Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Characteristics may include:
age
skill level
fitness
emotional, physical and intellectual development
existing injuries
stage of development
personality
body type and composition.
Needs and expectations may include:
physical
emotional
motivational
psychological.
Participants may include:
experienced or inexperienced
adults
children
school or youth groups
club or group members.
Organisational policies and procedures may include:
occupational health and safety
collection and use of information
privacy
duty of care
extent and limitations of responsibilities
staff behaviour
risk minimisation
emergency procedures
time constraints and scheduling requirements
budget allocation
hire of equipment.
Relevant information may include:
needs and expectations of organisation
needs and expectations of participants
numbers, ages and gender of participants
previous experience and developmental stage of participants
available time
special requirements
staff, physical and financial resources
suitable attire
safe use of equipment
occupational health and safety requirements
safe and responsible behaviour
emergency procedures.
Intermediate unarmed self-defence program may include:
manoeuvres, techniques and methods
grouping and progression of intermediate skills
teaching methods
exercises
skills and strategies:
six basic locks
six movement lock flow
direct attack
indirect attack
timing
counter attack
mobile defence.
Equipment and resources may include:
jigsaw mats
hand-held punching bags, kicking bags, focus mitts
free-standing or structural types of striking or kicking equipment
plastic training knives or other simulation equipment
body guards, face guards and other forms of face and body protection equipment
hand, shin, instep, forearm, groin, chest, elbow and knee guards.
Relevantlegislation may include:
occupational health and safety
privacy
duty of care
working with children
equal opportunity.
Teaching strategies may include:
whole skill
voice command and response
reciprocal or peer tutoring
feedback and refinement
explanation
demonstration
partner application.
Risks may include:
level of challenge and difficulty
behaviour of other participants
physical risks such as incorrect use of equipment
inappropriate floor coverings
movements or manoeuvres
emotional risks such as conflict with others.
Injury prevention strategies may include:
warm-up and or cool-down
stretching for flexibility
suitable footwear and clothing.
Best practice principles of self-defence activities may include:
accepted preventative practice adopted throughout the self-defence or martial arts industry to minimise safety hazards or risks
instructors' code of conduct developed by the peak bodies responsible for the teaching of self-defence
national activity organisation regulations and guidelines
national code of conduct for martial arts centres and instructors.
Relevant stakeholders may include:
participants
staff
colleagues
community organisations.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
plans and conducts intermediate unarmed self-defence programs in response to the needs and capabilities of participants, using safe and supportive teaching methods and strategies
monitors the progress of participants and makes adjustments in response to changing situations to improve skills development
applies effective contingency management techniques to deal with problems and issues that may arise during the program including motivation and participation levels and injuries to participants
evaluates and reflects on own performance to identify ways in which program outcomes and benefits to participants can be improved.
Context of and specific resources for assessment
Assessment must ensure candidate plans and conducts multiple intermediate unarmed self-defence sessions of sufficient duration to demonstrate techniques that build group cohesion and balance individual and group needs, and consistency of performance.
Assessment must also ensure access to:
a range of participants wishing to undertake an intermediate unarmed self-defence program
an environment or facility appropriate for the conduct of unarmed self-defence sessions
resources required for the delivery of the program including assistants and equipment
legislation and organisational policies and procedures relevant to the conduct of self-defence sessions.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of candidate interacting with a range of participants, including conveying information about safe participation in programs, monitoring and evaluating programs
observation of candidate dealing with contingencies such as the changing availability of equipment or venues
oral or written questioning to assess candidate's knowledge of self-defence techniques and manoeuvres
portfolio containing evidence of intermediate self-defence program planning and modification
third-party reports from a supervisor detailing appropriate work performed by the candidate.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.