Elements and Performance Criteria

Range Statements
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

RANGE STATEMENT
CATEGORIES
Activities and/or games
that are designed to develop water familiarisation, buoyancy and mobility
such as those described in accepted industry training manuals
should include
activities to develop water familiarisation, buoyancy and mobility skills
relevant modified games
Best practice principles of aquatic activities
accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks
Instructors Code of Conduct policies developed by the peak bodies responsible for the teaching of swimming and water safety such as AUSTSWIM Incorporated, Australian Swimming Incorporated, Australian Swimming Coaches and Teachers Association, The Royal Life Saving Society Australia and Surf Life Saving Australia
national activity organisation regulations and guidelines
relevant national, state/territory or local government regulations and guidelines
employer organisation's policies and procedures
the culture of swimming and water safety
current and past good practice demonstrated by self or peers in the same or similar situation
Communicate in a style appropriate to the clients
age
preferred language
sensory or intellectual impairment, eg, sight loss or hearing loss
the Swimming Teachers Code of Conduct policy
Factors which affect skill acquisition
individual considerations
stage of development
personality
physical, intellectual and emotional characteristics
physical fitness
body type and composition
cultural factors
situational factors
indoor/outdoor venue
river
dam
sea
swimming pool
weather conditions
cold
rain
wind
heat
water temperature
background noise
distractions
class size
water depth
available water space
Feedback
can be
verbal
written
visual
tactile
should be an information exchange between participant and instructor regarding progress towards performance goals
Instructional methods
instructional approaches adopted by the instructor to convey instructional content to the participant
depending on the situation the instructor should be able to incorporate a range of combinations of the following approaches and/or any associated variations
whole skill strategies
whole, progressive - part, whole strategies
progressive part strategies
demonstration strategies
command and response strategies
directive approaches through specific set tasks
reciprocal or peer tutoring strategies
feedback and refinement strategies
guided discovery strategies, setting problems and allowing clients to discover solutions
experiential or problem solving strategies
techniques to encourage the reluctant participant
Instructional styles
refers to the presentation style/s adopted by the instructor to communicate with the participant
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 clients
Readiness
cognitive development stage
social and emotional development stage
motor development stage

Resources
human resources - a ratio of instructors to clients that allows for maximum participation in a safe environment
equipment - a ratio of equipment to clients that allows for maximum participation in a safe environment
access to first aid facilities/equipment
appropriate facilities to conduct instruction in a safe environmen
Water familiarisation, buoyancy and mobility skills
entering, leaving and moving through the water
getting the face wet, submerging and opening eyes under water
regaining a standing position
breathing activities
safety and rescue skills
front, back and side floating
gliding
torpedo
sculling
treading water
stroke exploration
Work environment
organisational health and safety requirements; safe and appropriate dress; and equipment
appropriate swimwear and personal equipment
personal hygiene requirements
technical equipment, clipboards, etc
lifesaving equipment
ropes
reaching poles
flotation devices
pool safety equipment as listed in state/territory Occupational Health and Safety requirements for pools
other recommended safety guidelines are
instructional aids should be inspected before use
sun safety guidelines should be followed
hydration guidelines should be followed
designated pool area should be inspected before use
access to first aid facilities/equipment
conditions and external influences include
environmental/weather conditions
other facility users
spectators
parents
other instructors

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
evaluate whether conditions are suitable to commence the session
introduce the beginner to the water appropriately
instruct water familiarisation, buoyancy and mobility skills
observe clients and recognise when and how intervention should take place to improve individual skill performance
conduct activities and games to develop water familiarisation, buoyancy and mobility skills in accordance with the accepted best practice principles of aquatic activities
modify instructional methods and activities on an individualised and/or group basis to improve skill performanc
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
SRCAQU008B Apply the principles of movement in water to aquatic 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
Water familiarisation, buoyancy and mobility principles
Activities and games to instruct water familiarisation, buoyancy and mobility skills
Relevant equipment and safety requirements, including occupational health and safety and legislative requirements
First aid and water rescue techniques
Required skills
Application of principles of movement in water
Ability to provide explanations and demonstrations, ie, self, other clients as models, videos to assist in the instruction of water familiarisation, buoyancy and mobility skills
Monitoring/observation skills to analyse client's performance of water familiarisation, buoyancy and mobility skills
Feedback and questioning skills to assist clients to acquire/improve technique
Conducting activities and/or games in accordance with the accepted best practice principles of aquatic activities
Ability to perform basic water rescue techniques

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 swimming pool and other equipment
suitable clients
the rules, policies and regulations of relevant peak bodies and/or employer organizations
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) must
be competent in this unit but preferably be competent in the unit at the level above
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations
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

KEY COMPETENCIES
Collect, Analyse&Organise Information
Communicate Ideas&Information
Plan&Organise Activities
Work with Others&in Teams
Use Mathematical Ideas&Techniques
Solve Problems
Use Technology
2
2
2
2
-
2
1
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:
Use routine approaches
Select from routine approaches
Establish new approaches
Collecting, analysing and organising information -
Communicating ideas and information -
Planning and organising activities -
Working with teams and others -
Using mathematical ideas and techniques - Not applicable
Solving problems -
Using technology -
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.