SISFFIT037 — Develop and instruct group movement programs for children

Elements & performance criteria

Performance evidence

• Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
• develop and document one movement program for groups of children aged up to 12 years
• develop, document and instruct three group movement sessions, each with a minimum duration of 30 minutes and with at least six participants, that collectively target the following elements of physical literacy with exercises suited to the particular age group:
• movement skills
• moving with equipment
• object manipulation
• coordination
• stability and balance
• flexibility
• agility
• strength
• muscular endurance
• cardiovascular endurance
• reaction time
• speed
• for each of the above sessions:
• complete participant pre-exercise screening processes using industry standard screening questionnaire and guidelines for children
• consistently use instructional and communication techniques that are suited to participant age and stage of development
• consistently engage children through positive feedback and reinforcement of strengths
• cater to the individual needs of one child participant by modifying activities to suit
• according to actual participant interactions or case studies, evaluate the effectiveness of one children’s group movement program, modify program and session content and document details of the evaluation and changes made.

Knowledge evidence

• procedures for maintaining program documentation
• boundaries and responsibilities of fitness instructors in developing movement programs for children and relationship to duty of care
• legal and ethical requirements for fitness instructors specific to working with children: - working with children checks - obtaining informed consent from parents or guardians
• typical community and commercial contexts for the delivery of children’s movement programs and how this may impact program development and delivery
• key considerations for program development and their application to developing children’s movement programs: - objectives - benefits - environment requirements: - amount and nature of space required - acoustics - temperature - ventilation - hygiene and infection control precautions - security - participant pre-screening requirements - communication protocols - equipment requirements and use - participant to instructor ratio and maximum numbers - injury prevention strategies relevant to age group
• key purpose and content of established national guidelines that support the provision of fitness services to children: - movement guidelines for the early years, children and young people - Australian Physical Literacy Framework (or its successor): - guiding principles - components of the framework and domains - stages of development - elements of the physical domain and how they link to stages of development - industry standard pre-exercise screening questionnaire and guidelines for young people - industry-developed children’s health and fitness services guidelines
• overview of the key stages of development and milestones for female and male children up to 12 years, and implications for exercise programming and instruction: - physical - social - emotional - cognitive - language
• principles of safe practice when developing and instructing movement programs for children aged up to 12 years related to: - growth and maturation - coordination development and control - stability - posture - fundamental movement skills - aerobic capacity
• types of individual movement activities suited to children aged up to 12 years consistent with the Australian Physical Literacy Framework, and types of suitable equipment
• group instructional techniques and how they would be used with children: - optimum positioning of instructor - physical formation of group - movement breakdown and combination - combining explanation and demonstration - verbal and visual cueing - mirror imaging
• demonstration and instruction techniques appropriate for a range of children’s ages and capabilities including cueing that is: - verbal - visual - tactile - kinaesthetic
• ways of varying instruction to cater for individual differences within a group
• communication techniques used for: - establishing rapport with groups of children - voice projection - motivating children through positive feedback and focusing on strengths - providing clear instruction that recognises stage of cognitive and language development: - using age-appropriate language - avoiding fitness terminology - providing constructive feedback and positive reinforcement - checking own understanding and the understanding of children
• key considerations for monitoring groups of young children in a movement session: - level of supervision - physical safety of children - monitoring interactions between individual children
• format and inclusions of documented: - movement programs - movement session plans
• methods used to evaluate effectiveness of children’s movement programs: - ongoing informal discussions with children, parents or carers - ongoing observation and measurement of improvements in children’s physical capabilities - reflection on own performance.

Foundation skills

• Reading skills to:: interpret information of varying complexity about exercise options for young children, including fitness and health terminology.
• Writing skills to:: produce detailed program and session plans that use fitness terminology and abbreviations for instructional use use fundamental sentence structure to complete basic evaluation reports that require factual and subjective information.
• Oral communication skills to:: provide clear and unambiguous information using language and terms easily understood by both young children and adults use age-appropriate group communication skills during instruction.
• Numeracy skills to:: complete calculations of varying complexity for program and session plans involving times, frequency and intervals monitor and adapt session timings to meet program guidelines.
• Problem-solving skills to:: critically evaluate successes and failures of programs to initiate improvements.

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing SISFFIT037