21752
28-Jun-16
1 of 3
SNOWSPORT INSTRUCTION AND
FACILITATION
Understand teaching and learning
styles, and develop own teaching style
for snowsport instruction
level:
4
credit:
3
planned review date:
June 2009
sub-field:
Snowsport
purpose:
People credited with this unit standard are able to
demonstrate knowledge of different learning styles and
develop a teaching style for snowsport group instruction.
entry information:
Recommended: NZSIA Stage One Instructor qualification, or
demonstrate equivalent knowledge and skills.
accreditation option:
Evaluation of documentation and visit by NZQA and industry.
moderation option:
A centrally established and directed national moderation
system has been set up by Sport, Fitness and Recreation
Industry Training Organisation.
special notes:
1
For the purposes of this unit standard snowsport refers
to alpine skiing, telemark skiing, or snowboarding.
Assessment is required for a minimum of one of these
disciplines.
2
A group is a minimum of three students.
3
For definitions and explanations of terms, teaching
styles, and learning styles refer to the following
instruction manuals published by the NZSIA. Bridget
Rayward (principal author), NZSIA Stage 1 and 2
Instruction Manual (Christchurch: Rainbow Print, 2005);
Jim Hart (principal author), NZSIA Snowboard Stage 1
and 2 Instruction Manual (Christchurch: Rainbow Print,
2005); and Jef Desbecker (principal author), NZSIA
Telemark Instruction Manual, (Christchurch: Rainbow
Print, 2000); available from New Zealand Snowsport
Instructors Alliance, PO Box 2283, Wakatipu, website
http://www.nzsia.net.
 New Zealand Qualifications Authority 2016
21752
28-Jun-16
2 of 3
SNOWSPORT INSTRUCTION AND
FACILITATION
Understand teaching and learning
styles, and develop own teaching style
for snowsport instruction
4
There are minimum assessor requirements for
assessment against this unit standard. The details of
these requirements are available on the Sfrito website
http://www.sfrito.org.nz/.
Elements and Performance Criteria
element 1
Demonstrate knowledge of different learning styles for snowsport group instruction.
performance criteria
1.1
Different learning styles are described in terms of how people receive and
process information, factors that can impact the ability to learn, and the
implications of different styles for snowsport instruction.
Range:
1.2
learning styles include but are not limited to – visual, auditory,
kinaesthetic;
processing information includes but is not limited to – thinking,
feeling, doing, watching;
factors may include but are not limited to – physical capabilities,
skill levels, anxiety levels, energy levels, emotional needs, student
expectations, past learning experiences.
Own learning style is identified and related to how you receive and process
information in a snowsport context.
element 2
Develop a teaching style for snowsport group instruction.
performance criteria
2.1
Different teaching styles are described and examples given of when and how
they can be applied for effective instruction.
 New Zealand Qualifications Authority 2016
21752
28-Jun-16
3 of 3
SNOWSPORT INSTRUCTION AND
FACILITATION
Understand teaching and learning
styles, and develop own teaching style
for snowsport instruction
Range:
teaching styles include but are not limited to – command, task,
guided discovery, problem solving, reciprocal.
2.2
Own teaching style is developed and applied for a snowsport lesson.
2.3
Own teaching style incorporates a variety of strategies to facilitate interest,
motivation, and learning for the snowsport group.
Range:
strategies may include but are not limited to – group interaction,
individual activities, pairing, task focussed activities.
Comments on this unit standard
Please contact the Sport, Fitness and Recreation Industry Training Organisation
info@sfrito.org.nz if you wish to suggest changes to the content of this unit standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards
or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before
they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for providers wishing to
develop education and training programmes, such as minimum qualifications for tutors and
assessors, and special resource requirements.
This unit standard is covered by AMAP 0050 which can be accessed at
http://www.nzqa.govt.nz/site/framework/search.html.
 New Zealand Qualifications Authority 2016