Elements and Performance Criteria

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency:

Assistant/s

suitably trained people within the self-defence training system

suitable persons designated assistants because of attaining recognised skills and knowledge within the specific self-defence training system

Basic exercises

general warm-up exercises

general cool-down exercises

exercises that increase the range of movement of the joints

exercise that encourage smooth body movement and/or transference of body weight

floor exercises not including partner assisted exercises

exercises that stretch main muscle groups

Basic self-defence principles and strategies

direct attack

stop hits

traps

indirect attack

response hits

time hits

counter time

target locations

movement patterns

nearest weapon nearest target

Basic skills of a self-defence system

the complete set of manoeuvres, techniques and methods that make up the fundamental skills of the self-defence system

the grouping of simple fundamental skills that require a client to have reasonable familiarity with before proceeding to intermediate and advanced skills

Basic skills unarmed self-defence

skills of self-defence/self protection against one attacker including

hand movements

straight punch

hook punch

uppercut punch

elbow strike

leg movements

front kick

side kick

round kick

knee strike

movement principles

step and slide forward step

reverse tracking

side stepping

defensive technique

blocking techniques

parry techniques

locking, throwing

two basic throws

two counters to chokes

brake fall

forward roll

side roll

three basic locks

Best practice principles of self-defence activities

accepted preventative practice adopted throughout the self-defence or martial arts industry to minimise safety hazards or risks

instructors

national activity organisation regulations and guidelines

national

relevant national, state/territory or local government regulations and guidelines

employer organisations policies and procedures

current and past good practice demonstrated by self or peers in the same or similar situation

Changes in student requirements/needs

physical inability of student to complete specific exercises during a basic exercise training session

student inability to perform prerequisite criteria underpinning a specific basic exercise training skill

others as they arise

Clients

experienced

inexperienced

adults

children

school or youth groups, tourists

club/group members and general public

variety of cultural groups/backgrounds

clients with specific needs

Client mix

ratio of beginners to novices

ratio of assistant trainers to clients

ratio of specific needs clients to others clients

Equipment for self-defence

training equipment may include

jigsaw mats, and other mats used for rolling, break falls, throwing and other forms of floor work

hand held punching bags, kicking bags, focus mitts and similar types of apparatus

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 and similar forms of equipment

Factors which affect acquisition of self-defence skills

individual considerations

stage of development

personality

physical, intellectual and emotional characteristics

physical fitness

body type and composition

cultural factors

situational factors

temperature

background noise

distractions

class size

available space

Instructor's personal performance requirements

Instructor qualifications/certification for a specific self-defence system

Particular instructor competencies determined as essential pertaining to a specific self-defence system

Ability to demonstrate the basic skills of self-defence

Methods of self-defence instruction

Methods outlined in training guidelines associated with the specific self-defence training system; such methods may include

explanation

demonstration

partner application

observation

questioning

Methods of instruction suitable for the specific self-defence system being taught - depending on the situation the instructor should be able to incorporate a range of combinations of the following styles and/or any associated variations

friendly and approachable while maintaining a 'professional distance'

clear, precise and, if appropriate, directive regarding not-negotiable issues, eg, safety factors

humorous when appropriate

laissez faire, or casual when appropriate

organised and efficient

motivational and encouraging

disciplinarian, including modification of undesirable behaviours in participants

Training program

Program document detailing the method or techniques to be taught to students within the specific self-defence training system

Program document detailing the manner in which a training course on the specific self-defence training system should be delivered

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements.
Critical aspects of evidence to be considered
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
understand the requirements of the basic skills of the specific self-defence system
maintain an acceptable personal performance standard in the basic skills of the specific self-defence system
observe clients and recognise when and how intervention should take place to improve individual skill performance
effectively instruct the basic skills of the specific self-defence system to enable clients to perform the basic skills of the self-defence system fluently, confidently and without prompting
modify instructional methods and activities on an individualised and/or group basis to improve skill performance
demonstrate the ability to direct assistants during a basic skills session of the self-defence system
understand and instruct basic self-defence principles and strategies

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities
This unit must be assessed in conjunction with the following unit(s)
SRXCAI003B Provide equipment for activities
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
Nil

Required knowledge and skills
Required knowledge
Legal responsibilities pertaining to the use of self-defence skills and equipment
Basic biomechanics associated with the basic unarmed self-defence skills pertaining to the particular self-defence system
Legal responsibilities and duty of care pertaining to the instruction of self-defence methods/skills
Physiology and psychology of pain and danger
Basic self-defence skills
Drills, activities and exercises to develop self-defence skills
Selection of self-defence equipment
Safety procedures for use of self-defence equipment
Safety procedures for the instruction of self-defence skills
Support groups/organisations relevant to self-defence, eg, rape crisis
Required skills
Communication skills to establish client needs and abilities and provide feedback to clients
Coordination skills to perform self-defence exercises and skills
Ability to give directions to clients and assistants
Skills used to instruct self-defence, eg, movement, voice, use of technical aids
Ability to provide explanations and demonstrations (ie, self, other participants as models, videos)
Ability to follow safety procedures for the use of self-defence equipment to minimise risk to clients and assistant/s
Monitoring/observation skills to identify potential hazards and risks to clients
Ability to analyse self-defence technique to provide instructions for clients to improve skills
Ability to facilitate a group to maintain the safety and enjoyment of clients

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
a training environment where the instruction of the basic skills of self-defence occurs
Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A

Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
Communicating ideas and information
(2)

Collecting analysing and organising information
(2)

Planning and organising activities
(2)

Working with others and in teams
(2)

Using mathematical ideas and techniques
(0)

Solving problems
(2)

Using technology
(0)