Unit of competency Outline

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22/07/2026 11:06 PM AWST

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Instruct canyoning skills

Instruct canyoning skills

Unit of competency
National Code
SISOCAY508A
State Code
D6288
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
2.00
Current Release Date
28/11/2011
View on TGA
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
20
Description
This unit describes the performance outcomes, skills and knowledge required to instruct canyoning skills. This unit focuses on planning, instructing and evaluating instructional canyoning sessions to enable participants to achieve the skills and knowledge required to participate independently, or with minimal supervision, in a canyoning activity.
Notes
Elements and Performance Criteria
1. Plan a canyoning session.
  • 1.1. Establish participant's needs and characteristics.
  • 1.2. Assess participant's current canyoning knowledge in order to determine the session's aims and objectives.
  • 1.3. Determine an appropriate instructional plan according to participant's needs and characteristics.
  • 1.4. Develop a canyoning plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
  • 1.5. Identify potential hazards associated with canyoning and minimise risks according to organisational policies and procedures.
  • 1.6. Access relevant sources 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.
  • 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 canyoning 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 canyoning.
  • 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 canyoning session.
  • 4.1. Conduct warm-up and or introductory activities for participants to reduce the risk of injury.
  • 4.2. Monitor individual participant's performance during canyoning session.
  • 4.3. Apply instructional techniques to impart activity specific knowledge, canyoning skills and safety and rescue procedures.
  • 4.4. Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
  • 4.5. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their canyoning 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.
  • 5.3. Evaluate relevant aspects of the canyoning session and determine the level of learning achieved.
  • 5.4. Identify potential areas of improvement for future 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.
Characteristics may include:
age
cultural and situational factors
previous experience and knowledge
physical development.
Session's aims and objectives may include:
develop canyoning skills and techniques
education
therapy
fitness targets
recreation.
Instructional plan may include:
canyoning activities and drills
duration of activities and drills.
Canyoning plan may include:
aims and objectives
date, time and duration
location, resources and equipment
instructor and participant ratios
safety requirements
risk management plan.
Relevant legislation may include:
occupational health and safety
permits or permission for access
environmental regulations
marine 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.
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
lost party or party member
equipment failure.
Relevant sources may include:
Bureau of Meteorology
media
land manager or agencies
coastal patrol or coast guard
volunteer marine rescue
local knowledge
police.
Weather and environmental information may include:
satellite images
daily and weekly forecasts
maximum and minimum temperatures
weather warnings
event warnings
river levels
synoptic charts
high and low tide predictions.
Contingency plans may include:
change in weather and conditions
equipment failure.
Equipment may include:
canyoning equipment
abseiling and belaying equipment
safety and rescue equipment
navigation equipment
communication equipment.
Resources may include:
clothing and footwear
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:
risk and hazard prevention and management
canyoning techniques
safety procedures
rules and codes
responsible and safe behaviour.
Safety procedures may include:
A - anchors - secure and suitable to application
B - buckles - locked as per manufacturers recommendations
C - connectors - locked, secured and orientated
D - devices - threaded correctly and secured
E - everything else including end of rope knots, friction hitches, belayer ready, helmet chin strap, clothing, jewellery and hair secured
F - friend - cross check.
Instructional techniques may include:
simple to complex
part to whole
chronological
known to unknown
E.D.I.C.T:
explain
demonstrate
instruct
critique
test
I.D.E.A:
introduce
demonstrate
explain
apply
orientate, enhance, synthesise.
Required knowledge may include:
canyon features and conditions
minimal impact practices
risk and hazard management
communication systems used in canyoning.
Canyoning skills may include:
liloing and white water swimming
river running
abseiling and belaying
navigating
negotiating hazards and minimising risks.
Safety and rescue procedures may include:
emergency response
group management in emergency situations
symptoms, treatment and prevention of common canyoning risks.
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 information, explanations and demonstrations for canyoning sessions 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 canyoning 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 multiple canyoning 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 plan, instruct and document canyoning sessions
a suitable canyon location for the conduct of instructional sessions
a group of participants to take part in the canyoning session
canyoning, abseiling, belaying, protection, navigation, communication, safety, first aid and teaching equipment.
relevant regulatory requirements.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
oral or written questioning to assess knowledge and application of relevant legislation and organisational policies and procedures to enable safe conduct of all canyoning activities
observation of safe canyoning instruction, monitoring and adjustment according to participant's needs and characteristics
portfolio of canyoning 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:
SISOCAY405A Apply advanced vertical canyoning skills
SISOCAY406A Establish complex belays in canyons
SISOOPS303A Interpret weather conditions in the field
SISOVTR402A Perform complex vertical rescues.