any required post-incident action

providing an accurate verbal and written report of the incident

reviewing the incident

coordinated a team of people to respond to a multiple casualty incident, including:

conducting a basic triage

demonstrating effective use of resources

demonstrating effective planning techniques

moving casualties using suitable extraction method and device and safe manual handling techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to the provision of first aid

first aid guidelines from Australian national peak clinical bodies

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

legal, workplace and community considerations including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

in relation to the administration of medication

legal requirements

the five rights

the responsibilities of the first aider

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

considerations when providing first aid, including:

assessment, interpretation and documentation of vital signs, including normal clinical values for respirations, temperature, pulse and level of consciousness

how to conduct a secondary assessment of a casualty

basic triage processes

procedures for dealing with casualties who are aged or infirm

procedures for first aid management when dealing with major and minor accidents in the workplace or site

procedures when providing first aid to children

use of ancillary first aid equipment

co-ordination of resources

contents of first aid kits

signs, symptoms and management of the following conditions or injuries:

abdominal injuries

allergic reaction

anaphylaxis

asthma

non-life-threatening bleeding

life-threatening bleeding including use of tourniquets and haemostatic dressings

burns

cardiac conditions, including chest pain

childbirth

choking

crush injuries

diabetes

drowning

ear injuries and bleeding from the ear

envenomation - all current treatments

eye injuries

fractures, dislocations, strains and sprains

head, neck and spinal injuries

hypothermia

hyperthermia

minor wounds

nose-bleed

poisoning

seizures

shock

sharps injuries

stroke

substance misuse, including prescription and illicit drugs and alcohol

psychological impacts of first aid incidents on rescuers and how to seek help.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training devices

haemostatic dressings

haemostatic wound packing trainer

placebo bronchodilator and spacer device

thermometers

tourniquet trainer

tourniquets

different types of wound dressings and bandages

blankets and items to treat for shock

personal protective equipment (PPE)

workplace injury, trauma or illness record, or other applicable workplace or site incident report form, which includes space for recording vital signs of casualties

workplace first aid kits

immobilisation and extrication devices.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID015 Provide advanced resuscitation and oxygen therapy

Modification History

Release	Comments
Release 2	Minor grammatical changes to ensure clarity. Equivalent outcome. Updated mapping details.
Release 1	HLTAID015 Provide advanced resuscitation and oxygen therapy supersedes and is not equivalent to HLTAID007 Provide advanced resuscitation.

Application

This unit describes the skills and knowledge required to use specialised equipment in the provision of resuscitation and oxygen therapy in line with the Australian Resuscitation Council (ARC) guidelines.

This unit applies to persons who may be required to use specialised equipment to provide resuscitation or oxygen therapy in a range of complex situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Pre-requisite Unit

HLTAID011 Provide First Aid

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3 Assess the casualty and recognise the need for CPR, advanced resuscitation response or oxygen therapy. 1.4. Manage life-threatening bleeding. 1.5. Seek assistance from emergency services. 1.6. Ensure environment is safe for delivery of oxygen.
2. Perform resuscitation procedures.	2.1. Perform single-rescuer cardiopulmonary resuscitation (CPR) or two-rescuer resuscitation procedures, including use of oxygen, in accordance with the ARC guidelines and availability of rescuers. 2.2. Display respectful behaviour towards casualty. 2.3. Use available resources and equipment according to manufacturers’ instructions.
3. Deliver oxygen therapy.	3.1. Identify need for oxygen therapy, including by using a pulse oximeter. 3.2. Use appropriate delivery device to provide oxygen. 3.3. Monitor casualty condition and rectify issues preventing adequate treatment.
4. Communicate details of the incident.	4.1. Accurately convey incident details to emergency services. 4.2. Report details of incident in line with appropriate workplace or site procedures. 4.3. Complete applicable documentation, including incident report form. 4.4. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
5. Review the incident.	5.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 5.2. Contribute to a review of the first aid response as required. 5.3.Check, maintain and clean equipment ready for future use.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

HLTAID015 Provide advanced resuscitation and oxygen therapy supersedes and is not equivalent to HLTAID007 Provide advanced resuscitation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID015 Provide advanced resuscitation and oxygen therapy

Modification History

Release	Comments
Release 2	Minor grammatical changes to ensure clarity, equivalent outcome. Updated mapping details.
Release 1	HLTAID015 Provide advanced resuscitation and oxygen therapy supersedes and is not equivalent to HLTAID007 Provide advanced resuscitation.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performing at least 2 minutes of bag-valve-mask (with oxygen) ventilation and at least 2 minutes of compression during resuscitation procedures involving at least two rescuers on an adult resuscitation manikin placed on the floor

selecting and inserting an appropriate basic airway adjunct

responding appropriately using positioning and suctioning in the event of regurgitation or vomiting

demonstrating a rotation of operators with minimal interruptions to compressions

following the prompts of an Automated External Defibrillator (AED) to deliver at least one shock

managing oxygen equipment appropriately

handing over to emergency services

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed a casualty with life-threatening bleeding requiring use of tourniquets and haemostatic dressings

used personal protective equipment (PPE) as required

managed a conscious casualty who requires supplemental oxygen, including:

assessing vital signs respirations, pulse, oxygen saturation

level of consciousness

selecting and preparing correct oxygen equipment

checking area for ventilation and sources of ignition

administering oxygen safely at correct flow rate

managing an equipment malfunction

providing an accurate verbal and written report of the incident

reviewing the incident

monitored and coordinated maintenance of resuscitation equipment and oxygen therapy equipment, including:

dismantling

storage

disposal

cleaning and decontamination

checking and diagnosis of faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to life threatening bleeding, managing the unconscious breathing and non-breathing casualty and provision of CPR and oxygen therapy

potential incident hazards and risk minimisation processes when providing first aid, including Oxygen Therapy and Advanced Resuscitation Techniques

infection control procedures, including use of standard precautions and resuscitation barrier devices

safe work practices to deal with oxygen cylinders and associated equipment

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

requirements for currency of skill and knowledge

legal, workplace and community considerations, including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

in relation to the administration of oxygen:

legal requirements

the five rights

the responsibilities of the first aider

considerations when providing resuscitation, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

use of suction devices

benefits, contraindications and complications with the use of a basic airway adjunct

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

assessment and interpretation of vital signs including normal clinical values for respirations, pulse, oxygen saturation

level of consciousness

how to use a suction device

signs, symptoms and management of life-threatening bleeding including use of tourniquets and haemostatic dressings

considerations when providing oxygen to a casualty, including:

circumstances and conditions where oxygen is beneficial

circumstances and conditions where oxygen should not be used

contraindications and complications associated with providing oxygen

benefits, contraindications and complications of suction during advanced resuscitation

complications with the use of a bag-valve-mask device and suitable strategies to minimise these

selection and operation of oxygen masks and other appropriate oxygen therapy devices

methods for cleaning, replenishing, recharging and maintaining resuscitation and oxygen equipment including:

actions to rectify problems

procedures to ensure operational readiness as per manufacturers’ guidelines and site procedures

storage, cleaning, decontamination and safe disposal of consumables

troubleshooting to identify minor and major faults

psychological impacts of first aid incidents on rescuers and how to seek help.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment. Evidence of the learner's currency as required by the first aid codes of practice must be confirmed prior to assessment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

anatomical model for use with a basic airway adjunct

AED training devices

bag-valve-mask

basic airway adjunct

oxygen resuscitation system with oxygen cylinder and regulator

pulse oximeter

selection of oxygen masks and tubes

suction devices

personal protective equipment (PPE)

haemostatic dressings

haemostatic wound packing trainer

tourniquet trainer

tourniquets

workplace incident, injury, trauma or illness record or other appropriate workplace or site incident report form, which includes space for recording vital signs of casualties.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTINF004 Manage the prevention and control of infection

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Removed prerequisite.

Application

This unit describes the skills and knowledge required to develop, implement and monitor infection prevention and control systems and procedures in work contexts where health and personal care services are provided.

This unit applies to people working in roles with managerial responsibilities for infection prevention and control in small to medium sized organisations. There may or may not be a team of workers involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Establish framework for infection prevention and control	1.1 Access and interpret legislation, regulations and codes of practice for infection prevention and control 1.2 Collate and evaluate information on workplace requirements for infection prevention and control 1.3 Evaluate current policies, systems and procedures for compliance and quality 1.4 Consult with relevant colleagues on infection prevention and control issues and requirements 1.5 Develop and document infection prevention and control systems and procedures, including record keeping and reporting systems 1.6 Define and allocate infection prevention and control responsibilities
2. Establish procedures for hazard identification and risk control	2.1 Establish hazard identification and risk assessment tools 2.2 Develop workplace processes for risk control 2.3 Ensure risk controls and hazard specific procedures are consistent with the hierarchy of control 2.4 Put in place incident reporting and investigation procedures 2.5 Document hazard identification and risk assessment systems and procedures
3. Implement and monitor infection prevention and control practices	3.1 Communicate infection prevention and control systems, procedures and responsibilities to relevant colleagues 3.2 Support implementation by facilitating resources and training 3.3 Monitor day to day effectiveness of infection prevention and control procedures and address issues of concern
4. Evaluate infection prevention and control performance	4.1 Assess infection prevention and control systems against compliance requirements 4.2 Review incidents as key sources of information 4.3 Seek feedback on systems and procedures from relevant colleagues 4.4 Identify and action improvements to systems and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTINF004 Manage the prevention and control of infection

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Removed prerequisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed compliant infection prevention and control systems and procedures for at least 1 work environment:

accessed and analysed compliance and workplace information

developed and documented systems and procedures for:

hazard identification and risk control

personal hygiene

use of personal protective equipment

handling and transport of potentially infectious material

limitation of contamination

cleaning and maintenance

communicated responsibilities to relevant people

monitored infection prevention and control systems and procedures for at least 1 work environment and responded to problems

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

key features of infection prevention and control regulation and guidelines and compliance requirements:

Australian standards

government guidelines

manufacturer documentation

principles and processes of planning

systems and procedures needed to meet compliance and quality requirements for infection prevention and control:

work processes and precautions

hazard identification and risk control

monitoring and evaluation

reporting processes and hierarchies

training requirements

links between infection prevention and control systems and other management systems:

work health and safety

work organisation

human resource management

for the specific work environment:

ways the infections are spread

types of hazards and risks

control methods

sustainability considerations for development of infection prevention and control systems and procedures

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace or may occur only rarely.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

facilities and equipment used in the candidate’s place or intended place of work

current infection prevention and control regulations and standards

modelling of industry operating conditions, including presence of real or simulated risks and hazards to which the candidate responds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTINF006 Apply basic principles and practices of infection prevention and control

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply basic infection prevention and control principles in work settings including implementing standard and transmission-based precautions and responding to risks.

This unit applies to individuals working in a range of industry and work setting contexts.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the role of infection prevention and control in the work setting.	1.1. Identify standards and guidelines relevant to own role and work setting. 1.2. Identify infection risks and hazards associated with own role and work setting. 1.3. Identify roles and responsibilities of self and others in relation to infection prevention and control. 1.4. Identify control measures to minimise risk in accordance with relevant national standards and guidelines. 1.5. Communicate effectively with others in relation to risk management. 1.6. Record identified risks and risk management strategies within scope of own role.
2. Follow standard and transmission-based precautions for infection prevention and control in the work setting.	2.1. Implement personal hygiene practices in the work setting. 2.2. Practice hand hygiene in accordance with national standards and guidelines. 2.3. Follow current national standards and guidelines for selection and correct use of Personal Protection Equipment (PPE) as required. 2.4. Follow procedures for environmental cleaning and management of waste. 2.5. Identify and respond to situations where transmission-based precautions or enhanced cleaning is required.
3. Respond to potential and actual exposure to infection risks within scope of own role.	3.1. Identify, respond to and communicate potential or actual risk of, or breach in, infection control. 3.2. Assess the risk and take appropriate immediate action in accordance with industry and organisational guidelines. 3.3. Communicate any breach in infection control and risk management strategies in place to the supervisor, manager or responsible authority and seek advice on actions required following a breach in infection control. 3.4. Implement control measures to minimise contamination of people, materials and equipment. 3.5. Follow processes for management of spills and exposure to blood or body fluids. 3.6 Document incidents and responses and report according to organisational policies and procedures. 3.7. Ensure all records, materials and equipment are stored in a designated clean area.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to HLTINF001 Comply with infection prevention and control policies and procedures.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTINF006 Apply basic principles and practices of infection prevention and control

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement precautions for infection prevention and control according to national standards and guidelines on three different occasions, each responding to a different identified infection risk, including:

carrying out hand hygiene procedures as relevant to the infection risk

selecting and using correct Personal Protective Equipment (PPE)

using correct cleaning and waste management procedures

respond to three instances of exposure to infection risk, including:

at least one instance that involves management of exposure to blood or body fluids

documenting and reporting the incident and response

identifying and managing clean and contaminated zones.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

established national standards and guidelines for the prevention and control of infection

types of infectious risks in the work environment and associated management to prevent and reduce harm

causes of infection, including:

classifications of microorganisms – bacteria, viruses, fungi, parasites

process of colonisation, infection and disease

transmission of infectious agents as per the chain of infection including:

infectious agent:

degree of pathogen exposure

reservoir:

people, animals and birds

other vectors

blood and body fluids

food, water and soil

waste

portal of exit

transmission:

direct contact including contact, droplet and airborne

indirect contact including surface or object contamination, penetrating injuries and vectors (animal, insect or parasite)

portal of entry

susceptible hosts:

factors that increase susceptibility to infection

personal hygiene practices:

personal care and cleanliness

use of clean clothing or uniform

management and laundering of work clothing

not attending work when ill

safe respiratory and cough etiquette

principles of hand hygiene:

hand care, including guidelines on maintaining intact skin, fingernails and jewellery or watches

hand hygiene procedures:

identifying when hand hygiene is required

identifying correct hand hygiene product

hand hygiene technique

procedure for applying alcohol-based hand rub

when to perform hand hygiene with soap and water rather than alcohol-based hand rub

precautions where there are breaks in the skin or skin conditions

5 moments of hand hygiene

safe and effective use of different types and grades of Personal Protective Equipment (PPE) including:

masks

gloves

protective eyewear and face shields

gowns and aprons

techniques and sequence for applying, fitting and removing PPE

preventing contamination while applying, wearing and removing PPE

safe disposal of PPE after use

cleaning procedures:

routine environment and equipment cleaning

enhanced cleaning

reprocessing of reusable equipment or instruments

managing a blood or body fluid spill

management of linen and clothing

principles of asepsis relevant to the job role

waste management procedures:

disposal of general waste

safe handling and disposal of contaminated waste

safe handling and disposal of sharps

organisational policies and procedures for:

managing exposure incidents

recording and documenting risks and incidents

reporting risks and incidents

parties to whom reports may be made:

supervisor

general practitioner

health care professional

carer

responsible person

responsible authority.

Assessment Conditions

Skills must be demonstrated in the work setting with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the work setting or may occur only rarely.

Assessment must ensure use of suitable facilities, equipment and resources, including:

national standards and guidelines for infection prevention and control and hand hygiene

relevant Commonwealth state or territory legislation and industry frameworks

hand hygiene facilities and equipment

personal protective equipment

waste and waste disposal equipment

areas, equipment and supplies for cleaning

organisational policies and procedures.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTINF007 Implement and monitor infection prevention and control standards, policies and procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide information about infection prevention and control procedures, integrate those procedures into work practices and monitor workplace performance.

This unit applies to individuals working in a range of industry and work settings, who have a coordination, work group leadership or supervisory responsibility in relation to infection prevention and control.

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide instruction about infection prevention and control standards, policies and procedures.	1.1. Identify and access basic principles and practices of infection prevention and control in the work setting. 1.2. Use knowledge of current infection prevention and control information to explain requirements including roles and responsibilities to the work group. 1.3. Demonstrate current infection prevention and control techniques in the work setting. 1.4. Provide timely information and feedback to the work group and relevant stakeholders about potential and identified risks and the outcomes of infection risk assessments and audits. 1.5. Provide opportunities for the work group to seek further information on workplace infection prevention and control principles, standards, priorities and techniques. 1.6. Adapt communication to address the requirements of individual workers and work settings.
2. Integrate infection prevention and control standards, policies and procedures into work practices.	2.1. Communicate with nominated infection prevention and control person, network or authority in relation to applicable infection prevention and control standards, policies and procedures. 2.2. Implement agreed applicable infection prevention and control standards, policies and procedures with members of the work group in accordance with organisational policies and procedures. 2.3. Provide information and support as required to ensure that individuals or the work group are able to implement applicable infection prevention and control practices. 2.4. Adapt work procedures to reflect and incorporate required infection prevention and control practices. 2.5. Address issues raised through work group and stakeholder feedback or refer to the appropriate personnel. 2.6. Implement workplace procedures to address emerging and active infection prevention and control risks. 2.7. Encourage colleagues to report infection risks and to improve infection prevention and control practices.
3. Monitor and guide infection prevention and control work group performance.	3.1. Identify and report potential and actual infectious risks and events, including notifiable diseases, to relevant entities. 3.2. Monitor infection prevention and control work practices to ensure compliance with standards, policies and procedures. 3.3. Regularly review and adjust work procedures and practices to improve infection prevention and control measures, considering the hierarchy of control. 3.4. Provide feedback and information to the work group and stakeholders on positive indicators of infection control activity and performance, compliance, changes in work procedures and practices, and infection prevention and control activity outcomes. 3.5. Respond to identified gaps in infection prevention and control measures to improve work procedures and practices and implement quality improvement strategies, or report to nominated personnel. 3.6. Complete documentation and report on infection prevention and control risks, incidents or potential breaches in accordance with standards, organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to HLTINF003 Implement and monitor infection prevention and control policies and procedures.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTINF007 Implement and monitor infection prevention and control standards, policies and procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement and monitor infection prevention and control standards, policy and procedures for at least one work area and at least one group of workers, incorporating:

explaining infection prevention and control standards, policies and procedures in relation to work practices to the work group

using communication techniques to confirm understanding and address individual requirements within the group

identify work procedures and practices to reduce an identified infection risk on two separate risk occasions based on information from:

review of infection and control measures in the work setting

investigation of the infectious risk or event

application of the hierarchy of control to minimise the identified risk.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key requirements of the infection and prevention control regulation and standards:

statutory requirements including Commonwealth, state and territory legislation

current National infection prevention and control standards and guidelines

manufacturer instructions

roles and responsibilities in work settings related to infection prevention and control

types of infectious risks in the work environment and associated management to prevent and reduce harm

causes of infection, including:

classifications of microorganisms – bacteria, viruses, fungi, parasites

process of colonisation, infection and disease

transmission of infectious agents as per the chain of infection including:

infectious agent:

degree of pathogen exposure

reservoir:

people, animals and birds

other vectors

blood and body fluids

food, water and soil

waste

portal of exit

transmission:

direct contact including contact, droplet and airborne

indirect contact including surface or object contamination, penetrating injuries and vectors (animal, insect or parasite)

portal of entry

susceptible hosts:

factors that increase susceptibility to infection

personal hygiene practices:

personal care and cleanliness

use of clean clothing or uniform

management and laundering of work clothing

not attending work when ill

safe respiratory and cough etiquette

principles of hand hygiene:

hand care, including guidelines on maintaining intact skin, fingernails and jewellery or watches

hand hygiene procedures:

identifying when hand hygiene is required

identifying correct hand hygiene product

hand hygiene technique

procedure for applying alcohol-based hand rub

when to perform hand hygiene with soap and water rather than alcohol-based hand rub

precautions where there are breaks in the skin or skin conditions

the 5 moments of hand hygiene

safe and effective use of different types and grades of Personal Protective Equipment (PPE) including

masks

gloves

protective eyewear and face shields

gowns and aprons

techniques and sequence for applying, fitting and removing PPE

preventing contamination while applying, wearing and removing PPE

safe disposal of PPE after use

cleaning procedures:

routine environment and equipment cleaning

enhanced cleaning

reprocessing of reusable equipment or instruments

managing a blood or body fluid spill

management of linen and clothing

principles of asepsis relevant to the job role

waste management procedures:

disposal of general waste

safe handling and disposal of contaminated waste

safe handling and disposal of sharps

organisational policies and procedures for:

recording and documenting risks and incidents

reporting risks and incidents

parties to whom reports may be made:

supervisor

general practitioner

health care professional

carer

responsible person

responsible authority

management of work processes used to prevent and control infection:

identification

assessment

monitoring

reporting processes

training requirements

infection risks and control measures specific to the work setting and related work processes including those for exposure incidents

hierarchy of control measures, from most to least preferred, and its application to infection prevention and control:

elimination

substitution

isolation

engineering controls

administrative control

personal protective equipment.

Assessment Conditions

Skills must be demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely.

Assessment must ensure use of suitable facilities, equipment and resources, including:

national standards and guidelines for infection prevention and control and hand hygiene

relevant Commonwealth state or territory legislation and industry frameworks

organisational infection prevention and control policies and procedures

personal protective equipment

hand hygiene facilities and equipment

personal protective equipment

waste and waste disposal equipment

areas, equipment and supplies for cleaning

modelling of work operating conditions, including:

interaction with a work group

presence of real or simulated risks, hazards and infection prevention and control problems to which the learner responds.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTWHS001 Participate in workplace health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to incorporate content of unit HLTWHS200A. Revised scope of unit to reflect requirements of workers. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Follow safe work practices	1.1 Follow workplace policies and procedures for safe work practices 1.2 Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures 1.3 Follow workplace emergency procedures
2. Implement safe work practices	2.1 Identify and implement WHS procedures and work instructions 2.2 Identify and report incidents and injuries to designated persons according to workplace procedures 2.3 Take actions to maintain safe housekeeping practices in own work area
3. Contribute to safe work practices in the workplace	3.1 Raise WHS issues with designated persons according to organisational procedures 3.2 Participate in workplace safety meetings, inspections and consultative activities 3.3 Contribute to the development and implementation of safe workplace policies and procedures in own work area
4. Reflect on own safe work practices	4.1 Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work area 4.2 Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to accurately read and interpret workplace safety policies and procedures including safety signs, dangerous goods classifications and safety instructions The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS001 Participate in workplace health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to incorporate content of unit HLTWHS200A. Revised scope of unit to reflect requirements of workers. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

contributed to a WHS meeting or inspection in workplace

conducted a workplace risk assessment and recorded the results

consistently applied workplace safety procedures in the day-to-day work activities required by the job role

followed workplace procedures for reporting hazards

followed workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of employers and workers, including duty of care

hazardous manual tasks

infection control

safety signs and their meanings, including signs for:

dangerous goods classifications

emergency equipment

personal protective equipment (PPE)

specific hazards such as sharps, radiation

hazard identification, including:

definition of a hazard

common workplace hazards relevant to the industry setting

workplace procedures for hazard identification

workplace emergency procedures

workplace policies and procedures for WHS

Assessment Conditions

Skills must be demonstrated:

in the workplace

OR

in an environment that provides realistic in-depth industry validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment must ensure use of:

current workplace policies and procedures for WHS

PPE relevant to the workplace and job role of the worker

In addition, assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTWHS003 Maintain work health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of supervisor and/or line manager.

Application

This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Contribute to workplace procedures for identifying hazards and controlling risks	1.1 Identify existing and potential hazards and record them according to workplace procedures 1.2 Contribute to the development of strategies for implementing risk controls in line with workplace procedures and policies 1.3 Implement risk controls in line with the hierarchy of risk control and workplace and legislative requirements 1.4 Identify and report issues with risk controls, including residual risk, in line with workplace and legislative requirements
2. Implement policies and procedures into work team processes	2.1 Regularly provide information about WHS policies and procedures to the work team 2.2 Provide information about identified hazards and the outcomes of risk assessment and risk controls to the work team 2.3 Monitor housekeeping practices to ensure that WHS policies and procedures are followed 2.4 Maintain WHS incident records in the work area according to workplace procedures and legislative requirements
3. Support consultation, cooperation and communication	3.1 Support workplace consultative procedures by encouraging work team participation in consultative activities 3.2 Report health and safety issues in line with workplace procedures and legislative requirements 3.3 Encourage and assist work team members to contribute to WHS

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Written communication – in order to complete a workplace risk assessment and complete a workplace incident report in line with regulatory guidelines and organisational policies Oral communication – in order to accurately present information to a small group of at least two participants The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS003 Maintain work health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of supervisor and/or line manager.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

conducted a workplace risk assessment and recorded the results, including:

identification of hazards and potential hazards

risk assessment

strategies for minimising risk, and

analysis of residual risk

provided WHS information to at least two workers, including:

explanation of WHS policies and procedures

demonstration of safe housekeeping practices

correct use of personal protective equipment (PPE)

consistently monitored safety procedures in the day-to-day work activities required by the job role

completed a workplace incident report

followed workplace procedures for a simulated emergency situation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of persons conducting a business or undertaking (PCBUs), officers and workers, including duty of care

legislative requirements for record-keeping and reporting

regulatory requirements relevant to the particular industry/type of work site

hazardous manual tasks

infection control

Hazards common to the work environment and how they cause harm

Principles of hazards and risk assessment, including:

hazard identification procedures

risk assessment process

residual risk

risk controls

hierarchy of control

Workplace emergency procedures

Workplace policies and procedures for WHS.

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

current workplace policies and procedures for WHS.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTWHS004 Manage work health and safety

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of managers and/or persons conducting a business or undertaking (PCBUs).

Application

This unit describes the skills and knowledge required to establish, maintain and evaluate work health and safety (WHS) policies, procedures and programs in the relevant work area, according to WHS legislative requirements.

This unit applies to workers who have responsibility for WHS as part of their role, including workers with obligations under WHS legislation, persons conducting a business or undertaking (PCBUs), or their officers (as defined by relevant legislation).

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish work health and safety practices	1.1 Access and interpret legislation, regulations, code of conduct and workplace policies and procedures for WHS 1.2 Develop procedures for ongoing hazard identification, and assessment and control of associated risks 1.3 Ensure risk controls and hazard-specific procedures are consistent with the hierarchy of control and are monitored to support compliance with legislative and regulatory requirements 1.4 Identify requirements for expert WHS advice, and request this advice as required
2. Facilitate consultation, cooperation and communication	2.1 Develop and provide consultative WHS activities to provide advice in relation to work health and safety issues 2.2 Monitor processes for ensuring that workers have an opportunity to contribute feedback on health and safety issues 2.3 Document outcomes of consultation and communicate to workers 2.4 Develop and implement processes to ensure that responsibilities and duties are documented and accountability processes are in place 2.5 Implement and monitor training programs to ensure identified WHS training requirements are addressed, including induction process
3. Monitor compliance with risk control processes	3.1 Develop WHS record-keeping policies and procedures and provide information to workers 3.2 Monitor hazard, incident and injury reporting processes to meet legislative requirements and to inform future prevention strategies 3.3 Evaluate WHS record-keeping policies and procedures for compliance with legislative requirements
4. Evaluate and maintain WHS	4.1 Determine WHS priorities in consultation with work group 4.2 Develop a WHS action plan taking account of priorities and training needs 4.3 Identify potential barriers to improvement 4.4 Establish processes to monitor achievement against the plan and update plans as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Written communication – in order to complete a workplace risk assessment and develop a WHS action plan in line with regulatory guidelines and organisational policies Oral communication – in order to accurately present information to a small group of at least two participants The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS004 Manage work health and safety

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of managers and/or persons conducting a business or undertaking (PCBUs).

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

conducted a workplace risk assessment and recorded the results, including:

identification of hazards and potential hazards

risk assessment

evaluation of policy/procedure in line with state/territory legislation and industry guidelines

development of risk controls and measures

conducted the following consultative activities with at least two workers:

information session about workplace policies and procedures, including demonstration of personal protective equipment (PPE) where required for the job role

consultative discussion regarding outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process

monitored workplace compliance with WHS procedures

developed a WHS action plan, including strategies for monitoring and review

coordinated workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must demonstrate knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of persons conducting a business or undertaking (PCBUs), officers and workers, including duty of care

legislative requirements for record-keeping and reporting

due diligence and general duty requirements

regulatory requirements relevant to the particular industry/type of work site

legislative requirements for consultation

hazardous manual tasks

infection control

hazards common to the work environment and strategies for minimisation

requirements for WHS policies, including:

hazard, incident and injury reporting

hazard identification, risk assessment and control

human resources policies and procedures

consultation and participation

incident investigation and record-keeping

quality system documentation

designated person/s for raising issues

workplace support services

use of personal protective equipment (PPE)

emergency procedures

principles of hazard and risk management, including:

risk analysis

hazard identification procedures

hierarchy of control and its application

principles of risk assessment

examples of health and safety benchmarks

principles of safe design processes

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

In addition, assessment must ensure use of:

current workplace policies and procedures for WHS

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTWHS005 Conduct manual tasks safely

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise potentially hazardous manual tasks, and then to prepare for and complete those tasks in a safe manner.

This unit applies to all workers involved in manual handling tasks.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice. The Hazardous manual tasks code of practice applies to this work.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify manual tasks involving risk	1.1 Recognise manual tasks that may involve risk to self or others 1.2 Identify risk factors that make the manual task hazardous 1.3 Determine the nature and extent of the risk 1.4 Follow organisation procedures for controlling hazardous manual tasks
2. Prepare for manual tasks	2.1 Prepare workplace layout and environment according to organisation procedures 2.2 Organise task and workflow appropriately 2.3 Prepare and package loads for movement, taking account of specific requirements for different materials and organisation procedures 2.4 Select and use personal protective equipment appropriate to the task 2.5 Ensure task is within personal capabilities
3. Complete manual tasks	3.1 Use appropriate posture and handling techniques to reduce muscle load on exertion 3.2 Select, adjust and use mechanical aids and handling devices according to manufacturers instructions 3.3 Pace and schedule tasks according to procedures
4. Contribute to safe work practices	4.1 Identify hazardous manual tasks and report to supervisor according to organisation procedures 4.2 Follow organisation procedures for reporting symptoms of injury or actual injury to self and others 4.3 Participate in workplace safety activities and contribute to the improvement of manual tasks 4.4 Contribute to risk management approach to reduce risks from manual tasks

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTWHS005 Conduct manual tasks safely

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed legally compliant workplace procedures to prepare for and complete at least 3 different manual tasks relevant to the work role

contributed to a consultation process about improving manual handling safety

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

key information from work health and safety (WHS) regulations relating to manual tasks and national code of practice

role and responsibilities of the employer and employees in relation to manual handling safety

ways in which individual workers are involved in consultation about workplace health and safety

reporting mechanisms required for workplace injury and compensation claims

key aspects of the risk management approach to manual tasks

risk factors and potential sources of risks of hazardous manual tasks:

repetition

forces

postures

vibration

systems of work

types of manual task activity and the types of injuries that can result

the relationship between the human body and risk of injury from performing manual tasks

functions of the human body:

basic function of the spine

body postures

types of muscles

principles of levers

manual handling techniques that support safe work practice:

preparing the load/client

preparing the environment

using the stronger muscles in the legs where possible, rather than spinal muscles

maintaining a neutral spine when lifting and carrying

using two hands to lift or carry

keeping the load close to the body/centre of gravity

avoiding lifting objects above shoulder height

minimising repetitive movements

positions not held for long periods of time

avoiding twisting by repositioning feet whilst turning

types and operational features of mechanical aids, tools and equipment

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

compliant workplace procedures

materials, loads and equipment as required by the individual workplace

modelling of industry operating conditions, including:

presence of hazards

integration of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

ICTICT214 Operate application software packages

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 6.0.

Application

This unit describes the skills and knowledge required to identify, select and operate commercial software packages, including a word-processing and a spreadsheet application package.

It applies to individuals who utilise different software applications within a small to large office environment to produce diverse documents.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

General ICT

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to operate software packages	1.1 Set up workstation according to work health and safety standards and organisational requirements 1.2 Determine word-processing software task requirements 1.3 Determine spreadsheet software task requirements 1.4 Determine software application according to task requirements 1.5 Identify document purpose, audience and presentation requirements and clarify with required personnel
2. Use word-processing software	2.1 Identify document purpose, audience and presentation requirements and clarify with required personnel 2.2 Determine text-based business document style guide requirements 2.3 Finalise documents using software and technical functions and formatting according to task requirements 2.4 Name, save and print to a Portable Document Format (PDF) according to task requirements
3. Use spreadsheet software	3.1 Identify document purpose, audience and presentation requirements and clarify with personnel as required 3.2 Enter formulas and functions and customise spreadsheet settings according to task requirements 3.3 Name, save and print to PDF document according to task requirements
4. Use third application software package	4.1 Select software application package according to task requirements 4.2 Determine purpose, audience and presentation requirements 4.3 Use technical functions, other data and formatting to finalise document 4.4 Name, save and print to PDF document according to task requirements

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Skill	Description
Numeracy	Adds, subtracts, multiplies and divides whole numbers and decimals, identifying and selecting formulas and functions to use Applies order of operations in calculations
Oral communication	Clarifies work requirements using required language, questioning and active listening techniques
Reading	Interprets textual information and determines organisational standards and job requirements Identifies and applies symbols, icons and text associated with applications software
Writing	Enters both written and verbally received information and data into a format applicable to software application Selects vocabulary, syntax, terminology, labelling and naming conventions applicable to program
Planning and organising	Plans routine tasks with goals and outcomes, taking some limited responsibility in decisions regarding sequencing
Self-management	Follows routine procedures in using digital technology and enters, stores and retrieves information directly applicable to own role
Technology	Identifies and evaluates purposes, specific functions and key features of basic digital systems and tools Operates digital systems and tools in completing routine tasks and adapting some functions

Unit Mapping Information

Supersedes and is equivalent to ICTICT203 Operate application software packages.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTICT214 Operate application software packages

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 6.0.

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

produce three workplace documents using three different software packages including word processing, spreadsheets and one additional software application package on at least one occasion.

In the course of the above, the candidate must:

apply workplace health and safety (WHS) principles and responsibilities

follow organisational requirements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

organisational application software packages

technical terminology applicable to reading help files and responding to system help prompts

industry standard business practices applicable to preparing reports using

features and functions of commercial computing packages and of the industry standard software

functions and features of Portable Document Formats (PDFs)

import and export software functions

document linking functions

WHS principles and responsibilities

purpose of input and output devices.

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

required hardware device

industry standard software

documents detailing organisational style guide and policy

data required in developing software application documents.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

MEM13015 Work safely and effectively in manufacturing and engineering

Modification History

Release 1. New unit. Supersedes and not equivelant to MEM13014A Apply principles of occupational health and safety in the work environment, MEM14004A Plan to undertake a routine task, MEM15002A Apply quality systems, MEM15024A Apply quality procedures, MEM16007A Work with others in a manufacturing, engineering or related environment.

Application

This unit of competency defines the skills and knowledge required to work effectively in manufacturing and engineering work situations, including planning routine work and participating in and following work health and safety (WHS) procedures. The unit applies to working either individually or in a team situation and includes contributing to work-related group activities in a manufacturing or engineering workplace.

This unit covers WHS skills associated with carrying out routine operational activities safely and in compliance with legislative and regulatory requirements.

The unit covers the skills associated with participation in quality systems, communication and cooperation with others. The unit applies to workplaces with informal or formal quality management and improvement systems.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Band:	A

Unit Weight:	2

Pre-requisite Unit

Nil.

Competency Field

Work health and safety

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Determine job requirements	1.1	Identify goals, objectives and task requirements and clarify with appropriate persons, where required
1.2	Prioritise task requirements
2	Review and modify plan	2.1	Adjust timelines, priorities and other planning components to respond to contingencies, as necessary
2.2	Re-examine results of work activity against the plan and identify possible improvements to future performance of work tasks
3	Work effectively with others in the workplace	3.1	Identify own role and responsibilities and relationship to other employees, including employees performing related/interdependent activities
3.2	Identify supervisors and other sources of advice and assistance for own work
3.3	Apply effective interpersonal skills to interact with others and contribute to activities and objectives
3.4	Review and modify own work progress to complement the work of others
3.5	Report own work progress to supervisors and where required to fellow employees using standard operating procedures (SOPs)
4	Follow safe work practices	4.1	Check for and identify hazards in the work area before and during work
4.2	Follow procedures for avoiding or controlling hazards already identified in instructions, signage or other workplace communication
4.3	Identify and report risks and hazards not covered by procedures
4.4	Select, use and maintain relevant personal protective equipment (PPE) by procedures, as required
4.5	Recognise emergency situations and take appropriate initial emergency action
4.6	Follow procedures for responding to emergencies
4.7	Report incidents, injuries and other WHS non-conformances according to procedures
5	Work within a quality system	5.1	Follow instructions and procedures and perform duties in accordance with standard operating procedures or quality system requirements
5.2	Ensure conformance of product and process to specifications
5.3	Report defects and non-conformance to specifications according to procedures
5.4	Participate in process improvement procedures, where required
6	Participate in workplace health and safety procedures	6.1	Identify workplace health and safety policies and procedures relevant to own work and work area
6.2	Identify relevant WHS managers and representatives for own work area
6.3	Provide input to minimise hazards in work area in line with organisation WHS procedures and participative arrangements

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Quality systems include one (1) or more of the following	quality planning quality assurance quality control quality improvement procedures and processes
Task requirements include one (1) or more of the following:	timeframe quality requirements outcome and performance requirements job history checks reporting requirements tools and equipment materials and parts supporting documents
Specifications include one (1) or more of the following:	task lists instructions manufacturer manuals diagrams and schematics sketches parts lists SOPs
Planning includes one (1) or more of the following:	preparing a plan to complete the task organising task into manageable steps including appropriate order and timing monitoring the progress of processes related to own responsibilities applying relevant WHS instructions collecting, sorting, recording results of work seeking advice and guidance on setting priorities and timeframes seeking feedback from supervisor, trainer or mentor

Unit Mapping Information

Release 1. New unit. Supersedes and not equivelant to MEM13014A Apply principles of occupational health and safety in the work environment, MEM14004A Plan to undertake a routine task, MEM15002A Apply quality systems, MEM15024A Apply quality procedures, MEM16007A Work with others in a manufacturing, engineering or related environment.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM13015 Work safely and effectively in manufacturing and engineering

Modification History

Release 1. New unit. Supersedes and not equivelant to MEM13014A Apply principles of occupational health and safety in the work environment, MEM14004A Plan to undertake a routine task, MEM15002A Apply quality systems, MEM15024A Apply quality procedures, MEM16007A Work with others in a manufacturing, engineering or related environment.

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two (2) occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

identifying and avoiding or controlling hazards

reporting hazards, incidents, injuries and other work health and safety (WHS) non-conformances following SOPs

recognising and responding to emergencies following SOPs

identifying and obtaining, instructions and information on job requirements, including one or more of the following:

verbal or written job instructions

specifications

SOPs

charts

lists

identifying and responding to contingencies, including:

equipment breakdowns

non-conforming components

safety hazards

recording information into proforma workplace documents, including:

production tally forms

quality control forms

safety incident forms

performing assigned tasks and checking outcome of own work for conformance to specifications

identifying own responsibilities within the workplace quality system

giving and receiving feedback on own and group work

seeking assistance from supervisors and mentors.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures and use and application of personal protective equipment

basic quality system terminology and concept, including:

quality assurance

quality control

quality improvement

procedures to be followed in performing own work

objectives, requirements and specifications to which the individual's work is to comply

costs and consequences of poor quality

effective interpersonal skills:

effective listening

basic speaking skills

use of workplace terminology and jargon

giving and receiving feedback

checking and clarifying task-related information

verbal, visual and written instructions

appropriate modes and methods of communication

barriers to effective communication

sources of technical expertise/assistance

hazards and control measures associated with workplace activities.

Assessment Conditions

Assessors must:

have vocational competency in working safely and effectively in manufacturing and engineering at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MEM16006 Organise and communicate information

Modification History

Release 1. Supersedes and is equivalent to MEM16006A Organise and communicate information

Application

This unit of competency covers the skills and knowledge required to access, organise and communicate information related to production, maintenance or associated processes or tasks that apply in manufacturing, engineering or related environments.

For accessing and recording of data requiring system knowledge and judgement, Unit MEM16008 Interact with computing technology should be selected.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Band:	A

Unit Weight:	2

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering

Competency Field

Communication

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Access information	1.1	Determine information requirements of tasks and access relevant information from a range of sources
1.2	Recognise and use workplace terminology correctly
2	Organise and analyse information	2.1	Interpret information and organise in accordance with work requirements
2.2	Determine relevance and implications for immediate work requirements
3	Communicate organised information using established workplace methods	3.1	Identify purpose of communication and appropriate communication method
3.2	Communicate information using established workplace methods

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Range of sources include using one (1) or more of the following:	job instructions specifications standard operating procedures (SOPs) charts lists documents computer data drawings sketches tables technical manuals and/or charts other applicable reference material
Determining relevance of information includes one (1) or more of the following:	checking relevance of information to own work selecting task relevant information from a larger document or from a diagram preparing an opinion based on analysis of simple facts expressing an opinion on the cause of faults
Workplace terminology refers to one (1) or more of the following:	equipment processes workplace areas staff procedures
Established workplace methods include using one (1) or more of the following:	proforma reports data entry verbal drawings
Purpose of communication includes one (1) or more of the following:	simple incident/non-conformance report maintenance request production records material usage records work records other standard workplace records

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM16006A Organise and communicate information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM16006 Organise and communicate information

Modification History

Release 1. Supersedes and is equivalent to MEM16006A Organise and communicate information

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two (2) occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

accessing and recording relevant information from a range of sources

recognising and using workplace appropriate terminology

reading, interpreting and following information in workplace documentation

checking and clarifying information

organising, categorising and sequencing information

communicating using appropriate methods and procedures for a variety of situations.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

types of information relevant to the workplace and required tasks

terminology used in the workplace relevant to own work

available sources of information

information analysis techniques appropriate to tasks and position

methods of categorising and organising information including correct sequencing of information

methods of recording and communicating information.

Assessment Conditions

Assessors must:

have vocational competency in organising and communicating information at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MEM50008 Carry out trip preparation and planning

Modification History

Release 1. Supersedes and is equivalent to MEM50008B Carry out trip preparation and planning

Application

This unit of competency was developed by the National Marine Safety Committee (NMSC) and defines the skills and knowledge required to plan and prepare for a safe boating trip and includes maintenance of the boat and safety equipment as well as mooring and berthing apparatus.

This unit is one of three core competencies that have been adopted by all government marine safety authorities to contribute to and promote the safe use of waterways and awareness of boating safety and applies specifically to mechanical powered recreational boats, including personal watercraft. However, it is recognised that some aspects of this competency apply to any recreational vessel.

Where general operational checks and basic assessment of the condition of a vessel are required units MEM50006 Check operational capability of marine craft and MEM50007 Check operational capability of sails and sail operating equipment should be selected as appropriate.

Unit MEM50009 Safely operate a mechanically powered recreational boat and unit MEM50010 Respond to boating emergencies and incidents are the other two NMSC core units.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Band:	E

Unit Weight:	0

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information

Competency Field

Boating services

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Maintain the boat and safety equipment	1.1	Follow standard operating procedures (SOPs)
1.2	Comply with work health and safety (WHS) requirements at all times
1.3	Ensure boat is maintained/serviced on a regular basis
1.4	Ensure safety equipment complies with relevant legislation
1.5	Identify location of safety equipment ensuring it is serviceable and accessible, and stowed securely and appropriately
2	Maintain mooring and berthing apparatus	2.1	Maintain/service mooring and berthing apparatus on a regular basis
2.2	Ensure mooring apparatus is appropriate to the vessel and location
3	Plan trip	3.1	Check weather conditions, vessel and personnel for suitability for planned trip
3.2	Ensure trip activity plan takes into account area and type of operation and emergency contact
3.3	Carry out adequate provisions, including fuel, for trip
3.4	Communicate trip details to appropriate person
3.5	Check to ensure the number of passengers does not exceed boat design limitations and/or legislative requirements
3.6	Check to ensure equipment, stores and personal items are securely stowed and do not adversely affects the boat's stability
3.7	Conduct pre-start checks on equipment operation
3.8	Inform appropriate person of safe return from the activity

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Safety equipment includes the following:	life jackets bailers dinghy/life raft paddles/oars bilge pumps bucket and line first aid kit fire extinguisher distress signalling equipment marine radio waterproof torch charts anchor/sea anchor lifebuoy compass sound signal drinking water towing harness isolating switches tow rope local emergency procedures book sounding equipment emergency position-indicating radio beacon (EPIRB) global positioning system (GPS) divers flag suitable clothing alternative means of propulsion
Maintaining/servicing mooring and berthing apparatus includes the following:	appropriateness of mooring/berthing regularity of checks services by recognised contractor serviceable mooring and berthing lines, fenders, anchors and ground tackle
Weather conditions include the following:	current forecast wind latest weather and conditions information source of weather information tides (flood and ebb tides) rips and bars wave height visibility day/night
Area and type of operation includes the following:	hazards local knowledge rules and protocols events emergency response access and exit points safe havens launching ramps destination port
Adequate provisions include the following:	suitability of the vessel for the activity adequate fuel for the distance water, food and ice sun protection wet weather gear first aid kit personal medications batteries gas emergency (reserve) fuel and method of fuel transfer
Trip details include the following:	trip departure and return time number of people in the boat area and nature of operation way points radio used and frequency call signs details of vessel, including description and registration number shore contact details fuel capacity and usage trailer registration number
Appropriate person includes one (1) or more of the following:	family member or relative neighbour(s) police - water or local marine rescue services club or organisation harbour master costal radio station leave a note in your vehicle parked at the departure location (if appropriate)
Pre-start checks include the following:	fuel is connected battery is charged and connected kill switch fumes and petrol fuel and water leaks hatches/windows/doors are open ventilation sea-cock opening loose gear is secured marine radio is turned on and radio aerials raised bilge water levels checked navigation lights

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM50008B Carry out trip preparation and planning

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM50008 Carry out trip preparation and planning

Modification History

Release 1. Supersedes and is equivalent to MEM50008B Carry out trip preparation and planning

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two (2) occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

checking to ensure boat is maintained and all safety equipment complies with relevant legislation

maintaining mooring and berthing apparatus on a regular basis and is appropriate to the vessel and location

planning the trip, including interpreting weather forecasts for suitability

ensuring safe passenger numbers, safe stowing of all equipment/items and serviceability of safety equipment

carrying adequate provisions, including fuel and communicating trip details with appropriate personnel and informing person on safe return from activity.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

weather information

vessel maintenance and service schedule requirements

capabilities of boat

safety equipment required on-board boat

safety procedures

marine legislation, regulations and rules

area of activity

legislative requirements regarding the use of safety equipment.

Assessment Conditions

Assessors must:

have vocational competency in carrying out trip preparation and planning at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MEM50009 Safely operate a mechanically powered recreational boat

Modification History

Release 1. Supersedes and is equivalent to MEM50009B Safely operate a mechanical powered recreational boat

Application

This unit of competency was developed by the National Marine Safety Committee (NMSC) and defines the skills and knowledge required to safely handle/operate a powered recreational boat on coastal and inland waters and includes manoeuvring and handling the boat as well as safe navigation and anchoring.

This unit is one of three core competencies that have been adopted by all government marine safety authorities to contribute to and promote the safe use of waterways and awareness of boating safety and applies specifically to mechanical powered recreational boats, including personal watercraft. However, it is recognised that some aspects of this competency apply to any recreational vessel.

Unit MEM50008 Carry out trip preparation and planning and unit MEM50010 Respond to boating emergencies and incidents are the other two NMSC core units.

Some jurisdictions may require the holder of this unit to be licensed or certified and users should check with the relevant authorities.

Band:	A

Unit Weight:	2

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information

Competency Field

Boating services

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Manoeuvre and handle the boat	1.1	Follow standard operating procedures (SOPs)
1.2	Comply with work health and safety (WHS) requirements at all times
1.3	Undertake a pre-start checks and start motor
1.4	Manoeuvre boat safely according to conditions and in accordance with water traffic regulations
1.5	Monitor performance of the boat and personnel at all times
1.6	Consider impact of boat use on others and the environment
1.7	Use safety equipment, stow and, as required, wear in accordance with legislation and recognised regulations and rules
2	Navigate safely	2.1	Identify aids to small craft navigation
2.2	Apply collision avoidance techniques when required in accordance with relevant legislation, recognised regulations and rules
2.3	Carry out operation of the boat at all times in accordance with relevant legislation, recognised regulations and rules
2.4	Use navigational aids and landmarks to determine and monitor boat position
2.5	Take into account hazards and conditions in navigating the boat
3	Anchor the boat	3.1	Select anchorage site in accordance with prevailing and forecast conditions and in accordance with legislation
3.2	Use type of anchor and anchoring system suitable for location
3.3	Lower, set and monitor anchor according to prevailing conditions
3.4	Retrieve and securely stow anchor

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Pre-start checks include the following:	fuel is connected battery is charged and connected kill switch fumes and petrol fuel and water leaks hatches/windows/doors are open ventilation sea-cock opening loose gear is secured marine radio is turned on and radio aerials raised bilge water levels checked navigation lights
Manoeuvring conditions include the following:	from or to a ramp, pontoon, wharf, mooring, anchor, confined areas, such as narrow channels, marinas, moorings and obstructions sea-states, including bars, waves, rips, high seas, tidal surges, choppy conditions and wakes low speed/high speed poor visibility effect of wind large vessels
Safe manoeuvring includes the following:	steer straight line astern figure-eight right of way port-starboard throttle control emergency stop trim and stability of vessel towing or being towed berthing standing-on/stemming the tide retrieval of person overboard
Monitoring includes the following:	cooling system bilge portholes and hatches location and welfare of persons on board oil, fuel and water radio position of boat other water users battery and electrical systems
Others and environment include the following:	noise wake safety of others disturbance or injury to wildlife disposal of waste and bilge water effects of detergent and anti-foul fuelling arrangements
Aids to small craft navigation include one (1) or more of the following:	IALA Buoyage System ‘A’ charts compasses global positioning system (GPS) sounder tide tables passage plan marine references notices to mariners radio navigational warnings
Relevant legislation, recognised regulations and rules include the following:	collision regulations: navigating in narrow channels giving way to other vessels overtaking, proper lookout sound signals lights and shapes responsibilities and duty of care use of buoyage system speed recognition of lights and markers rules of road recognition of operation areas specific activity rules, e.g. personal watercraft (PWCs), water skis and equipment requirements accident/incident reporting marine regulations: safety regulations licensing and registration speed limit restrictions distance off requirements port limits/rules marine incident reporting carrying capacity drug and alcohol limits/effects age of operators environmental and wildlife regulations as relevant and applicable to the operation of boats
Hazards and conditions include the following:	weather set and drift effect of wind, tide and currents submerged objects other boats and wash restricted waters crossing bars
Types of anchor include one (1) or more of the following:	Danforth Grapnel/Reef Bruce Plough Admiralty Sarca sea anchor
Anchoring systems include one (1) or more of the following:	multiple anchors bow and stern anchors mooring buoy

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM50009B Safely operate a mechanical powered recreational boat

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM50009 Safely operate a mechanically powered recreational boat

Modification History

Release 1. Supersedes and is equivalent to MEM50009B Safely operate a mechanical powered recreational boat

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two (2) occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

conducting pre-start checks

manoeuvring and handling boat safely and accurately according to conditions and in accordance with water traffic regulations

monitoring performance of boat and be aware of impact of boat use on others and the environment

navigating safely, taking hazards into account using navigational aids and landmarks to determine and monitor boat position

anchoring the boat using the type of anchor and anchoring system suitable for location.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

pre-start checks

boating and other relevant legislation, rules and regulations

legislative requirements regarding the use of safety equipment

area of activity hazards and prevailing conditions

boating information resources

environmental awareness.

Assessment Conditions

Assessors must:

have vocational competency in safely operating a mechanical powered recreational boat at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MEM50010 Respond to boating emergencies and incidents

Modification History

Release 1. Supersedes and is equivalent to MEM50010B Respond to boating emergencies and incidents

Application

This unit of competency was developed by the National Marine Safety Committee (NMSC) and defines the skills and knowledge required to deal with boating emergencies and incidents, including the use of safety equipment and the provision of assistance to others in distress and includes raising alarms and dealing with on-board emergencies.

This unit is one of three core competencies that have been adopted by all government marine safety authorities to contribute to and promote the safe use of waterways and awareness of boating safety and applies to all recreational boats including personal watercraft.

Unit MEM50008 Carry out trip preparation and planning and unit MEM50009 Safely operate a mechanically powered recreational boat are the other two NMSC core units.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Band:	E

Unit Weight:	0

Pre-requisite Unit

MEM13015	Work safely and effectively in manufacturing and engineering
MEM16006	Organise and communicate information

Competency Field

Boating services

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Use safety equipment	1.1	Follow standard operating procedures (SOPs)
1.2	Comply with work health and safety (WHS) requirements at all times
1.3	Ensure nature, type, location, accessibility and serviceability of safety equipment is known and understood by all personnel on board
1.4	Conduct briefing of personnel before departure
1.5	Use safety equipment in a manner and purpose for which it was designed and appropriate to the emergency or incident
2	Raise alarms	2.1	Identify nature of emergency
2.2	Communicate alarm to on-board personnel
2.3	Use recognised distress signals to indicate need of assistance
3	Deal with on-board emergency	3.1	Inform on-board personnel of actions required to deal with the emergency
3.2	Implement procedures to combat emergency and protect persons on board
3.3	Identify position, record and communicate
3.4	Provide injured persons with assistance
3.5	Maintain communication with rescuers
3.6	Undertake preparation for abandoning the boat, as required
3.7	Communicate cessation of emergency to appropriate personnel
4	Assist others in distress	4.1	Recognise distress signals from others
4.2	Identify nature of assistance required
4.3	Determine capability to safely assist or relay emergency taking into account own safety and physical proximity to the emergency incident
4.4	Prepare for appropriate response to the emergency and implement
4.5	Communicate cessation of emergency incident to appropriate personnel

Foundation Skills

This section describes those required skills (reading, writing, oral communication and numeracy) that are essential to workplace performance in this unit of competency.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Briefing information includes the following:	vessel operation personnel assessment, including swimming skills, boating knowledge, medication and dietary requirements location and use of safety equipment emergency procedures abandoning procedures
Emergencies include one (1) or more of the following:	fire (smoke or heat) grounding person overboard person retrieval from water capsize swamping sinking engine/motor breakdown or malfunction fouled propeller anchoring flooding lost injuries/illness hypothermia lack of fuel contaminated fuel
Distress signals include one (1) or more of the following:	pyrotechnic distress flares flags radio hand signals dye markers International Code Signal of Distress sound signal including voice emergency position-indicating radio beacon (EPIRB) V-sheet reflective mirror light signals mobile phone
Preparation for abandoning includes the following:	brief on-board personnel take drinking water don of life jackets identify location of vessel communicate to rescuers actions taken or to be taken assess and ensure readiness of life rafts/life rings activate emergency position indicating radio beacon (EPIRB) identify and collect emergency equipment, provisions and clothing deploy anchor or sea anchor

Unit Mapping Information

Release 1. Supersedes and is equivalent to MEM50010B Respond to boating emergencies and incidents

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

Assessment Requirements for MEM50010 Respond to boating emergencies and incidents

Modification History

Release 1. Supersedes and is equivalent to MEM50010B Respond to boating emergencies and incidents

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria on at least two occasions and include:

following work instructions, standard operating procedures (SOPs) and safe work practices

using safety equipment in a correct manner appropriate to the emergency or the incident

communicating while under pressure

briefing others on safety and emergency procedures

demonstrating boat abandoning procedures

delegating personnel appropriate to the emergency situation, including raising the alarm and assisting others in distress

determining capability to assist others and making decision under pressure

assisting injured people safely and without undue risk

applying emergency first aid, where appropriate

communicating cessation of emergency incident to appropriate personnel in accordance with procedures.

Knowledge Evidence

Evidence required to demonstrate the required knowledge for this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include knowledge of:

safe work practices and procedures

range of safety equipment

common emergency actions

emergency procedures

boat abandoning procedures

relevant contacts

communication protocols

types of boating emergency incidents and situations

protocols for assisting injured people

boating legislation, regulations and rules

Assessment Conditions

Assessors must:

have vocational competency in responding to boating emergencies and incidents at least to the level being assessed with relevant industry knowledge and experience

satisfy the assessor requirements in the Standards for Registered Training Organisations 2015 or its replacement and comply with the National Vocational Education and Training Regulator Act 2011, its replacement or equivalent legislation covering VET regulation in a non-referring state/territory as the case requires

Where possible assessment must occur in operational workplace situations. Where this is not possible or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=b7050d37-5fd0-4740-8f7d-3b7a49c10bb2

MSS024023 Navigate in urban, regional and remote areas

Modification History

Release 1. Updated unit code. Changes to performance criteria. Range of conditions removed. Assessment requirements amended. Equivalent outcome.

Application

This unit describes the skills and knowledge to read and interpret maps, plans and photos to locate position and navigate safe and efficient routes to urban and regional and remote destinations.

This unit applies to environmental technicians working in all industry sectors as well as a wide range of other technicians, paraprofessionals, operators and drivers.

No licensing or certification requirements exist at the time of publication. Relevant legislation, industry standards and codes of practice within Australia must be applied.

Pre-requisite Unit

Nil

Competency Field

Data

Unit Sector

Environmental

Elements and Performance Criteria

Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Navigate in urban areas	1.1	Access relevant street directories and road maps
1.2	Read and interpret map symbols
1.3	Use the directory index to locate departure and destination points on map
1.4	Trace the pre-determined or most efficient route on map and estimate distance and duration of journey
1.5	Identify significant intersections and landmarks along route to assist with navigation
1.6	Identify alternate routes in case of emergencies or significant traffic delays
1.7	Follow selected route correctly
2	Plan routes in regional and remote areas	2.1	Locate and read relevant legislative and regulatory, workplace requirements and background information for site or project
2.2	Select suitable maps, aerial photos, guides and charts and check their currency and accuracy
2.3	Select navigational equipment, check that it is fit for purpose and service or replace
2.4	Read and interpret map symbols and navigation data to identify departure and destination points, potential hazards and select an appropriate traverse route
2.5	Estimate distance and duration of journey using map scale and available information about the terrain and vehicle
3	Navigate in regional and remote areas	3.1	Correctly orientate map with surroundings
3.2	Identify field position and destination on map using landforms, landmarks and navigation equipment
3.3	Correctly use navigation aids, equipment and maps to follow planned route and schedule
3.4	Use alternate routes to avoid hazards, safely bypass obstacles or improve efficiency of route
3.5	Maintain communication in accordance with workplace procedures

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 1. Supersedes and is equivalent to MSS024011 Navigate in urban, regional and remote areas.

Links

The MSS Sustainability Companion Volume implementation Guides are available from VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5b04f318-804f-4dc0-9463-c3fb9a3fe998

Assessment Requirements for MSS024023 Navigate in urban, regional and remote areas

Modification History

Release 1. Updated unit code. Changes to performance criteria. Range of conditions removed. Assessment requirements amended. Equivalent outcome.

Performance Evidence

There must be evidence the candidate has completed the tasks outlined in the elements and performance criteria of this unit, and:

read and interpreted maps, plans and photos to locate own position and navigated safe and efficient routes to at least 2 different locations (urban and non-urban).

Knowledge Evidence

There must be evidence the candidate has knowledge of:

types of maps, charts, aerial photos and advantages and disadvantages of their use

use and manipulation of scales used on maps and plans

symbols and representation of topographical features on maps and plans

navigational equipment and aids

functional components of a compass and global positioning system (GPS) and factors affecting compass and GPS accuracy

techniques for estimating distance and taking bearings

hazards, health, safety and environment requirements for work role, including:

basic survival

dehydration

biohazards (including animals, insects and plants)

unsealed roads.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions and contingencies. The following conditions must be met for this unit:

use of facilities, equipment and resources, including:

navigational equipment and aids

maps

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

The MSS Sustainability Companion Volume implementation Guides are available from VETNet: - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5b04f318-804f-4dc0-9463-c3fb9a3fe998

PSPGEN085 Manage media relationships

Modification History

Release	Comments
1	This unit was released in PSP Public Sector Training Package release 1.0 and meets the Standards for Training Packages. This unit supersedes and is equivalent to PSPPA603A Manage media relationships. Unit code updated Content and formatting updated to comply with new standards All PC transitioned from passive to active voice

Application

This unit describes the skills required to manage media relationships to enable the organisation’s services and achievements to be recognised and to deal with sensitive issues as they arise. It includes liaising with media personnel, negotiating media coverage, monitoring media coverage and preparing spokespersons for media interaction.

This unit applies to those working in public affairs, managing relationships with the media.

The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and adhered to.

Those undertaking this unit would work independently in consultation with others, performing complex tasks in a range of familiar contexts.

No licensing, legislative or certification requirements apply to unit at the time of publication.

Competency Field

General

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.
1. Liaise with media personnel	1.1 Obtain information on local, regional and national media contacts and keep up to date. 1.2 Confirm processes and procedures for dealing with the media, and establish requirements for format, presentation and deadlines for information. 1.3 Establish communication processes to develop mutual trust and cooperation, and to foster awareness of public affairs events and activities. 1.4 Provide information that is reliable and represents the current position of the organisation or situation to the media. 1.5 Handle situations where serious errors or misquoting occurs.
2. Negotiate media coverage	2.1 Assess the potential level of interest in particular events, and make activities and communications, and media selections to maximise coverage and achieve public affairs objectives. 2.2 Identify the form of information and preferred message positions to maximise media coverage. 2.3 Give notice to the media of the timing of events and activities, and provide contact information to enable confirmation of details. 2.4 Negotiate media coverage.
3. Monitor media coverage	3.1 Assess options for monitoring media coverage and select based on organisational requirements and value for money. 3.2 Develop and implement procedures for monitoring media performance, and recommend actions that address variations from expected performance. 3.3 Evaluate media coverage in terms of effectiveness in achieving message placement objectives, anticipated impact and public affairs objectives.
4. Prepare spokespersons for media interaction	4.1 Brief spokespersons on the characteristics, communication techniques and potential impact of media interviews for newspapers, radio and television. 4.2 Brief spokespersons on interview approaches and the techniques of specific interviewers. 4.3 Establish objectives with spokespersons for interview outcomes in planned situations in order to communicate specific information. 4.4 Provide responses and techniques for achieving positive communication outcomes in unplanned media interactions. 4.5 Prepare spokespersons for crisis situations in accordance with crisis communication plans and responsibilities.

Foundation Skills

Foundation skills are embedded within the elements and performance criteria of this unit.

Unit Mapping Information

This unit supersedes and is equivalent to PSPPA603A Manage media relationships.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Assessment Requirements for PSPGEN085 Manage media relationships

Modification History

Release	Comments
1	These Assessment Requirements were released in PSP Public Sector Training Package release 1.0 and meet the Standards for Training Packages. Assessment Requirements created drawing upon specified assessment information from superseded unit

Performance Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following on at least one occasion.

applying legislation, regulations and policies relating to public affairs

using communication methods and strategies with diverse groups, including consultation, liaison, advice, negotiation

assessing and providing newsworthy information

applying procedures relating to work health and safety and environment in the context of public affairs

Knowledge Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

public sector legislation, including work health and safety and the environment, regulations, policies, procedures and guidelines relating to public affairs

the importance of relationships with key media contacts

the range of media and the usefulness of each for particular information or messages

organisational procedures for dealing with the media

Assessment Conditions

This unit contains no specific industry-mandated assessment conditions. Guidance on suggested and recommended conditions and methods can be found in the Implementation Guide.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

PSPPCM007 Manage contracts

Modification History

Release	Comments
1	This unit was released in PSP Public Sector Training Package release 1.0 and meets the Standards for Training Packages. This unit supersedes and is equivalent to PSPPROC414A Manage contracts. Unit code updated Content and formatting updated to comply with new standards All PC transitioned from passive to active voice

Application

This unit describes the skills required to manage contracts. It includes undertaking preparations, establishing and maintaining contract management arrangements, monitoring and maintaining contract performance, and completing and reviewing contracts.

This unit applies to those working as public sector employees with responsibilities relating to contract management.

The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and adhered to.

Those undertaking this unit would work autonomously with management responsibilities while performing complex tasks in familiar contexts.

No licensing, legislative or certification requirements apply to unit at the time of publication.

Competency Field

Procurement

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.
1. Prepare to manage a contract	1.1 Confirm and clarify contract requirements, approvals and funding arrangements and identify obligations and limits of authority. 1.2 Clarify and assist with contract administration issues by contacting specialists and stakeholders and confirm operational elements of the contract. 1.3 Identify and clarify key contract clauses. 1.4 Identify and confirm process, timings, and key performance indicators with stakeholders. 1.5 Develop or review the risk management plan. 1.6 Develop or obtain contract management strategy and enter key details from the contract. 1.7 Form contract management team and allocate roles and responsibilities.
2. Implement a contract management strategy	2.1 Confirm and implement start-up or transition arrangements. 2.2 Establish information and contractor and stakeholder communication strategies. 2.3 Monitor and update risk management plan. 2.4 Manage relationship with contractors and stakeholders. 2.5 Obtain specialist expertise as necessary for progress meetings and for advice on or resolution of contract issues. 2.6 Maintain contract information and documentation.
3. Monitor and maintain performance of a contract	3.1 Ensure obligations to contractor and stakeholders are met. 3.2 Use monitoring and control measures and performance indicators to manage performance of contract and ensure that all obligations under the agreement are being met. 3.3 Manage contract variations. 3.4 Investigate and resolve or refer disputes and complaints. 3.5 Manage negotiation of contract issues. 3.6 Maintain communication with all stakeholders on the performance of the contract.
4. Complete and review contract	4.1 Confirm client satisfaction with contract deliverables. 4.2 Finalise, amend, cancel or terminate contracts. 4.3 Manage close-out, and renewal of contract or transition to a new contract. 4.4 Review contract management, contractor performance, user satisfaction and audit results. 4.5 Document and explain variances to measures or outcomes that are not met in full. 4.6 Report on contractor performance and review contract management practice and make recommendations for improvement.

Foundation Skills

Foundation skills are embedded within the elements and performance criteria of this unit.

Unit Mapping Information

This unit supersedes and is equivalent to PSPPROC414A Manage contracts.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Assessment Requirements for PSPPCM007 Manage contracts

Modification History

Release	Comments
1	These Assessment Requirements were released in PSP Public Sector Training Package release 1.0 and meet the Standards for Training Packages. Assessment Requirements created drawing upon specified assessment information from superseded unit

Performance Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the candidate must demonstrate evidence of performance of the following on at least one occasion.

consulting and negotiating with contractors and stakeholders, involving complex oral and written exchanges of information

networking, within probity boundaries, with diverse stakeholders and contractors

interpreting complex documents, including contracts, legislation and guidelines

applying simple supply chain and supplier issues management techniques

Knowledge Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

commonwealth, state or territory, and local government legislation, policies, practices and guidelines relating to contract management, including environmental purchasing and corporate social responsibility guidance

contract performance management

privacy and confidentiality issues

probity principles and issues

financial and accounting issues relevant to the contract

Assessment Conditions

This unit contains no specific industry-mandated assessment conditions. Guidance on suggested and recommended conditions and methods can be found in the Implementation Guide.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

PUAOPE013 Operate communications systems and equipment

Modification History

Release 1. This is the first release of this unit of competency in the Public Safety Training Package.

Application

This unit of competency involves the skills and knowledge required to transmit and receive communications in routine and operational situations using the organisation's communications systems and equipment. The unit is applicable to personnel who are required to operate an organisation's communications systems and equipment in support of the tasks they are undertaking. This may occur either in the field or from a facility. No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Not applicable.

Competency Field

Operations

Unit Sector

Public Safety

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1	Use communications systems and equipment	1.1	Communications equipment and techniques, including verbal transmissions and voice procedures, are selected to best meet the task, context and needs of the situation
1.2	Equipment is operated safely to support communications consistent with organisational policies and procedures
1.3	Communications system is correctly utilised to facilitate transmission and reception
2	Transmit and receive communications	2.1	Information is transmitted concisely and clearly to facilitate accurate reception of the message, in accordance with organisational policies and procedures
2.2	Contact is acknowledged, communication is confirmed, and action is initiated
2.3	Communication faults and deficiencies are reported, in accordance with organisational policies and procedures
2.4	Alternative communications strategies are employed, in accordance with organisational procedures, to address identified faults and deficiencies in communication
2.5	Communication is processed and recorded, in accordance with organisational policies and procedures
3	Maintain communications equipment	3.1	Communications equipment is inspected to ensure operational readiness
3.2	Fault finding techniques are applied and basic maintenance is conducted, in accordance with organisational policies and procedures
3.3	Faulty equipment is identified and noted for repair and documentation is completed, in accordance with organisational procedures

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Range is restricted to essential operating conditions and any other variables essential to the work environment. Non-essential conditions may be found in the Companion Volume Implementation Guide.
organisation's communications equipment must include	radio telephone

Unit Mapping Information

This unit replaces and is equivalent to PUAOPE013A Operate communications systems and equipment.

Links

PUA Training Package Companion Volume Implementation Guide is found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=3eca5672-6d5a-410b-8942-810d0ba05bbf

Assessment Requirements for PUAOPE013 Operate communications systems and equipment

Modification History

Release 1. This is the first release of this unit of competency in the Public Safety Training Package.

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all the requirements of the elements, performance criteria and range of conditions on at least one occasion and includes
applying Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) requirements following organisational protocols, policies and procedures maintaining communications equipment making verbal transmissions operating a range of different communications equipment reporting communication faults and deficiencies transmitting and receiving communications using the organisation's communications systems and equipment using communications systems and equipment under non-operational and operational conditions using verbal communication procedures using voice techniques

Knowledge Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all the requirements of the elements, performance criteria and range of conditions and includes knowledge of
organisational documentation, policies and procedures range of communications equipment available types of and use of communications systems including organisational networks and hardware verbal transmission procedures voice techniques Work, Health and Safety (WHS)/Occupational Health and Safety (OHS) requirements including risk mitigation

Assessment Conditions

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment. As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment. Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate. Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in industry approved simulated workplace operational situations that reflect workplace conditions. Resources for assessment must include access to a range of relevant exercises, case studies and/or simulations relevant and appropriate materials, equipment, tools and personal protective clothing and equipment currently used in industry including communications systems and equipment applicable documentation including organisational procedures, industry standards, equipment specifications, regulations, codes of practice and operation manuals.

Links

PUA Training Package Companion Volume Implementation Guide is found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=3eca5672-6d5a-410b-8942-810d0ba05bbf

RGRPSH308 Provide first aid and emergency care for horses or other equines

Modification History

Release	Comments
Release 1	This version released with RGR Racing and Breeding Training Package Version 2.0.

Application

This unit of competency describes the skills and knowledge required to measure and record vital signs of horses or other equines, identify and report signs of common illnesses and injuries, provide emergency care and follow first aid policies and procedures.

The unit applies to individuals who work in a broad range of occupations in horse-related or other equine-related industries, carrying out work under broad direction within industry guidelines.

All work must be carried out to comply with workplace procedures, in accordance with applicable state/territory animal welfare and workplace health and safety legislative requirements.

No licensing or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Unit Sector

Performance services horse (PSH)

Elements and Performance Criteria

Elements	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise and report signs of ill health or injury in horses or other equines	1.1 Inspect incident site and assess risks prior to helping horses or other equines 1.2 Measure and record temperature, pulse and respiration in line with appropriate first aid procedures 1.3 Observe and report hydration levels and capillary refill in line with appropriate first aid procedures 1.4 Observe, identify and report signs of common illnesses in horses or other equines in line with appropriate first aid procedures 1.5 Observe, identify and report signs of shock in horses in line with appropriate first aid procedures 1.6 Determine and report signs of common injuries in horses or other equines according to workplace policies and procedures
2. Assess illnesses or injuries in horses or other equines	2.1 Assess threat to life of illness or injury, and incorporate into plan of action 2.2 Calm, restrain and/or quarantine horses or other equines using safe and ethical handling techniques 2.3 Follow first aid policy and procedures with respect to obligations to owners, state regulations, stable policy and duty of care 2.4 Follow referral or reporting procedures for injury, treatment and emergency care according to workplace first aid procedures
3. Apply basic first aid to horses or other equines	3.1 Use restraints and safe and ethical handling techniques to prevent further injury or to apply first aid to horses or other equines 3.2 Clean wounds and protect from further contamination or injury in line with appropriate first aid procedures 3.3 Apply bandages for management of bleeding, swelling and wounds in line with appropriate first aid procedures 3.4 Control swelling using appropriate techniques and materials in line with appropriate first aid procedures 3.5 Nurse horse or other equine to reduce impact of shock, distress and pain in line with appropriate first aid procedures 3.6 Monitor behaviour and vital signs, and record observations and treatments in line with appropriate first aid procedures
4. Respond to hoof and leg illnesses and injuries	4.1 Inspect feet and legs for signs of injury, soreness or foreign bodies 4.2 Identify common injuries and ailments to hooves, feet and legs 4.3 Apply poultice to affected area in line with appropriate first aid practices 4.4 Determine damage or irregular condition and fit of shoes
5. Assess health and fitness of horses or other equines	5.1 Implement pre-race and post-race or activity assessment of horse or other equine for injuries, distress, health and fitness 5.2 Apply pharmaceutical or therapeutic treatments under trainer or veterinary or equine health practitioner instructions and supervision 5.3 Identify and follow industry rules relating to prohibited substances and alternative treatments

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential for performance in this unit of competency but are not explicit in the performance criteria.

Skill	Description
Reading	Interpret textual information in workplace procedures and veterinary and medical instructions relating to the health and welfare of horses Locate and interpret key information in medication labels
Writing	Use clear language and accurate industry and/or medical terminology for reporting and recording horse health and welfare information
Numeracy	Perform basic calculations and measurements of volume, weight and ratios to determine doses of medication
Navigate the world of work	Follow workplace procedures, including safety, animal welfare and first aid administration requirements, and meet expectations relating to own role and area of responsibility
Interact with others	Follow accepted industry practices and protocols for working collaboratively with and reporting horse health issues to supervisors and specialists
Get the work done	Monitor horse condition, assess health and injury irregularities and make decisions to initiate routine treatment or seek specialist advice and assistance

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
RGRPSH308 Provide first aid and emergency care for horses or other equines	RGRPSH308A Provide first aid and emergency care for horses	Updated to meet Standards for Training Packages. Minor changes to title and performance criteria.	Equivalent unit

Links

Companion Volumes, including Implementation Guides, are available at VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5c4b8489-f7e1-463b-81c8-6ecce6c192a0https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5c4b8489-f7e1-463b-81c8-6ecce6c192a0

Assessment Requirements for RGRPSH308 Provide first aid and emergency care for horses or other equines

Modification History

Release	Comments
Release 1	This version released with RGR Racing and Breeding Training Package Version 2.0.

Performance Evidence

An individual demonstrating competency in this unit must satisfy all of the elements and performance criteria of this unit.

There must be evidence that the individual has provided first aid and emergency care for at least two horses or other equines (or completed appropriate simulations), including for each:

recognised illness or injury and carried out a safety check of the factors relating to situation, incident site and/or treatment environment

provided appropriate first aid and treatments to horse or other equine, including:

responding to hoof and leg illness or injury

calming and/or restraining horse or other equine safely and ethically

reported irregularities to stable nominated person in a timely manner.

Knowledge Evidence

An individual must be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

principles, practices and industry terminology related to emergency care and first aid for horses or other equines

safe handling techniques, including:

risks associated with catching, handling and restraining equines

methods of restraining horses or other equines

common equine behaviour, including when injured, stressed or ill

signs and types of treatment for common illnesses and injuries in equines, including:

lameness

shock

relevant industry rules for providing first aid and emergency care for horses, including:

rules for prohibited substances and alternative treatments

zoonosis, disease and biosecurity control

reporting requirements, including for infectious reportable illnesses – Strangles, tetanus, EI, Hendra

industry standards and expectations relevant to providing first aid and emergency care for horses:

effective working relationships, including teamwork

industry animal welfare requirements

industry safety requirements, including safe operating procedures.

Assessment Conditions

Assessment of skills must take place under the following conditions:

physical conditions:

a workplace or an environment that accurately reflects performance in a real workplace setting

resources, equipment and materials:

various horses or other equines requiring first aid or emergency care assessed as suitable for the skills and experience of the individual; or appropriate simulations if safety or access to injured equines is restricted

materials and equipment relevant to providing first aid and emergency care

access to trainer and/or veterinarian for instructions.

Training and assessment strategies must show evidence of guidance provided in the Companion Volume: User Guide: Safety in Equine Training.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volumes, including Implementation Guides, are available at VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5c4b8489-f7e1-463b-81c8-6ecce6c192a0

SIFCBGM001 Provide general grounds care

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to carry out basic maintenance of grassed and planted areas, such as garden beds and landscape works. It applies to general grounds maintenance staff whose work involves working under supervision and according to work health and safety, relevant legislation and workplace policies and procedures.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Competency Field

Building and Grounds Maintenance

Unit Sector

Cemetery and Crematoria

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain grassed areas.	1.1 Liaise with supervisor to identify and confirm the mowing height, pattern and distances from tree trunks and shrubs. 1.2 Select, prepare and use mowing tools and equipment. 1.3 Trim edges according to work requirements. 1.4 Apply fertiliser according to manufacturer guidelines. 1.5 Dispose of grass trimmings and other waste.
2. Weed grassed and planted areas.	2.1 Identify weeds to be removed. 2.2 Select, prepare and use weeding tools and equipment. 2.3 Prepare and administer weed treatments according to manufacturer guidelines. 2.4 Remove and dispose of weeds using wastage disposal methods that prevent weed spread. 2.5 Clean site according to workplace policies and procedures.
3. Water grassed and planted areas.	3.1 Select, prepare and use watering tools and equipment. 3.2 Apply water to grass and plants according to their health requirements. 3.3 Drain, clean and store equipment according to manufacturer guidelines.
4. Maintain plants in healthy condition.	4.1 Apply fertiliser according to manufacturer guidelines. 4.2 Treat dead, diseased and damaged plants as required after regular inspection. 4.3 Clean, maintain and store tools and equipment according to manufacturer guidelines.

Foundation Skills

This section describes those language, literacy, numeracy and employment skills that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SIFBGM001B Provide general grounds care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c2c3131e-4418-4aa3-8ff1-a855c95f7fd6

Assessment Requirements for SIFCBGM001 Provide general grounds care

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to:

select, prepare, use, clean and maintain the required tools and equipment according to supervisor instructions and manufacturer guidelines

maintain grassed and planted areas including: the application of fertiliser; the treatment and removal of weeds, and diseased and damaged plants; the watering of grass and plants; and clean up of the work site

apply safe handling techniques for chemicals, tools and equipment.

Evidence of performance of providing general grounds care on two or more occasions is required to demonstrate consistency of performance and ability to respond to different situations.

Knowledge Evidence

Demonstrated knowledge of:

tools and equipment used for general grounds care, including those for mowing, weeding and watering needs

different weed types and associated treatment controls

types and characteristics of annual and perennial weeds

water and general health requirements of plants

differences between chemical and non-chemical weed treatment controls

federal, state or territory, and local government legislation and regulations that impact on grounds maintenance

environmental impacts in relation to general grounds care and minimal impact practices to reduce these, especially those that relate to resource, water and energy use

environmentally sound disposal methods for all types of waste and in particular for hazardous substance, spoiled and diseased plant material and those that have a propensity to propagate weeds

workplace policies and procedure in regard to carrying out general grounds care.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that is as industry realistic as possible. In a simulated environment, it is essential that assessment is conducted:

using suitable facilities, equipment and resources, including:

an environment that has plants and grass, including plants in different states of repair

weed treatments, fertilisers, watering, weeding and mowing equipment and personal protective equipment

under industry conditions where there is:

integration of tasks with possible interruptions to work typical of the job role

speed and timing requirements that reflect commercial operating conditions

interaction with supervisor

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c2c3131e-4418-4aa3-8ff1-a855c95f7fd6

SIRRMER001 Produce visual merchandise displays

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to display retail merchandise. It requires the ability to prepare, produce and maintain merchandise displays in accordance with visual merchandising requirements.

This unit applies to all businesses that sell retail merchandise. It applies to frontline personnel who have limited autonomy and work under close supervision and guidance of others in frontline operational roles. However; in smaller businesses, senior personnel might also undertake this function.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Merchandising

Unit Sector

Retail

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to produce visual merchandise display.	1.1.Review visual merchandising display guidelines, and seek clarification as required. 1.2.Obtain merchandise, materials and equipment required for the display. 1.3.Prepare product labels and price tickets from in-house documents and according to organisational requirements. 1.4.Unpack merchandise according to manufacturer instructions.
2. Display merchandise.	2.1.Produce display following visual merchandising display guidelines. 2.2.Ensure merchandise is displayed according to manufacturer instructors where specific requirements for display and storage exist. 2.3.Display merchandise labels and price tickets according to organisational requirements. 2.4.Handle and move stock and equipment according to safe manual handling guidelines to prevent injury to self. 2.5.Promptly return excess stock to storage area, and store according to organisational requirements. 2.6.Check and ensure area around the display remains clear of debris.
3. Maintain display.	3.1.Review displays against visual merchandising display guidelines, and refine as required. 3.2.Maintain clear and correct product and pricing information for merchandise. 3.3.Identify damaged or out of date stock, and remove from display as required. 3.4.Rotate and replenish merchandise to maintain optimum stock levels. 3.5.Monitor the display regularly to maintain appearance and cleanliness of display and display area.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
Reading skills to:	interpret plain English documents that outline organisational policies and procedures related to display of merchandise.
Numeracy skills to:	estimate dimensions of display areas and appropriate size of displays from display documentation.
Planning and organising skills to:	prepare for display and complete display activities in a logical and time-efficient sequence.
Technology skills to:	prepare product labels and price tickets.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRRMER001 Produce visual merchandise displays

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

follow merchandising display guidelines and organisational procedures to prepare and produce three merchandise displays, from the following list, of varying sizes and complexities:

an existing merchandise range

a new merchandise range

a seasonal merchandise range

a promotional event

discounted merchandise

maintain each of the above displays and display area, adequate stock level and appearance of display.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic principles of visual merchandising as they relate to producing retail visual merchandise displays

visual merchandise display guidelines and how they are used in creating a retail displays

organisational procedures for:

correct manual handling techniques for protection of self and merchandise

correct storage of merchandise and equipment

damaged or out of date stock

maintenance of display areas

merchandise rotation and replenishment

product labelling and pricing

unpacking merchandise.

Assessment Conditions

Skills must be demonstrated in a retail environment. This can be:

an industry workplace

a simulated industry environment.

Assessment must ensure access to:

a range of retail merchandise

display areas

retail display equipment and props

product labels and price tickets

ticketing and pricing equipment

organisational visual merchandise display guidelines

organisational procedures for:

manual handling techniques for protection of self and merchandise

storage of merchandise and equipment

damaged or out of date stock

maintenance of display areas

merchandise rotation and replenishment

product labelling and pricing

unpacking merchandise

assessment activities that allow the individual to:

work within commercial speed, timing and productivity

manage tasks and contingencies in the context of the job role.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXCEG002 Assist with customer difficulties

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to solve customer problems and use techniques to deal with customer difficulties.

It applies to individuals working in frontline customer service roles in a diverse range of industry sectors and business contexts. They operate with independence and under limited supervision and guidance from others, and within established organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Customer Engagement

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Deal with customer complaints.	1.1.Recognise customer dissatisfaction and take action to avoid escalation. 1.2.Follow organisational policies and procedures to respond to customer complaints according to own level of responsibility and seek solutions in consultation with the customer. 1.3.Refer complex and escalated customer complaints to relevant personnel. 1.4.Maintain a positive and cooperative manner during all customer interactions. 1.5.Report on customer complaints following organisational procedures.
2. Process refunds and exchanges.	2.1.Identify reasons for refunds and exchanges, and offer a replacement or alternative product to maximise sales opportunities. 2.2.Process refunds and exchanges and record details according to organisational policies and procedures.
3. Deal with difficult customers.	3.1.Identify difficult or abusive customers and take swift and tactful action to prevent escalation of problem. 3.2.Identify situations where personal safety of self, customers or team members may be threatened, and seek appropriate assistance.
4. Provide feedback on customer service.	4.1.Identify consistent and potential customer difficulties and report to relevant personnel for action to prevent future customer dissatisfaction. 4.2.Offer suggestions and solutions to relevant personnel for improved customer experiences.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	ask open and closed questions and actively listen to determine and meet customer preferences.
Self-management skills to:	manage personal emotions in difficult situations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXCEG002 Assist with customer difficulties

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

follow organisational policies and procedures to appropriately respond to four customer difficulties that individually or cumulatively involve:

customer complaint

dissatisfied customer

product or service issue

product or service refunds

demonstrate the appropriate steps for responding to two of the following difficult customers:

customers that are unable to be pacified

customer displaying verbal aggression

customer displaying threatening behaviour

drug or alcohol affected customer.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

processing refunds and exchanges

resolving customer complaints

recording customer complaints

dealing with difficult customers:

customers that are unable to be pacified

customer displaying verbal aggression

customer displaying threatening behaviour

drug or alcohol affected customer

escalated customer complaints

techniques for:

identifying customer dissatisfaction

preventing escalation of customer complaints

resolving complaints to maintain brand integrity

communicating with dissatisfied customers

commercial impacts of:

cost of refunds and exchanges

loss to business resulting from customer dissatisfaction

negative word of mouth

value and role of customer feedback in improving service delivery

key aspects of consumer protection laws relevant to the selling of products and services:

organisational responsibilities and rights

customer rights

refunds and exchanges

common causes of customer difficulties.

Assessment Conditions

Skills must be demonstrated in a services industry environment. This can be:

an industry workplace

a simulated industry environment.

Assessment must ensure access to:

relevant documentation:

organisational policies and procedures for:

processing refunds and exchanges

resolving customer complaints

recording customer complaints

dealing with difficult customers:

customers that are unable to be pacified

customer displaying verbal aggression

customer displaying threatening behaviour

drug or alcohol affected customer

escalated customer complaints

current plain English regulatory documents distributed by government regulators outlining key aspects of consumer protection laws

customers with whom the individual can interact; these can be:

individuals in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment

assessment activities that allow the individual to work with commercial speed, timing and productivity.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXCEG004 Create a customer-centric culture

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage and ensure the delivery of customer service standards and work with team members to improve customer experiences.

It applies to individuals working in customer service management roles in a diverse range of industry sectors and business contexts. They operate independently with some responsibility for others and decision making, and within established organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Customer Engagement

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote a customer focused culture.	1.1.Ensure team understanding of and commitment to providing quality customer service and enhancing the customer’s experience. 1.2.Promote customer service standards within the team and encourage ownership over delivery of service standards. 1.3.Act as a positive role model displaying customer centric behaviours and consistently delivering on customer service standards.
2. Foster the customer culture.	2.1.Ensure adequate team resourcing to ensure delivery on customer service standards. 2.2.Monitor customer service and take action when standards are not met. 2.3.Provide feedback to team on their ability to meet customer service standards. 2.4.Provide coaching to team members to enhance customer service delivery.
3. Monitor and adjust customer service.	3.1.Seek feedback from team and customers on customer service standards. 3.2.Review customer trends and demands and seek opportunities to enhance customer experience based on findings. 3.3.Develop and document customer service improvement plans in consultation with the team.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXCEG004 Create a customer-centric culture

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

monitor and review customer service standards, on three different occasions, and document a plan to improve customer service standards based on observations

demonstrate the following approaches to promoting a customer-centric culture:

role-modelling customer service standards

observing standard of customer service delivery

coaching team members towards improvement

identifying and rectifying customer service delivery issues.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of quality customer service:

customer expectations

enhancing customer experience

techniques for:

coaching others

providing performance feedback

seeking feedback

monitoring and reviewing customer services standards

improving customer service standards

organisational customer services standards:

professional service standards

designated response times

customer service procedures

resources required to deliver on customer service standards

commercial impact of:

quality customer service

poor customer service

positive and negative customer reviews

value and role of customer feedback in improving service delivery.

Assessment Conditions

Skills must be demonstrated in a services industry environment. This can be:

an industry workplace

a simulated industry environment.

Assessment must ensure access to:

organisational customer service standards:

professional service standards

designated response times

customer service procedures

resources required to deliver on customer service standards

team members and customers; these can be:

individuals in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXCEG008 Manage disrespectful, aggressive or abusive customers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to appropriately and safely manage customers who are disrespectful, aggressive or abusive.

It applies to individuals working in customer service roles in a diverse range of industry sectors and business contexts. They may operate independently or under supervision and guidance from others, and within established organisational policies and procedures. It predominantly applies to retail industry work environments with high levels of customer contact.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Customer Engagement

Unit Sector

Cross-sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify potentially disruptive customers.	1.1 Monitor customer behaviour to identify signs of potential customer disruption. 1.2 Use questioning and active listening to identify possible causes of disruptive customer behaviour. 1.3 Indicate willingness to assist in resolution. 1.4 Refer to organisational policies and procedures and signage where applicable to explain processes to customer.
2. Implement actions to defuse and de-escalate potential conflict.	2.1. Recognise emotional contagions and their impact. 2.2. Maintain a calm, respectful and polite manner when interacting with customers. 2.3. Provide explanation, assistance or alternatives to address cause of customer issue. 2.4 Display and maintain empathy for customer to demonstrate understanding of situation and impact on the customer in order to defuse and de-escalate potential conflict.
3. Manage disrespectful, aggressive or abusive customers.	3.1. Use appropriate strategies to respond to customers displaying disrespectful, aggressive or abusive behaviours. 3.2. Identify customers who should be refused service or ejected and action in a professional manner. 3.3. Promptly identify and act on situations that pose a threat to the safety of self, others or property. 3.4. Terminate conversation or encounter if resolution is not possible. 3.5 Refer situations beyond the scope of own job role and responsibility to supervisor or other relevant parties as required.
4. Document and report incident	4.1.Comprehensively document incident according to organisational policies and procedures. 4.2 Obtain statements and contact details from witnesses to the incident where appropriate. 4.3 Provide report to supervisor according to organisational policies and procedures. 4.4 Identify alternative approaches for affected staff and the organisation to avoid or mitigate similar incidents in future.
5. Manage the personal impacts of disrespectful, aggressive or abusive customer behaviour.	5.1 Use a process of self-reflection to identify physical, mental and emotional impacts of the incident on self. 5.2 Undertake de-briefing procedures with supervisor following the incident. 5.3 Use appropriate techniques to respond to physical, mental or emotional impacts of the incident. 5.4 Recognise signs of mental and emotional impacts on self that require professional counselling and seek appropriate support. 5.5 Use a process of self-reflection to identify personal response strategies that could be used in future to protect own wellbeing.

Foundation Skills

FOUNDATION SKILLS
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and understand organisational policies and procedures.
Writing skills to:	document incident reports comprehensively.
Oral communication skills to:	explain organisational policies and procedures to customers. build rapport with customers to assist in defusing disruptive behaviour.
Problem-solving skills to:	interpret customer issues and offer appropriate solutions or alternative options.
Teamwork skills to:	engage more appropriate members of the team to assist in resolving customer issues or dealing with customer behaviour.
Self-management skills to:	identify impacts of customer-related events on own confidence and wellbeing and take action to restore good health.

Unit Mapping Information

UNIT MAPPING INFORMATION	No equivalent unit.

Links

Companion Volume Implementation Guides - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXCEG008 Manage disrespectful, aggressive or abusive customers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

demonstrate appropriate techniques to deal with customers displaying each of the following characteristics:

disrespect

verbal aggression

physical aggression or violence

demonstrate appropriate actions to respond to the following situations:

customer refusing to comply with policies on premises

customer refusing to leave

where staff or other customers are in danger or intimidated by customer behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant state and territory government legislation and regulation relating to customer service:

Australian Consumer Law

Public Health Acts

Privacy Act 1988 (Cth)

organisational policies and procedures for:

dealing with disrespectful, aggressive or abusive customers

dealing with customers who have committed a crime

recording and reporting customer incidents

escalating customer incidents

de-briefing following an incident

work health and safety (WHS)

possible causes of disrespectful, aggressive or abusive customer behaviour including:

personal attributes of customer

mental illness or intoxication

misunderstanding directives from staff

incorrect prices or quotes

lack of availability of stock

delays in receiving product or service

problem with product or service

communication barriers

unmet expectations

refused entry or ejection from premises

situations where there is no readily identifiable cause

types of behaviours exhibited by disrespectful, aggressive or abusive customers:

refusal to follow directives

customers who are unable to be pacified

abusive or inappropriate language

verbal threats and aggression

physically aggressive or threatening behaviour

racial abuse

threatening group behaviour (swarming)

risks associated with exposure to disrespectful, aggressive or abusive customers:

low morale

physical injury

emotional damage

absenteeism

staff turnover

strategies for dealing with disrespectful, aggressive or abusive customers:

verbal communication techniques

active listening

open and closed questioning

paraphrasing and summarising

voice tone, pitch and volume

assertive behaviour

negotiation

defusing and de-escalation techniques

perspective taking

use of verbal and non-verbal cues

escalation to supervisor

seeking external intervention from security staff or police

actions for when customer actions or behaviour pose a threat to the safety of self, others or property:

remove self or others from immediate area

ejecting customer from premises

use of personal alarms

use of physical barriers

seeking external intervention from security staff or police

use of safe rooms or secure areas

body language and its role in customer service:

maintaining a respectful distance

non-verbal cues

personal space

communication practices:

speak clearly and concisely

allow the customer to speak

ask questions

check for understanding

avoid attempts at humour

maintain respect and courtesy

awareness of non-verbal communication

awareness of cultural differences when communicating

environmental means to assist in dealing with disrespectful, aggressive or abusive customers:

signage

use of space

physical barriers or shields

use of personal alarms

use of safe-rooms

plain-English documentation and information

personal approaches to dealing with disrespectful, aggressive or abusive customers:

understanding scope and responsibility of job role

responding without signs of defensiveness

avoiding power struggles, threats or ultimatums

ensuring all solutions are actionable and achievable

recognising own personal boundaries and physical limitations

de-personalising negative encounters

techniques for:

identifying workplace stressors

responding to workplace stressors

building resilience

monitoring personal health and well-being

techniques to respond to physical, mental or emotional impacts of an incident:

supervisor de-briefing

taking a break

returning home from the workplace

professional counselling.

Assessment Conditions

Skills must be demonstrated in a customer service environment. This can be:

an industry workplace; or

a simulated industry environment.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

organisational policies and procedures for:

customer service standards

dealing with aggressive or abusive customers

recording and reporting customer incidents

escalating customer incidents

staff self-care and wellbeing

de-briefing following an incident:

operational

staff welfare

work health and safety

current plain English documents distributed by Government regulators outlining key aspects of:

consumer protection laws

consumer behaviour requirements

WHS guides

customers with whom the individual can interact; these can be:

individuals in an industry workplace; or

individuals who participate in role plays or simulated activities set up for the purpose of assessment, in a simulated industry environment

assessment activities that reflect a range of realistic, industry relevant situations and scenarios.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume Implementation Guides - - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXCEG009 Manage workplace responses to disrespectful aggressive or abusive customer behaviour.

Modification History

Release 1. SIRXCEG009 Manage workplace responses to disrespectful, aggressive or abusive customer behaviour. New unit. No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to manage incidences of disrespectful, aggressive or abusive customer behaviour escalated by front-line workers, support the wellbeing of workers following an incident of disrespectful, aggressive or abusive customer behaviour and oversee the implementation of environmental strategies to reduce the risk of customer disrespect, aggression and abuse.

It applies to individuals working in supervisory roles in front-line customer service in a diverse range of industry sectors and business contexts. They operate with independence and under limited supervision and guidance from others, and within established organisational policies and procedures. It predominantly applies to retail industry work environments with high levels of customer contact.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SIRXCEG008 Manage disrespectful, aggressive or abusive customers.

Competency Field

Customer Engagement

Unit Sector

Cross-sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement environmental strategies to reduce risk of disrespectful, aggressive or abusive customer behaviour.	1.1. Confirm staff understanding of policies and procedures relating to customer service and responses to disruptive customer behaviour. 1.2. Observe the work environment to maintain situational awareness and identify sources of risk to staff, customers, property or premises. 1.3. Use clear, legible signage to provide information and instruction to staff and customers. 1.4. Monitor staffing levels and flow of customer traffic and anticipate and address occurrence of customer queuing or delays. 1.5. Confirm customer service and other equipment is in good working order and report faults according to organisational policies and procedures.
2. Respond to incidence of disrespectful, aggressive or abusive customer behaviour when escalated.	2.1. Monitor staff interactions with customers to anticipate and identify potential situations of disruptive customer behaviour and respond proactively, according to organisational policies and procedures. 2.2. Identify situations where personal safety of staff or customers may be threatened and seek assistance. 2.3. Respond promptly when an incidence of disruptive customer behaviour is escalated by a staff member. 2.4. Use active listening to establish and agree on the nature and details of conflict with all parties and indicate willingness to assist in resolution. 2.5. Use communication styles that take into consideration social and cultural differences. 2.6. Address situation and provide resolution within the scope of own role and organisational policies and procedures. 2.7. Comprehensively document incident according to organisational policies and procedures.
3. Support wellbeing of staff.	3.1. Undertake de-briefing procedures with staff member following incidence of disruptive customer behaviour. 3.2. Communicate with staff in a professional manner that displays empathy and provides validation. 3.3. Identify signs of mental and emotional impacts of incident on staff member and implement techniques to respond. 3.4. Provide staff member with information and referral options regarding services to support their wellbeing. 3.5. Follow up with staff member regarding ongoing wellbeing and respond to behavioural signs of reduced wellbeing. 3.6. Maintain privacy and confidentiality of information relating to staff wellbeing according to organisational policies and procedures.
4. Promote staff morale and empowerment.	4.1. Lead by example, demonstrating high standards of personal performance and behaviours reflective of organisational values. 4.2. Create a supportive team environment where all staff feel valued and respected. 4.3. Promote an environment in which team members are empowered to achieve high standards of performance. 4.4. Determine staff motivators and seek opportunities to improve motivation. 4.5. Mentor staff members to develop and use skills in managing disruptive customer behaviour and own responses. 4.6. Provide feedback to staff members in a constructive and supportive manner. 4.7. Recognise staff performance and facilitate opportunities for continuing development.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS	DESCRIPTION
Reading skills to:	interpret and understand organisational policies and procedures.
Oral communication skills to:	explain organisational policies and procedures to staff and customers.
Problem-solving skills to:	interpret customer issues and offer appropriate solutions or alternative options.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXCEG009 Manage workplace responses to disrespectful aggressive or abusive customer behaviour.

Modification History

Release 1. SIRXCEG009 Manage workplace responses to disrespectful, aggressive or abusive customer behaviour. New unit. No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement strategies on at least one occasion to reduce the risk of disrespectful, aggressive or abusive customer behaviour including:

confirming staff understanding of policies and procedures

ensuring the work environment is suitable by:

providing clear directions to staff and customers

facilitating easy access to products.

minimising queues

confirming all equipment is in working order

reporting or rectifying faulty equipment promptly

respond according to organisational policies and procedures to at least three situations where incidences of disrespectful, aggressive or abusive customer behaviour have been escalated by staff, including:

incidence of physical aggression

incidence of verbal abuse

customer refusing to leave premises

where staff or other customers are in danger or intimidated by customer behaviour

follow organisational policies and procedures to support staff wellbeing following at least one incidence of disrespectful, aggressive or abusive customer behaviour, including:

conducting at least one de-briefing session with staff member following incident, including:

providing referral options

following up post de-brief

using techniques to empower and motivate staff, including:

providing guidance to at least one staff member regarding defusing disruptive customer behaviour

implementing one opportunity to motivate staff

providing feedback to at least one staff member

recognising staff performance on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant Commonwealth, State and Territory government legislation and regulation relating to customer service:

Australian Consumer Law

Public Health Acts

Privacy Act 1988 (Cth)

organisational policies and procedures for:

customer service standards

dealing with disrespectful, aggressive or abusive customers

dealing with customers who have committed a crime

recording and reporting customer incidents

escalating customer incidents

privacy and confidentiality of staff and customer information

de-briefing following an incident

providing referrals to staff wellbeing services

maintenance of equipment and reporting faults

work health and safety (WHS)

possible causes of disrespectful, aggressive or abusive customer behaviour

types of behaviours exhibited by disrespectful, aggressive or abusive customers

risks associated with exposure to disrespectful, aggressive or abusive customers

strategies for dealing with disrespectful, aggressive or abusive customers

actions for when customer actions or behaviour pose a threat to the safety of self, others or property

body language and its role in customer service

communication practices for dealing with staff and customers

awareness of social and cultural differences when communicating

environmental means to assist in dealing with disrespectful, aggressive or abusive customers

aspects of the work environment that may contribute to disruptive customer behaviour:

poor floor layout

inadequate signage

impeded access to products

restricted access to products or spaces

poor customer traffic flows

poor lighting and sound conditions

other structural risks

techniques for monitoring the work environment and identifying risks

environmental methods of reducing risk:

use of voice-overs to inform and instruct customers and staff

clear and legible signage

prominent display of refund policies and procedures

unobstructed display of promotion processes, terms and conditions

visibility of staff

staffing levels that minimise staff isolation

use of equipment that is in good working order

personal approaches to dealing with disrespectful, aggressive or abusive customers

methods of enforcing consequences for disruptive customer behaviour:

removal from premises

seeking assistance from security or police

banning or adding customer to "do not serve" register

techniques to respond to physical, mental or emotional impacts of an incident

techniques for de-briefing staff following incidence of disruptive customer behaviour:

scheduling time and place

process to confirm staff member is emotionally and physically ready to de-brief.

perspective taking

process of identifying cause of incident

process of identifying actions taken and their consequences

process of identifying alternative actions and options for future occurrences

signs of mental and emotional impacts of disruptive customer behaviour on staff:

low self-esteem

depression

anxiety

stress

burnout

absenteeism and presenteeism

resignation and staff turnover

techniques for determining staff motivators

methods of recognising staff performance:

formal

informal

role of the mentor in assisting staff to develop and use new skills

techniques used to mentor staff:

building rapport

putting aside pre-conceived ideas

active listening

reflecting and clarifying

role-modelling

transfer of knowledge

providing constructive feedback.

Assessment Conditions

Skills must be demonstrated in a customer service environment. This can be:

an industry workplace; or

a simulated industry environment.

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

Assessment must ensure access to:

organisational policies and procedures for:

customer service standards

dealing with disrespectful, aggressive or abusive customers.

dealing with customers who have committed a crime.

recording and reporting customer incidents.

escalating customer incidents

privacy and confidentiality of staff and customer information.

de-briefing following an incident

providing referrals to staff wellbeing services.

maintenance of equipment and reporting faults.

work health and safety (WHS).

current plain English documents distributed by Government regulators outlining key aspects of:

consumer protection laws.

consumer behaviour requirements.

WHS guides

customers with whom the individual can interact; these can be:

individuals in an industry workplace; or

individuals who participate in role plays or simulated activities set up for the purpose of assessment, in a simulated industry environment.

assessment activities that reflect a range of realistic, industry relevant situations and scenarios.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXOSM002 Maintain ethical and professional standards when using social media and online platforms

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to source information on, and work according to, a range of ethical and professional standards when using social media and online platforms for business purposes.

This key skill underpins effective performance when utilising social media and online platforms for diverse purposes. It applies to individuals working at all levels from operational personnel through to managers.

This unit applies to self-employed individuals, and owners and employees of any type of micro, small, medium or large organisation that utilises social media and online tools for customer engagement including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Online and Social Media

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Source information on the general impacts of social media.	1.1. Access and interpret information about the positive and negative impacts of social media. 1.2. Identify and evaluate the terms of service associated with social media platforms to identify requirements. 1.3. Determine how online harassment can occur via organisational sites and who may be targeted. 1.4. Determine how social media platforms share user information and identify impacts on users. 1.5. Evaluate ways to avoid negative impacts on users of organisational social media sites.
2. Comply with industry and organisational ethical and professional codes of conduct for online activities.	2.1. Identify industry codes of conduct, objectives and scope, and seek advice from relevant personnel on applicability to organisation. 2.2. Identify organisational online code of conduct, objectives and scope, and determine applicability to own job role. 2.3. Evaluate contents of codes of conduct and significance to own personal and work based online behaviours and communications. 2.4. Clarify content and compliance requirements of codes with relevant personnel. 2.5. Act according to professional values and principles outlined in codes, seeking advice when difficulties arise.
3. Maintain personal online presence consistent with organisational standards.	3.1. Determine differences between organisational and personal online presence. 3.2. Clearly differentiate between representing self and organisation during online activities. 3.3. Review and ensure personal online posts and activities do not damage reputation of organisation and those associated with it.
4. Protect customer privacy and maintain confidentiality of organisational information.	4.1. Access and interpret information on privacy regulations and scope of requirements. 4.2. Identify and interpret organisational privacy policies and procedures and determine applicability to own job role. 4.3. Collect, use, maintain and protect information provided by customers and others, according to privacy regulations and organisational policies and procedures. 4.4. Obtain and comply with permissions to publish images and text representing others. 4.5. Maintain confidentiality of sensitive organisational information and confirm information that can be released before publishing.
5. Source information on copyright.	5.1. Access and interpret information on copyright to determine what is and what is not protected by copyright. 5.2. Identify copyright owner’s exclusive rights to materials. 5.3. Determine permissions required to use copyright materials and how to obtain these.
6. Engage professionally with customers online.	6.1. Communicate with customers in a timely, professional and positive manner to enhance organisational reputation. 6.2. Respond to negative and potentially defamatory comments, complaints and conflicts sensitively, courteously and respectfully. 6.3. Minimise risk to self and organisational reputation by escalating conflict to relevant personnel.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar and complex information to determine regulatory requirements and organisational standards.
Writing skills to:	produce notes and summarise and record information in basic documents produce customer responses of varying complexity, using language suitable for purpose and audience.
Learning skills to:	proactively use opportunities to obtain and update knowledge of social media impacts and ethical and professional standards.
Technology skills to:	use computers or mobile devices and the Internet to search for and download information use software applications to create, update and store basic documents.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXOSM002 Maintain ethical and professional standards when using social media and online platforms

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source and interpret information on:

terms of service for three different brands of social media, including information how those brands share user information

general impacts of social media on organisations and users, both positive and negative, from three different sources

cyberbullying and its impacts from three different sources

a suitable code of conduct for online activities relevant to the individual’s current or prospective industry

employment

an organisational code of conduct for online activities relevant to the individual’s current or prospective job

role, and obtain any required permissions for release

the overarching requirements of commonwealth privacy regulations and any applicable local state or territory privacy regulations relevant to the individual’s current or prospective industry employment

copyright in Australia; what it protects and does not protect, exclusive rights of owners and requirements for permissions

defamation via social media from three different sources

organisational criticism via social media; either customer or employee based

from information collected, provide an overview evaluation of each of the above topics

evaluate three situations involving personal online posts that present a risk to an organisation’s reputation and identify guidelines that could be used to avoid risk

respond professionally to customer communications covering:

a general product or service need, on two occasions

negative comment or complaint about organisational issues, products or services, on two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

at a fundamental level of understanding:

terms of service for common brands of social media; how they share user information and how this may impact on users

the general impacts of social media, both positive and negative:

impacts on organisation reputation

social impacts on users

meaning of harassment and cyberbullying and how this occurs and can escalate through use of social media

how bullying of employees and contractors can occur because of organisational connections and via organisational social media sites

organisational duty of care to protect individuals from cyberbullying and processes that can be taken to avoid and respond to incidents

the content of industry and organisational codes of conduct or policies for online activities, applicable to the individual’s context and the importance in guiding ethical and professional behaviours

boundaries of personal and professional online activities how personal posts and online presence can adversely affect organisational reputation and others associated with the organisation including: customers, suppliers, sponsors, donors etc.

methods that can be used to ensure personal posts are not assumed to be representing the organisation

a fundamental understanding of the key contents of:

commonwealth privacy law inclusive of the Australian Privacy Principles and how these regulate the collection, use, maintenance and secure storage of private customer information collected by private and government organisations

any state or territory privacy regulations relevant to the individual’s industry and work context

the content of organisational privacy policies and procedures, applicable to the individual’s industry context, and the importance in guiding ethical and professional behaviours

types of:

customer information generally considered to be sensitive and relevant to the individual’s work context

consents used when publishing information about others and their images

organisational information generally considered to be sensitive and deemed not for public release

at a fundamental level of understanding:

what copyright protects and does not protect

who can own copyright, and procedures used by owners to identify copyright

exclusive rights that owners have over their material and how this affects use of materials by others

permissions that are required to use materials and how to obtain

meaning of defamation, slander and libel and how this occurs and can escalate through use of social media

potential personal and organisational consequences of both receiving and making defamatory comments

differences between personal and professional online communication styles and choice of language

principles of positive and professional online communications that enhance customer engagement and organisational reputation

types of positive language and approaches that can be used when dealing with negativity, complaints and conflicts.

Assessment Conditions

This unit has been written to allow for application to any type of industry. Assessment must be customised according to the industry context of learners while ensuring that all skill and knowledge content is assessed, and all performance evidence is collected.

This unit and Assessment Requirements references customers as a generic term throughout. However, because different industries and organisations use different terms to describe their stakeholders, learners should use terms appropriate for their industry during assessment.

Assessment must ensure use of:

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve customer communication

computers or mobile devices and the Internet to source information

terms of service published by social media brands

Australian Privacy Principles (or their successor) fact sheets

sample organisational privacy policies

sample industry and organisational documents relating to online and social media activities; including codes of conduct, policy statements or guidelines.

Assessors must satisfy the assessor requirements nominated in the Standards for Registered Training Organisations, or their successor, and must have workplace experience where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXOSM003 Use social media and online tools

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement the use of social media and online platforms for organisational purposes. It requires the ability to identify the objectives for online communications, create and post relevant content to promote engagement with the organisation, and to engage professionally with customers.

It applies to individuals who work at an operational level. They use discretion and judgement to take responsibility for work outcomes but actions are guided by plans, policies and procedures, supervisors and managers. Although an operational function, it can apply to small business owner operators who are responsible for a range of functions.

This unit applies to self-employed individuals, and owners and employees of any type of micro, small, medium or large organisation that utilises social media and online tools for customer engagement including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SIRXOSM002 Maintain ethical and professional standards when using social media and online platforms

Competency Field

Online and Social Media

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe theessential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine organisational and communication requirements.	1.1. Access and interpret predetermined strategies and plans to guide activities. 1.2. Identify target audience and organisational objectives for social media or online communication. 1.3. Select social media and online platforms suited to communication objectives and target audience. 1.4. Access or create schedule of types and frequency of social media and online communications.
2. Prepare content.	2.1. Source and select organisational and external information to create content relevant to purpose. 2.2. Use language, style and tone suited to organisational image and target audience. 2.3. Check content for accuracy, currency and relevance for purpose. 2.4. Develop and format content in line with organisational guidelines. 2.5. Obtain required approvals before publication.
3. Utilise platform functions.	3.1. Utilise functions and templates provided by social media and online platforms to create posts. 3.2. Upload file types suited to communication requirements. 3.3. Create active links to organisational and external sites.
4. Promote engagement with organisation.	4.1. Curate and post content regularly or according to planned organisational schedule. 4.2. Create opportunities to attract user generated content. 4.3. Use posts during targeted campaigns.
5. Monitor sites and engage professionally with customers.	5.1. Monitor customer activity according to organisational schedule. 5.2. Communicate with customers in a timely, professional and positive manner to enhance organisational reputation. 5.3. Respond to negative comments and complaints sensitively, courteously and respectfully according to organisational policies and procedures. 5.4. Refer customer negative feedback to relevant personnel according to organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational guidelines, policies and procedures interpret and use relevant content from organisation documents of varying complexity.
Writing skills to:	create accurate and engaging content using language suitable for purpose and audience
Initiative and enterprise skills to:	identify opportunities to engage customers and promote exposure of the organisation through online activities.
Planning and organising skills to:	use plans and schedules to guide work activities and meet deadlines.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXOSM003 Use social media and online tools

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

utilise three different types of social media or online platforms for organisational communications

create and post content for six different communications and collectively use at least three different types of media files

create and post content for a further two communications for a targeted social media or online campaign and determine links that could be used to external sites

monitor customer engagement with posts and respond professionally to customer communications covering:

two positive comments

two negative comments

two questions

two complaints

respond to two issues of complaint or negativity that require escalation to relevant personnel.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisation’s core activities and customer base

different organisational purposes for use of social media and online platforms:

exposure through social media activity

building brand awareness, loyalty and an online community

marketing and advertising

information dissemination

promoting special offers and events

popularity of different categories and reach of particular brands of social media platforms and their key audiences

organisational guidelines, policies and procedures for:

content

online customer service including complaints resolution

privacy

gaining consent to publish information about others and their images

monitoring customer activity

characteristics of well written, appealing content for different social media platforms

functions of different social media and online platforms and how to use these to:

write and format text

upload different file types including text, PDF, photographs, videos, audio files

create active links

monitor customer activity

activate and respond to alerts

respond to customer commentary

principles of positive and professional online communications that enhance customer engagement and organisational reputation

types of positive language and approaches that can be used when dealing with negativity, complaints and conflicts

types of standard customer responses and when these might be used.

Assessment Conditions

This unit has been written to allow for application to any type of industry. Assessment must be customised according to the industry context of learners while ensuring that all skill and knowledge content is assessed, and all performance evidence is collected.

This unit and Assessment Requirements references customers as a generic term throughout. However, because different industries and organisations use different terms to describe their stakeholders, learners should use terms appropriate for their industry during assessment.

Assessment must ensure use of:

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve customer and supervisor communication

computers or mobile devices and general software programs used to produce and schedule content

a range of social media and online platforms with access to functions used by organisations; these can be those used by a workplace or those established by a training organisation for the purpose of assessment

sample organisational guidelines, policies and procedures for:

content

online customer service including complaints resolution

privacy

gaining consent to publish information about and images of others

monitoring customer activity.

Assessors must satisfy the assessor requirements nominated in the Standards for Registered Training Organisations, or their successor, and must have workplace experience where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXOSM004 Analyse performance of social media and online business tools

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use analytics tools to collect and analyse data on the performance of an organisation’s social media and online presence. It requires the ability to evaluate and present reports on the effectiveness of tools in engaging customers.

It applies to individuals who work independently or with limited guidance from others, including senior operational personnel, business unit managers and small business owner operators.

This unit applies to self-employed individuals, and owners and employees of any type of micro, small, medium or large organisation that utilises social media and online tools for customer engagement including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Online and Social Media

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify analytics tools and functions.	1.1. Obtain information on inbuilt analytics tools provided by social media and online platforms. 1.2. Search and identify external providers of analytics tools. 1.3. Identify types of available data and functions to assist with analysis. 1.4. Determine how specific data can be used to measure and improve customer engagement.
2. Collect and analyse data.	2.1. Determine data analysis needs, select analytics tools and collect and store relevant data according to organisational privacy procedures. 2.2. Filter, assess quality of data and clean data to ensure relevance to analysis. 2.3. Identify trends in quantitative performance through statistical analysis. 2.4. Evaluate qualitative information to identify patterns. 2.5. Monitor performance of social media and online presence regularly to ensure ongoing effectiveness.
3. Evaluate performance.	3.1. Assess quantitative and qualitative information against organisational objectives for use of social media and online platforms. 3.2. Determine success of online presence in engaging customers for general and targeted purposes. 3.3. Create and present reports on data analysis and evaluation, and include recommendations for future improvements. 3.4. Generate reports that protect sensitive information provided by customers.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret jargon specific to different types of social media and online analytics tools interpret the intent and extract relevant content of customer opinions.
Writing skills to:	produce cohesive data analysis and evaluation reports using language suitable for purpose and audience present factual information without ambiguity summarise and paraphrase a variety of customer opinions without altering meaning.
Numeracy skills to:	interpret numerical data of different complexity and complete routine calculations involving addition, subtraction, multiplication, division and percentages extract, evaluate and interpret numerical data from tables, charts and graphs interpret fundamental statistical information to draw conclusions.
Problem-solving skills to:	identify and clean inaccurate, duplicative and irrelevant data.
Initiative and enterprise skills to:	critically evaluate successes and failures of social media and online performance to suggest improvements.
Self-management skills to:	take responsibility for performance analysis from data collection through to evaluation and report presentation.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXOSM004 Analyse performance of social media and online business tools

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

utilise three different analytics tools for social media or other online platforms and collectively use inbuilt and external analytics tools

analyse, evaluate and report on the general performance of an organisation’s social media or online business tools over three successive reporting periods

analyse, evaluate and report on the performance of an organisation’s social media or online business tool when one specific communication or targeted campaign has been implemented

across all above analysis, evaluation and reporting activities, collectively cover:

page visits and how page was accessed

page likes or followers

reach of specific communication

engagement including; how many people liked, shared or commented on specific communications

day/s and time of day of engagement

audience demographics

qualitative evaluation of positive and negative comments

recommendations for future improvements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

types of inbuilt analytics tools provided by a range of social media and online platforms

a range of external analytics tools which provide data for individual and multiple social media and online platforms

types of data available to measure customer engagement, to include:

page visits and how page was accessed (directly or via other sites)

page likes

followers

reach of specific communication

engagement including; how many people liked, shared or commented on specific communications

video views and duration of view

day/s and time of day of engagement

audience demographics

functions provided by analytics tools to sort, analyse and report on customer engagement

data to be filtered, removed or amended, and reasons for these actions

meanings and purposes of quantitative and qualitative data and how these are analysed and reported

customer data that can be sensitive and organisational privacy procedures used to securely store

common reasons for analysing social media and online data and how data can be used to improve customer engagement:

creating content that elicits interest

creating content for a call to action

targeting specific audiences

scheduling communications

methods used to analyse and assess data:

measuring results against overarching business objectives and key performance indicators

measuring results of a targeted campaign against objectives and expectations

comparing historical results

measuring and comparing audience demographics for general site interaction and responses to communications

measuring customer actions

identifying and measuring positive and negative customer responses

identifying themes, patterns and relationships for qualitative information

evaluating information against:

a predetermined theory; or

an external cause for customer reactions

format and inclusions of data analysis and evaluation reports

methods used in reports that protect sensitive customer information

techniques used to draw and express conclusions and recommendations.

Assessment Conditions

This unit has been written to allow for application to any type of industry. Assessment must be customised according to the industry context of learners while ensuring that all skill and knowledge content is assessed, and all performance evidence is collected.

This unit and Assessment Requirements references customers as a generic term throughout. However, because different industries and organisations use different terms to describe their stakeholders, learners should use terms appropriate for their industry during assessment.

Assessment must ensure use of:

a range of social media and online platforms; these can be those used by a workplace or those established by a training organisation for the purpose of assessment

a range of inbuilt analytics tools provided by social media and online platforms

a range of external analytics tools which provide data for individual and multiple social media and online platforms

computers or mobile devices for accessing data and producing reports.

Assessors must satisfy the assessor requirements nominated in the Standards for Registered Training Organisations, or their successor, and must have workplace experience where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXOSM005 Develop a basic website for customer engagement

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and build a basic website suited to organisation purposes and customer requirements. It requires the ability to plan and develop both the structure and content for the site, and to test and evaluate the site before it goes live.

It covers those skills needed by an organisation that chooses to develop its own site, using website building platforms, rather than using the services of information technology specialists.

It applies to individuals who work independently or with limited guidance from others, including senior operational personnel, business unit managers and, particularly to small business owner operators.

This unit applies to self-employed individuals, and owners and employees of any type of organisation including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Online and Social Media

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan website structure.	1.1. Determine website purpose, structure and style to suit target customer audience requirements. 1.2. Identify required functions, capabilities and security requirements which meet website purpose. 1.3. Determine need for interactive forms and functions to capture customer information and maximise customer interaction. 1.4. Plan layout and navigation flow for appearance, readability, links and ease of use. 1.5. Document structure to facilitate efficient development. 1.6. Research and select website building software applications and hosting services based on website requirements. 1.7. Identify current and future website functionality, and compatibility of software applications to ensure add-ons can be achieved.
2. Develop website content.	2.1 Select and evaluate information to create relevant website content consistent with organisational policy for information that can be publicly shared 2.2 Design interactive forms and user functionality to capture required information. 2.1. Create and utilise a list of key words to promote and ensure search engine optimisation. 2.2. Use language, style and tone suited to organisational brand, image and target audience. 2.3. Select non-text content features to complement website text. 2.4. Check content for accuracy, currency and relevance.
3. Create website pages.	3.1. Utilise functions and templates provided by website building software to create pages and effective navigation. 3.2. Select page titles and key words that reflect purpose and can be easily understood by audience. 3.3. Utilise key words throughout site to maximise traffic to website and targeted content. 3.4. Incorporate non-text content features to enhance page presentation. 3.5. Create interactive forms and functions to capture customer information and maximise interaction. 3.6. Develop linked webpages and ensure links are clearly named and unambiguous. 3.7. Use consistent design features across all pages for ease of readability and navigation. 3.8. Upload files to web hosting service according to technical requirements.
4. Test and critically evaluate website before site goes live.	4.1. Test all website functions and navigation to confirm operational status and ease of use. 4.2. Test useability of interactive forms and functions. 4.3. Check accuracy of content and evaluate design for appeal and match to organisation image. 4.4. Run test searches to ensure key words are driving traffic to the site and targeted content. 4.5. Adjust content, design, key words and navigation flow to ensure website is fit for purpose and meets organisation image requirements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret unfamiliar jargon and directions of different complexity found website platform building software interpret the intent of and extract relevant content from organisational documents.
Writing skills to:	produce cohesive website content using clear and detailed language suitable for purpose and audience create content of online forms to elicit the required information using relevant headings and questions in a logical sequence.
Planning and organising skills to:	coordinate multiple elements involved in developing a website in a logical and time efficient sequence.
Self-management skills to:	critically evaluate own work to improve website content and functionality take responsibility for development of website from information collection through to evaluation before site goes live.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXOSM005 Develop a basic website for customer engagement

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan for and build one basic website, to the point of publication, suited to identified purpose and customer requirements

integrate at least three of the following functions into the website structure:

search facility

interactive fillable forms

uploading and downloading information

active links to other sites

links to drive navigation to featured content

chat facilities for provision of information

facilities for customer feedback, testimonials and commentary on content

security of customer and organisational information

utilise at least four of the following design features into the website to create appeal and ease of readability and access:

coloured frames and banners

different fonts and colours for headings and text

lists using numbers and bullet points

images

videos

animations

sound files

tables, graphs or charts

test all functions and links built into the website on two different devices before the site goes live

evaluate content, design and useability, for two different devices, and identify three areas of potential change to be considered before the site goes live.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

role of a website in the communications or marketing mix for particular types of organisations

common functions provided by basic websites and how these can be effectively used for different organisational purposes:

search facility

interactive fillable forms

uploading and downloading information

active links to other sites including social media pages

chat facilities for provision of information

facilities for customer feedback, testimonials and commentary on content

security of:

customer private and financial information including through password protection

images and information owned by website operator

collection of data on traffic and user interaction with site

a range of website building software providers including website functionality provided, advantages and disadvantages, and associated costs

compatibility issues that can occur between different types of website building software applications

types of available templates including how to access and build into a website

how interactive fillable forms work and how information collected is provided to the website operator

features of effective website layout and navigation flow

functions that can be used to drive navigation to featured content and external web pages:

highlighted, coloured and underlined words

pop up messages

hyperlink text and tags in hypertext markup language (HTML)

general principles for effective website design and how the following design features can be used to create appeal, ease of readability and access:

consistency across pages

coloured frames and banners

headings

different fonts and colours

lists using numbers and bullet points

images, videos, animations and sound files

tables, graphs and charts

navigation tabs with simple directive language relevant to purpose

how to make web content more accessible to people with disability and they key content of published accessibility guidelines

techniques for manipulating digital images and graphics, and their insertion into a website

principles of search engine optimisation (SEO) and how traffic is driven to websites through use of:

key words and density on the page

organic searches

features of browsers, search engines and web crawlers, and how they impact on website design, decisions and meta-tags

how web hosting services operate, a range of services offered by providers and associated costs

how to obtain and register a domain name and what services are generally included as part of registration

methods used to test newly developed websites, prior to site going live, and logical sequence of testing.

Assessment Conditions

This unit and Assessment Requirements references customers as a generic term throughout. However, because different industries and organisations use different terms to describe their stakeholders, learners should use terms appropriate for their industry during assessment.

Learners can develop a website for actual organisational use or one for the purposes of assessment.

Assessment must ensure use of:

computers and mobile devices for the development and testing of website

website building software applications.

Assessors must satisfy the assessor requirements nominated in the Standards for Registered Training Organisations, or their successor, and must have workplace experience where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXOSM006 Develop and manage social media and online strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and implement the overall strategy for an organisation’s online presence and for individual strategies for targeted campaigns.

It requires the ability to develop social media and online content guidelines, policies and procedures to implement and evaluate strategies.

It applies to individuals who work at a senior level who operate independently, can have responsibility for others and are responsible for making a range of operational and strategic decisions.

This unit applies to self-employed individuals, and owners and employees of any type of micro, small, medium or large organisation that utilises social media and online tools for customer engagement including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SIRXOSM002 Maintain ethical and professional standards when using social media and online platforms

Competency Field

Online and Social Media

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine social media or online requirements.	1.1. Confirm core activities, customer base, organisational values and current direction. 1.2. Determine organisational objectives for use of social media and online platforms. 1.3. Assess the need for particular platform functions to service target audience and organisational requirements. 1.4. Select social media and online platforms suited to organisational objectives and target audience requirements.
2. Develop social media or online strategy.	2.1. Determine types and frequency of social media and online communications to match specific objectives. 2.2. Identify which social media and online platforms will be utilised for communications and audiences. 2.3. Establish key performance indicators and evaluation criteria to measure effectiveness of social media or online activities. 2.4. Identify methods to analyse performance and establish a schedule for regular analysis, evaluation and reporting. 2.5. Determine implementation budget, roles and responsibilities and allocate to personnel.
3. Develop content guidelines.	3.1. Determine guidelines for use of appropriate language and tone for outbound communications and customer interactions. 3.2. Develop standard responses for customer interactions. 3.3. Establish standards for use and formatting of text and images. 3.4. Determine parameters for appropriate and inappropriate content and what organisational and customer information can and cannot be published. 3.5. Establish content approvals process and designate levels of authority to personnel. 3.6. Communicate content guidelines to personnel.
4. Develop and document policies and procedures.	4.1. Develop policies for customers of organisational social media and online sites. 4.2. Develop organisational policies and procedures to guide activities of personnel. 4.3. Communicate policies, procedures and expectations to personnel and customers.
5. Implement strategy.	5.1. Develop action plans for implementing overall strategy and individual campaigns. 5.2. Prepare a schedule documenting planned social media and online activities. 5.3. Identify and communicate priorities, key responsibilities, targets and timelines. 5.4. Monitor organisation’s social media and online activity and drive implementation.
6. Evaluate strategy.	6.1. Assess reports on data analysis and evaluation. 6.2. Evaluate social media and online activity against strategy, key performance indicators and reports. 6.3. Determine and report on success of online presence in engaging customers for general and targeted purposes. 6.4. Monitor, regularly, changes to social media and online platform functionality to determine impacts on strategy. 6.5. Modify and continuously improve current and future strategies according to evaluation and changing platform functionality.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and unfamiliar information.
Writing skills to:	produce comprehensive plans, policies and procedures using clear and detailed language that can be easily understood by personnel operating at different levels of seniority produce standard customer responses of varying complexity, using language suitable for purpose and audience.
Numeracy skills to:	interpret fundamental statistical information from performance reports to draw conclusions.
Initiative and enterprise skills to:	identify opportunities to engage customers and promote exposure of the organisation through online activities.
Planning and organising skills to:	coordinate multiple elements involved in developing and implementing online strategies in a logical and time efficient sequence produce and use cohesive action plans to guide implementation of online strategies for self and team members.
Self-management skills to:	take responsibility for strategy development from initial planning through to implementation and evaluation critically evaluate successes and failures of strategies to initiate improvements.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXOSM006 Develop and manage social media and online strategies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and implement two strategies tailored to a particular organisation:

one overall strategy for an organisation’s online presence

one strategy for one targeted social media or online campaign

evaluate and report on the performance of an organisation’s social media or online strategy over three successive reporting periods

evaluate and report on the performance of an organisation’s social media or online strategy for one targeted campaign

develop and communicate written content guidelines covering the following issues:

use of appropriate language for outbound communications and customer interactions

four standard responses tailored to different types of customer interactions

at least three types for each of the following:

organisational information that can be published

organisational information that cannot be published

customer information that can be published

customer information that cannot be published

four formatting standards

approvals process and authority

develop and communicate the following written policies and procedures:

acceptable use policy for customers of organisational social media and online sites

online customer service policy including complaints resolution procedures

privacy policy

procedure to gain consent to publish information about and images of others

security policy for online activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisation’s core activities, customer base, values and current direction

different organisational purposes for use of social media and online platforms:

exposure through social media activity

building brand awareness, loyalty and an online community

marketing and advertising

information dissemination

popularity of different categories and reach of particular brands of social media platforms and their key audiences

different functions provided by social media and online platforms and how the choice of platforms relates to organisational objectives

roles of different personnel in the implementation of social media and online activities

key performance indicators:

principles and purpose

importance of alignment to objectives

how to effectively express and document

how to use in conjunction with data analysis and evaluation reports to evaluate success of online strategy

common formats and styles for:

content guidelines and style guides

policies and procedures

action plans and schedules

purpose and typical inclusions of a range of customer and staff focussed guidelines, policies and procedures:

content guidelines

acceptable use for users of organisational social media and online sites

online customer service including complaints resolution

privacy

gaining consent to publish information about and images of others

security for online activities

for the particular industry, examples of best practice online policies and procedures including any templates issued by industry associations and other bodies

for standard customer responses:

purpose

commonly used responses

when different types would be used.

Assessment Conditions

This unit has been written to allow for application to any type of industry. Assessment must be customised according to the industry context of learners while ensuring that all skill and knowledge content is assessed, and all performance evidence is collected.

This unit and Assessment Requirements references customers as a generic term throughout. However, because different industries and organisations use different terms to describe their stakeholders, learners should use terms appropriate for their industry during assessment.

Assessment must ensure use of:

comprehensive information about the operation of a real or simulated organisation to determine its characteristics and needs for the development of tailored social media or online strategies, guidelines, policies and procedures

real workplace performance data, or data for a simulated organisation to allow evaluation of an organisation’s social media or online strategies

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve team communication

computers and general software programs used to produce system documents

a range of social media and online platforms with access to functions used by organisations; these can be those used by a workplace or those established by a training organisation for the purpose of assessment.

Assessors must satisfy the assessor requirements nominated in the Standards for Registered Training Organisations, or their successor, and must have workplace experience where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXOSM007 Manage risk to organisational reputation in an online setting

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and implement processes for managing risks to an organisation’s reputation associated with social media and online engagement, including the impacts of online negative commentary, complaints and criticism.

It requires the ability to develop a social media crisis management plan and other processes to monitor and respond to issues and incidents.

It applies to individuals who work at a senior level who operate independently, can have responsibility for others and are responsible for making a range of operational and strategic decisions.

This unit applies to self-employed individuals, and owners and employees of any type of micro, small, medium or large organisation that utilises social media and online tools for customer engagement including commercial, not-for-profit and government organisations.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Online and Social Media

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify risks to organisational reputation and plan control measures.	1.1. Identify risks to organisational reputation associated with social media and online presence, including any security risks. 1.2. Develop social media and online crisis management plan to deal with damaging issues and incidents.
2. Establish processes for monitoring customer commentary, feedback and criticism.	2.1. Determine a schedule for monitoring organisation’s social media and online sites and external review pages. 2.2. Allocate responsibility to personnel or external providers for consistently and regularly monitoring sites. 2.3. Register organisation for alerts provided by social media and review platforms. 2.4. Establish a schedule for analysing online performance using analytics tools.
3. Develop policies and procedures for response.	3.1. Establish standards for use of appropriate language and tone for responding to both positive and negative comments. 3.2. Develop standard responses that can be used for common circumstances. 3.3. Designate response times in policies and procedures.
4. Manage organisational reputation.	4.1. Take responsibility for resolution of complex and difficult customer interactions. 4.2. Utilise functions provided by social media and review platforms to manage persistent and damaging interactions. 4.3. Assess performance reports regularly to identify systematic communication issues and implement improvements. 4.4. Assess escalating issues and implement crisis management processes to minimise impacts.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret the intent and extract relevant content of customer opinions expressed with differing levels of clarity.
Writing skills to:	produce comprehensive plans, policies and procedures using clear and detailed language that can be easily understood by personnel operating at different levels of seniority produce customer responses of varying complexity, using language suitable for purpose and audience.
Numeracy skills to:	interpret fundamental statistical information from performance reports to draw conclusions.
Self-management skills to:	critically analyse issues and incidents to determine appropriate individual and systematic responses.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXOSM007 Manage risk to organisational reputation in an online setting

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for a particular organisation, identify significant risks to reputation and develop one social media and online crisis management plan to deal with potential damaging issues and incidents

develop and communicate written policies and procedures covering all of the following issues:

schedule for monitoring social media and online, and external review pages

schedule for analysing and assessing online performance data

designated response times for customer compliments, complaints, negative commentary and bad reviews

standard responses that can be used for common circumstances, including holding responses

guidelines on the use of appropriate language for responding to positive and negative comments

issues that should be escalated and referred to managers

guidelines for removing comments, and reporting, blocking and banning users

respond to customer communications covering:

two escalated complaints, giving consideration to previous organisational communications, and take measures to resolve

two bad reviews

implement crisis management processes in response to one crisis, including allocation of responsibilities to personnel.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

common risks to an organisation’s reputation in an online setting:

customer complaints in a public setting

bad reviews

untrue or highly exaggerated comments about a customer and organisation interaction

criticism of organisation’s brand, values, products or services

commentary by others not involved but supporting complainants or showing bias

comments that accuse organisation of illegal acts

online personal communications of others associated with the organisation that are incompatible with organisation’s brand values and image including: staff, contractors, suppliers, sponsors, donors etc.

overt or implied criticism of the organisation by current or past personnel

online attacks by activists deliberately targeting the organisation

common security risks:

hacking of accounts

spam messages and content with dangerous links

threats to property, personnel and others associated with the organisation

specific to the particular industry, types of reputational and security risks

common formats and inclusions of policies and procedures

for crisis management:

difference between a problem and a crisis and common crisis scenarios

format and common inclusions of social media crisis management plans

typical actions taken by organisations during a crisis response

roles typically allocated to personnel at different levels of seniority and to external providers

analytics functions provided by social media and review platforms that can assist in identifying and managing risk to organisational reputation

monitoring and alert functions provided by social media and review platforms and how these operate

reasons to consistently monitor social media and review sites and common schedules

types of monitoring services offered by external providers and benefits of engaging

the importance of timely responses for:

managing complaints and negative reviews

answering enquiries to avoid complaints

compliments to ensure customer feels valued, not ignored and how responses can add value to reputation

types of standard responses that can be provided and the role of a holding response

organisational chain of command for responding to and managing:

compliments

complaints and criticism

crises

reasons for and advantages of resolving complaints off line

functions provided by social media and review platforms to manage persistent and damaging interactions, how these operate and factors to consider before implementing:

removal of comments

reporting

blocking and banning users

signs, stages and levels of conflict, and techniques used to resolve at various stages of escalation

principles of positive and professional online communications that minimise risk to organisational reputation

types of positive language and approaches that can be used when dealing with negativity, complaints and conflicts.

Assessment Conditions

This unit has been written to allow for application to any type of industry. Assessment must be customised according to the industry context of learners while ensuring that all skill and knowledge content is assessed, and all performance evidence is collected.

This unit and Assessment Requirements references customers as a generic term throughout. However, because different industries and organisations use different terms to describe their stakeholders, learners should use terms appropriate for their industry during assessment.

Assessment must ensure use of:

real workplace situations, or simulated activities, or case study scenarios that test aspects of this unit that involve customer and team communication

computers and general software programs used to produce system documents and schedules

a range of social media and online platforms with access to functions used by organisations including monitoring and alert functions; these can be those used by a workplace or established by a training organisation for the purposes of assessment

analytics tools and reports provided by social media and online platforms.

Assessors must satisfy the assessor requirements nominated in the Standards for Registered Training Organisations, or their successor, and must have workplace experience where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXPDK001 Advise on products and services

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop product and service knowledge and provide information to customers.

This unit applies to individuals working in frontline customer service and sales roles in a diverse range of industry and business contexts. They operate with some independence under general supervision and guidance from others, and within established organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Product Knowledge

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop product and service knowledge.	1.1.Identify and access sources of information on products and services. 1.2.Interpret information about availability, features and benefits of products and services. 1.3.Compare products and services based on product information. 1.4.Identify and use opportunities to update knowledge for the product and service range.
2. Respond to customer requests.	2.1.Answer customer questions about products and services with current and accurate information. 2.2.Use questions to clarify customer information needs. 2.3.Explain product and service details using clear communication. 2.4.Source additional information when answer to customer request is unknown or refer to relevant colleagues.
3. Enhance information provided.	3.1.Identify situations where additional information may assist the customer. 3.2.Advise on alternative products or services that may meet customer needs when requested item is not available. 3.3.Recommend complementary products, specials, new lines and promotions to customers according to their needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Numeracy skills to:	interpret pricing information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXPDK001 Advise on products and services

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

access and interpret sources of information on four different products or services

respond to four different customer inquiries for product or service information that individually or cumulatively require provision of information on all of the following:

features and benefits

price

alternative products or services

complementary products or services.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

interactions with customers

product or service pricing

basic key aspects of legislation that impact provision of information for the product or service range:

Australian Consumer Law

product or service specific legislation

interpersonal communication techniques:

active listening and questioning

communication methods which convey information clearly and concisely

product and service information for the product or service range:

features and benefits

price

care and handling of products

availability

storage requirements, shelf life and use by date

warranties

ingredients or materials contained in product

origins

alternative products and services

complementary products and services.

Assessment Conditions

Skills must be demonstrated in a services industries environment. This can be:

an industry workplace

a simulated industry environment.

Assessment must ensure access to:

a product or service range

sources of product information

relevant documentation:

current plain English regulatory documents distributed by government regulators outlining factors that impact provision of information for the product or service range

price lists

organisational policies and procedures relevant to product and service advice

customers; these can be:

customers in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SIRXSLS001 Sell to the retail customer

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to deliver quality customer service and sell to retail customers. It requires the ability to determine customer needs, match products and services to their needs, and facilitate a sale.

This unit applies to all retail sectors and business sizes from large format stores to small independents. It applies to retail personnel at all levels who play a role in engaging with customers with the purpose of selling.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Sales

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish customer needs.	1.1.Connect with the customer within designated response times and establish rapport. 1.2.Use questioning and active listening to facilitate effective two-way communication. 1.3.Observe and determine appropriate level of interaction based on customer verbal and non-verbal cues. 1.4.Determine and clarify customer preferences, needs and expectations.
2. Provide advice on products and services.	2.1.Use product and service knowledge to tailor options to specific customer needs, and offer alternatives when product is unavailable. 2.2.Clearly explain and promote product and service features and benefits where relevant. 2.3.Advise on promotional events where relevant. 2.4.Provide additional information to address customer questions and objections. 2.5.Offer comparisons to competitor product or service range as required. 2.6.Collaborate with the customer to determine product or service option most suited to their needs. 2.7.Take opportunities to upsell and cross sell products and services that enhance customer request and maximise profitability of sale.
3. Facilitate the sale of products and services.	3.1.Select and use appropriate techniques to close sale. 3.2.Direct the customer to designated point-of-sale and process sale, as required, according to organisational procedures. 3.3.Farewell customer on leaving, and invite to return. 3.4.Provide any required after sales service according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
Reading skills to:	interpret: detailed in-house and supplier product information documents plain English documents that outline organisational customer service policy and procedures.
Numeracy skills to:	interpret basic fee information from in-house documents and complete basic pricing calculations.
Problem-solving skills to:	respond to customer objections and provide appropriate solutions to satisfy customer needs.
Technology skills to:	use technologies equipped with search functionality and information systems to source product and service information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

Assessment Requirements for SIRXSLS001 Sell to the retail customer

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

interact with four different retail customers to initiate and close the sale of different retail products or services

demonstrate the following during the above customer interactions:

appropriate communication

establishment and clarification of customer needs, wants and expectations

product and/or service knowledge

appropriate sales approach to sell benefits and features of products and/or services

overcome objections and close sales

upsell and/or cross sell additional products and/or services that complement the sale

promotion of customer loyalty and repeat sales.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

appropriate body language for customer service

basic principles of positive customer service and sales

open and closed questioning techniques related to the sale of product and services

verbal and non-verbal cues indicating customer understanding of information

techniques for effective communication with customers of diverse backgrounds:

cultural diversity

special needs

sales techniques:

opening techniques

recognising buying signals

strategies to focus customer on specific products and services

selling add-ons and complementary products

overcoming customer objections

closing techniques

primary components of consumer protection laws that relate to selling products and services, especially organisational responsibility for supplying products and services as described or substituting suitable products and services when unable

primary components of privacy law, and actions that retail business must take to protect privacy of customer information

for the specific retail sector:

professional service standards and protocols for retail industry personnel

attitudes and attributes expected by the retail industry to work with customers

different customer service needs and expectations

for the particular retail organisation:

product and service knowledge:

product and service range offering

product specifications, features and benefits

designated response times for providing customer service

customer service procedures including recording of and storing customer details.

Assessment Conditions

Skills must be demonstrated in a retail environment. This can be:

an industry workplace

a simulated industry environment.

Assessment must ensure access to:

relevant documentation:

organisational policies and procedures for:

customer service

sale of products and services

resolving customer complaints

collection and storage of customer details

organisational product information and price lists

supplier brochures, information sheets and price lists

promotional activity information

current plain English regulatory documents distributed by government regulators for:

consumer protection law

privacy law

customers with whom the individual can interact to sell products and services; these can be:

individuals in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation

assessment activities that allow the individual to:

work within commercial speed, timing and productivity

manage tasks and contingencies in the context of the job role.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ca051b1b-5101-4ec2-ac1c-49699303188d

SISCAQU002 Perform basic water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform basic water rescues in indoor or outdoor aquatic venues.

The unit applies to all workers who may be required to perform basic water rescues in a range of situations, including swimming pools. Work is performed according to accepted best practice principles of aquatic rescues, relevant legislation and organisational policies.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory work health and safety regulatory authority.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and evaluate aquatic emergencies.	1.1 Recognise signs and signals of a person in difficulty. 1.2 Assess situation to determine appropriate response in an aquatic emergency. 1.3 Identify and assess immediate hazards and risks to self and others.
2. Apply basic water rescue principles.	2.1 Determine rescue type required and promptly formulate a rescue plan. 2.2 Access and use available equipment, as required. 2.3 Perform basic water rescue techniques according to emergency needs using fitness and strength levels required in own work environment. 2.4 Delegate tasks when required. 2.5 Identify and promptly respond to issues that arise during the rescue. 2.6 Monitor the condition of the casualty and plan a course of action.
3. Communicate incident details.	3.1 Convey incident details accurately to emergency response services. 3.2 Report details of incident to workplace supervisor as appropriate. 3.3 Provide reassurance to bystanders as required. 3.4 Maintain confidentiality of records and information in line with statutory and/or organisational policies.

Foundation Skills

Foundation skills essential to performance in this unit are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU002 Perform basic water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify, evaluate and respond to aquatic emergencies according to organisational and legislative requirements

identify and respond to all of the following signs and signals:

call for help

vertical body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

perform the following non-swimming rescues:

reach

rope throw

throw flotation aid

perform the following swimming rescues demonstrating the fitness and strength to tow a person in difficulty at least 10 metres with their mouth and nose above water to a point of safety:

accompanied

wade

non-contact tow

contact tow

incorporate appropriate adjustments for each of the above rescues to ensure safety of self and others.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation, organisational policies and procedures and industry standards in relation to:

the safe conduct of water rescues

accurate completion of incident documentation

common signs and signals of a person experiencing difficulties in the water and possible contributing factors:

call for help

vertical body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

use and location of equipment types

non-swimming rescue methods and techniques:

reach

rope throw

throw flotation aid

swimming rescue methods and techniques:

accompanied

wade

non-contact tow

contact tow

issues that arise during rescues and appropriate adjustments to ensure safety of self and others

communication systems used during rescues to inform managers, other employees and emergency services of progress

potential dangers in a range of aquatic environments and how to respond.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment such as an indoor pool, outdoor pool, or shallow water venue.

Assessment must ensure use of:

pool safety equipment:

flotation devices

first aid facilities and equipment

ropes

suitable to perform a reach rescue

participants to enable demonstration of all water rescue techniques and scenarios, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate water rescue techniques and broader emergency responses in required emergency situation timeframes

communicate with relevant personnel and emergency response services.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU007 Perform advanced water rescues

Modification History

Release 3.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 2.	Minor changes. Equivalent outcome.
Release 1.	No equivalent unit.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, evaluate and respond to aquatic emergencies using established rescue procedures.

The unit applies to lifeguards (and others when a lifeguard is not available) who perform advanced water rescues in a range of situations, including swimming pools. Work is performed according to accepted best practice principles of aquatic rescues, first aid, relevant legislation and organisational policies.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory work health and safety regulatory authority.

Pre-requisite Unit

HLTAID011 Provide first aid

SISCAQU002 Perform basic water rescues

Competency Field

Aquatics

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and evaluate major aquatic emergencies.	1.1 Recognise factors which contribute to aquatic emergencies. 1.2 Recognise signs and signals of aquatic emergency and communicate initial assessment to appropriate personnel. 1.3 Identify appropriate emergency response for the situation and people involved. 1.4 Promote compliance with safety rules of aquatic facility to clients.
2. Respond to aquatic emergency.	2.1 Activate emergency systems and implement strategies for group control. 2.2 Assess factors impacting on the advanced water rescue and formulate a rescue plan. 2.3 Determine appropriate involvement of others, type of rescue required and rescue equipment needed. 2.4 Identify hazards and take appropriate action to prevent further injury to the casualty, self or others. 2.5 Perform an advanced water rescue using established techniques and procedures and safe manual handling techniques.
3. Assess the casualty.	3.1 Observe and assess condition of the casualty. 3.2 Assess vital signs and symptoms of shock and provide appropriate treatment.
4. Organise further emergency care as required.	4.1 Contact emergency services and provide accurate information to obtain required assistance. 4.2 Monitor casualty or arrange further treatment until emergency response team assumes responsibility.
5. Record and report the incident.	5.1 Complete required documentation in agreed format. 5.2 Notify other personnel and statutory authorities of incident as required.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Release 3.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 2.	Minor changes. Equivalent outcome.
Release 1.	No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU007 Perform advanced water rescues

Modification History

Release 3.	Minor changes. Equivalent outcome. Prerequisite unit updated: Superseded unit HLTAID003 replaced with current unit HLTAID011.
Release 2.	Minor changes. Equivalent outcome.
Release 1.	No equivalent unit.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and respond to all of the following signs and signals of aquatic emergencies according to organisational and legislative requirements:

call for help

vertical body position

diagonal body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

use the following equipment and techniques during rescue situations:

spinal immobilisation equipment

oxygen supplemented resuscitation

oxygen therapy

safe manual handling techniques

demonstrate correct swimming strokes, personal survival and rescue skills:

personal survival and defensive techniques on approach to a casualty

contact tow of both a conscious and unconscious casualty

non-contact tow of a conscious casualty

successfully complete fitness and strength tests:

swim 200 metres in less than 6 minutes without using equipment

retrieve an object from the deepest water within the aquatic environment no greater than 3 metres in depth. If depth is greater than 3 metres assistance may be used e.g. fins

respond in a team to at least two of each of the simulated emergency scenarios contextualised to the candidate’s workplace/aquatic environment:

assist two other team members with the removal of an unconscious person from the water

complete a 25 metre swim and 25 metre non-contact tow of a conscious casualty with assisted landing in less than 1minute 45 seconds

work as a team to perform spinal immobilisation, stabilization and removal of a suspected spinal injury casualty in both shallow and deep water:

immobilise and roll over as per workplace and pool depth

use of available spinal immobilisation equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that enable the safe and appropriate conduct of all activities:

work health and safety/occupational health and safety

duty of care

working with children

communication protocols

rescue and emergency procedures

incident reporting

factors leading to aquatic emergencies:

swimming ability

deep water

shallow water

river currents

surf conditions

strong winds

risk taking behaviour

different aquatic emergencies and appropriate responses:

sudden unconsciousness

spinal injury

drowning

heart attack

severe bleeding

epileptic seizures

severe asthma attacks

factors contributing to aquatic emergencies to enable prompt and accurate assessment of emergency situations:

number of casualties

rescue equipment

number and location of other staff

accepted best practice principles of aquatic rescues

first aid techniques and standards to enable provision of safe and effective response and treatment of casualties

types and characteristics of water rescue equipment used in advanced water rescue to enable safe and effective use:

spinal immobilisation equipment

oxygen supplemented resuscitation

oxygen therapy

role of lifeguards and other personnel during major aquatic emergencies to enable effective emergency responses.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment appropriate to the candidate’s current or intended work role.

Assessment must ensure use of:

CPR mannequins

rescue equipment:

reaching aids

spinal immobilisation equipment

pool rescue equipment (rescue tubes/rings)

suitable participants to enable demonstration of all water rescue techniques and scenarios, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

respond to realistic in-depth, industry-validated rescue scenarios and simulations.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCCRO001 Plan and conduct recreation programs for older persons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, safely conduct, and evaluate recreation programs for older persons, including frail and moderately active participants.

This unit applies to those working in environments such as community recreation centres and indoor or outdoor recreation facilities. Work is performed according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Community Recreation Operations

Unit Sector

Community Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish participant needs and expectations.	1.1 Interpret information about participant characteristics, recreational needs and special requirements. 1.2 Encourage participants to articulate their own recreational needs and expectations. 1.3 Make assessments of participant capacity in consultation with relevant support personnel and within scope of own responsibility. 1.4 Identify potential barriers to participation. 1.5 Advise participants of factors preventing participation in a program.
2. Plan recreation programs.	2.1 Determine program activities and strategies appropriate to the context, participant needs and capabilities. 2.2 Assess likely demands of the program on participants in consultation with appropriate support personnel. 2.3 Identify and organise required human, physical and financial resources and support. 2.4 Recognise risks to participant safety and act to eliminate or minimise risks. 2.5 Identify and incorporate injury prevention strategies and support requirements. 2.6 Develop and document program plans that incorporate key information. 2.7 Seek agreement on program plan from relevant staff, participants and organisations as required.
3. Prepare for recreation programs.	3.1 Inspect and confirm set-up of location and equipment; report issues to person responsible. 3.2 Provide clear and accurate instructions and information using communication techniques suited to participants. 3.3 Confirm understanding and encourage participants to seek clarification as required. 3.4 Issue required equipment and aids and provide assistance with fitting where necessary. 3.5 Modify equipment for use by different participant groups. 3.6 Identify emerging risks to participant safety and take action to minimise these.
4. Conduct recreation programs.	4.1 Encourage participants to warm-up and cool-down through demonstration and instruction of safe and appropriate exercises. 4.2 Monitor technique, use of equipment and aids and provide feedback and assistance to participants. 4.3 Select and use communication techniques that encourage and support participants. 4.4 Modify program, as required according to participant needs. 4.5 Use techniques that motivate participants to maintain an appropriate participation rate.
5. Conclude recreation programs.	5.1 Conclude program at a pace appropriate to participants, their level of involvement and duration of the program. 5.2 Inform participants of follow-up programs, sources of information and further recreational opportunities. 5.3 Collect and check issued equipment for damage and wear and report problems to appropriate staff.
6. Evaluate recreation programs.	6.1 Request and respond to feedback from participants and identify further needs. 6.2 Evaluate program components and record outcomes. 6.3 Identify and document potential areas for improvement in future programs. 6.4 Review own performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILL	DESCRIPTION
Reading skills to:	interpret accompanying health documentation as required, using risk stratification processes.
Oral communication skills to:	use active listening and open and closed probe questioning to identify participant needs and preferences.

Unit Mapping Information

SISCCRO303A Plan and conduct recreation programs for older persons

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and evaluate at least three different programs for older people, including both frail and moderately active participants

conduct programs that individually or cumulatively incorporate at least three of the following activity types:

stretching and mobility

strengthening or conditioning

posture

balance

chair-based work

floor work

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements that support and facilitate safe conduct of recreation programs for older participants:

work health and safety/occupational health and safety

privacy and confidentiality

duty of care

equal opportunity and anti-discrimination

sexual harassment

organisational policies and procedures for planning and conducting an recreation programs for older participants:

appropriate use of equipment and venues

work health and safety/occupational health and safety

risk minimisation

privacy

duty of care

extent and limitations of responsibilities

time constraints and scheduling requirements

budget allocation

use of modified equipment

use of aids

screening processes of older persons for entry into programs or activities:

interviews with participants and carers

medical history

physical ability tests

general contraindications for participation

factors affecting participation in programs for older persons

potential types of participant needs and their impact on program planning:

physical

emotional

motivational

program planning techniques and information to be included in plans

psychological stages and impact of ageing on participation in recreation activities and the variations in older people’s abilities

risk analysis processes for assessing the potential impact of a planned recreation program on participant safety:

level of challenge and difficulty

behaviour of other participants

equipment failure

activity specific knowledge to match activities with client needs and capabilities:

suitable exercises for older persons:

stretching and mobility exercises

strengthening or conditioning

confidence building

posture

balance

chair based

floor work

variations in status of participants:

impact of medication

chronological age

physiological age

medical conditions

factors affecting group dynamics, conflict resolution and communication strategies:

verbal

modelling or demonstration

hand or arm signals

braille

modified equipment and aids for older participants and equipment testing and checking techniques

evaluation processes.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated environment.

Assessment must ensure use of:

equipment and resources required for the delivery of the program:

modified equipment and aids

industry or organisational documentation such as program plans, forms relating to equipment checks and equipment damage

legislation and organisational policies and procedures in relation to the conduct of programs for older persons

older participants to undertake recreation programs; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

plan and conduct programs of a duration that reflects current industry practice.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU001 Handle horses

Modification History

Not applicable

Application

This unit describes the performance outcomes, skills and knowledge required to safely handle horses, particularly those used in equestrian sport or recreational riding programs but it could have wider application to other equine settings.

Horses are handled in contained areas including stables, fenced arenas, yards, round yards and paddocks.

It requires knowledge of horse temperament, behaviour and body language to safely interact with horses and the ability to catch, lead, tie up and release horses.

This unit applies to a range of organisations including those involved in equestrian sport, instructional and recreational riding programs. It applies to people working at all levels who handle horses as part of their regular work activities.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess risks for horse handling activities.	1.1. Identify known temperament, behaviour and level of education of horse prior to handling. 1.2. Identify current environmental factors that may affect horse senses and behaviour. 1.3. Observe and interpret horse body language and vocalisations to assess current horse behaviour. 1.4. Identify and assess risks associated with the particular activity, horse enclosure and horse. 1.5. Identify safe handling practices and confirm required organisational safety and emergency response procedures.
2. Approach and catch horses.	2.1. Identify horses to be caught by their features. 2.2. Check and confirm horses are aware of presence of handler prior to approach. 2.3. Move safely around any horses lying down without encroaching danger zones. 2.4. Catch an individually housed horse. 2.5. Catch a horse from within a group of horses. 2.6. Approach horses with halter and lead, using body language that minimises adverse horse reactions. 2.7. Fit halter and lead assuming safe body position in relation to horses.
3. Lead, tie up and untie horses.	3.1. Assume safe body position in relation to horses and use cues to start, stop and turn horse. 3.2. Lead horse, under control, on its own through doorways and gates. 3.3. Lead and stand horse single file in a group, and control to ensure horse and own safety. 3.4. Lead horse under control past others leading a horse. 3.5. Lead horse under control through, and out of a group of horses. 3.6. Secure horse to tie up point. 3.7. Check and confirm horse is aware of handler, move around avoiding danger zones, untie and lead horse.
4. Release horses.	4.1. Remove halter and lead, assuming safe body position in relation to horse. 4.2. Release horse into enclosure for a single horse; confirm security of enclosure before and after release. 4.3. Release horse into enclosure housing groups of horses; confirm security of enclosure before and after release. 4.4. Release horse as part of a group of handlers releasing horses; confirm security of enclosure before and after release.
5. Respond to immediate safety risks.	5.1. Monitor horse behaviour during all handling activities and respond to adverse behaviour. 5.2. Complete on-the-spot risk assessment as hazards arise during activities to avoid injury to self, others and horse. 5.3. Use techniques to calm and control horse throughout activities and amend or cease activities as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures for handling horses.
Oral communication skills to:	ask open and closed probe questions and actively listen to clarify and confirm handling conditions, hazards and risk control practices interact with other handlers clearly to support a positive and safe handling environment.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU001 Handle horses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

use safe practices and organisational safety procedures to catch, lead, tie up and release horses on four different occasions using a different horse on each occasion

work within a group of minimum three and maximum six handlers on each occasion

during all handling activities, consistently respond to horse behaviour and control horses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for handling horses

identifying features of horses:

points of the horse

colour and markings

brands

gender

size

meaning of horse temperament and various descriptions used

key features of horse instinct and how this impacts on behaviour in different situations

various levels of education for horses and indicators of education level

known temperament, behaviour and level of education of horses to be handled

environmental conditions that can unsettle horses to include:

wind and other weather features

fire and smoke

noise from people, machinery and vehicles

presence of other horses and animals

containment within fenced areas or stalls

how horse senses can influence their behaviour and reactions with emphasis on:

smell

sight - field of vision, perception of depth

touch sensitivity

hearing

horse posture, body and tail movements, facial expressions and vocalisations that indicate a horse is:

relaxed

alert

unsettled or stressed

agitated or aggressive

frightened, in a state of flight response

human body language and behaviour to avoid when around horses

positive human body language and behaviour that minimises adverse horse reactions

cues used to start, stop and turn horses

safe handler body positions used in relation to horse when:

catching; fitting and removing halters

leading and releasing horses

tying up and untying horses

meaning of danger zones around horses:

within kicking or striking range of horses’ legs

within head butting, biting or tail swish range of horses

within area where horse is risng from lying down

within confined areas where a horse may crush handler

purpose, features of and techniques used to fit and adjust equipment to ensure correct fit, comfort for horse and safety of handler to include:

halters

leads

ropes

risks associated with the following horse handling activities and techniques used to control and ensure welfare of horses and safety of handler:

catching

leading

tying up and untying

releasing.

Assessment Conditions

Skills must be demonstrated in contained horse handling environments which must include:

small fenced enclosures

large fenced enclosures

areas containing doorways and gates.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant handlers’ characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that handler and horse combination is safe.

Assessment must ensure use of:

a group of minimum three and maximum six handlers including the candidate

horses, matched to all handlers as above; these must be:

calm, consistent and obedient horses for the first, second and third assessment occasion

compliant and manageable horses for the fourth assessment occasion

equipment used to catch, lead and tie up horses:

halters

leads

tie up points

organisational safety and emergency response procedures for handling horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU001 Handle horses, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving handling horses where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing handling skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU002 Ride horses using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses at walk, trot and canter to a fundamental skill level.

Horses are only ridden in fenced arenas. During all activities, riders are under the direct instruction of qualified instructors who are proficient riders.

This unit applies to individuals who are new and or inexperienced horse riders and who are developing their initial riding skills. They would progressively develop additional riding skills required for work, recreational or competitive activities after achieving the foundation competency described by this unit.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for safe riding activities.	1.1. Assess, with instructor, horse behaviour and suitability for riding activity and own skill level. 1.2. Assess, with instructor, level of horse education and suitability for riding activity and own skill level. 1.3. Discuss and identify, with instructor, potential hazards and associated risks for riding environment, weather, horse and riding activity. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities.
2. Select and prepare tack, horse and personal equipment.	2.1. Check condition of assigned horse, report any signs of illness or injury, select grooming equipment and groom before fitting tack. 2.2. Select tack and personal equipment to match riding conditions, and check it is in safe working condition. 2.3. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety. 2.4. Present horse and self to instructor for check prior to mounting.
3. Mount and ride horses.	3.1. Follow all instructions and safety directions to control horse throughout riding activities. 3.2. Mount horse safely and to ensure balance; check and adjust equipment as required. 3.3. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 3.4. Use upright seat to walk, trot and canter horse calmly and maintain rider balance throughout. 3.5. Control horse line of direction and speed at halt, walk, trot and canter. 3.6. Ride horse under control in a group and alone, through a range of movements. 3.7. Control horse line of direction and speed to safely approach and avoid hazards. 3.8. Maintain safe zones and communication protocols during group riding activities.
4. Dismount, cool down and release horse.	4.1. Dismount horse safely to ensure balance, lead horse, ensuring safety of horse and self. 4.2. Remove equipment from horse according to organisational safety procedures. 4.3. Cool horse down as necessary. 4.4. Release horse to enclosure according to organisational safety procedures. 4.5. Check equipment for wear or breakage, and report any faults.
5. Evaluate riding techniques.	5.1. Evaluate riding skills after each ride and discuss techniques and adherence to safety requirements with instructor. 5.2. Identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	ask open and closed probe questions and actively listen to clarify and confirm riding conditions, instructions, directions and feedback clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Learning skills to:	modify and use new techniques according to riding conditions and horse behaviour.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU002 Ride horses using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rides under direct instruction in an arena on three different calm, consistent and obedient horses

ride within a group of minimum two and maximum eight riders during each ride

across the three rides, cumulatively use the following fundamental handling and riding skills:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

reins

seat

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

during each ride, consistently:

use safe horse handling and riding practices and techniques to effectively control the horse

follow instructions and safety directions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding activities

factors that affect the matching of horses to riders at a fundamental level of understanding to include:

rider’s age, size, weight, physical capabilities and skill level

horse age, size, behaviour and level of education

a range of potential hazards connected to the arena environment, weather and horse, and commonly used control measures

communication protocols for group rides

the meaning of safe zone for riding in a group and techniques used to maintain gaps between horses

common behaviour patterns of horses during group rides

basic indicators of horse illness and injury

reasons for grooming horses prior to fitting tack and risks associated with not grooming

safe grooming techniques, purpose, features and use of grooming equipment used before fitting tack

purpose, features of, and techniques used to fit and adjust tack to ensure correct fit, comfort for horse and safety of rider to include:

saddles

saddles cloths

bridles

reins

bits

stirrups with safety features

safe techniques used to unsaddle and unbridle horses

purpose and features of personal protective equipment for riders to include:

clothing

footwear

helmets

fundamental horse riding techniques used to control horses safely and effectively to include those for:

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

reins

seat

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum two and maximum eight riders, including the candidate

calm, consistent and obedient horses, matched to all riders as above, and educated for recreational purposes and inexperienced riders

mounting blocks or ramps

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

organisational safety and emergency response procedures for riding activities.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU002 Ride horses using fundamental skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU008 Instruct fundamental horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience in a role involving equestrian, outdoor recreational or instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU003 Ride horses on tracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses on basic trail rides along tracked areas with reasonably level terrain, no steep ascents, descents or gullies and some known simple terrain hazards.

These personal riding skills are required by support staff, guides and trail bosses to lead participants on basic trail rides offered by outdoor recreation operators.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU002 Ride horses using fundamental skills

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1.Select and prepare tack, horse and personal equipment.	1.1. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities. 1.2. Assess horse and select to match own skill level and riding conditions. 1.3. Check condition of horse, confirm soundness and groom before fitting tack. 1.4. Select tack and personal equipment to match riding conditions, and check it is in safe working condition. 1.5. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety.
2. Ride horses in tracked trail ride environments.	2.1. Mount and dismount horse safely in tracked trail ride environments without assistance according to organisational safety procedures. 2.2. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 2.3. Use appropriate posture for horse riding, and safely and effectively handle the horse in a range of movements. 2.4. Establish and maintain an appropriate rhythm and pace. 2.5. Maintain safe zones and communication protocols during group riding activities. 2.6. Use practices to minimise impact of horse riding on the environment according to organisational policies and procedures.
3. Negotiate environmental obstacles and inclines.	3.1. Choose, and maintain riding position appropriate for negotiating obstacles and grade of incline. 3.2. Control horse resistance, line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Control line of direction and speed of horse using appropriate gait to negotiate ascending and descending inclines of mild grades.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures which can include those for safety, emergency response and minimal impact to the environment.
Oral communication skills to:	clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Planning and organising skills to:	manage own timing to complete trail ride within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU003 Ride horses on tracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two different trail rides, each lasting for a minimum of one hour, on two different compliant and manageable horses

ride within a group of minimum five and maximum ten participants during each trail ride

during each ride:

walk, trot and canter the horse under control on the flat

negotiate ascending and descending inclines of mild grades under control

provide direction to the horse using the following aids:

legs

reins

seat

voice

ride the horse through this range of movements:

turns

halts

ride towards and away from the group

ride towards, around and away from hazards

consistently use safe horse riding practices and techniques to effectively control the horse.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding horses in tracked environments

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

factors that affect the selection of horses, tack, especially saddles, and personal protective equipment to suit trail guides leading groups in tracked areas

communication protocols for group trail rides in tracked environments

the meaning of safe zone for group trail rides in tracked environments and techniques used to maintain gaps between horses

common behaviour patterns of horses during group trail rides

horse riding techniques used to control horses safely and effectively in tracked environments to include those for:

mounting and dismounting without assistance in the open

starting and stopping

different seat positions for ascending and descending inclines which are not steep

walking, trotting and cantering horses on the flat

negotiating ascending and descending inclines of mild grades

aids to direct the horse:

legs

reins

seat

voice

riding movements:

turns

halts

riding towards and away from the group

riding towards, around and away from hazards

typical hazards and obstacles found in tracked environments and techniques used to safely negotiate these.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

tracked areas with reasonably level terrain

no steep ascents, descents or gullies

known simple terrain hazards.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten riders, including the candidate

compliant and manageable horses, matched to the candidate as above, and educated for trail ride conditions

calm, consistent and obedient horses, matched to participant riders as above, and educated for trail ride conditions

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

organisational safety and emergency response procedures for riding horses in tracked environments

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU003 Ride horses on tracked trail rides, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU004 Ride horses on untracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses on complex trail rides along untracked areas with steep or difficult terrain, numerous obstacles and or environmental extremes. Rides would typically involve overnight stays and this unit requires the ability to manage horses overnight.

These personal riding skills are required by support staff, guides and trail bosses to lead participants on complex trail rides offered by outdoor recreation operators.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU002 Ride horses using fundamental skills

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare tack, horse and personal equipment.	1.1. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities. 1.2. Assess horse and select to match own skill level and riding conditions. 1.3. Check condition of horse, confirm soundness and groom before fitting tack. 1.4. Select tack and personal equipment to match riding conditions for difficult untracked terrain, and check it is in safe working condition. 1.5. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety.
2. Ride horses in untracked trail ride environments.	2.1. Mount and dismount horse safely in untracked trail environments without assistance according to organisational safety procedures. 2.2. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 2.3. Use appropriate posture for horse riding in difficult terrain and safely and effectively handle the horse in a range of movements. 2.4. Instigate a gait appropriate to the terrain, establish and maintain an appropriate rhythm and adjust according to conditions and terrain. 2.5. Maintain safe zones according to the terrain and environmental hazards. 2.6. Maintain communication protocols during group riding activities. 2.7. Use practices to minimise impact of horse riding on the environment according to organisational policies and procedures.
3. Negotiate environmental obstacles and steep inclines.	3.1. Consistently control horse to safely approach and negotiate constant and unpredictable environmental hazards and obstacles. 3.2. Choose appropriate gait, and control horse resistance, line of direction and pace to ride over uneven and unstable ground, to ride through water, and to negotiate ascending and descending steep inclines. 3.3. Monitor horse behaviour towards obstacles and use techniques to maintain horse confidence and calmness.
4. Manage horses overnight.	4.1. Assess prevailing conditions and select suitable site for containing or tethering horses. 4.2. Set up temporary horse containment area or tethering systems to ensure security and welfare overnight. 4.3. Check condition and health of horses and treat as required. 4.4. Monitor safety and security of horses through the night. 4.5. Store equipment securely to avoid damage and exposure to weather conditions. 4.6. Return site to equal or greater standard on departure to minimise impact on environment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures which can include those for safety, emergency response and minimal impact to the environment.
Oral communication skills to:	clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Teamwork skills to:	work cooperatively with other riders to set up horse containment and monitor horse security and welfare.
Planning and organising skills to:	manage own timing to complete trail ride within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU004 Ride horses on untracked trail rides

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two different trail rides, each lasting for a minimum of four hours, on two different compliant and manageable horses

ride within a group of minimum five and maximum ten participants during each trail ride

during each ride:

walk, trot and canter the horse under control within the terrain covered

provide direction to the horse using the following aids:

legs

reins

seat

voice

ride the horse through this range of movements:

turns

halts

laterals

backing up the horse

ride towards and away from the group

consistently use safe horse handling and riding practices and techniques to effectively control the horse.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding horses in untracked areas

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

factors that affect the selection of horses, tack, especially saddles, and personal protective equipment to suit trail guides leading groups in untracked areas with difficult terrain

communication protocols for group trail rides in untracked environments

the meaning of safe zone for group trail rides in untracked areas and how these can vary according to the terrain and environmental hazards

common behaviour patterns of horses during group trail rides in untracked areas with difficult terrain

horse riding techniques used to control horses safely and effectively in untracked environments with difficult terrain to include those for:

mounting and dismounting without assistance in the open

different seat positions and when these are required by the terrain

starting and stopping

walking, trotting and cantering horses and which gait is suitable for particular environmental features and obstacles

aids to direct the horse:

legs

reins

seat

voice

riding movements:

turns

halts

laterals

backing up the horse

riding towards and away from the group

hydrological features of rivers, creeks and oceans including direction and speed of flow, currents and eddies, hazards they present and impacts on where horses can safely cross

typical hazards, obstacles and environmental features found in untracked areas with difficult terrain and techniques used to safely negotiate these:

dense vegetation

unstable ground

rivers and creeks

beach sand and water

steep inclines

procedures for safely crossing public roads and travelling along them

purpose, features and secure set up of:

temporary yards

high lines

picket lines

hobbles

ground tethers

daily fluid and nutritional requirements for horses operating in difficult terrain for long distances.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

untracked areas with difficult terrain

steep ascents and descents

numerous environmental obstacles.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten riders, including the candidate

compliant and manageable horses, matched to all riders as above, and educated for untracked trail ride conditions

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

saddle bags

personal protective equipment to include:

sun protection and wet weather clothing

riding boots

Australian Standard, or equivalent, compliant helmets

horse equipment for overnight stays which can include:

halters

leads

bags, nets or bins used to feed horses

temporary yards

high lines

picket lines

hobbles

ground tethers

food and water resources for horses

organisational safety and emergency response procedures for riding horses in untracked areas

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment

navigation equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU004 Ride horses on untracked trail rides, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU005 Guide horse trail rides in tracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to guide participants on basic trail rides along tracked areas with reasonably level terrain, no steep ascents, descents or gullies and some known simple terrain hazards.

It requires the ability to demonstrate, to participants, basic horse riding techniques appropriate for undemanding terrain, and to manage group riding for basic trail rides. To do this, guides must be proficient horse riders.

This unit applies to guides and trail bosses who work for outdoor recreation operators which provide basic trail rides of varying duration.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm operational details for trail rides.	1.1. Interpret activity plans and risk assessments for trail ride and confirm suitability. 1.2. Access and interpret current weather and environmental information to ascertain impacts on riding activity. 1.3. Make adjustments to route and activity as required, and inform relevant personnel of route and anticipated timings before departure.
2. Prepare and pack equipment for rides.	2.1. Select communication equipment suitable for destinations and check for safe working condition. 2.2. Prepare first aid, other equipment and resources for horses and riders according to operational requirements of trail ride.
3. Prepare tack, horses and participants.	3.1. Select horses of suitable history, size and temperament to match participant capabilities and obtain participant disclaimer. 3.2. Confirm participants have clothing and footwear appropriate for the ride and forecasted weather conditions. 3.3. Select riding equipment to match riders and riding conditions and check it is in safe working condition. 3.4. Fit and adjust tack and personal equipment to participants and horses to ensure comfort and safety. 3.5. Assist with mounting of horses, check and adjust rider equipment.
4. Brief and instruct participants.	4.1. Communicate instructions and information about ride in a manner appropriate to participants and encourage questions and advice before and during ride. 4.2. Provide information on practices to minimise impact of horse riding on the environment. 4.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 4.4. Advise participants of order of ride procedures and communication protocols to use during ride. 4.5. Provide information to participants about their horses and behaviour pattern. 4.6. Demonstrate correct horse handling and riding techniques appropriate for undemanding terrain. 4.7. Check and confirm participant ability to start and stop horse and control horse direction and speed before departure. 4.8. Check matching of rider to horse and adjust as required.
5. Lead rides in tracked areas.	5.1. Lead horses from designated order of ride position, adjusting position and role as required. 5.2. Provide clear demonstrations and concise directions to participants during ride to negotiate undemanding terrain. 5.3. Monitor individual participant performance and provide directions to improve techniques and control of horse. 5.4. Monitor participant adherence to order of ride and safety procedures and assertively correct breaches. 5.5. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 5.6. Monitor riding conditions and hazards, including signs of rider and horse difficulty, to ensure rider and horse safety and welfare during ride. 5.7. Lead a mounted rider from horseback when required. 5.8. Implement required modifications to activity, speed and route to ensure participant safety and comfort and completion within ride timelines. 5.9. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post ride responsibilities.	6.1. Notify relevant personnel of ride completion. 6.2. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.3. Check condition of horses and deal with any injuries according to organisational procedures. 6.4. Document any equipment faults, horse injuries and safety incidents. 6.5. Evaluate the ride through a debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents and information which can include: activity plans and risk assessments organisational policies and procedures weather and other environmental information.
Writing skills to:	use fundamental sentence structure to complete forms that require factual information; these can include: safety checklists equipment faults incident reports.
Oral communication skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides, support staff and base operational staff to organise ride logistics, solve operational problems and deliver a quality ride experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete trail rides within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU005 Guide horse trail rides in tracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

guide two different trail rides, each lasting for a minimum of one hour, on two different compliant and manageable horses

during each of the rides, at different times, assume the position of both front rider guide and drag or roving rider guide

guide a minimum of five and a maximum of ten participants during each trail ride

during each ride:

consistently control participant adherence to safety procedures and practices

consistently monitor and control horse behaviour

consistently ensure riders are in control of their horse and provide assistance with riding techniques as required

according to scenarios:

provide responses to two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

basic aspects of applicable state, territory, local government or land manager environmental regulations sufficient to know where trail rides may be operated in tracked areas and under what conditions

sources of information on weather and environmental conditions and how to use to ascertain riding conditions

the effects of weather on riding conditions, route and selection of personal equipment and tack

purpose, features and safe set up of horse riding tack for trail rides:

saddles of different types and their suitability for different riders and trails with undemanding terrain

equipment to ensure security of saddle position on varying terrain including breastplates and cruppers

halters and ropes and techniques for securing during travel

factors that affect the selection of tack and personal protective equipment to suit individual riders

key features of different types of communication equipment used for basic trail rides, and factors that affect choice:

global positioning systems (GPS)

two-way radios

mobile phones and applications

clothing requirements for trail rides to protect against sunburn, heat stroke, wet and cold weather

waterproofing and stowing techniques used to keep clothing and equipment dry during ride

communication protocols for group trail rides in tracked environments

order of ride procedures for group trail rides to include positioning and roles of:

front rider

drag roving rider guide

assistant guides and support staff

participant riders

behavioural history of individual horses chosen for the ride

common behavioural problems of horses during group trail rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

tracked areas with reasonably level terrain

no steep ascents, descents or gullies

known simple terrain hazards.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten participant riders whom the individual guides

compliant and manageable horses, matched to the candidate as above, and educated for trail ride conditions

calm, consistent and obedient horses, matched to participant riders as above, and educated for trail ride conditions

tack to include:

halters

leads

ropes

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

communication equipment including equipment for emergency response

activity plans

risk assessments for trail rides to include known and anticipated hazards, safety risks and control measures

hard copy or online information on weather and other environmental conditions

template:

safety checklists

participant disclaimers

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

plain English documents issued by state, territory, local government regulators or land managers describing regulations for operating horse trail rides in tracked areas.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU005 Guide horse trail rides in tracked areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing trail guide skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU006 Guide horse trail rides in untracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to guide participants on complex trail rides along untracked areas with steep or difficult terrain, numerous obstacles and or environmental extremes.

It requires the ability to demonstrate, to participants, horse handling and riding techniques appropriate for challenging terrain, and to manage group riding for complex trail rides. To do this, guides must be proficient horse riders.

This unit applies to guides and trail bosses who work for outdoor recreation operators which provide complex trail rides of varying duration.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm operational details for trail rides.	1.1. Interpret activity plans and risk assessments for trail ride and confirm suitability. 1.2. Access and interpret current weather and environmental information to ascertain impacts on riding activity. 1.3. Make adjustments to route and activity as required, and inform relevant personnel of route and anticipated timings before departure.
2. Prepare and pack equipment for rides.	2.1. Select navigation and communication equipment suitable for destinations and check for safe working condition. 2.2. Prepare first aid and other equipment for horses and riders according to operational requirements of trail ride. 2.3. Prepare food and water resources for horses and riders for duration of ride. 2.4. Pack saddle bags to ensure even weight distribution, horse comfort and wellbeing.
3. Prepare tack, horses and participants.	3.1. Select horses of suitable history, size and temperament to match participant capabilities and obtain participant disclaimer. 3.2. Confirm participants have clothing and footwear appropriate for the ride and changing weather conditions. 3.3. Select riding equipment to match riders and riding conditions and check it is in safe working condition. 3.4. Fit and adjust tack and personal equipment to participants and horses to ensure comfort and safety. 3.5. Assist with mounting of horses, check and adjust rider equipment.
4. Brief and instruct participants.	4.1. Communicate instructions and information about ride in a manner appropriate to participants and encourage questions and advice before and during ride. 4.2. Provide information on practices to minimise impact of horse riding on the environment. 4.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 4.4. Advise participants of order of ride procedures and communication protocols to use during ride. 4.5. Provide information to participants about their horses and behaviour pattern. 4.6. Demonstrate correct horse handling and riding techniques appropriate for difficult untracked terrain. 4.7. Check and confirm participant riding ability for terrain, ability to start and stop horse, and control horse direction and speed before departure. 4.8. Check matching of rider to horse and adjust as required.
5. Lead rides in untracked areas.	5.1. Lead mounted and unmounted horses from designated order of ride position, adjusting position and role as required. 5.2. Provide clear demonstrations and concise directions to participants during ride to negotiate difficult terrain. 5.3. Monitor individual participant performance and provide directions to improve techniques and control of horse. 5.4. Monitor participant adherence to order of ride and safety procedures and assertively correct breaches. 5.5. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 5.6. Monitor riding conditions and hazards, including signs of rider and horse difficulty, to ensure rider and horse safety and welfare during ride. 5.7. Implement required modifications to activity, speed and route to ensure participant safety and comfort and completion within ride timelines. 5.8. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post-ride responsibilities.	6.1. Notify relevant personnel of ride completion. 6.2. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.3. Check condition of horses and deal with injuries according to organisational procedures. 6.4. Document any equipment faults, horse injuries and safety incidents. 6.5. Evaluate the ride through a debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents and information which can include: activity plans and risk assessments organisational policies and procedures weather and other environmental information.
Writing skills to:	use fundamental sentence structure to complete forms that require factual information, these can include: safety checklists equipment faults incident reports.
Oral communication skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides, support staff and base operational staff to organise ride logistics, solve operational problems and deliver a quality ride experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete trail rides within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU006 Guide horse trail rides in untracked areas

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

guide two different trail rides, each lasting for a minimum of four hours, on two different compliant and manageable horses

during each of the rides, at different times, assume the position of both front rider guide and drag or roving rider guide

guide a minimum of five and a maximum of ten participants during each trail ride

during each ride:

consistently control participant adherence to safety procedures and practices

consistently monitor and control horse behaviour

consistently ensure riders are in control of their horse and provide assistance with riding techniques as required

according to scenarios:

provide responses to two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

basic aspects of applicable state, territory, local government or land manager environmental regulations sufficient to know where trail rides may be operated in untracked and environmentally sensitive areas and under what conditions

sources of information on weather and environmental conditions and how to use to ascertain riding conditions

the effects of weather on riding conditions, route and selection of personal equipment and tack

purpose, features and safe set up of horse riding tack for trail rides:

saddles of different types and their suitability for different riders and trails with difficult terrain

equipment to ensure security of saddle position on difficult terrain including breastplates and cruppers

halters and ropes and techniques for securing during travel

saddle bags

factors that affect the selection of tack and personal protective equipment to suit individual riders

key features of different types of navigation and communication equipment used for complex trail rides, and factors that affect choice:

compass

route maps

topographic maps

global positioning systems (GPS)

two-way radios

mobile phones and applications

satellite phones

alerting and tracking devices including personal locator beacons (PLBs)

clothing requirements for trail rides to protect against sunburn, heat stroke, wet and cold weather

waterproofing and stowing techniques used to keep clothing and equipment dry during ride

communication protocols for group trail rides in untracked environments

order of ride procedures for group trail rides to include positioning and roles of:

front rider

drag roving rider guide

assistant guides and support staff

participant riders

unmounted horses

procedures for safely crossing public roads and travelling along them

behavioural history of individual horses chosen for the ride

common behavioural problems of horses during group trail rides in untracked areas with difficult terrain

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

untracked areas with difficult terrain

steep ascents and descents

numerous environmental obstacles.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten participant riders whom the individual guides

compliant and manageable horses, matched to all riders as above, and educated for untracked trail ride conditions

tack to include:

halters

leads

ropes

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

saddle bags

personal protective equipment to include:

sun protection and wet weather clothing

riding boots

Australian Standard, or equivalent, compliant helmets

navigation equipment

communication equipment including equipment for emergency response

activity plans

risk assessments for trail rides to include known and anticipated hazards, safety risks and control measures

hard copy or online information on weather and other environmental conditions

template:

safety checklists

participant disclaimers

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

plain English documents issued by state, territory, local government regulators or land managers describing regulations for operating horse trail rides in untracked areas.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU006 Guide horse trail rides in untracked areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing trail guide skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU007 Instruct horse handling skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach handlers and riders to safely handle horses, particularly those used in equestrian sport or recreational riding programs but it could have wider application to other equine settings.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively develop participants' horse handling skills.

This unit applies to instructors and coaches who work for a range of organisations including those involved in equestrian sport, instructional, recreational riding and other programs.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current horse handling skills. 1.3. Develop session plans to include appropriate activities for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment, horses and equipment for handling session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare for session.	2.1. Set up area for activities and complete safety checks on environment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Select gear and equipment to match handling activities, and check it is in safe working condition. 2.4. Confirm participants have clothing and footwear appropriate for handling session
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during activities.
4. Instruct horse handling sessions.	4.1. Implement teaching and coaching techniques to impart skills and knowledge for handling techniques. 4.2. Provide clear and accurate exercise instructions and horse handling demonstrations throughout the session. 4.3. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.4. Observe and monitor participant performance of handling techniques and provide corrective instruction. 4.5. Monitor participant adherence to safety procedures and assertively correct breaches. 4.6. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 4.7. Supervise safe departure of participants from horse enclosure.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by novice handlers ask open and closed probe questions and actively listen to determine learners’ understanding of handling techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU007 Instruct horse handling skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse handling instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner handler

deliver two sessions to a group of minimum three and maximum six learners

across the three instructional sessions, cumulatively incorporate activities to develop the following horse handling skills for learners:

approaching horses with halters and leads

catching horses alone and in groups, and fitting halters and leads

using cues to start, stop and turn horses

leading horses through confined spaces

leading horses alone and in groups

holding horses in position when lined up in groups

tying up and untying horses

releasing horses alone and in groups

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse handling instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop handling skills

format and contents of session plans

how characteristics of participants affect the choice of sessional activities:

age

current horse handling experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

suitable environments for delivery of horse handling activities

factors that affect the selection of equipment to suit handlers and activities

clothing and footwear requirements for horse handlers

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques applicable to horse handling and a range of ages and learning abilities

techniques used to provide constructive feedback to learners

a range of instructional activities used to develop the following horse handling skills:

approaching horses with halters and leads

catching horses alone and in groups, and fitting halters and leads

using cues to start, stop and turn horses

leading horses through confined spaces

leading horses alone and in groups

holding horses in position when lined up in groups

tying up and untying horses

releasing horses alone and in groups

common behavioural problems of horses when being handled

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of handler.

Assessment Conditions

Skills must be demonstrated in contained horse handling environments which must include:

small fenced enclosures

large fenced enclosures

areas containing doorways and gates.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that handler and horse combination is safe.

Assessment must ensure use of:

learners whom the candidate instructs; for group sessions, a minimum three and maximum six learners

horses, matched to all handlers as above; these must be:

calm, consistent and obedient horses for the first and second instructional sessions delivered by the candidate

compliant and manageable horses for the third instructional session delivered by the candidate

equipment used to handle horses:

halters

leads

tie-up points

template:

session plans

safety checklists

participant profiles to include:

age and size

current horse handling experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse handling instructional sessions

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU007 Instruct horse handling skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a horse handling instructor where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU008 Instruct fundamental horse riding skills

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Application

This unit describes the performance outcomes, skills and knowledge required to teach new and or inexperienced riders the fundamental skills of horse riding.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively develop participants' fundamental riding skills.

This unit applies to instructors and coaches who facilitate the acquisition of initial riding skills required by recreational and equestrian sport riders before they can progress to higher order skills required for work, recreational or competitive activities. To do this, instructors and coaches must be proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current riding skills. 1.3. Develop session plans to include appropriate exercises for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment, horses and equipment for riding session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare tack, horses and participants.	2.1. Set up equipment for exercises and complete safety checks on environment and equipment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Check participants’ own personal equipment and tack, if provided, and confirm it is in safe working condition. 2.4. Select organisation’s tack and personal equipment to match riders and exercises, and check it is in safe working condition. 2.5. Direct and assist participants to groom horse, fit and adjust tack and personal equipment; check comfort and safety of fit.
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during exercises.
4. Instruct fundamental horse riding skills.	4.1. Assist with mounting of horses, check and adjust rider equipment, and prepare horses and participants using safe warm up exercises. 4.2. Implement teaching and coaching techniques to impart skills and knowledge for fundamental horse riding skills. 4.3. Provide clear and accurate exercise instructions and or demonstrations throughout the session. 4.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.5. Observe and monitor participant riding performance and provide corrective instruction. 4.6. Monitor participant adherence to safety procedures and assertively correct breaches. 4.7. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to :	prepare detailed session plans incorporating correct terminology and jargon for the exercises use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by novice riders ask open and closed probe questions and actively listen to determine learners’ understanding of riding techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU008 Instruct fundamental horse riding skills

Modification History

Unit Release 2. No change to unit content from Release 1; mapping updated for accuracy.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse riding instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner rider

deliver two sessions to a group of minimum four and maximum eight learners

across the three instructional sessions, cumulatively incorporate exercises to develop the following fundamental handling and riding skills for learners:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

seat

hands

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse riding instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop riding skills

format and contents of session plans

how characteristics of participants affect the choice of sessional activities:

age

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

suitable environments for delivery of fundamental horse riding exercises

purpose, features and safe set up of equipment used for fundamental riding exercises

reasons for grooming horses prior to fitting tack and risks associated with not grooming

safe grooming techniques, purpose, features and use of grooming equipment used before fitting tack

purpose, features of, and techniques used to fit and adjust tack to ensure correct fit, comfort for horse and safety of rider to include:

saddles of different types and their suitability for different riders and riding activities

saddles cloths

bridles

reins

bits

stirrups with safety features

breastplates

safe techniques used to unsaddle and unbridle horses

purpose and features of personal protective equipment for new and inexperienced riders to include:

clothing

footwear

helmets

factors that affect the selection of tack and personal protective equipment to suit riders and exercises

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques applicable to horse riding and a range of ages and learning abilities

techniques used to provide constructive feedback to learners

a range of instructional exercises used to develop the following fundamental handling and riding skills:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

seat

hands

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

common behavioural problems of horses during group rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that rider and horse combination is safe.

Assessment must ensure use of:

learners whom the candidate instructs; these must be experienced riders who role play inexperienced riders during simulated activities

for group rides, a minimum of four and maximum eight riders

calm, consistent and obedient horses, matched to all riders as above, and educated for recreational purposes and inexperienced riders

mounting blocks or ramps

equipment used for exercises

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

template:

session plans

safety checklists

participant profiles to include:

age, size and weight

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse riding instructional sessions.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU008 Instruct fundamental horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving equestrian or outdoor recreational instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU009 Instruct the advancement of recreational horse riding skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach moderately experienced riders who are seeking to advance their recreational riding skills.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively advance participants' riding skills.

This unit applies to instructors and coaches who facilitate skills acquisition for recreational riders. To do this, instructors and coaches must be proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU008 Instruct fundamental horse riding skills

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current riding skills. 1.3. Develop session plans to include appropriate exercises for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment and equipment for riding session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare tack, horses and participants.	2.1. Set up equipment for exercises and complete safety checks on environment and equipment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Check participants’ own personal equipment and tack, if provided, and confirm it is in safe working condition. 2.4. Select organisation’s tack and personal equipment to match riders and exercises, and check it is in safe working condition. 2.5. Assist participants to fit and adjust tack and personal equipment; check comfort and safety of fit.
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during exercises.
4. Instruct horse riding sessions.	4.1. Supervise mounting of horses and prepare horses and participants using safe warm up exercises. 4.2. Implement teaching and coaching techniques to impart skills and knowledge to advance learners’ riding skills. 4.3. Provide clear and accurate exercise instructions and or demonstrations throughout the session. 4.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.5. Observe and monitor participant riding performance and provide corrective instruction. 4.6. Monitor participant adherence to safety procedures and assertively correct breaches. 4.7. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the exercises use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine learners’ understanding of riding techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times..

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU009 Instruct the advancement of recreational horse riding skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse riding instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner rider

deliver two sessions to a group of minimum two and maximum six learners

across the three instructional sessions, cumulatively incorporate exercises to advance the riders’ use of:

posture and position in the saddle

gaits, transitions and movements

lateral and reverse movements

control over horse pace, outline and response to cues to effect accuracy of movements and turns at walk, trot and canter

adjustment to use of aids relative to horse training and responsiveness:

legs

rein

seat

communication and reward based education techniques for particular horse behaviour

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse riding instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop riding skills

particular to instructing the advancement of recreational riding skills:

suitable environments for delivery of instructional riding exercises

purpose, features and safe set up of equipment used for exercises

factors that affect the selection of tack and personal protective equipment to suit riders and exercises

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques used to advance skills for horse riding

current scientific research on equine learning ability, how horses learn and recommended reward based education techniques, at a fundamental level of understanding

a range of instructional exercises used to advance riders’ use of:

posture and position in the saddle

gaits, transitions and movements

lateral and reverse movements

control over horse pace, outline and response to cues to effect accuracy of movements and turns at walk, trot and canter

adjustment to use of aids relative to horse training and responsiveness:

legs

rein

seat

communication and reward based education techniques for particular horse behaviour

common behavioural problems of horses during group rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that rider and horse combination is safe.

Assessment must ensure use of:

moderately experienced riders whom the candidate instructs

for group rides, a minimum of two and maximum six learners

horses, matched to all riders as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

equipment used for exercises

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

template:

session plans

safety checklists

participant profiles to include:

age, size and weight

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse riding instructional sessions.

Assessment must ensure access to:

mounting blocks or ramps

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU0009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving equestrian or outdoor recreational instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify hazards, assess associated safety risks, take measures to eliminate or control those risks and document all processes. It covers the processes necessary to manage the significant safety risks associated with horse handling, instructing, coaching, guiding and riding activities.

This unit applies to a range of organisations including those involved in equestrian sport, instructional and recreational riding programs. Risk assessments are usually completed by those responsible for the activity including instructors, coaches, guides, and trail bosses. They may complete risk assessments independently, in consultation with others or through a team effort.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify hazards for horse handling or riding activities.	1.1. Use hazard identification and risk assessment templates, independently or with other personnel to complete assessments. 1.2. Use a range of methods to identify current and foreseeable hazards with potential to harm health and safety of anyone involved in or present during activities. 1.3. Identify man-made or environmental obstacles and hazards in areas where horse handling or riding activities are scheduled. 1.4. Gather and interpret weather and environmental information to ascertain impacts on handling or riding conditions. 1.5. Identify hazards, including biosecurity issues, associated with handling or riding horses for program activities. 1.6. Identify features of and potential hazards for tack and all other equipment to be used. 1.7. Record identified hazards according to organisational procedures and legal requirements.
2. Assess safety risks associated with hazards.	2.1. Consult with other personnel, as required, for input into risk assessments. 2.2. Collect sufficient evidence of the type and level of risk posed by identified hazards. 2.3. Use commonly accepted methods to complete risk analysis and risk assessments. 2.4. Document outcomes of risk assessments and proposed actions to eliminate or control risks. 2.5. Maintain records of risk assessments according to organisational procedures and legal requirements.
3. Assess risks associated with horse and handler or rider combination.	3.1. Use organisational templates designed to match horses to handlers or riders. 3.2. Identify handler or rider characteristics and level of horse handling or riding skills. 3.3. Identify known behaviour and education level of horses available for the activity and consider potential hazards. 3.4. Assess and select horses of suitable history, size and temperament to match handler or rider characteristics and skill level. 3.5. Assess handler or rider’s own horse, when self-provided, and ensure horse and handler or rider combination is safely matched. 3.6. Maintain records of assessments according to organisational procedures.
4. Plan activities to eliminate or control risks.	4.1. Evaluate and determine ways to eliminate hazards from horse handling or riding activity. 4.2. Evaluate and determine ways that safety risks can be effectively controlled for horse handling or riding activity. 4.3. Take measures to eliminate or control risks, within scope of responsibility or refer for authorisation. 4.4. Incorporate risk control processes into documented plans or procedures for horse handling or riding activities.
5. Respond to immediate safety risks.	5.1. Monitor horse behaviour and handler or rider control during activities and adjust horse and handler or rider combination as required. 5.2. Respond immediately to safety situations and stimuli causing adverse horse reactions as they arise. 5.3. Complete on-the-spot risk assessment to avoid injury to handlers or riders and horses. 5.4. Amend or cease activities if hazard or safety risk is determined to be extreme.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational work health and safety procedures and templates materials describing work health and safety regulatory requirements for hazard identification and risk assessment.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for particular equestrian sport, instructional or recreational handling or riding programs:

complete one horse suitability audit

complete two risk assessments for different activities within the relevant program

incorporate risk control processes into documented plans or safety procedures for the above two activities

complete three risk assessments to match horses to handlers or riders, each using different horses and for different handlers or riders

according to three different scenarios, provide responses to immediate safety risks that have arisen during handling or riding activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements under the local state or territory work health and safety law for:

organisational and worker responsibility to ensure safety of self, other workers and other people in the workplace

when, where and how hazards must be identified

when, where and how risk assessments must be conducted

consultation in the hazard identification and risk assessment process

record keeping

for equestrian sport, instructional or recreational organisations:

what constitutes the workplace including environments where horse handling and riding activities occur

what constitutes a worker including paid and volunteer workers

what constitutes other people present in the workplace including participant handlers or riders and spectators

organisational work health and safety procedures for:

identifying hazards

assessing risks

assessing horse and handler or rider combination

a range of methods that can be used to identify hazards for horse handling and riding activities to include:

inspecting the workplace, tack and all equipment used for the activity and completing safety checklists

gathering and evaluating weather and environmental information including terrain when relevant

identifying the known behaviour and education level of horses available for the activity

completing periodic horse suitability audits

completing biosecurity checks

identifying handler or rider characteristics and level of horse handling and or riding skills

reviewing near miss incidents and accidents

evaluating the complexity of activities

features of commonly used risk assessment methods which can include:

identifying potential injuries, illness and consequences

determining the exposure

estimating probability

determining overall risk level

features of commonly used methods for controlling risks which can include:

substituting systems or equipment with something safer

isolating the hazard

introducing engineering or administrative or procedural controls

using personal protective equipment

implementing combined controlled measures to minimise risks

for the particular sport, instructional or recreational riding activity:

industry association safety standards or codes or practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

format, content and use of templates to:

identify and record hazards, complete horse suitability audits and biosecurity checks

assess and record associated risks and control methods

match horses to handlers and or riders

factors that affect the matching of horses to handler or rider capabilities to include:

horse:

age and gender

size

health and fitness

tractability and temperament

level of education

history

behaviour patterns

participant characteristics:

age, size and weight

current horse handling or riding experience and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability.

Assessment Conditions

In order to demonstrate the physical hazard identification components of this unit, access to the following is required:

the environment where the particular equestrian sport, instructional or recreational riding programs are conducted

tack and all equipment used for the activity.

Assessment must ensure use of:

hazard identification and risk assessment templates specific to horse handling and riding activities, including those for horse suitability audits and biosecurity issues

weather and environmental information including terrain when relevant

horse profiles to include:

age and gender

size

health and fitness

tractability and temperament

level of education

history

behaviour patterns

participant profiles to include:

age, size and weight

current horse handling or riding experience and skill level

fitness level and physical capabilities

injuries and medical conditions

templates designed to match horses to handlers or riders

organisational work health and safety procedures for:

identifying hazards

assessing risks

assessing horse and handler or rider combination

for the particular equestrian sport, instructional or recreational riding activity:

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit, SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities, or demonstrate competency in this unit, and

have at least three years’ experience with an organisation involved in equestrian sport, instructional or recreational riding programs where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU011 Manage horse illness and injury in remote areas

Modification History

Unit Release 2. Pre-requisite unit updated.

Application

This unit describes the performance outcomes, skills and knowledge required to assess horse illness and injury and to provide emergency treatment in situations where veterinary care is not readily available.

This unit applies to outdoor recreation operators and to guides and trail bosses who are responsible for the welfare of horses when on remote area trail rides.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

RGRPSH308 Provide first aid and emergency care for horses or other equines.

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the situation and horse condition.	1.1. Recognise symptoms of illness or injury, use safe practices to calm and restrain horse and assess severity of condition. 1.2. Identify hazards promptly, and manage to avoid injury to self, others and horses. 1.3. Access available first aid equipment and determine suitability to treat illness or injury. 1.4. Ascertain need for and availability of veterinary advice. 1.5. Determine ability of veterinarian to attend site or ability to return horse to base.
2. Treat illness or injury.	2.1. Make contact with base and veterinarian as required. 2.2. Relay accurate factual information about horse illness or injury. 2.3. Improvise use of available first aid and other resources according to needs of sick or injured horse. 2.4. Use infection control practices to prevent infection from horse. 2.5. Administer emergency treatments independently or according to veterinarian instructions. 2.6. Nurse horse to reduce impact of shock, distress and pain. 2.7. Isolate horse if contagious or zoonotic disease is suspected and alert base of need to report.
3. Monitor horse condition.	3.1. Monitor and record horse vital signs at regular intervals. 3.2. Monitor horse condition and response to treatment; record observations and treatments. 3.3. Report ongoing horse condition to base and seek ongoing input of veterinarian, as required. 3.4. Continue with treatments, adjusting as required to ensure health and safety of horse. 3.5. Assess need to evacuate or euthanise horse and alert base to implement procedures if required.
4. Debrief and complete reports.	4.1. Participate in incident management de-brief and identify future response improvements. 4.2. Complete required incident and treatment reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for providing emergency horse treatment.
Writing skills to:	record detailed and accurate factual information about horse illness and injury and treatments using correct terminology to describe anatomy, physiology and condition.
Oral communication skills to:	make accurate verbal reports about horse injuries and health problems using correct terminology to describe anatomy, physiology and condition.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to horse illness and injury in remote locations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU011 Manage horse illness and injury in remote areas

Modification History

Unit Release 2. Pre-requisite unit updated.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide emergency treatments to horses suffering illness or injury or according to scenarios during simulated activities involving well horses

identify symptoms, assess horse condition, and select and provide treatments for:

allergic reactions

wounds

bleeding

bruising

inflammation

colic

unidentified illness

distress and shock

pain

administer real or mock medications according to dose instructions to include:

oral medications

intramuscular injections

monitor horse response to three different real or scenario based treatments and adjust treatments

measure and record the following vital signs for three different horses:

temperature level

heart rate (pulse)

respiration rate

capillary refill time

hydration status

during all activities, consistently use safe horse handling and restraint techniques, and infection control practices

write a brief plan for the emergency evacuation of a sick or injured horse from a remote location for a scenario based event

complete three emergency treatment reports and three incident reports for real or scenario based events for three different horse injuries or illnesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

providing emergency horse treatment

horse euthanasia

safe horse handling and restraint techniques specific to handling sick or injured horses

methods for safely moving around a recumbent horse

common circumstances where a horse may become trapped and common responses after release

hygiene and personal protection practices to prevent infection from sick or injured horses

practices for safely disposing of clinical waste and hypodermic needles and syringes

biosecurity measures for contagious or zoonotic diseases including practices for isolation, use of personal protection equipment and reporting requirements

common ailments and injuries, including correct terminology, that occur in remote outdoor areas involving demanding terrain or heavy horse workloads

signs and symptoms of horse illness, injury and distress:

behavioural

physiological

vital signs to include temperature levels, heart rate (pulse) respiration rate, capillary refill time and hydration status for horses:

when resting

when under exertion

that indicate illness, stress, pain or shock

treatment options for:

allergic reactions

wounds

bleeding

bruising

inflammation

dehydration

colic

unidentified illness

distress and shock

pain

features, functions and use of emergency communication equipment.

Assessment Conditions

Skills can be demonstrated in any environment where emergency treatment is provided to horses. This does not need to be a remote area provided simulated activities and scenarios concentrate on the significance of remote area circumstances.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

calm, consistent and obedient horses, matched to the candidate as above, and which can be ill or injured or can be healthy and used for simulated activities

communication equipment for emergency response

equine first aid kit

personal protective equipment used when treating horses

real or mock equine medications

dosage and disposal instructions for equine medications

template:

emergency treatment reports

incident reports

organisational policies and procedures for:

providing emergency horse treatment

horse euthanasia.

Assessment must ensure access to:

human first aid equipment

other people with whom the individual can interact which can include other staff and veterinarians.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU011 Manage horse illness and injury in remote areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the emergency treatment of horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guides - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU012 Assess horses for sport or recreational performance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess horses for their potential to perform effectively in equestrian sport or recreational riding programs. It requires a fundamental knowledge of horse anatomy and physiology and the impacts of conformation on horse performance.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work autonomously but in consultation with others to acquire, condition and train horses for programs. This can include trainers, guides, trail bosses, instructors and coaches.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the impact of conformation on horse performance.	1.1. Identify the functions of the respiratory, circulatory, musculoskeletal, digestive, nervous and reproductive systems in horse performance. 1.2. Identify connection between horse conformation, performance and soundness.
2. Assess horse suitability for intended use.	2.1. Identify intended sport or recreational use and performance requirements of horses. 2.2. Use safe practices and follow organisational safety procedures during horse assessment to avoid injury to self, others and horse. 2.3. Examine horses for functional conformation and observe movement. 2.4. Identify functional conformation faults and potential to affect performance of horses. 2.5. Assess suitability of individual horses for different sport or recreational uses according to their conformation and movement. 2.6. Evaluate and complete written reports on performance potential for intended sport or recreational use.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for assessment of horse performance.
Writing skills to:	develop reports on horse assessments containing factual and conceptual information using correct terminology to describe anatomy, physiology and condition.
Oral communication skills to:	provide unambiguous descriptions of horse conformation issues using complex anatomical and physiological terminology.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU012 Assess horses for sport or recreational performance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop a portfolio of information on the key features and functions of the following anatomical and physiological horse systems and their role in effective horse performance:

respiratory system

circulatory system

musculoskeletal system

digestive system

nervous system

reproductive system for male and female horses

assess three different horses for conformation and movement suitable for their sport or recreational purpose and cumulatively use the following techniques:

visual and physical examination

flexion test

observing the horse being ridden

observing the horse being trotted up

during all horse assessments, consistently use safe horse handling practices

write a brief report, on each of the three horses, to include:

intended sport or recreational use and performance requirements

description of horse including age, breed, height

functional conformation assessment, positive and negative features

any indicators of horse unsoundness

evaluation of potential performance problems

recommendations on the suitability of the horse for particular sport or recreational activities and performance requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for handling horses

safe horse handling and restraint techniques specific to examining horses for movement and conformation

points of a horse and correct terminology

key features and functions of the following anatomical and physiological horse systems and their role in effective horse performance:

respiratory system

circulatory system

musculoskeletal system

digestive system

nervous system

reproductive systems of male and female horses

features and factors of horse anatomy and physiology used to determine the suitability of individual horses for different sport or recreational purposes

functional horse conformation to perform well in a range of sport or recreational activities

common conformation faults for sport or recreational horses and the effects on horse movement, soundness and performance

examination techniques used to assess horse movement and conformation:

visual and physical examination

flexion test

riding or driving the horse; observing horse being ridden or driven

trotting up the horse; observing horse being trotted up

lunging the horse or observing horse being lunged

meaning of horse soundness and indicators of unsoundness that can be observed during horse movement and conformation examinations.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are examined and assessed for their potential to perform effectively in sport or recreational activities.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

horses of differing conformation matched to the candidate as above; these can be

calm, consistent and obedient horses or

compliant and manageable horses

halters and leads

organisational safety procedures for handling horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU012 Assess horses for sport or recreational performance, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the assessment of sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU013 Condition horses for sport or recreational performance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and implement conditioning programs for horses used in equestrian sport or recreational riding programs to optimise performance in their given role.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work independently but in consultation with others. This can include trainers, guides, trail bosses, instructors and coaches who are proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare individual conditioning programs.	1.1. Identify and assess needs of individual horses according to their intended sport or recreational use and performance requirements. 1.2. Assess level of fitness of horses and weight carrying capacity. 1.3. Identify functional conformation faults and past injuries of horses. 1.4. Consult with stakeholders to identify and confirm goals of program. 1.5. Select conditioning techniques appropriate to individual horse health and fitness levels. 1.6. Design and document conditioning programs to optimise performance of horses. 1.7. Identify and confirm availability of equipment and resources for program.
2. Implement conditioning programs.	2.1. Implement conditioning program using chosen techniques appropriate to individual horse. 2.2. Monitor health and welfare of horse according to organisational policies and procedures and animal welfare guidelines. 2.3. Record progress of horse at various stages of program and provide ongoing feedback to stakeholders. 2.4. Recognise signs and symptoms of horse illness and injury and consult with veterinarian as required. 2.5. Monitor feeding and conditioning regimes to confirm suitability for horse and performance goals. 2.6. Implement modifications to program to suit horse condition and optimise performance. 2.7. Present horses in industry accepted condition to meet intended sport or recreational use.
3. Evaluate conditioning program.	3.1. Evaluate and record progress throughout all phases of conditioning program. 3.2. Evaluate outcomes against identified goals and complete written report on results to stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for horse welfare.
Writing skills to:	develop and document complex horse conditioning programs, records of progress and reports on results.
Oral communication skills to:	ask open and closed probe questions and actively listen to determine conditioning requirements and desired performance goals interact with professionals and stakeholders within the equine industry relating to conditioning horses for performance discuss horse injuries and health problems with veterinarians using correct terminology to describe anatomy, physiology and behaviour.
Self-management skills to:	take responsibility for horse conditioning programs from initial assessment through to presentation of horse in optimum performance condition.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU013 Condition horses for sport or recreational performance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the conditioning needs of two individual horses, according to their sport or recreational role and environment

develop individual conditioning programs for those two horses

condition those two horses to optimise performance for their sport or recreational role

during all conditioning activities, consistently use safe horse handling or riding practices and techniques

complete the following documents for each of the two horses conditioned:

horse conditioning program

feeding regimes

history of illness, injury and treatments

horse progress

results.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for health and welfare of horses

range of stakeholders involved in conditioning programs for sport or recreational horses and their roles

principles of conditioning horses for the performance requirements of different sport or recreational purposes

techniques used to condition horses for specific sport or recreational use and performance goals, and associated benefits and disadvantages

purpose, features and safe set up of equipment used to condition horses for specific sport or recreational use

behaviour patterns of horses and implications for selection of conditioning methods

common conformation faults for sport or recreational horses and conditioning methods suited to those faults

the impact of conditioning on anatomical and physiological horse systems

fitness indicators of individual horses at various stages of use in a sport or recreational program

spelling requirements for sport or recreational horses to promote health and welfare

common ailments and injuries related to conditioning of horses and correct terminology

signs and symptoms of horse illness and injury:

behavioural

physiological

routine treatments for common conditioning related illness and injury

format and contents of documents which record:

horse conditioning programs

feeding regimes

history of illness, injury and treatments.

horse progress

results.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are conditioned for sport or recreational purposes.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling or riding skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler or rider and horse combination is safe.

Assessment must ensure use of:

horses used for sport or recreational riding purposes and of varying physical condition, matched to the candidate as above; these can be:

calm, consistent and obedient horses or

compliant and manageable horses

equipment used to condition horses for specific sport or recreational use

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

templates for recording:

horse conditioning programs

feeding regimes

history of illness, injury and treatments

horse progress

results

organisational policies and procedures for health and welfare of horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU013 Condition horses for sport or recreational performance, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving conditioning sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU014 Determine nutritional requirements for sport or recreational horses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess the nutritional requirements of horses used in in equestrian sport or recreational riding programs, and to formulate rations and monitor feeding regimes.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who supervise the care of horses. This can include trainers, guides, trail bosses, instructors and coaches.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess nutritional requirements of sport or recreational horses.	1.1. Identify and assess nutritional requirements for individual horse needs in consultation with relevant personnel. 1.2. Select feed for quality, nutritional and economic value to meet nutritional requirements of specific horses.
2. Assess food supplements for horses.	2.1. Determine need to provide supplements to individual horses. 2.2. Identify, as required, supplements that contravene rules for horse purpose. 2.3. Assess suitability of supplements for individual horses and their workloads.
3. Establish and monitor individual feeding regimes.	3.1. Create rations and determine feeding regimes to meet individual horse needs, for the range of horses in care. 3.2. Use safe practices when feeding horses individually and in groups to avoid injury to self, others and horses. 3.3. Prepare feed and supplements, feed horses at appropriate times and monitor individual feeding regimes. 3.4. Monitor food rations and confirm they meet nutritional requirements of individual horses. 3.5. Monitor and evaluate the effects of supplements on the work performance of horses. 3.6. Provide paddocked horses with suitable pasture and supplementary feed according to their needs. 3.7. Document, for individual horses, eating behaviour, food intake and work level. 3.8. Adjust feeding regime in response to changing horse behaviour and needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret material describing complex nutritional ingredients of feed and supplements.
Writing skills to:	use fundamental sentence structure to complete horse feeding, behavioural and nutritional records that require factual information.
Numeracy skills to:	complete complex calculations to compare costs for different feed, supplements and quantities calculate and document individual quantities, measure and weigh feed and supplements for multiple horses.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU014 Determine nutritional requirements for sport or recreational horses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the nutritional requirements of three different sport or recreational horses

create a ration for each of the three horses

determine a monthly feeding regime to include feed and supplements

cost the monthly provision of feed and supplements for each of the three horses

feed the three horses according to the predetermined ration and regime on three occasions

consistently use safe work practices when feeding horses

complete documentation for each of the three horses to include:

food intake

eating behaviour

work level

any recommended changes to feeding regime.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

common behaviour of horses when fed individually and in groups

safe horse handling techniques specific to feeding horses in these situations:

stables

yards

paddocks

groups of horses

basic function of horse digestive system

types of feed suitable for horses

types of supplements suitable for horses and their value to horse performance

types of supplements that contravene rules for horses used in competitive sports

sources and importance of the following to horse nutrition:

protein

fat

trace elements

fibre

minerals

factors that determine the nutritional and energy requirements of horses:

age

gender

pregnancy and lactation

weight

condition

work purpose

workload

stage of training

spelling

environmental conditions of work and housing

natural grazing and browsing behaviours of horses

poisonous plants and their effects on grazing horses

nutritional value of pasture

common horse eating disorders, feeding behavioural problems and methods to correct

indicators of need to adjust feeding regime which can include:

colic

diarrhoea

changes in horse eating behaviour

behavioural changes during work

feed safety requirements:

environmental conditions for storage of feed and supplements to avoid contamination

cleaning requirements for food storage, preparation, feeding and watering equipment.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are fed. Environments must include paddocked areas.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

horses matched to the candidate as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

equipment used to weigh and measure feed and supplements

bags, nets and bins used to feed horses

a range of equine feed and supplements

information about:

the nutritional ingredients of feed and supplements

costs of feed, additives and supplements

template feeding records.

Assessment must ensure access to:

organisational safety procedures for feeding horses

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU014 Determine nutritional requirements for sport or recreational horses, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the care of sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU015 Acquire and educate horses for sport or recreational programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to acquire and educate horses to suit the needs of equestrian sport or recreational riding programs.

It requires the ability to assess horse history, behaviour and health pre-purchase, and to plan and deliver education programs for individual horses to ensure their appropriate and safe behaviour.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work autonomously but in consultation with others. This can include trainers, guides, trail bosses, instructors and coaches who are proficient horse riders.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish criteria for purchasing horses.	1.1. Evaluate available budget for purchasing horses. 1.2. Identify and assess program needs in consultation with appropriate personnel. 1.3. Identify characteristics and types of horses required to meet program and operational needs. 1.4. Schedule purchases to allow time for horse education before operational use. 1.5. Research horses available for sale from a range of sources. 1.6. Investigate history of horse use, education and behaviour and request relevant written reports.
2. Assess and buy horses.	2.1. Assess horses against identified program needs. 2.2. Test horses extensively prior to acquisition according to organisational policies and procedures. 2.3. Assess behaviour patterns of horses to confirm best fit with program needs. 2.4. Confirm health of animals according to organisational policies and procedures. 2.5. Purchase horses and complete appropriate documentation according to organisational procedures.
3. Assess education needs of horses and design program.	3.1. Identify required horse behaviour that meets identified program needs. 3.2. Identify unwanted and unsafe behaviour patterns of individual horses. 3.3. Assess individual education needs of horses in consultation with relevant personnel. 3.4. Design and document education program to ensure horse suitability for program and safety of clients.
4. Educate horses for sport or recreational activities.	4.1. Use safe practices and follow organisational safety and emergency response procedures throughout activities to avoid injury to self, others and horse. 4.2. Implement education techniques suitable to equine cognition, learning ability and natural behaviour. 4.3. Habituate horses to tack and equipment used in program. 4.4. Habituate horses to respond to a range of handlers and riders with different skill levels and characteristics. 4.5. Acclimatise horses to the range of environments where activities are offered. 4.6. Educate horses to negotiate the variety of terrain and obstacles covered by program. 4.7. Educate horses to program specific activities, exercises or disciplines. 4.8. Use practices, according to animal welfare guidelines, to minimise or eliminate unwanted and unsafe behaviours.
5. Evaluate horse education.	5.1. Evaluate and record progress or continuing issues throughout all phases of education program, according to organisational procedures. 5.2. Adjust education regime or discontinue horse education as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational policies and procedures purchase agreements and horse reports.
Writing skills to:	develop and document complex horse education programs record detailed information describing horse progress to desired behaviour.
Planning and organising skills to:	manage own timing and productivity to source and acquire horses, test and educate them to meet organisational program schedules.
Self-management skills to:	take responsibility for horse selection and education from initial research through to presentation of horse which matches operational and program needs.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU015 Acquire and educate horses for sport or recreational programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

research the purchase of two different horses to meet the requirements of a sport or recreational program

for at least one of the horses sourced, complete the following pre-purchase assessments:

history of horse use

current level of education

current health status

behaviour and temperament, via seller reports and testing

assess the education needs of two individual horses, according to their sport or recreational role and environment

develop individual education programs for those two horses

educate the two horses to:

meet program specific behavioural requirements

program activities, exercises or disciplines

during all activities, consistently use safe horse handling or riding practices and techniques

complete the following documents for each of the two horses:

education program

horse progress and ongoing behavioural issues

educational outcomes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for acquiring and education horses including those for safety and emergency response

factors that affect the suitability and selection of horses for sport and recreational use:

purchase prices and ongoing maintenance costs

size

age and gender

health

functional conformation

sport or recreational program experience and history

previous education

tractability

vices

temperament

methods for obtaining health checks

pre-purchase testing techniques used to assess suitability of horses

factors that affect the education of horses for sport and recreational use:

range of activities offered by the organisation

environments where activities are completed

types of terrain and obstacles covered by programs

characteristics of client profile including age and horse handling or riding skill level

tack and equipment used for different programs

unwanted and unsafe behaviour of horses used for sport and recreational activities to include:

bolting

biting

rearing

bucking

kicking

shying

propensity to fight

animal welfare based behaviour modification techniques for unwanted and unsafe behaviour of horses

current scientific research findings on equine cognition, intelligence, ethology and learning ability and recommended education techniques

techniques used to educate horses for program specific activities, exercises or disciplines

format and contents of documents which record:

purchase arrangements

education programs

horse progress and ongoing behavioural issues

education outcomes.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are tested and educated for sport or recreational purposes.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling or riding skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler or rider and horse combination is safe.

Assessment must ensure use of:

horses matched to the candidate as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

tack to include:

halters

leads

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

sample budgets for purchasing horses

online or hard copy information about horses for sale

sample written reports covering history of horse use, education and behaviour

sample purchase agreements or contracts

templates for:

horse education programs

recording horse progress and ongoing issues

reporting educational outcomes

organisational policies and procedures for acquiring and education horses including those for safety and emergency response.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU015 Acquire and educate horses for sport or recreational programs, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving acquiring and educating sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXADM001 Organise and supervise participant travel

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to determine travel requirements, make travel arrangements and oversee the conduct of participant travel.

This unit applies to those with responsibility for planning and coordinating travel for groups and individuals and their equipment in a sporting or recreational context. Work is undertaken according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Administration

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine travel requirements.	1.1 Determine travel requirements and needs of participants in consultation with appropriate staff. 1.2 Identify resource and logistical requirements for travel. 1.3 Determine and review travel costs and identify budget and resource constraints. 1.4 Identify risks associated with travel arrangements and develop contingency plans. 1.5 Obtain approval for travel according to organisational procedures.
2. Make travel arrangements.	2.1 Plan and document travel schedule according to participant needs and activity requirements. 2.2 Access and interpret information about different options for travel and other services required. 2.3 Select preferred services and finalise costings within available budget. 2.4 Book and confirm travel arrangements with appropriate staff and external agencies. 2.5 Communicate information about travel arrangements to participants and relevant members of staff. 2.6 Source and check accuracy of travel documents for participants.
3. Supervise travel arrangements.	3.1 Monitor travel schedule and modify as appropriate during activities. 3.2 Secure equipment and travel documents. 3.3 Complete and maintain travel related documentation. 3.4 Maintain expenditure levels according to budget requirements. 3.5 Select and use communication strategies for group management. 3.6 Implement contingency plans to manage scheduling and other travel related difficulties.
4. Review travel arrangements.	4.1 Conduct review of travel arrangements including feedback from participants. 4.2 Identify and propose recommendations for future travel based on review outcomes. 4.3 Review own work performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRO306A Organise participant travel

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXADM001 Organise and supervise participant travel

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

organise and supervise travel arrangements for at least three different groups of participants and their associated equipment for a sport or recreation activity.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for making travel arrangements:

work health and safety/occupational health and safety

duty of care

roles and responsibilities of staff

communication protocols

liability

insurance

codes of behaviour

protocols for making travel arrangements

reporting obligations

legislation related to the organisation of travel:

work health and safety/occupational health and safety

anti-discrimination

road safety and transport

conditions of carriage

working with children

privacy

consumer law

sources of information on travel options for different types of trips and groups

logistical issues involved in organising travel:

booking systems

insurance

medical assistance

meals

departure and arrival times

comfort and hygiene

general supervision and support

risk management planning for:

disruption to travel arrangements

injury or illness

alterations to schedules

misplaced, lost or damaged equipment and belongings

accidents

communication strategies for managing groups:

head counts

rolls

buddy systems or travel partners

codes of behaviour

communication strategies.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

legislation and organisational policies and procedures such as travel booking procedures, communication protocols, privacy and confidentiality

industry or organisation documentation for travel

logistical resources and equipment required for travel

groups of participants for whom travel is organised; participants can be:

individuals in sport or recreation organisations, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

organise travel arrangements within realistic time constraints

supervise travel arrangements of a duration that reflects typical trip duration in the area of work.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI001 Provide equipment for activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare, demonstrate, use and store equipment for activities.

This unit applies to assistants under direct supervision in a range of roles and settings in the sport, fitness or recreation industries. This includes assistants in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify equipment requirements.	1.1 Determine and check availability of equipment required by participants for session and update records. 1.2 Explain hire information and deposit charges, where appropriate, to participants. 1.3 Explain and demonstrate safe use of equipment to participants.
2. Issue and set up equipment.	2.1 Collect and secure hire payments and deposits, and record details. 2.2 Issue correct and suitable equipment, and provide assistance with fitting and use where necessary. 2.3 Set up equipment according to supervisor instructions. 2.4 Monitor safe use of equipment for intended purposes and report problems, as required. 2.5 Use specified lifting and handling techniques to avoid damage to equipment and injury to self and participants.
3. Dismantle and check equipment.	3.1 Check work environment and equipment for damage or deterioration and report as required. 3.2 Dismantle equipment safely according to manufacturer instructions. 3.3 Carry out minor repairs as directed within own role and responsibility. 3.4 Report and document damaged or missing equipment in a timely manner. 3.5 Refund deposits on return of equipment and adjust for missing or damaged equipment. 3.6 Withdraw and dispose of equipment with expired life spans.
4. Store equipment.	4.1 Return and secure equipment in storage area safely, and in preparation for next session as required. 4.2 Maintain storage area in a clean and tidy condition and ensure necessary access and egress in the case of an emergency. 4.3 Complete and update records of stored equipment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures, and manufacturer instructions regarding equipment storage and use determine the equipment requirements for activities using organisational documents such as lists, inventories or other forms.
Oral communication skills to:	question supervisor and participants regarding equipment requirements and availability.
Numeracy skills to:	calculate hire charges and deposits, refunds and adjustments for damaged or lost equipment.

Unit Mapping Information

SISXCAI101A Provide equipment for activities

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI001 Provide equipment for activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

set up, demonstrate, use, dismantle, and store at least ten different pieces of equipment for activities over at least three different sessions

demonstrate the use of:

appropriate equipment suitable to the activity and participant requirements

appropriate personal protection equipment such as helmets, gloves, shin pads

convey information about essential safety aspects of all equipment

complete the appropriate documentation to record:

a variety of equipment issued to participants

at least one missing piece of equipment

at least one damaged piece of equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

strategies to access and provide equipment for the relevant sessions

basic aspects of legislation that enable safe equipment use, maintenance and storage:

work health and safety/occupational health and safety requirements

organisational policies and procedure to enable safe equipment use, maintenance and storage

safety procedures

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

managing payments and refunds for equipment hire

equipment hire

frequency and scope of equipment checks

reporting and record keeping

equipment specifications and instructions to enable the selection and safe use of appropriate equipment for identified activities

equipment testing and checking techniques, as specified by manufacturer, for:

damage

missing parts

failure to operate

structural faults.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment for participants. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in activities to suit their goals, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

equipment hiring documentation

safety and maintenance of equipment checklists and report forms

organisational policies and procedures related to reporting and record keeping.

activity supervisor and participants in a sport, fitness or recreation activity; supervisor and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

provide equipment for sport, fitness or recreation sessions for a range of participants over a period of time that adequately reflects the workplace role, for example: pre-season of a sport; a community health program delivered over several weeks; or a gym program delivered over a period of time to achieve goals.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI004 Plan and conduct programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and conduct a range of non-instructional programs in a variety of contexts for diverse needs and situations.

This unit applies to individuals who work autonomously in a range of roles and settings in the sport, fitness or recreation industries. This includes program staff working in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify participant needs and expectations.	1.1 Clarify participant preferences, needs and expectations. 1.2 Identify special requirements according to participant needs. 1.3 Advise participants of any reasons why they should not participate in the program. 1.4 Conduct a risk analysis for program. 1.5 Establish criteria for referral for external assistance. 1.6 Recommend participants seek external assistance as required. 1.7 Document and update consultation records.
2. Plan the program.	2.1 Identify and access sources of information required to plan a program of sessions. 2.2 Establish size, scope and goals of program and included sessions. 2.3 Identify staff, equipment and resources appropriate for the program. 2.4 Design and document a program plan to meet identified participant needs and abilities. 2.5 Seek agreement for program plan from staff, participants and organisations as required.
3. Prepare for the program.	3.1 Obtain budget allocation from responsible person(s). 3.2 Confirm adherence to budget constraints. 3.3 Identify and confirm availability of appropriate resources and personnel. 3.4 Prepare documentation and templates for conducting, reporting and evaluating sessions. 3.5 Organise purchase or hire of equipment with responsible person, as required. 3.6 Organise completion of enrolment and documentation processes by participants.
4. Conduct the program.	4.1 Communicate instructions and relevant information to participants in a suitable manner. 4.2 Observe and assess participant progress against program aims and modify program as required. 4.3 Monitor program participation and safety and implement appropriate strategies. 4.4 Seek feedback from participants regarding progress during program and modify as required. 4.5 Monitor venue, resources and equipment to ensure continued availability.
5. Conclude and evaluate program.	5.1 Finalise program completion as required. 5.2 Inform participants of follow-up programs. 5.3 Seek and acknowledge feedback from participants and relevant stakeholders. 5.4 Evaluate program components and identify potential areas of improvement. 5.5 Review own performance and identify potential improvements. 5.6 Document and update records of program and evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes complex budget information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI004 Plan and conduct programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and adjust at least ten sport, fitness or recreation programs incorporating:

needs, preferences and expectations of different participants

budgetary constraints

logistics

appropriate response to problems or issues that arise

positive feedback in a timely manner to all participants

communication and explanation of:

aims and objectives

dates and times

sessions, stages and structure

complete program evaluations:

own work performance

collection of participant feedback:

suitability and safety of facilities and equipment

content of program

structure and content of activities or sessions

participant progress.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation related to planning, conducting and evaluating sport, fitness or recreation programs:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures related to planning, conducting and evaluating programs:

safety procedures

risk analysis processes

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

reporting and record keeping

frequency and scope of equipment checks

participant needs:

competition or performance targets

assist with self-improvement

fitness targets

lifestyle adjustments

social opportunities

resource requirements for programs:

physical

human

financial

transport and related logistical

principles of inclusive practice to enable participation by a range of participants

activity-specific knowledge to ensure program activities match participant needs

factors affecting group dynamics and conflict resolution strategies to enable group cohesion and interaction

equipment specifications, testing and checking techniques to ensure the selection and safe use of equipment

evaluation processes to enable improvements to be made to the program.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment for participation. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in activities to suit their goals, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

program plans

program and equipment checklists

participant feedback or evaluation forms

organisational policies and procedures related to:

preparing, conducting and evaluating programs

activity support personnel and participants in a sport, fitness or recreation activity; support personnel and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

plan and conduct a range of programs for a range of participants over an industry realistic period of time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI005 Conduct individualised long-term training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply sport or activity-specific knowledge to plan, implement and evaluate long-term training programs designed to develop individual sporting skills or physical capacity.

This unit applies to sport, fitness or recreation professionals working with individuals, groups or teams. These individuals undertake work according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify participant needs and expectations.	1.1 Review and analyse participant requirements according to demands of the activity. 1.2 Develop participant profiles using evaluation measures. 1.3 Establish fixed points and phases of the program. 1.4 Identify specific participant needs to be addressed by the program.
2. Plan the program.	2.1 Develop program goals and phase objectives in consultation with participant. 2.2 Identify need for support personnel within the program. 2.3 Select exercises/drills and training methods to meet identified needs and objectives of the program. 2.4 Identify staff, equipment and resource requirements for each phase of the program. 2.5 Develop evaluation measures to monitor the program. 2.6 Schedule and document all aspects of the program.
3. Deliver long-term training program.	3.1 Explain and demonstrate exercises/drills, techniques and equipment to participants. 3.2 Monitor and document skill performance, fitness levels and wellbeing of participant throughout the program. 3.3 Monitor participant and adjust incorrect or unsafe techniques, as required. 3.4 Liaise with other coaches, instructors and support personnel working with the participant. 3.5 Use motivation techniques to encourage program adherence.
4. Evaluate and modify training program.	4.1 Seek feedback from participant and other personnel, as required. 4.2 Review own performance and identify potential improvements. 4.3 Modify program where required in response to feedback from participant and own self-reflection outcomes.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	explain particular aspects of the long-term training program to participants and confirm participant understanding.
Teamwork skills to:	coach and motivate an individual through a long-term training program.

Unit Mapping Information

SISXCAI305A Conduct individualised long term training programs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI005 Conduct individualised long-term training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and evaluate at least five long-term training programs for participants with different individual sporting skills or physical capacity, incorporating:

explanation and demonstration of:

suitable skills-related exercises/drills and techniques

progressive skill acquisition and whole or part skills drills

warm-up and cool-down exercises/techniques

tactical, competition or performance

a variety of appropriate training methods for:

specificity

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality

maintenance.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation related to planning, conducting and evaluating long-term sport, fitness or recreation programs:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures related to planning, conducting and evaluating programs:

safety procedures

risk analysis processes

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

reporting and record keeping

frequency and scope of equipment checks

components of long-term training programs:

objectives

equipment

time

location

content

order

phases: warm-up, conditioning, cool-down

participant needs:

competition or performance targets

assist with self-improvement

fitness targets

lifestyle adjustments

social opportunities

resource requirements for sessions:

physical

human

financial

transport and related logistical

assessment and training requirements to address:

progressive skill acquisition

whole or part skills drills

skill-related components of fitness

health-related components of fitness

training methods and related programming techniques for:

specificity

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality

maintenance

fixed points in programs:

structure of competition or performance

facilities

rules

individual and team involvement

intended peaks

selection dates and criteria

participant lifestyle

support personnel

likely demands of participants and sessions:

physical

emotional

psychological

group

individuals within groups

disability requirements

objectives of participant and program:

participant enjoyment

competition or performance targets

tactical

leadership

social

evaluation measures:

field assessments of fitness components

field assessments of skill components

interviews or discussions with participants

performance history

performance in familiar and unfamiliar environments

subjective assessments

training and competitive performances

training diary

trials

biomechanics, anatomical systems and the principles of skill acquisition to enable effective planning and preparation of long-term training programs:

levers

centre of gravity

base of support

fulcrum

major muscle actions

principles of periodisation:

microcycle

mesocycle

macrocycle

annual planning and phasing:

preparatory phase

competitive phase

transition phase

periodisation and growth and development necessary to enable effective planning and preparation of long-term training programs

equipment for identified sport or activity

role of support personnel in long-term training programs.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in program activities, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

program plans

program and equipment checklists

participant feedback or evaluation forms

appropriate:

ratio of support personnel e.g. coaches to athletes

ratio of equipment to athletes

time period

activity support personnel and participants in a sport, fitness or recreation activity; support personnel and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop and implement several long-term training programs for a range of participants and activities over an industry realistic period of time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI006 Facilitate groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish and facilitate the effective functioning of a group of people participating in an activity.

This unit applies to individuals who work autonomously in a range of roles and settings in the sport, fitness or recreation industries. This includes program staff working in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

No licensing, legislative or certificate requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for group establishment.	1.1 Establish activity goals of individuals and group. 1.2 Identify group dynamics and potential barriers to group development and performance. 1.3 Establish and document group performance plan to meet needs and activity outcomes.
2. Develop group commitment and cooperation.	2.1 Develop group effectiveness through active participation of all group members. 2.2 Establish systems to monitor and review group development and performance. 2.3 Develop and implement strategies to reduce and eliminate barriers. 2.4 Establish trust, confidence and ownership in group decision-making, feedback and problem-solving processes.
3. Facilitate group processes and performance.	3.1 Collaborate with group to develop effective working relationships. 3.2 Facilitate individual and collective engagement while maintaining group cohesion. 3.3 Devolve responsibility and accountability to group members, where appropriate. 3.4 Implement effective conflict-resolution strategies when required. 3.5 Communicate with group using appropriate mediums. 3.6 Monitor, adjust and record the performance of group members using established review systems.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	create written plans and performance records.
Problem-solving skills to:	address activity-specific problems and client interaction issues or conflict to enable smooth functioning of the group.

Unit Mapping Information

SISXCAI306A Facilitate groups

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI006 Facilitate groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate the effective functioning of at least three groups, and develop strategies to resolve problems:

group and individual goals that the individual has identified and clarified

group members who have diverse styles, aspirations, cultures and perspectives

use the following techniques to assist each group to facilitate optimum outcomes:

task allocation

mentoring

provide opportunities to encourage groups to openly propose, discuss and resolve issues through:

group management skills

group decision making

listening skills

negotiation techniques

defining roles and responsibilities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

factors that contribute to optimal performance:

mentoring

task allocation

group dynamics and interactions that influence the attitudes and behaviours of others

stages of group development to enable effective and constructive group support:

forming

norming

storming

performing

adjourning

leadership styles, categories and types, appropriate to a range of group situations

collaborative approaches to develop effective working relationships:

group management skills

group decision making

listening skills

negotiation techniques

defining roles and responsibilities

barriers to effective group development and performance:

conflict of interest

conflict between individuals and group goals

personality clashes

poor communication skills

lack of group cohesion and commitment to goals

poorly defined roles and responsibilities

facilitation techniques to assist the group to obtain the best outcomes.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to participants. This can be a workplace or simulated environment.

Assessment activities that allow the individual to:

plan and facilitate effective group functioning for a diverse group of clients

apply effective conflict-resolution techniques.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS001 Provide quality service

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to address needs and expectations of clients and colleagues, promote programs, services and facilities, and respond to conflict and client complaints.

This unit applies to individuals working in a range of customer service roles in the sport, fitness or recreation industries. This includes individuals working in gyms, aquatic centres, community centres or indoor activity centres, as well as to those working as instructors, trainers or guides and volunteers in indoor and outdoor settings.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Address client needs and expectations.	1.1 Recognise and confirm client preferences, needs and expectations. 1.2 Source and provide relevant information about programs, services and facilities to match client requirements. 1.3 Meet all reasonable client needs and requests in a timely and professional manner. 1.4 Encourage clients to ask questions and address these as required.
2. Provide quality service experience.	2.1 Organise, confirm and record appointments for clients to their satisfaction. 2.2 Provide professional and personalised service to ensure a quality experience for clients. 2.3 Anticipate client preferences, needs and expectations throughout the provision of services. 2.4 Confirm client satisfaction in a timely manner and implement appropriate adjustments to service as required. 2.5 Promote repeat business to clients by offering continued service or offers of alternatives. 2.6 Maintain records of client service provided.
3. Resolve customer complaints.	3.1 Recognise client dissatisfaction, conflicts or complaints promptly and take action to resolve the issue. 3.2 Respond to client complaints professionally and refer to appropriate personnel as required. 3.3 Discuss unresolved concerns with client and prepare plan of action if appropriate.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret client written requests and complaints to determine appropriate course of action interpret policies and procedures such as complaint handling and service standard expectations.
Oral communication skills to:	use active listening and open and closed probe questioning to: interact with clients in a polite and courteous manner determine client preferences and offer suitable products and services develop rapport with clients.
Problem-solving skills to:	respond to client requests and implement actions to promote client satisfaction assess complaints, identify appropriate actions to resolve the complaints and decide when to refer to a supervisor.
Initiative and enterprise skills to:	identify opportunities to: enhance service quality offer additional programs or services.
Self-management skills to:	seek and act on feedback from colleagues and clients to improve service delivery and to take responsibility for service outcomes.
Technology skills to:	respond to client complaints and requests received electronically.

Unit Mapping Information

SISXCCS201A Provide customer service

SISFFIT302A Provide quality service in the fitness industry

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS001 Provide quality service

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide programs and services to clients with varying needs and expectations over at least three service periods ensuring that:

services match client needs and expectations

personal presentation standards meet organisational standards

client appointment times are organised and confirmed

service is provided in a timely manner

client confidentiality and privacy is maintained

complaints are resolved or referred as required

interact with clients in a polite and courteous manner using appropriate communication strategies and organisational channels to provide relevant information.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant legislation related to customer service:

consumer law

equal opportunity

work health and safety/occupational health and safety

promotions

organisational policies and procedures to enable ethical and non-discriminatory treatment of client requests and resolution of complaints:

communication protocols

complaint procedures

customer service procedures

reporting procedures

personal presentation

privacy

record keeping procedures

communication mediums required to provide service to clients and colleagues

conflict resolution strategies

awareness of customs and practices of various social and cultural groups within Australia, to assist with meeting client needs and expectations in regards to:

modes of greeting, farewelling and conversation

body language, e.g. body gestures,

formality of language

clothing

services and products within the organisation that may be suited to particular clients

principles and benefits of enhanced customer service experiences and positive communication.

Assessment Conditions

Skills must be demonstrated in:

a client service delivery environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

clients with whom the individual can interact; these can be:

clients in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

organisational policies and procedures related to the customer service as specified in the Knowledge Evidence

relevant legislation related to customer service, as specified in the Knowledge Evidence

sources of information on related services

computers and databases.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS002 Coordinate client service activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate client service activities. The unit focuses on the application of service standards to maintain and improve the level of service activities provided to clients.

This unit applies to individuals who work in customer contact roles such as activity assistants or customer service assistants in locations such as community recreation centres, indoor recreation facilities, sporting complexes, fitness venues, and leisure and aquatic centres. It may also apply to those working on-site during sport, fitness and recreation events.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client service standards.	1.1 Access and interpret client service standards for the workplace. 1.2 Contribute to the development, refinement and improvement of service policies, standards and processes. 1.3 Match staff to service client needs, as required.
2. Implement and evaluate client service systems.	2.1 Monitor implementation of client service systems by staff members. 2.2 Develop improved work practices after analysis of client feedback. 2.3 Evaluate client service activities to match organisational quality standards. 2.4 Take corrective action where necessary as part of continuous improvement strategy. 2.5 Organise training for staff members where necessary. 2.6 Maintain records of training undertaken and achieved service levels.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	analyse client feedback and maintain records.
Oral communication skills to:	consult appropriate personnel regularly regarding the review and analysis of client feedback.
Problem-solving skills to:	enable evaluation of areas of customer service requiring corrective action, such as delays in responding to complaints.
Teamwork skills to:	enable the provision of consistent client service throughout the organisation.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS002 Coordinate client service activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop, evaluate and review practices in at least three of the following client service activities:

quality or delivery of services

quality or delivery of products

hours of operation

equipment provision

facility provision

monitor the delivery and effectiveness of client service systems over three service periods

develop comprehensive policies and procedures for client service standards relating to at least five of the following:

complaint procedures

organisational report forms

quality systems, standards and guidelines

procedures manuals

product or service manuals, labels and instructions

staff appearance and presentation requirements

continuous quality improvement

product quality

response times

staff training for:

customer service

technical skills.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of quality customer service

the specific industry sector:

professional service standards for service industry personnel

attitudes and attributes expected by the service industries to work with customers

roles and responsibilities of management, supervisors and operational personnel in providing quality client service

sources of information on current service trends and changes that affect service delivery

methods of implementing quality service provision:

developing, implementing and monitoring customer service policies and procedures

involving staff in the development of client service practices

evaluating staff and customer feedback

methods of monitoring, measuring and evaluating:

customer satisfaction

business performance

objectives, components and comprehensive details of consumer protection laws that relate to client service activities, and the business’ responsibility for:

nominating and charging cancellation fees

providing information on potential price increases

providing refunds

supplying products as described or substituting suitable products when unable

a range of formats for and content of policies and procedures.

Assessment Conditions

Skills must be demonstrated in:

a client service delivery environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

staff, colleagues and/or clients to be involved in the process of providing client service activities; these can be:

staff, colleagues and/or clients in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

current plain English regulatory documents distributed by government consumer protection regulators

codes of practice and standards issued by industry groups

sources of information on client service needs, complaints and feedback.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS003 Address client needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage ongoing and sometimes complex relationships with clients. It requires the ability to match client services to client needs and to be familiar with service provision options that can be negotiated with the client and customised to meet their needs.

This unit applies to individuals who work in a client service delivery role such as program developers and coordinators, competition organisers, trip leaders, after-school or holiday-care coordinators, logistics coordinators and sports trainers in work environments such as community recreation centres, aquatics centres and camps.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client needs.	1.1 Establish rapport with clients. 1.2 Identify and confirm client needs, expectations and preferences. 1.3 Explain available services to client using appropriate communication strategies.
2. Recommend services.	2.1 Develop and maintain knowledge of client services. 2.2 Research and compare other relevant available services. 2.3 Match client needs to available services and respond to client queries and requests. 2.4 Identify gaps in service provision in relation to client needs. 2.5 Recommend alternative services when needs cannot be met.
3. Customise services.	3.1 Assist client to evaluate service options according to their needs. 3.2 Determine and prioritise preferred service option. 3.3 Identify potential areas of difficulty in client service delivery and take action to meet needs. 3.4 Develop customised solutions specific to customer requirements. 3.5 Negotiate and confirm solutions with client.
4. Confirm services.	4.1 Complete documentation as required according to organisational policies and procedures. 4.2 Refer client to appropriate personnel and follow up to ensure satisfaction with service provision.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret documentation in relation to service delivery.
Problem-solving skills to:	negotiate modifications and solutions to address specific client needs.

Unit Mapping Information

SISXCCS404A Address client needs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS003 Address client needs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide professional and personalised client services within commercial time constraints and designated response times that meet client expectations in relation to at least three of the following:

general assistance

special requests

fitness programs

recreational activities

aquatics based programs

sport based programs

communicate with customers from each of the following categories in providing a total client service experience:

different ages

different social and cultural backgrounds

special needs

negotiate with client to address any areas where clients are experiencing difficulties or concerns

customise services to the individual’s needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant legislation related to customer service:

consumer law

equal opportunity

work health and safety/occupational health and safety

promotions

organisational policies and procedures to enable ethical and non-discriminatory treatment of client requests and resolution of complaints:

communication protocols

complaint procedures

customer service procedures

reporting procedures

personal presentation

privacy

record keeping procedures

detailed product knowledge to recommend customised solutions to meet client needs

services offered by other providers to make recommendations to clients when their needs cannot be met

principles and benefits of enhanced customer service experiences and positive communication

techniques to anticipate customer preferences, needs and expectations throughout the service experience

methods for enhancing service delivery in response to staff and customer feedback

conflict resolution strategies to enable safe and satisfactory delivery of client service and resolution of complaints

the specific industry sector:

professional service standards and protocols for service industry personnel

attitudes and attributes expected by the service industries to work with customers

different customer service needs and expectations

the particular organisation:

designated response times for providing service and resolving complaints

customer service policies and procedures, including those for complaint handling

promotional services offered.

Assessment Conditions

Skills must be demonstrated in:

a client service delivery environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

documentation related to service provision and organisational policies and procedures for customer service:

staff codes of behaviour

documentation requirements

quality systems, standards and guidelines

customer service and feedback requirements

clients with whom the individual can interact; these can be:

clients in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXDIS001 Facilitate inclusion for people with a disability

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and facilitate sport, recreation and fitness opportunities for people with a disability.

This unit applies to group leaders in the sport, recreation or fitness industry who work within established organisational policies and procedures. This includes those working in after-school or holiday-care programs, as a coaching assistant, or in support roles in indoor or outdoor recreation activities, such as camps and guided activities.

The skills in this unit must be applied in accordance with public health regulatory requirements, relevant legislation and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Disability

Unit Sector

Cross-Sector

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify recreation opportunities.	1.1 Collaborate with clients to determine individual needs and expectations. 1.2 Select and use communication strategies suited to the client. 1.3 Encourage clients to articulate their recreational needs, desires and expectations. 1.4 Identify support requirements in consultation with appropriate personnel. 1.5 Determine available support, services and facilities relevant to client needs and expectations. 1.6 Identify potential and real barriers to participation and strategies to address them. 1.7 Maintain and update client records.
2. Facilitate recreation opportunities.	2.1 Investigate strategies, networks and resources that help link people with a disability to recreation opportunities. 2.2 Match client needs, desires and expectation with opportunities that maximise participation and independence. 2.3 Provide information and resources to clients. 2.4 Facilitate provision of services through collaboration with other support networks. 2.5 Identify and establish effective environments for participation of people with a disability.
3. Review recreation opportunities.	3.1 Request and respond to feedback from clients about opportunities provided. 3.2 Monitor success of strategies and networks in terms of meeting client needs. 3.3 Contribute to adjustment of strategies that link people with a disability to recreation opportunities based on review.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRD303A Facilitate inclusion for people with a disability

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXDIS001 Facilitate inclusion for people with a disability

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate the inclusion of at least three people with different disabilities in sport, fitness or recreation activities

select and use communication strategies suited to individual clients, including the following:

active listening

open questioning

non-verbal

visual

sensory

tactile

apply principles and practices of social justice, anti-discrimination and equal access to identify the needs and opportunities for participation in recreation activities

identify strategies to align recreational opportunities with the specific requirements and needs of people with a disability.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that:

enable non-discriminatory treatment of people with a disability using community inclusion principles

identify and meet individual preferences according to the principles and practices of social justice

social, political, cultural and historical issues that affect, or are relevant to, access and participation issues for people with a disability

principles and practices of:

access and equity

confidentiality

empowerment/disempowerment in relation to people with a disability

communication needs, strategies and resources in relation to people with a disability

key issues facing people with a disability and their carers

barriers that affect the access and participation of people with a disability:

cultural

family

religious

community perceptions

impact of disability on participation

communication difficulties

transport

time and resource constraints

confidence

support services available

community inclusion principles to enable effective participation of people with a disability

strategies that support people with disabilities to exercise their rights and independence

types of requirements likely to be associated with different developmental and acquired disabilities:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

neurological impairment

physical disability