Develop and instruct group movement programs for children (Release 1)
This unit, SISFFIT037 – Develop and instruct group movement programs for children, describes the performance outcomes, skills and knowledge required to develop movement programs and individual sessions for children aged up to 12 years, and to deliver those programs to groups of children. Programs are those which are designed to promote movement, physical activity and general wellbeing and may consist of multiple sessions. Programs may be developed for general consumer groups or customised to the needs of a particular client organisation, such as a school. They may include the use of basic equipment such as balls, ropes and mats, but do not include instruction involving specialised equipment found in gyms or other fitness facilities.
The elements and performance criteria include:
1 Develop movement programs for children.
1.1. Identify known and potential participants and investigate physical activity needs based on their age, stage of development and physical abilities.
1.2. Determine key objectives for children’s movement program based on identified needs and characteristics.
1.3. Select movement activities that target key elements of physical literacy suited to participant characteristics.
1.4. Structure program to achieve objectives.
1.5. Determine volume, intensity and frequency of activities required to achieve program objectives.
1.6. Determine and incorporate instructional techniques and instructor ratios appropriate for children and participant age and stage of development.
1.7. Identify and incorporate requirements for instructional assistance from parents or carers.
1.8. Identify specific risk factors and precautions for implementation based on nature of both program and participants.
2. Plan movement sessions for children.
2.1. Determine objectives of individual sessions within movement program.
2.2. Select, balance and sequence activities within session duration based on participant age and stage of development.
2.3. Incorporate injury prevention strategies that respond to exercise risks for children.
2.4. Document session plans according to organisational formats.
3. Prepare for session.
3.1. Review details of completed pre-exercise screening questionnaire and informed consent from parents or guardians.
3.2. Access, prepare and check environment to meet session requirements.
3.3. Prepare and check required equipment for safety and serviceability.
3.4. Inform children, parents or carers about activities and safety rules, check their understanding.
4. Instruct children’s movement sessions.
4.1. Follow predesigned session structure and timings.
4.2. Use voice projection techniques suited to environment, nature of activity and children’s characteristics.
4.3. Provide and combine clear verbal instruction and demonstration to support children’s understanding.
4.4. Use communication techniques that promote physical activity and encourage an enjoyable, interactive and inclusive experience.
4.5. Monitor children’s technique and safety and provide positive feedback, encouragement and corrective instruction based on observations.
4.6. Facilitate effective group interaction to maintain group control, engagement and safety.
4.7. Observe individual children, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort.
5. Evaluate children’s movement sessions.
5.1. Seek and acknowledge feedback from children, and their parents or carers.
5.2. Evaluate own performance and identify areas for improvement.
5.3. Determine extent to which objectives are being achieved and compare with expectations outlined in program plan.
5.4. Modify and update program and future sessions according to feedback and evaluation.
5.5. Maintain current program documentation according to procedures.
Purchase the materials:
- Supplementary Notes;
- Powerpoint Slides;
- Learner’s Assessment Workbook;
- Assessor Guide / Benchmarks;
- RPL Kit (Assessor and Participant);
- Third Party Report; and,
- Assessment Matrix.