Unit of competency Outline
Date retreived
23/07/2026 6:09 PM AWST
23/07/2026 6:09 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Instruct snowboarding
Instruct snowboarding
Unit of competency
National Code
SISOSKB407A
SISOSKB407A
State Code
D6474
D6474
TGA Status
Deleted
Deleted
DTWD Status
Transition (Deleted)
Transition (Deleted)
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
15/10/2014
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to instruct snowboarding. This unit focuses on planning, instructing and evaluating an instructional snowboarding session to enable participants to achieve the skills and knowledge required to participate independently, or with minimal supervision, in a snowboarding activity.
Notes
Elements and Performance Criteria
1. Plan a snowboarding session.
- 1.1. Establish participant's needs and characteristics.
- 1.2. Assess participant's current snowboarding knowledge in order to determine the session'saims and objectives.
- 1.3. Determine an appropriate instructional plan according to participant's needs and characteristics.
- 1.4. Develop a snowboarding plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
- 1.5. Identify potential hazards associated with snowboarding and minimise risks according to organisational policies and procedures.
- 1.6. Access relevantsources to interpret detailed weather and environmental information and determine contingency plans.
2. Select and organise equipment and resources.
- 2.1. Select and access equipment and resources according to contextual issues and organisational policies and procedures, and check working condition.
- 2.2. Check equipment for safety and suitability according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort.
- 2.3. Check contents of first aid and repair kits to ensure suitability to the location and activity.
3. Brief participants.
- 3.1. Communicate instructions and relevant information about the snowboarding session in a manner appropriate to the participants.
- 3.2. Encourage participants to seek clarification, information and feedback as required during the session.
- 3.3. Establish a suitable communication system for participants to use while snowboarding.
- 3.4. Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour.
- 3.5. Check and confirm that all participant equipment is fitted and adjusted.
4. Instruct a snowboarding session.
- 4.1. Conduct introductory activities for participants to reduce the risk of injury.
- 4.2. Monitor individual participant's performance during snowboarding session.
- 4.3. Provide positive encouragement and or feedback to each participant throughout session and encourage feedback and questioning.
- 4.4. Apply clear and accurate instructional techniques to impart activity specific knowledge, snowboarding skills and safety and rescue procedures.
- 4.5. Observe participants during snowboarding and adjust or refine individual and or group technique as required.
- 4.6. Inform participants of opportunities to further develop their snowboarding skills and knowledge.
5. Complete post session responsibilities
- 5.1. Retrieve, inspect, repair and store equipment according to organisational policies and procedures.
- 5.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.
- 5.3. Evaluate relevant aspects of the snowboarding session and determine the level of learning achieved.
- 5.4. Identify potential areas of improvement for future snowboarding instructional sessions.
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.
Participant's needs and characteristics may include:
age
cultural factors
fitness level and physical capabilities
snowboarding skills and knowledge
injuries and illnesses.
Session's aims and objectives may include:
developing snowboarding skills and techniques
education
development
therapy
fitness targets
recreation.
Instructional plan may include:
snowboarding activities and drills
duration of activities and drills.
Snowboarding plan may include:
session's aims and objectives
date, time and duration
location
instructor and participant ratios
resources
equipment
food and water
weather details
participant information:
safety requirements
risk management plan.
Relevant legislation may include:
occupational health and safety
permits or permission for access
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
risk management procedures
time and budget constraints
use and maintenance of equipment
communication protocols
confidentiality of participant information
instructor and participant ratios
code of ethics
snowsport area signs and regulations
Alpine Responsibility Code and snowboarding practices within the code.
Hazards may include:
temperature extremes
slippery or unstable terrain
dangerous animals and insects
stinging trees and nettles
dense vegetation
group management hazards.
Risks may include:
hypothermia
heat exhaustion
injuries
exhaustion
lost party or party member
equipment and course failure.
Relevant sources may include:
Bureau of Meteorology
media
land managers or agencies
local knowledge.
Weather and environmental information may include:
satellite images
daily and weekly forecasts
maximum and minimum temperatures
weather warnings
event warnings
river heights
synoptic charts
high and low tides.
Contingency plans may include:
change in weather
equipment failure
unavailability of equipment or suitable snowsport area.
Equipment may include:
snowboarding equipment:
snowboard
bindings
boots
safety and rescue equipment:
repair equipment
first aid kit
emergency position indicating radio beacon (EPIRB).
Resources may include:
sun screen
appropriate clothing
food and water
back pack
teaching aids.
Contextual issues may include:
weather conditions, including times
season
transport
location
trip distance and duration
group objectives
group size.
Relevant information may include:
equipment and resource requirements, selection and use:
safety procedures
risk prevention measures
possible hazards
risk management
snowboarding techniques
communication
objectives
rules and codes
responsible and safe behaviour.
Feedback may include:
information on participant progress
any improvements needed
verbal
written
visual.
Communication system may include:
calls
radio
hand signals
whistles.
Safety procedures may include:
equipment checked and undamaged
snowboarders ready
correct fitting equipment
wearing of helmets
appropriate spacing between participants
understanding of contingency and risk management plans
use of safety and rescue equipment.
Participant's performance may include:
use of appropriate communication system
snowboarding technique
snowboarding pace over various distances and conditions
attitude
negotiation of hazards
use and maintenance of equipment.
Instructional techniques may include:
sequence of instruction:
simple to complex
part to whole
chronological
known to unknown
D.E.D.I.C.T:
demonstrate
explain
demonstrate
instruct
critique
test
E.D.I.C.T:
explain
demonstrate
instruct
critique
test
I.D.E.A:
introduce
demonstrate
explain
apply
Required knowledge may include:
relevant legislation
organisational policies and procedures
snowboarding skills and techniques
snow features and conditions
terrain and weather reading skills
factors to consider when planning a snowboarding session
minimal impact practices
risk and hazard management
equipment selection, use and maintenance
communication systems used in snowboarding.
Snowboarding skills may include:
skidded and edged turns
edge control
side-slipping with flexion-extension
speed control
stopping
falling
balance
straight running
upright stance
blend of movements
Safety and rescue procedures may include:
emergency response procedures
group management in emergency situations
relevant legislation
organisational policies and procedures
equipment checked and in good working condition
correct fitting and undamaged equipment
use of communication systems.
Opportunities may include:
locations suitable to skill level
range of snowboarding equipment available
snowboarding clubs or groups in the local area.
Relevant aspects may include:
objectives
planning process
activity site
weather
equipment selection
clothing selection
food selection
instructional content
instructional technique
assessment technique
group feedback
directing techniques
rescue techniques employed.
Participant's needs and characteristics may include:
age
cultural factors
fitness level and physical capabilities
snowboarding skills and knowledge
injuries and illnesses.
Session's aims and objectives may include:
developing snowboarding skills and techniques
education
development
therapy
fitness targets
recreation.
Instructional plan may include:
snowboarding activities and drills
duration of activities and drills.
Snowboarding plan may include:
session's aims and objectives
date, time and duration
location
instructor and participant ratios
resources
equipment
food and water
weather details
participant information:
safety requirements
risk management plan.
Relevant legislation may include:
occupational health and safety
permits or permission for access
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
risk management procedures
time and budget constraints
use and maintenance of equipment
communication protocols
confidentiality of participant information
instructor and participant ratios
code of ethics
snowsport area signs and regulations
Alpine Responsibility Code and snowboarding practices within the code.
Hazards may include:
temperature extremes
slippery or unstable terrain
dangerous animals and insects
stinging trees and nettles
dense vegetation
group management hazards.
Risks may include:
hypothermia
heat exhaustion
injuries
exhaustion
lost party or party member
equipment and course failure.
Relevant sources may include:
Bureau of Meteorology
media
land managers or agencies
local knowledge.
Weather and environmental information may include:
satellite images
daily and weekly forecasts
maximum and minimum temperatures
weather warnings
event warnings
river heights
synoptic charts
high and low tides.
Contingency plans may include:
change in weather
equipment failure
unavailability of equipment or suitable snowsport area.
Equipment may include:
snowboarding equipment:
snowboard
bindings
boots
safety and rescue equipment:
repair equipment
first aid kit
emergency position indicating radio beacon (EPIRB).
Resources may include:
sun screen
appropriate clothing
food and water
back pack
teaching aids.
Contextual issues may include:
weather conditions, including times
season
transport
location
trip distance and duration
group objectives
group size.
Relevant information may include:
equipment and resource requirements, selection and use:
safety procedures
risk prevention measures
possible hazards
risk management
snowboarding techniques
communication
objectives
rules and codes
responsible and safe behaviour.
Feedback may include:
information on participant progress
any improvements needed
verbal
written
visual.
Communication system may include:
calls
radio
hand signals
whistles.
Safety procedures may include:
equipment checked and undamaged
snowboarders ready
correct fitting equipment
wearing of helmets
appropriate spacing between participants
understanding of contingency and risk management plans
use of safety and rescue equipment.
Participant's performance may include:
use of appropriate communication system
snowboarding technique
snowboarding pace over various distances and conditions
attitude
negotiation of hazards
use and maintenance of equipment.
Instructional techniques may include:
sequence of instruction:
simple to complex
part to whole
chronological
known to unknown
D.E.D.I.C.T:
demonstrate
explain
demonstrate
instruct
critique
test
E.D.I.C.T:
explain
demonstrate
instruct
critique
test
I.D.E.A:
introduce
demonstrate
explain
apply
Required knowledge may include:
relevant legislation
organisational policies and procedures
snowboarding skills and techniques
snow features and conditions
terrain and weather reading skills
factors to consider when planning a snowboarding session
minimal impact practices
risk and hazard management
equipment selection, use and maintenance
communication systems used in snowboarding.
Snowboarding skills may include:
skidded and edged turns
edge control
side-slipping with flexion-extension
speed control
stopping
falling
balance
straight running
upright stance
blend of movements
Safety and rescue procedures may include:
emergency response procedures
group management in emergency situations
relevant legislation
organisational policies and procedures
equipment checked and in good working condition
correct fitting and undamaged equipment
use of communication systems.
Opportunities may include:
locations suitable to skill level
range of snowboarding equipment available
snowboarding clubs or groups in the local area.
Relevant aspects may include:
objectives
planning process
activity site
weather
equipment selection
clothing selection
food selection
instructional content
instructional technique
assessment technique
group feedback
directing techniques
rescue techniques employed.
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 delivers precise relevant information, explanations and demonstrations for snowboarding session to ensure activities are conducted safely according to participant's needs and characteristics
observes and monitors the progress of participants and provides constructive feedback and intervention to improve snowboarding performance
uses and modifies instructional techniques and or activities to cater for a range of individual learning styles
evaluates and reflects on own instruction performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure instruction of safe snowboarding activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
resources and information regarding participants and location to accurately plan, instruct and document snowboarding sessions for a variety of participants
a suitable snowsport area for the conduct of instructional sessions
an indoor location suitable for the conduct of aspects of the instructional session and instructional tools such as videos, DVDs, televisions, whiteboards, books, magazines, handouts and the internet if required
a group of participants to take part in the snowboarding session
equipment such as snowboards, bindings, boots, suitable clothing, goggles, lift pass, back pack, food and water, safety, rescue and first aid equipment.
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 planning processes, such as consulting with participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant legislation and organisational policies and procedures to enable safe conduct of all snowboarding activities
observation of safe snowboarding instruction, monitoring and adjustment according to participant's needs and characteristics
portfolio of snowboarding session plans
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISOSKB404A Snowboard on advanced terrain.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
plans and delivers precise relevant information, explanations and demonstrations for snowboarding session to ensure activities are conducted safely according to participant's needs and characteristics
observes and monitors the progress of participants and provides constructive feedback and intervention to improve snowboarding performance
uses and modifies instructional techniques and or activities to cater for a range of individual learning styles
evaluates and reflects on own instruction performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure instruction of safe snowboarding activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
resources and information regarding participants and location to accurately plan, instruct and document snowboarding sessions for a variety of participants
a suitable snowsport area for the conduct of instructional sessions
an indoor location suitable for the conduct of aspects of the instructional session and instructional tools such as videos, DVDs, televisions, whiteboards, books, magazines, handouts and the internet if required
a group of participants to take part in the snowboarding session
equipment such as snowboards, bindings, boots, suitable clothing, goggles, lift pass, back pack, food and water, safety, rescue and first aid equipment.
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 planning processes, such as consulting with participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant legislation and organisational policies and procedures to enable safe conduct of all snowboarding activities
observation of safe snowboarding instruction, monitoring and adjustment according to participant's needs and characteristics
portfolio of snowboarding session plans
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISOSKB404A Snowboard on advanced terrain.
No information
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|---|---|---|---|
| J768 | SIS40313 | Certificate IV in Outdoor Recreation | Qualification |
| D445 | SIS50310 | Diploma of Outdoor Recreation | Qualification |