ASSESSMENT KIT SAMPLE - Eduworks Resources · 2020. 6. 25. · Assessment Task 5: Supervisor report...

ASSESSMENT KIT SAMPLE HLT52015

D IPLOMA OF REMEDIAL MASSAGE

Cluster Outline for Assessment Materials – HLT52015 Cluster outline (ID 68280) Page 1

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CLUSTER OUTLINE FOR ASSESSMENT MATERIALS

HLT52015 Diploma of Remedial Massage

Topic Unit Core/Elective

Massage practice HLTMSG001 Develop massage practice* Core

Safety and hygiene HLTINF004 Manage the control of infection*

HLTWHS004 Manage work health and safety*

Core

Core

First aid HLTAID003 Provide first aid* Core

Client health information HLTAAP003 Analyse and respond to client health information Core

Legislation and ethics CHCLEG003 Manage legal and ethical compliance* Core

Diversity CHCDIV001 Work with diverse people* Core

Massage treatment HLTMSG002 Assess client massage needs*

HLTMSG004 Provide massage treatments*

CHCCOM006 Establish and manage client relationships*

BSBMED303 Maintain patient records*

Core

Core

Core

Imported elective

Remedial massage HLTMSG005 Provide remedial massage treatments

HLTMSG006 Adapt remedial massage practice to meet specific needs

HLTMSG008 Monitor and evaluate remedial massage treatments

HLTMSG003 Perform remedial massage musculoskeletal assessments

Core

Core

Core

Core

Reflexology HLTREF002 Provide reflexology for relaxation* Elective

Aromatherapy HLTARO001 Develop aromatherapy practice* Elective

Professional practice CHCPRP003 Reflect on and improve own professional practice Core

Health professionals CHCPRP005 Engage with health professionals and the health system Core

Physical Health Status HLTAAP002 Confirm Physical Health Status* Imported elective

Business planning BSBSMB404 Undertake small business planning* Elective

* Denotes units that are part of HLT42015 Certificate IV in Massage Therapy

R E M E D I AL M A S S AG E

H L T M SG 00 3 Pe r f o r m re m ed ia l m as s a ge m us c u l os k e le t a l

a s s es s m en t s

H L T M SG 00 5 P r o v i d e r e me d ia l mas s ag e t r e a t m en t s

H L T M SG 00 6 Ad a p t r e me d i a l m as s a ge p r ac t i c e t o me e t

s pec i f i c n ee ds

H L T M SG 00 8 Mo n i t o r an d e va lu a t e r e me d i a l m as s a ge

t r e a t me n t s

Insert RTO logo and contact details

Student first name: ___________________________________________________________________

Student last name: ___________________________________________________________________

SAB REMEDIAL MASSAGE (ID 103212) HLT52015 DIPLOMA OF REMEDIAL MASSAGE

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of:


HLTMSG005 Provide remedial massage treatments


HLTMSG008 Monitor and evaluate remedial massage treatments.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 5 assessment tasks. You are required to complete all tasks to

demonstrate competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all 48 questions to demonstrate

understanding of the units within this cluster.

Assessment Task 2: Portfolio – Remedial

massage musculoskeletal assessments

You are to complete a portfolio that documents remedial

massage musculoskeletal assessments and consultation.

During your clinic hours, you will need to perform massage

client consultation over at least 60 remedial massage

musculoskeletal assessments.

Clients must include a range of males and females across

different stages of lifespan with varied presentations.

Assessment Task 3: Portfolio – Remedial

massage musculoskeletal treatments

You are to complete a portfolio that documents preparation

for and management of at least 60 remedial massage

therapy sessions, which must be completed during your

clinic hours.



Assessment Task 4: Project – monitor and

evaluate remedial massage practice

You are to monitor and evaluate the progress of clients who

you have treated on several occasions. You must complete

the evaluation report, which is divided into 3 sections – client

evaluation, treatment plan and self-development.

Assessment Task 5: Supervisor report You are to give your clinic supervisor the pages from the

back of this Assessment Task Booklet (the Supervisor Report)

to fill out.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for

each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of

the Task Cover Sheet.

Make sure you photocopy your written activities before you submit them – your assessor will put the

documents you submit into your student file. These will not be returned to you.



Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to

your Student Handbook for more information about our appeals process.

Assessment types

Some assessment tasks in this booklet will need to be undertaken in the classroom or as homework, while

others will need to be completed in a clinic environment. Before students commence an assessment, they

should check the icon to see where they will need to complete the task.

This icon means you will do this task in the classroom or as homework.

This icon means you will do this task in a clinic environment.

Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all

tasks to demonstrate competency in this unit.

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements Due date

1. Written questions

2. Clinic portfolio – Remedial massage musculoskeletal assessments

3. Clinic portfolio – Remedial massage musculoskeletal treatments

4. Project

5. Supervisor report


© 2016 Eduworks Resources, a division of RTO Advice Group Pty Ltd

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:

Date of birth: Student ID:

Unit:





Student to complete Assessor to complete

Assessment Task

Resubmission?

Y/N

Student

initials

Sufficient/

insufficient Date

Written questions

STUDENT DECLARATION

I ________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: _________________________________________________________________________________

Student name: ____________________________________________________________________________________

Date: _____________________________________________________________________________________________



ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Assessor signature: ________________________________________________________________________________

Assessor name: ___________________________________________________________________________________

Date: _____________________________________________________________________________________________



ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:

This is an open book test – you can use the Internet, textbooks and other documents

to help you with your answers if required.

You must answer all 48 questions correctly.

Write your answers in the space provided.

If you need more space, you can use extra paper. All extra pieces of paper must

include your name and the question number/s you are answering.

You may like to use a computer to type your answers. Your assessor will tell you if

you can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

WHEN DO I DO THIS TASK?

You will do this task in the classroom or as homework – your assessor will advise.

Write in the due date as advised by your assessor:

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will

need to do one of the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Instructions to students:

QUESTION 1

For each of the following scenarios, provide the type of legal/ethical consideration or breach.

Amy is new to the clinic and learning some procedures with Mia at the reception desk. During the training session, Mia shows Amy how to serve clients coming into the clinic for their appointments and other general queries. Each time a customer leaves Mia makes inappropriate and disrespectful remarks about them to Amy. Amy also notices Mia ignores ringing phones and does not respond to email queries.

Legal/ethical consideration or breach?



Sonny tells his therapist that he is happy to proceed with the procedure even though he has been fully advised of the potential risks on his health.


Christian has noticed bruises and marks on Jane’s upper body including her arm and shoulders. She has also started limping around the clinic. When asked repeatedly what happened, Jane became emotionally upset and was quick to brush him away. Christian knows she has an aggressive partner.


Mike, Jasmine’s treating therapist asks to treat her outside of normal work hours, offering to provide her with free sessions. He has also started messaging her on her personal mobile at inappropriate times of the day.


Michelle walks into the clinic overhearing some staff members discussing personal details and circumstances of one of her regular clients in front of other waiting patients. Some of the patients are familiar with the client and can overhear personal details shared in the conversation.




QUESTION 14

Select 3 contraindications listed and provide an example of how you would approach this during a client

treatment.

1.

2.

3.

QUESTION 15

Correctly identify the palpable bony landmarks on the following image.

A.

B.

C.

D.

E.

F.

G.

H.

I.



ASSESSMENT TASK 2: CLINIC PORTFOLIO – REMEDIAL MASSAGE MUSCULOSKELETAL

ASSESSMENTS

TASK SUMMARY:

You are to complete a portfolio that documents remedial massage musculoskeletal

assessments and consultation. This will be done during your clinic hours.

Clients must include a range of males and females across different stages of lifespan

with varied presentations.


Access to clinic guidelines, policies and procedures

Clinic Workbook

Remedial Massage Musculoskeletal Assessment Form (refer to the Clinic Workbook).

Access to a private consultation area

Health assessment/client consultation forms

Adjustable height massage table

Towels/sheets for draping

Oils/balms

Hot/cold packs

Bolsters.


You will do this in the clinic under supervision..

Write in the due date as advised by your assessor: ___________________________________


If your assessor sees that your portfolio indicates that you have not completed the total amount of sessions or

worked with the right client groups, they will give you some feedback and you will need to do more clinic

hours to meet the requirements of the task.

INSTRUCTIONS:

Before commencing this portfolio assessment, read carefully through both Assessment Task 2 and

Assessment Task 3 so you are fully aware of the portfolio requirements for both conducting assessments

(Assessment Task 2) and providing remedial massage treatment sessions (Assessment Task 3).

Make sure you have your Clinic Workbook with you. Go to the section titled ‘Remedial Massage Cluster’ and

locate the part for Assessment Task 2. This is where you will find a copy of the documents for this task.

Your portfolio must provide evidence of the preparation and management of at least 60 remedial massage


Your clients will need to be both males and females of different ages and stages of life with varied

presentations.

There must be at least three people from each of the following groups:

Adult females

Adult males

Elders over 65.




TREATMENTS

TASK SUMMARY:

You are to complete a portfolio that documents preparation for and management of at

least 60 remedial massage musculoskeletal treatment sessions. This will be done during

your clinic hours.





Clinic Workbook

Remedial Massage Treatment Form (refer to the Clinic Workbook)





Oils/balms

Hot/cold packs

Bolsters


You will do this in the clinic under supervision.



If your assessor sees that your portfolio is incorrect or incomplete, they will give you some feedback and you

will need to provide the specific evidence again.

INSTRUCTIONS:

Note: Before commencing this portfolio assessment, read carefully through Assessment Task 2 and this task

so you are fully aware of the portfolio requirements for both conducting assessments (Assessment Task 2)

and providing remedial massage treatment sessions (Assessment Task 3).

Your portfolio must provide evidence of the preparation and management of at least 60 remedial massage

musculoskeletal treatment sessions.

Make sure you have your Clinic Workbook with you. Go to the section titled ‘Remedial Massage Cluster’ and locate the part for Assessment Task 3. This is where you will find all the documents for this task.

Clients need to be both males and females of different ages and stages of life with varied presentations.

There must be at least three people from each of the following groups:

Adult females

Adult males

Elders over 65.



ASSESSMENT TASK 4: PROJECT – MONITOR AND EVALUATE REMEDIAL MASSAGE

PRACTICE

TASK SUMMARY:

You are to monitor and evaluate the progress of clients who you have treated on several

occasions. You must complete the evaluation report, which is divided into 3 sections –

client evaluation, treatment plan and self-development.


Access to a computer (if student prefer type out your answers)

Access to the internet (for conducting online research)

Client information – case history, treatment plan

Evaluation report template (provided).


You will do this task during class time or as homework – your assessor will advise

Write in the due date as advised by your assessor: ___________________________________________


If your assessor sees that you have completed any part of this task incorrectly, they will give you some

feedback and you will need to do that part of the task again.

INSTRUCTIONS:

Complete the following Remedial Massage Evaluation forms for each of your five clients.

Each client must have had a least three remedial massage treatment sessions.

What do I need to hand in for this task? Have I completed this?

Completed evaluation reports for five clients



ASSESSMENT TASK 5: SUPERVISOR REPORT

TASK SUMMARY:

You are to give your clinic supervisor a copy of the Supervisor Report that is attached to

this booklet.


Put your name on the Supervisor Report (see the Supervisor Report document)

Give a copy of the Supervisor Report to your clinic supervisor.


You will need to give the report to your supervisor – they will confirm your performance during your clinic

hours.



If your supervisor identifies that you did not complete any of the requirements/tasks in the report, your

assessor will ask you to redo those specific requirements/tasks again.

INSTRUCTIONS:

Put your name on the Supervisor Report

Give a copy of the report to your clinic supervisor.

What do I need to hand in for this task? Have I completed this?

The completed Supervisor Report



SUPERVISOR REPORT – MASSAGE TREATMENT CLUSTER

Student’s name: Date of report:

Supervisor name:

Clinic name: Contact number/s:

When have you worked in a supervisory capacity to the student (insert dates from and to)?

Do you understand the expectations and requirements of your role based on the above information? YES NO

Please fill in the following report.

Area/skills to be confirmed

Yes

()

No

()

Not able to

confirm ()

Provide examples or comments on student’s skills and performance in this area

Clearly articulates information about services, treatment options and

rationale

Engages clients in decision making and promotes independence and

client responsibility

Works with honesty and integrity

Complies with legal and ethical requirements and works in line with

organisational policies and procedures



a s s es s m en t s





t r e a t me n t s


MG REMEDIAL MASSAGE (ID 99329) HLT52015 DIPLOMA OF REMEDIAL MASSAGE


ASSESSMENT INFORMATION

About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this cluster.

This document outlines the instructions provided to the student for each task and accompanying sample/

benchmark answers and any relevant instructions for the assessor.

Assessment tasks

This cluster is assessed in the following ways:

Assessment Task Overview

Assessment Task 1: Written questions Students must correctly answer all 48 questions to demonstrate

their conceptual understanding of the units within this cluster .

Assessment Task 2: Clinic portfolio –

Remedial massage musculoskeletal

assessments

Students are to complete a portfolio that documents remedial

massage musculoskeletal assessments and consultation.

During their 200 hours of clinic work, students will need to

massage client consultation over at least 60 remedial massage




Assessment Task 3: Clinic portfolio –

Remedial massage musculoskeletal

treatments

Students are to complete a portfolio that documents

preparation for and management of at least 60 remedial

massage therapy sessions, which must be completed during

their 200 hours of clinic work.



Assessment Task 4: Project – monitor

and evaluate remedial massage

practice

This task requires the student to monitor and evaluate the

progress of clients who they have treated on several occasions.

The student must complete the evaluation report which is

divided into 3 sections – client evaluation, treatment plan and

self-development.

Assessment Task 5: Supervisor report Students are to ask their clinic supervisor to complete the

Supervisor Report.

Assessment plan

The Student Assessment Booklet includes an assessment plan that students are required to read and sign.

Get this signed plan before students begin the assessment tasks for this unit. Students can use this plan to

declare whether they need any support or adjustments.

Assessment documents

We have developed a range of comprehensive assessment documents for assessment of this unit.

Assessors will need the following documents:

Assessment Record Tool – to be used by the assessor to record the decision-making process.

This Marking Guide, which includes:

– a guide to assessors on the process of assessment

– benchmark responses to each assessment task

– mapping of assessment tasks to unit of competency requirements (see the end of this booklet).



DEFINITIONS

Assessment

Assessment is ‘the process of collecting evidence and making judgements on whether competency has been

achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in

a training package or VET accredited course.’1

Dimensions of competency

To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions

of competency ensure the person being assessed has the skills to perform competently in variety of different

circumstances. To be competent, a person must demonstrate the following:

Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and

practical skills and these are usually described in the performance criteria.

Task Management Skills: These are skills in organising and coordinating, which are needed to be able to

work competently while managing a number of tasks or activities within a job.

Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,

changes in routine and breakdowns while also performing competently.

Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,

location and with others. These skills may be described in the range of variables and underpinning skills

and knowledge.

Transfer Skills: The ability to transfer skills and knowledge to new situations and contexts.

Principles of assessment and rules of evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment.

PRINCIPLES OF ASSESSMENT

Validity:

Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ section at the end of this guide for more information.

Assessment tasks are varied and are required to be completed over a period of time and, where required,

on a number of occasions. Practical observations provide opportunities for students to demonstrate both

knowledge and skills.

Reliability:

This marking guide provides benchmark answers for each assessment task to ensure accuracy and

consistency in the assessment decision-making process.

Flexibility:

A range of assessment methods are provided that are relevant to the unit’s context. Fairness:

Students are required to sign an agreement in their Student Assessment Booklet and state if they have any

special needs or considerations that may affect their ability to complete the assessments. Any reasonable

adjustments that are required to be made to these assessments must be noted in the Assessment Record

Tool for this unit, in the checklist for the relevant task.

Students are provided with information about the appeals process in their Student Assessment Booklet

and in their Student Handbook.

1 From the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015



ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:

This is an open book test.

Students need to answer all 48 questions correctly.

Students must answer the questions by writing in the space provided.

If students need more space, they can use extra paper. All additional sheets of paper

must include their name and the question number/s they are answering.

Students may prefer to use their computer to type their answers. Advise students if

they can email their answers as a Word file, or if they must print and submit hard

copies.

WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

Access to textbooks and other learning materials

Access to a computer and the Internet (if students prefer to type their responses).

WHEN AND WHERE DO STUDENTS NEED TO DO THIS?

Students will do this task in the classroom or as homework – advise the students as to which is required.

Provide students with the due date for this assessment so they can write it in their Student Assessment

Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT?

Their answers to each question.

Note to the assessor:

Students must answer all questions correctly. If you identify that students have answered any questions in this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should

only redo questions that are incorrect; however, they will need to resubmit the entire assessment.

Students can be given the opportunity to answer questions verbally if appropriate.

Discuss timeframes for resubmission with the student when you tell them the outcome for this task.


QUESTION 1

For each of the following scenarios, provide the type of legal/ethical consideration or breach.

Amy is new to the workplace and learning some procedures with Mia at the reception desk. During the training session, Mia shows Amy how to serve clients coming into the clinic for their appointments and other general queries. Each time a customer leaves Mia makes inappropriate and disrespectful remarks about them to Amy. Amy also notices Mia ignores ringing phones and does not respond to

email queries.


Codes of conduct/professional manner and conduct



Sonny tells his therapist that he is happy to proceed with the procedure even though he has been fully

advised of the potential risks on his health.


Informed Consent

Christian has noticed bruises and marks on Jane’s upper body including her arm and shoulders. She has also started limping around the clinic. When asked repeatedly what happened, Jane became emotionally upset and was quick to brush him away. Christian knows she has an aggressive partner.


Mandatory reporting

Mike, Jasmine’s treating therapist asks to treat her outside of normal work hours, offering to provide her with free sessions. He has also started messaging her on her personal mobile at inappropriate times of the day.


Practitioner/client boundaries

Michelle walks into the clinic overhearing some staff members discussing personal details and circumstances of one of her regular clients in front of other waiting patients. Some of the patients are familiar with the client and can overhear personal details shared in the conversation.


Privacy/confidentiality and disclosure

Harry the daily office cleaner is completing his rounds. On a number of occasions, he has identified client history notes and medical information scattered openly around the clinic. He does not know whether there is a correct process for filing away records correctly so he leaves them where he sees them.


Records management

Casey has been seeing her massage therapist on a regular basis, and over the last few sessions she has opened up about her personal life more, in particular her emotional state which she feels is declining. She tells her therapist she thinks she is depressed and is considering taking her own life. Her therapist is not professionally trained in the area of mental health, however she considers herself a good listener and feels she could give Casey some positive advice that she should take.


Work role boundaries (working beyond the scope of practice)

Steven asks his therapist about a new range of herbal supplements recommended by one of his close friends. His therapist Pam knows Steven is currently taking a number of medications as a part of his pain management program. She advises Steven to discuss these supplements and potential effects

with his treating GP as she does not feel that she has the authority to advise him.


Work role boundaries (when referring to medical practitioner)

Luke brings his 8 year old son Ollie into the clinic for the week. A close colleague Kim notices that Ollie is helping Luke with some odd tasks around the office. Some of the jobs involve Ollie handling clinical equipment and industrial cleaning materials. Kim does not feel this is suitable for Ollie.



QUESTION 14

Select 3 contraindications listed and provide an example of how you would approach this during a client

treatment.

Students answers will vary here, depending on the list of contraindications provided. Students should be able to provide the way treatment should be delivered according to the contraindication.

Vascular disorders – Treatment should be approached with caution, effective communication, and identification of risk factors and provision of advice to help educate the client on self-care management. Massage would involve short intervals and using gentle techniques – a combination of effleurage and petrissage, energy work/reiki techniques.

Neurological dysfunction – Check client blood pressure and pulse including a comparison and assessment of muscle strength, reflexes and sensations of right versus left side. Massage can be performed on specific areas and the client would be encouraged to perform self-strengthening and stimulating exercises.

Medications – Certain physiological and psychological responses may be affected by medications. If a client is taking medications, you should always provide additional support when attempting to physically manoeuvre the client. It is important to ensure that their cognitive senses are functioning at an adequate level when leaving the clinic.

QUESTION 15

Correctly identify the palpable bony landmarks on the following image.

Students must correctly identify each bony landmark corresponding to the image:

A. Medial epicondyle of the femur

B. Patella

C. Lateral epicondyle of the femur

D. Tibial tuberosity

E. Head of the fibula

F. Anterior crest of the tibia

G. Medial surface of the tibia

H. Medial malleolus of the tibia

I. Lateral malleolus of the fibula




TREATMENTS

TASK SUMMARY:

Students are to complete a portfolio that documents remedial massage musculoskeletal

assessments and consultation. This will be done during their clinic hours.





Clinic Workbook

Remedial Massage Musculoskeletal Assessment Forms (refer to the Clinic Workbook).





Oils/balms

Hot/cold packs

Bolsters.


Students will do this in the clinic under supervision.


Booklet.


Completed portfolio documenting 60 sessions of remedial massage musculoskeletal assessment.


This cluster requires clinic supervision of the student by a person who meets the assessor requirements outlined below.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Assessors must also:

Have current clinical experience working as a massage therapist providing services to the general public

Hold practising membership of an Australian professional body that represents massage therapists

Fulfil the continuing professional development requirements of the professional body to which they belong.


Students must complete all parts of this task completely If you identify that students have not correctly completed any part of this task they will need to be given feedback and an appropriate time in which to do tasks again.




TREATMENTS

TASK SUMMARY:

Students are to complete a portfolio that documents preparation for and management of

at least 60 remedial massage musculoskeletal treatment sessions. This will be done

during their clinic hours.





Clinic Workbook

Remedial Massage Musculoskeletal Treatment Form (refer to the Clinic Workbook).





Oils/balms

Hot/cold packs

Bolsters.


Students will do this in the clinic under supervision.


Booklet.


Completed portfolio documenting 60 sessions of remedial massage musculoskeletal treatment.


This cluster requires clinic supervision of the student by a person who meets the assessor requirements outlined below.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Assessors must also:

Have current clinical experience working as a massage therapist providing services to the general public

Hold practising membership of an Australian professional body that represents massage therapists

Fulfil the continuing professional development requirements of the professional body to which they belong.


Students must complete all parts of this task completely If you identify that students have not correctly completed any part of this task they will need to be given feedback and an appropriate time in which to do tasks again.



ASSESSMENT TASK 4: PROJECT – MONITOR AND EVALUATE REMEDIAL MASSAGE

PRACTICE

TASK SUMMARY

This task requires students to monitor and evaluate treatments they have provided to at least

five different clients who have received at least three treatment sessions.

Students will need to assess client progress and make adjustments to existing treatment

plans based on client evaluation.

Students will also be required to review their own level of practice, identifying areas for

improvement and development opportunities.


Access to a computer (if student prefer type out your answers)

Access to the internet (for conducting online research)

Client information – case history, treatment plan

Evaluation report template (provided).


You will need to do this task during class time or as homework – your assessor will advise


Completed evaluation report for five clients.


Students must complete all parts of this task completely If you identify that students have not correctly completed any part of this task they will need to be given feedback and an appropriate time in which to correct or complete their portfolio tasks.

Instructions to the student:

Complete the following Remedial Massage Evaluation forms for each of your five clients.

Each client must have had a least three remedial massage treatment sessions.



ASSESSMENT TASK 5: SUPERVISOR REPORT

TASK SUMMARY:

Students are to put their name on the Supervisor Report (see the Supervisor Report

document provided in the Student Assessment Booklet). They then need to give a copy

of the Supervisor Report to their clinic supervisor.


Access to their clinic

Access to their clinic supervisor or other relevant third party person.

WHEN AND WHERE DO STUDENTS NEED TO DO THIS ASSESSMENT?

Students will do this task in their clinic under the supervision of their supervisor (or other approved third

party person).


Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT FOR THIS ASSESSMENT?

The Supervisor Report completed by their clinic supervisor.


Put your name on the Supervisor Report

Give a copy of the report to your clinic supervisor.

Review the supervisor’s report and any comments made therein.

Refer to the Assessment Record Tool and record the outcomes of this task. Extra columns are provided if the first attempt is not successful.



UNIT MAPPING – HLTMSG003 Perform remedial massage musculoskeletal assessments

Application This unit describes the skills and knowledge required to assess the needs of clients presenting with soft tissue dysfunction, musculoskeletal imbalance or

restrictions in range of motion (ROM). It requires the ability to gather client information, conduct specific tests and bring information together to develop a remedial

massage treatment plan. There is a strong focus on functional anatomy.

This unit applies to remedial massage therapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of

practice.

Licensing requirements N/A

Prerequisites N/A

Element Performance criteria

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

1. Determine scope of

client needs

1.1 Explore and clarify client expectations

1.2 Provide clear information about scope and limits of services

to be provided

1.3 Collect an accurate, relevant and organised health record,

and document in a form which can be interpreted readily

by other professionals

1.4 Recognise needs that are beyond scope of own practice

and make referrals to other health care professionals as

required

B

1.5 Identify and respond to any barriers to information

gathering and assessment

C

1.6 Seek client information respectfully and sensitively, using

purposeful, systematic and diplomatic questions

1.7 Manage information in a confidential and secure way

2. Make a physical

assessment

2.1 Provide information about the physical assessment process

and obtain client consent to proceed

2.2 Follow clinical and practitioner hygiene procedures

2.3 Respect client dignity and anticipate sensitivities




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

2.4 Seek client feedback on comfort levels

2.5 Assess client through palpation, observation and ROM

testing

B

2.6 Identify variations from normal posture or structural function

in relation to presenting symptoms

2.7 Analyse static and dynamic variables of posture through

use of functional and special testing indicated by

presenting condition

2.8 Use ongoing questioning with client to gain further

information as required

2.9 Accurately document information from the physical

assessment

3. Develop treatment

plan

3.1 Correlate results of physical assessment with case history A, B

3.2 Consider available medical information and incorporate into

analysis within scope of own practice

A, B

3.3 Identify condition according to stage and related

implications

A, B

3.4 Identify and respond to indications or contraindications for

remedial massage

A, B

3.5 Determine optimum type, duration and frequency of

treatments

A, B

3.6 Use professional judgement to draw substantiated

conclusions about treatment needs

A, B

3.7 Establish expected treatment outcomes based on the

remedial massage framework and evidence

A, B

3.8 Accurately document proposed treatment plan A, B

4.1 Discuss assessment, its implications and rationale for

treatment with the client




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

4. Confirm assessment

and treatment plan

with client

4.2 Assign and agree treatment priorities and expectations in

consultation with the client

B

4.3 Schedule times and session lengths suited to the required

techniques and sequences

B

4.4 Respond to client enquiries using language the client

understands

C

4.5 Discuss referral and collaborative options with the client as

required

B, C

Foundation skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Performance Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job

role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of

at least 200 hours of massage client consultation work

prepared for and managed at least 60 remedial massage musculoskeletal assessments -

clients must include males and females from different stages of life with varied

presentations

used remedial massage assessment techniques appropriately, including:

discussion

muscle strength and length tests

observation, including variations of posture



Performance Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

orthopaedic tests

palpation of prominent bones/structure and phasic and postural muscles

ROM tests

temperature

interacted effectively with clients:

clearly articulated information about services, treatment options and rationale C

engaged clients in decision making C

Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage

contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for client assessment:

codes of conduct 1

duty of care 1

informed consent 1

mandatory reporting 1

practitioner/client boundaries 1

privacy, confidentiality and disclosure 1

records management 1

work role boundaries: 1

working within scope of practice 1

presenting symptoms that require referral to a medical practitioner 1



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

work health and safety 1

referral options for practitioners:

professional health services including complementary health modalities 2 B

community resources and support services 2 B

types and availability of further medical testing 2 B

factors and barriers that may impact on assessment, including:

physical 3 B, C

psychological 3 B, C

cultural 3 B, C

factors that affect individual health status, including:

age 43 B, C

gender 43 B, C

constitution 43 B, C

lifestyle 43 B, C

diet 43 B, C

personal and medical history 43 B, C

values and attitudes 43 B, C

balance of rest and activity 43 B, C

physical environment 43 B, C

social environment 43 B, C

client information required for remedial massage assessment and the scope and depth of

information needed around:

client expectations A, C



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

client history and its components A

client current state of health A, B

signs and symptoms

onset A, B

duration A, B

location A, B

quality and severity A, B

non-verbal A, B

protocols for performing physical massage assessments:

environment 24

equipment 24

client privacy 24

client instructions 24

remedial massage diagnostic techniques, how and when they are used:

discussion A, B

muscle strength and length tests A, B

observation, including variations of posture A, B

orthopaedic tests A, B

palpation of prominent bones/structure and phasic and postural muscles A, B

ROM tests A, B

temperature A, B

contraindications to treatment and possible indications for referral:

weak bone/joint instability 13, 47 A, B



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

neurological dysfunction 13, 47 A, B

vascular disorders 13, 47 A, B

lack of working diagnosis 13, 47 A, B

pain of excessive nature or abnormal responses to treatment 13, 47 A, B

patient non-compliance 13, 47 A, B

anatomy:

body systems relevant to massage assessment

muscular physiology Q4 A, B

nervous system, including myotomes, peripheral nerves, nerve impingements

(both root and peripheral)

4–4 A, B

integumentary 8 A, B

skeletal 8 A, B

muscles – major muscle actions including individual actions, planes and synergistic

groups:

temporalis 39–44

masseter 39–44

frontalis 39–44

pterygoids 39–44

longus colli 39–44

digastric 39–44

rectus capitis posterior 39–44

obliquus capitis superior 39–44

obliquus capitis inferior 39–44

splenius capitis 39–44



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

splenius cervicis 39–44

semi-spinalis capitis 39–44

scalenes 39–44

sternocleidomastoid 39–44

trapezius 39–44

levator scapulae 39–44

latissimus dorsi 39–44

supraspinatus 39–44

infraspinatus 39–44

teres major 39–44

teres minor 39–44

subscapularis 39–44

rhomboids 39–44

pectoralis major 39–44

pectoralis minor 39–44

serratus anterior 39–44

intercostals 39–44

serratus posterior superior 39–44

rectus abdominis 39–44

quadratus lumborum 39–44

psoas 39–44

transverse abdominis 39–44

internal/external obliques 39–44



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

erector spinae 39–44

semispinalis 39–44

multifidus 39–44

rotatores 39–44

gluteus maximus 39–44

gluteus medius 39–44

gluteus minimus 39–44

piriformis 39–44

gemellus superior/inferior 39–44

obturator internus and externus 39–44

quadratus femoris 39–44

quadriceps 39–44

sartorius 39–44

gracillis 39–44

pectineus 39–44

tibialis anterior 39–44

tibialis posterior 39–44

peroneals 39–44

flexor digitorum longus 39–44

flexor hallucis longus 39–44

hamstrings 39–44

adductor magnus 39–44

adductor longus 39–44



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

popliteus 39–44

gastrocnemius 39–44

soleus 39–44

extensor digitorum longus 39–44

deltoid 39–44

biceps brachii 39–44

triceps brachii 39–44

flexor carpi radialus 39–44

flexor carpi ulnaris 39–44

palmaris longus 39–44

pronator teres 39–44

brachioradialis 39–44

brachialis 39–44

extensor carpi radialis 39–44

supinator 39–44

anconeus 39–44

coracobrachialis 39–44

thenar muscle 39–44

skeleton:

bones of the body 9, 17

major bony landmarks 11, 14

surface anatomy and palpable bony landmarks 10

bone growth and remodelling 12



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

bony landmarks pertaining to muscles 11, 14

joints:

joint classifications – fibrous, cartilaginous, synovial (glide, plane, ball/socket,

saddle, hinge, condyloid, pivot)

15

joint actions 15 A, B

detailed joint anatomy for each major joint (shoulder, hip, sacroiliac, knee,

ankle/foot, wrist, elbow, acromioclavicular, sternoclavicular, costal, spine,

atlanto-occipital, temporomandibular)

17, 26–34 A, B

accessory/secondary/coupled motions of joints 36, 38 A, B

capsular restrictions and patterns 35 A, B

physiology:

soft tissue: 19

muscle contraction 20, 37 A, B

muscle physiology (reflexes, chemistry, proprioceptors) 21

tendons and ligaments 18 A, B

fascia 19

hard tissue:

bone growth and development 22

abnormal bone growth 23 A, B

conditions commonly seen by massage therapists, including:

neck, back pain and headache 25 A, B

muscle, connective tissue and joint pain 25 A, B

arthritis 25 A, B

repetitive strain injuries and occupational overuse syndromes 25 A, B



Knowledge Evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

postural problems 25 A, B

sports and activity related conditions 25 A, B

stress, anxiety and other mood related problems 25 A, B

treatment planning techniques and considerations B

Assessment Conditions

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

Skills must have been demonstrated in the workplace or in a clinical environment that reflects

workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

health assessment/client consultation forms

private consultation area

adjustable height massage table

towels/sheets for draping

oils/balms

hot/cold packs

bolsters

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at

least 150 of the 200 hours of client consultation work

RTO to ensure Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF

mandatory competency requirements for assessors. In addition, assessors must:

have current clinical experience working as a massage therapist providing services to the

general public



Assessment Conditions

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

hold practising membership of an Australian professional body that represents massage

therapists

fulfil the continuing professional development requirements of the professional body to

which they belong



UNIT MAPPING – HLTMSG005 Provide remedial massage treatments

Application This unit describes the skills and knowledge required to prepare for and provide remedial massage treatments based on the outcomes of an existing health

assessment and treatment plan.

This unit applies to remedial massage therapists working with clients presenting with soft tissue dysfunction, musculoskeletal imbalance or restrictions in range of

motion (ROM).


practice.


Prerequisites N/A

Elements Performance Criteria

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

1. Prepare client for

treatment

1.2 Interpret treatment plan and clearly outline how the treatment will be

provided and managed

1.3 Explain factors which may interfere with the effectiveness of the treatment

1.4 Inform the client of possible physical or emotional reactions during and

following a session and the appropriate course of action to take

1.5 Follow established protocols to physically prepare the client for treatment

1.6 Confirm client consent for treatment

2. Use remedial

massage techniques

and sequences

2.1 Determine treatment sequence, location and degree of pressure according

to assessment indications

2.2 Use the condition and response of the client as a continual feedback to the

initial assessment

2.3 Position client to optimise their comfort and support while allowing for

optimum application of techniques

2.4 Maintain client dignity through use of draping

2.5 Maintain therapist postures that ensure a controlled distribution of body

weight




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

2.6 Maintain client-focused attention throughout the treatment session

2.7 Recognise reactions to treatment and respond promptly

3. Provide advice and

resources to the client

3.1 Educate client in relevant and practical techniques that support the

treatment plan

3.2 Answer client queries with clarity, using language the client understands

3.3 Use honesty and integrity when explaining treatment plans, schedules and

recommendations to the client

3.4 Promote client independence and responsibility in treatment

3.5 Discuss and agree on evaluation strategies

3.6 Accurately document treatment provided and details of client

communications

Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5



legal and ethical considerations (national and state/territory) for client assessment:

codes of conduct 1

duty of care 1

informed consent 1








Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5




remedial massage techniques and how to apply them:

friction techniques 46 B

compressive techniques 46 B

passive joint movement techniques 46 B

passive soft tissue movement 46 B

deep tissue massage 46 B

muscle energy techniques 46 B

myofascial techniques (without skin penetration) 46 B

trigger point therapy (without skin penetration) 46 B

lymphatic drainage 46 B

temperature therapy 46 B

topical applications 46 B

PNF 46 B

stretching techniques 46 B

mobilisation and movement at major joints (without adjustments or high velocity manipulations) 46 B

endangerment sites - where they are and how to use palpatory skills in these areas according to scope

of practice, including:

anterior triangle of the neck 42

posterior triangle of the neck 42

femoral triangle 42



Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

cubital fossa 42

axillary area 42

medial epicondyle 42

lateral epicondyle 42

sternal notch and anterior throat 42

umbilicus 42

twelfth rib dorsal body 42

sciatic notch 42

inguinal triangle 42

popliteal fossa 42

potential reactions during treatment and how to respond:

discomfort A

emotional reactions A

feedback - verbal, tactile, visual A

muscle spasms A

body temperature discomfort A

deep relaxation A

potential reactions following treatment and appropriate client advice to provide A

types of advice and resources that can be provided to clients for their use outside the clinical

environment

documentation requirements for recording treatment details A



Performance evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5



performed the activities outlined in the performance criteria of this unit during a period of at least 200

hours of massage client consultation work

prepared for and managed at least 60 remedial massage treatment sessions - clients must include

males and females from different stages of life with varied presentations, that cumulatively must include

at least 3 presentations of each of the following:

sciatica 25 A

arthritis 25 A

headache 25 A

plantar fasciiti 25 A

shoulder impingement 25 A

TMJ dysfunction 25 A

repetitive strain injuries 25 A

medial and lateral epicondylitis 25 A

carpal tunnel syndrome 25 A

postural imbalances 25 A

applied techniques in each of the following positions during client consultation sessions according to

client needs:

prone

supine

seated

side-lying recumbent

used all of the following techniques appropriately:

frictions 46




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

passive joint movement 46

passive soft tissue movement 46

deep tissue massage 46

muscle energy 46

neuromuscular 46

press and release 46

myofascial (without skin penetration) 46

trigger point therapy (without skin penetration) 46

lymphatic drainage 46

temperature therapy 46

proprioceptive neuromuscular facilitation (PNF) 46

stretching 46

mobilisation and movement at major joints (without adjustments or high velocity manipulations) 46

Assessment conditions

Assessment Tasks

AT1 AT2 AT3 AT4 AT5

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects



client information – case history, treatment plan

A, B







Assessment Tasks

AT1 AT2 AT3 AT4 AT5

oils/balms

hot/cold packs

bolsters


clinic supervision by a person who meets the assessor requirements outlined below for at least 150 of

the 200 hours of client consultation work

RTO to ensure

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory

competency requirements for assessors. In addition, assessors must:

have current clinical experience working as a remedial massage therapist providing services to the

general public

hold practising membership of an Australian professional body that represents remedial massage

therapists

fulfil the continuing professional development requirements of the professional body to which they

belong



UNIT MAPPING – HLTMSG006 Adapt remedial massage practice to meet specific needs

Application This unit describes the skills and knowledge required to adapt remedial massage assessment and treatment strategies to meet the needs of clients of different

genders and at different stages of life. It also includes the requirement to be able to identify and respond to other specific needs with which the practitioner may be

unfamiliar.



practice.


Prerequisites N/A


Assessment Tasks

AT1 AT2 AT3 AT4 AT5

1. Adapt assessment

and treatment

strategies to stages of

life

1.1 Anticipate and take account of client sensitivities to ensure client dignity is

maintained

1.2 Tailor approaches that take account of different cognitive abilities of clients

at different stages of life

1.3 Adjust physical processes to take account of client capabilities and

physical body features

1.4 Recognise norms and deviations associated with age and gender

1.5 Obtain consents from others when appropriate

2. Respond to unfamiliar

presentations

2.1 Recognise situations where presenting cases or aspects of presenting

cases fall outside current knowledge base or expertise

2.2 Refer client to other practitioners when case is not appropriate to own

scope of practice

A, B

2.3 Identify, access and interpret sources of additional information and advice

when appropriate to continue with the case

A

2.4 Enhance own capacity to deal with the case by conducting case specific

research

A

2.5 Integrate findings into client treatment plans and record details A, B




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

3. Extend and expand

own knowledge base

3.1 Pro-actively identify and respond to professional development

opportunities C

3.2 Develop and adjust work practices as part of ongoing practice

development B, C

Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5



legal and ethical considerations (national and state/territory) for working with specific groups:

children in the workplace 1

codes of conduct 1

discrimination: 1

age 1

disability 1

racial 1

sex 1

duty of care 1

informed consent 1








Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT5




treatment management factors that must be considered for clients of different genders and at

different stages of life:

case taking A, B

variations in approach to physical examination

home recommendations A, B

major developmental milestones for different stages of life 16

features of common health conditions that affect the following groups and how those conditions are

assessed and treated in the remedial massage framework:

children 45

A, B

adolescents 45 A, B

adult females at different stages of life 45 A, B

adult males at different stages of life 45 A, B

factors for consideration when providing any form of palliative care 45 A, B

professional responsibilities when presenting cases fall outside of practitioner’s current scope, including:

when referral is appropriate or required A, B

information and advice sources

case research techniques A, B




Assessment Tasks

AT1 AT2 AT3 AT4



performed the activities outlined in the performance criteria of this unit during a period of at least 200

hours of massage client consultation work

managed at least 60 remedial massage assessment and treatment sessions - clients must include males

and females from different stages of life with varied presentations

managed the complete remedial massage assessment and treatment process for at least 3 people from

each of the following groups:

adult females A, B

adult males A, B

elders (over 65) A, B

effectively adapted communication, assessment and treatment strategies to meet client needs A, B

conducted case specific research for at least 3 cases, where key aspects of the condition are not known to

the candidate A, B


Assessment Tasks

AT1 AT2 AT3 AT4 AT5

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:


client information – health assessment consultation forms, case history, treatment plan




oils/balms




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

hot/cold packs

supports

modelling of industry operating conditions, including:

provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at least 150 of the

200 hours of client consultation work



RTO to ensure


general public


therapists

fulfil the continuing professional development requirements of the professional body to which they belong



UNIT MAPPING – HLTMSG008 Monitor and evaluate remedial massage treatments

Application This unit describes the skills and knowledge required to monitor and evaluate remedial massage treatments, both from an individual client and whole of practice

perspective.



practice.


Prerequisites N/A


Assessment Tasks

AT1 AT2 AT3 AT4 AT5

1. Evaluate client

progress

1.1 Seek client feedback about treatment impacts and compliance with the

treatment plan

A, B

1.2 Make own observations and assessment of client changes based on

massage framework

A, B

1.3 Evaluate treatment impacts in relation to client’s physical, mental, spiritual and emotional wellbeing

A, B

1.4 Compare changes and improvements with expectations in the treatment

plan, existing research and evidence from own practice

A, B

1.5 Seek additional information from clients when progress suggests this is

needed

A, B

1.6 Accurately document progress in client treatment plan A, B

2. Adjust treatment based

on evaluation

2.1 Determine the need for adjustment to treatment plan based on evaluation

of client progress

All

2.2 Identify and respond to factors that may be inhibiting client progress

2.3 Adjust treatment plans based on outcomes and sources of research or

evidence that support massage practice

2.4 Accurately document any adjustments to treatment plans

3.1 Review progress of clients in context of own individual practice




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

3. Develop practice from

client evaluation

3.2 Identify areas of own practice for further research or development to

support client outcomes C

3.3 Pro-actively seek and respond to professional development opportunities C

Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT4



legal and ethical considerations (national and state/territory) for monitoring and evaluation:

children in the workplace 1

codes of conduct 1

duty of care 1

informed consent 1


practitioner / client boundaries 1



work role boundaries 1




types of criteria by which remedial massage treatments are evaluated A, B

expectations of treatment for different conditions and client groups, and factors that impact on those

expectations:



Knowledge evidence

Assessment Tasks

AT1 AT2 AT3 AT4 AT4

client history

A, B

contraindications 13 A, B

compliance A, B

interactions with other treatments A, B

client general health A, B

presenting condition A, B

methods of monitoring treatment progress:

re-assessment A, B

client feedback All

barriers to therapeutic progress and ways to respond within a massage framework All

sources of research and evidence that support massage practice A

principles underpinning continuation or variation of treatment A

professional development opportunities in remedial massage C


Assessment Tasks

AT1 AT2 AT3 AT4 AT5



performed the activities outlined in the performance criteria of this unit during a period of at least 200 hours of

massage client consultation work

All

managed at least 60 remedial massage assessments and treatment sessions - clients must include males

and females from different stages of life with varied presentations

monitored and evaluated treatments provided to at least 5 different clients with at least 3 treatments per client




Assessment Tasks

AT1 AT2 AT3 AT4 AT5

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects



client information – case history, treatment plan




oils/balms

hot/cold packs

supports


clinic supervision by a person who meets the assessor requirements outlined below for at least 150 of

the 200 hours of client consultation work



RTO to ensure


general public


therapists

fulfil the continuing professional development requirements of the professional body to which they

belong




a s s es s m en t s





t r e a t me n t s Student first name: ______________________________________________________________________

Student last name: ______________________________________________________________________

ART REMEDIAL MASSAGE (ID 101218) HLT52015 DIPLOMA OF REMEDIAL MASSAGE


INTRODUCTION

Assessment requirements

This record tool is to be used to record the assessment decisions for the Remedial Massage cluster, which

consists of the units:





Assessment is based on a number of forms of evidence, as follows:

Task 1: Written questions

Task 2: Clinic portfolio – Remedial massage musculoskeletal assessments

Task 3: Clinic portfolio – Remedial massage musculoskeletal treatments

Task 4: Project – monitor and evaluate remedial massage practice

Task 5: Supervisor report.

These assessments are targeted to a student who is studying the Diploma of Remedial Massage.

Recording assessment outcomes

Use this Assessment Record Tool to record the outcomes of each assessment task related to this cluster. Add

any further comments about the student’s performance to the Assessment Cover Sheet for the relevant task.

Marking Guide

Refer to the Marking Guide for further instructions and details about each assessment task.

ASSESSMENT CHECKLISTS

Use the checklists below to record the outcomes of each task.

Record each outcome on the Record of Assessment Outcomes at the end of this document.

Please note that students are provided with three attempts in which to satisfactorily complete each task.

Columns for each attempt and a space in which to record the date of each attempt (where applicable) have

been provided in the checklists.



ASSESSMENT TASK 3: CLINIC PORTFOLIO – REMEDIAL MASSAGE MUSCULOSKELETAL TREATMENTS

Comments

Attempt 1

Yes/No

Date: ______________

Attempt 2

Yes/No

Date: ______________

Attempt 3

Yes/No

Date: ______________

Did the student provide evidence that:

They completed at least 60

remedial massage treatment

sessions that included males and

females from different stages of life

with varied presentations (refer to

Clinic Workbook)

They included at least three people

from each of the following groups:

– Adult females

– Adult males

– Elders over 65.

They completed a total of 200 hours of

client assessment work

They included at least three

presentations of each of the

following conditions:

– Sciatica

– Arthritis

– Headache

– Plantar fasciitis

– Shoulder impingement

– TMJ dysfunction

– Repetitive strain injury

– Medial and lateral

epicondylitis

– Carpel tunnel syndrome

– Postural imbalance

– Other

They included each of the

following techniques:

– Frictions



RECORD OF ASSESSMENT OUTCOMES: REMEDIAL MASSAGE

This section records the outcome of each task/assessment requirement so that the final assessment outcome

can be determined for the following units in this cluster:





The table below shows all the assessment requirements for this cluster and indicates which units each

assessment requirement relates to. Once a student has satisfactorily completed all requirements related to a

unit, they can be given a Final Assessment Result of ‘Competent’ for that unit. A number of spaces have been provided to record multiple attempts. Final Assessment Results should only be recorded once all tasks for a

unit have been attempted.

Assessment requirements/tasks

HL

TM

SG

00

3

HL

TM

SG

00

5

HL

TM

SG

00

6

HL

TM

SG

00

8

Task Outcome

Satisfactory (S)

Not satisfactory (NS) Date

Assessor

initials

1. Written questions

2. Clinic portfolio – Remedial massage

musculoskeletal assessments

3. Clinic portfolio – Remedial massage

musculoskeletal treatments

4. Project

5. Supervisor’s Report

Final Assessment Results Result (C/NYC) Date

HLTMSG003 Perform remedial massage musculoskeletal

assessments






Student name:

Assessor name:

Assessor signature: Date: / /

RPL KIT SAMPLE HLT42015 & HLT52015

CERTIFICATE IV IN MASSAGE THERAPY

& D IPLOMA OF REMEDIAL MASSAGE

RPL SELF-ASSESSMENT TOOL

HLT42015/HLT52015



Candidate name: ____________________________________________________________________________________

RPL SELF-ASSESSMENT TOOL HLT42015 HLT52015 (ID 115337)

© 2016 Eduworks Resources Page 3

INTRODUCTION

Use the checklists in this booklet to determine if you are able to apply for RPL for the units in

HLT42015 Certificate IV in Massage Therapy

HLT52015 Diploma of Remedial Massage.

What is RPL?

Recognition of Prior Learning (RPL) recognises the knowledge and skills you already have. It ‘involves assessment of an individuals’ relevant prior learning (including formal, informal and non-formal learning) to

determine the credit outcomes of an individual application for credit’ (Australian Qualifications Framework

Handbook, 2nd Edition, 2013).

Your RPL application will be based on whether you can show you have the skills and knowledge needed for

each unit you would like to apply for, and that you are able to apply them practically.

About these qualifications

The Certificate IV reflects the role of massage therapists who provide general health maintenance treatments.

The Diploma reflects the role of a remedial massage therapist.

Therapists may be self-employed or work within a larger health service.

How much does it cost to apply for RPL?

There is no cost to complete the checklists in this booklet. However, if we decide you are a suitable candidate

for RPL, a cost will apply.

<Insert your RTO’s fees/charges information here>

What do I need to do with this booklet?

Look through each of the self-assessment checklists in this booklet and work out which units best match

your skills, knowledge and experience.

In each unit, tick the boxes of the things that you believe you can do.

If you tick all the boxes, this is a unit that you may be able to gain RPL for.

Fill out the ‘Evidence brainstorm’ section – if you going to proceed with RPL you will need to give evidence

to show competence, so think about what pieces of evidence you will need to gather.

Fill out the RPL application form at the end of this booklet if you decide to proceed with RPL.

Submit this booklet with a copy of your CV to your assessor for review.

What happens next?

We will be in touch to let you know if you are a suitable RPL candidate. From there, the RPL process will

commence – this will include sending you a copy of the RPL Evidence Tool and RPL Third Party Kit, having

conservations about your work experiences and background, organising workplace observations (where

applicable), discussing your evidence brainstorms and so on.



Unit Can you…

HLTWHS004

Manage work

health and safety

Do these things?

Conduct a workplace risk assessment and record the results including:

Identifying hazards and potential hazards

Assessing risks

Evaluate policies and procedures in line with state/territory guidelines

Develop risk controls and measures

Conduct WHS consultative activities with co workers

Demonstrate the correct use of PPE to co workers

Monitor the compliance of WHS procedures in the workplace

Develop WHS action plans including strategies for monitoring and review

Coordinate workplace procedures for a simulated emergency situation

Answer questions about these topics?

State/territory WHS legislation

Workplace regulations, codes of practice and industry standards

Due diligence and duty of care

Hazard identification

Risk analysis

Control measures

Hierarchy of control

Use of PPE

Reporting and documenting procedures

Give evidence that you have…

Conducted a work place risk assessment

Evaluated policies and procedures in line with state/territory guidelines

Developed risk controls and measures

Conducted WHS consultative activities with co workers

Demonstrated the correct use of PPE to co workers

Monitored the compliance of WHS procedures in the workplace

Developed a WHS action plan

Coordinated a workplace procedure for a simulated emergency situation

Note: your third party person may be able to fill out the third party report to support the

points above

Evidence Brainstorm

Write down any evidence you would like to submit to show competence. Your assessor will

advise you as to whether you should add any of these items to your Evidence Register.



Unit Can you…

BSBLDR402 Lead

effective workplace

relationships

Do these things?

Research and evaluate workplace information to ascertain ways to enhance workplace

performance of teams

Consult and communicate with teams regarding ideas for improving workplace

performance

Apply innovative ideas to create a supportive team environment and develop a

cohesive team

Build strong and positive workplace relationships

Address workplace difficulties, conflict and poor performance

Meet internally and externally imposed requirements

Answer questions about these topics?

Examples of how work relationships, and the cultural and social environment, can

support or hinder achieving planned outcomes

Techniques for developing positive work relationships and building trust and

confidence in a team including interpersonal styles, communications, consultation,

cultural and social sensitivity, networking

Impact of legislation and organisational policies on workplace relationships

Methods and techniques for communicating information and ideas to a range of

stakeholders

Problems solving methods

Methods to resolve workplace conflict

Methods to manage poor work performance

How to monitor, analyse and introduce ways to improve work relationships.

Give evidence that you have…

Undertaken necessary research to enable solutions to be developed that address team

performances in the workplace

Liaised and consulted with team members about ideas for work improvement

Initiated planned ideas for work improvement creating a positive working environment

and a strong and cohesive team

Took action to resolve team difficulties, review team results and manage team

performance

Complied with applicable laws and organisational requirements.

Note: your third party person may be able to fill out the third party report to support the

points above

Evidence Brainstorm

Write down any evidence you would like to submit to show competence. Your assessor will

advise you as to whether you should add any of these items to your Evidence Register.



RPL Application Form

1 Enrolment Details

Are you enrolling in a full qualification or part

qualification (i.e. individual units)?

Full qualification Individual units

Which qualification/units do you wish to enrol in? Certificate IV in Massage Therapy

Diploma of Remedial Massage

2 Personal Details

Surname: Title: Mr/Mrs/Miss/Ms/Dr

First Name: Middle Name/s:

Gender: Male Female Date of Birth: / /

Home Address:

Post Code:

Postal Address:

(if different from above)

Post Code:

Home Phone: ( ) Work: ( )

Mobile: Email:

3 Current Employment

Are you currently employed? Yes No

If Yes, is your occupation related to the qualification in which you are seeking

RPL for?

Yes No

What is the name of your employer?

Do you have a workplace where you are able to be assessed on-the-job for the

qualification you are seeking RPL for?

Yes No

Please provide details of the workplace:

Name:

Address:

Type of workplace (profession):

5 Further training

Have you completed any nationally recognised training related to the industry

you are seeking RPL for?

Yes No

Completion date (month, year): Country:

Name of course and institution (if applicable):

RPL EVIDENCE TOOL

HLT42015/HLT52015



Candidate name: ____________________________________________________________________________________

RPL EVIDENCE TOOL HLT42015 HLT52015 (ID 115232)


INTRODUCTION

This RPL Evidence Tool gives you the tasks you need to do to show that you have the skills and knowledge

required of the units for which you wish to apply.

You and your assessor will meet (if you have not done so already) to discuss:

your employment history and the experiences you have had

why you attended specific courses or undertook certain professional development activities

arrangements for assessment of practical tasks – this might include visits to your workplace, when

these will occur and so on (this may not be required for some of the units you are applying for – your

assessor will talk to you about this process if it is applicable to your situation)

the items you added to the ‘Evidence Brainstorm’ section of each unit – your assessor will indicate

which pieces you can gather and submit

how to get the RPL Third Party Tool filled out – you should tell your assessor about the person you

have chosen; your assessor may contact this person to determine if they are in a position to support

your application; once the third party person has been approved, they will receive a copy of the RPL

Third Party Tool – your assessor will indicate in the booklet which checklists the third party person

needs to fill out.

Your tasks

Each unit will have a number of tasks. These will help you gather the right types of evidence for each unit.

Tasks might include:

showing your assessor how you do a specific workplace task (often you will need to answer verbal

questions from your assessor to show you understand the knowledge required of the task, or to talk

about your past experiences doing a specific job/activity)

gathering samples of workplace documents you work with regularly or you have developed as part

of your job role

feedback from clients or other colleagues

completing a short report to show your understanding of a complex or industry-specific topic

making sure your third party person has completed a report on your ability to do specific tasks (this

might be required where the activity is of a confidential nature).

These items, and those from your evidence brainstorm, will make up your evidence portfolio for the

qualification or units you are applying for.

You will need to submit your portfolio of evidence to your assessor.

Remember!

It is important to think about the types of documents you are submitting as part of your evidence portfolio. Is

there anything in your portfolio that could identify a person or that is confidential to your workplace?

Would your supervisor or employer be happy that you have added that document to your portfolio? Have you

asked them for permission to make a copy or take the document out of your workplace?

Think about the following (depending on your job and industry area):

client/patient files

human resources documentation

financial documentation

legal documentation

contracts

documents that include names, addresses, phone numbers and taxation information.

Many of the units in this tool will identify where a task might involve the use of confidential of sensitive

information. In this case, your third party person will need to write a short report in the RPL Third Party Tool

that indicates your ability to do this task/work to competent level.



HLTMSG002 Assess client massage needs, HLTMG004 Provide massage treatments, CHCCOM006 Establish

and manage client relationships & BSBMED303 Maintain patient records

Task

Evidence

Register #

Task 1

Third Party Report

You are required to provide a Third Party Report from your supervisor (or other

approved third party person) stating that you have performed the following tasks

during a period of at least 80 hours in the workplace:

Prepared for and managed at least 40 massage assessments for a variety of

males and females from different stages of life with varied presentations

Completed physical assessments using palpitation, observation and active,

passive and resting ROM testing

Clearly articulated information to clients about services and treatment

options available

Engaged clients in decision making

Established and managed client relationships and boundaries appropriately

with at least three clients

Your assessor will ask you a series of questions relating to the topics in the third

party report to gauge your level of knowledge.

Task 2

Direct observation of a physical assessment and massage treatment

Your assessor will be observing and assessing you in the workplace conducting a

physical assessment and providing a massage treatment on a client.

Your client must give permission for the assessor to observe the physical

assessment and treatment for RPL purposes prior to the assessment and

treatment

Your assessor will be observing that you:

Access client’s records in preparation for assessment or create a new record

if required

Clarify client’s personal details to clarify that it is the correct record Check the patient’s records for any follow up instructions from previous visit

Advise the client about the physical assessment process

Follow clinical and practitioner hygiene protocols

Respect the dignity of the client and anticipate any potential sensitivities

throughout assessment and treatment

Seek feedback from the client to ensure that they are comfortable throughout

the assessment and treatment

Assess the candidate through palpitation, postural assessment and

observation and ROM testing

Identify any contra-indications to massage and responded appropriately

Explain factors which may interfere with the effectiveness of the treatment

Accurately document assessment findings

Discuss outcomes of the assessment and treatment options with client

Discuss referral options with the client (if required)

Inform the client of possible physical or emotional reactions to the treatment

Confirm clients consent for the treatment

Determine the treatment sequence and location and pressure based on

assessment

Position the client to optimise comfort and support throughout the treatment



Potential reactions during treatment

Potential reactions after treatment

Organisational record keeping policies and procedures

Record keeping roles and responsibilities

Coding systems

Record Keeping improvement opportunities and recommendations

Record keeping systems procedures

Archiving

Transferring client records to other health facilities

Role play 1: The double booking

A regular client of the massage clinic has been receiving treatment for their lower back injury at the same

time twice a week on Tuesdays and Thursdays. This week however, due to a work commitment the client is

unable to make the Thursday appointment and needs to move this to the Wednesday instead. To ensure the

appointment was adjusted, the client contacted the clinic early in the week and someone confirmed and

updated the appointment details.

On Wednesday the client arrives at the clinic, only to be told by the receptionist quite unapologetically that

the Thursday booking was cancelled but the new booking was not confirmed in the system. Furthermore,

there are no available spots for the remainder of the day or for the week. This is not the first time that this has

happened.

The client is extremely frustrated and angry and asks to speak with you, his therapist.

Listen to what the client has to say and attempt to resolve the issue.

Your assessor will be looking to see that you can:

Clarify the issue

Communicate respectfully and sensitively and taking account of special needs and differences

Use motivational interviewing to obtain information

Including body language, paraphrasing, reflecting feelings, open and closed questioning, summarising, reframing, exploring options and using normalising statements

Build client trust through empathy, confidentiality and respect

Use appropriate verbal and non-verbal communication techniques

Including appropriate use of body language

Remain diplomatic and professional throughout the discussion

Use active listening, questioning, clarifying and advising skills

Use appropriate levels of tone and intonation

Present information clearly with enough detail to suit client needs

Encourage and support the client to voice their concerns and participate in the decision making

process

Respond appropriately to client needs, queries or concerns

Including identifying barriers to effective communication and resolution of these

Ensure the client is at ease

Reach a mutually agreeable outcome

Address any unresolved issues

Including referral to another person/service if necessary

Maintain professional relationship, attitude boundaries, and composure

Use appropriate language and terminology

Defuse levels of anger and frustration and manage own and client’s emotions.



Role play 2: A new therapist

A client has been loyal to the clinic for over the last 3 years and during this time they have been receiving

treatment from the same massage therapist. The usual therapist knows this client’s physical condition and aches and pains very well and the client enjoys the fact that they can have treatment at each visit without

explaining their symptoms and experience to someone new each time. Having the same therapist has

allowed this client to feel comfortable during their treatment and this has helped set the client’s expectations of consistency in the quality of treatment they receive.

Today the client has arrived at the clinic at their scheduled time only to be informed that they will be treated

by a different therapist for the next few sessions in their treatment plan. The client’s usual therapist has been requested to work at a different branch for the week as they are short on staff.

The client is annoyed that they were not warned about this change of therapist and frustrated that they need

to explain to their replacement therapist (the student) their need for treatment, symptoms and sharing other

related information that their own therapist is already overly familiar with

As the replacement therapist the student should attempt to resolve this issue.

Your assessor will be looking to see that you can:

Clarify the issue

Communicate respectfully and sensitively and taking account of special needs and differences

Use motivational interviewing to obtain information

Including body language, paraphrasing, reflecting feelings, open and closed questioning, summarising, reframing, exploring options and using normalising statements

Build client trust through empathy, confidentiality and respect

Use appropriate verbal and non-verbal communication techniques

Including appropriate use of body language

Remain diplomatic and professional throughout the discussion

Use active listening, questioning, clarifying and advising skills

Use appropriate levels of tone and intonation

Present information clearly with enough detail to suit client needs

Encourage and support the client to voice their concerns and participate in the decision making

process

Respond appropriately to client needs, queries or concerns

Including identifying barriers to effective communication and resolution of these

Ensure the client is at ease

Reach a mutually agreeable outcome

Address any unresolved issues

Including referral to another person/service if necessary

Maintain professional relationship, attitude boundaries, and composure

Use appropriate language and terminology

Defuse levels of anger and frustration and manage own and client’s emotions

RPL EVIDENCE TOOL HLT42015 HLT52015 (ID 115232) HLT42015/HLT52015


CHCPRP005 Engage with health professionals and the health system

Task

Evidence

Register #

Task 1

Discussion- Health care system

You are required to have a discussion with your assessor and answer a series of

questions about the following topics:

Health care system funding

Public health sector and private health sector

Medicare

Changes to Primary Health care in Australia

Concession cards

E-health records

Task 2

Case study- Referral report

You are required to demonstrate your ability to make referrals to health

professionals. Read through the attached case study and write a referral report

based on the information within the case study. (See details attached)

Task 3

Research project

You are required to demonstrate your ability to research professional services that

you may collaborate with in your professional role

Research and complete the provided templates (see details attached)

Task 4

Third party report

You are required to provide a third party report from your supervisor (or other

approved Third Party Person) stating that you have;

Developed at least three referral reports using appropriate language and

terminology

Established effective relationships with workers from different health care

services

Worked collaboratively to seek and share information

Task 5

Refer to your Evidence Brainstorm. Gather the additional items your assessor has

asked you to collect.

Further questioning

Your assessor will also ask you questions about the following topics:

Health care system funding

The difference between the public health sector and private health sector

Medicare- three parts and what it covers

Challenges to Primary Health care in Australia

Concession cards

E-health records

Health care professionals and allied services

RPL EVIDENCE TOOL HLT42015 HLT52015 (ID 115232) HLT42015/HLT52015


EVIDENCE REGISTER – HLT42015/HLT52015

The Evidence Register summarises all the written evidence that will be required to demonstrate RPL. Make

sure you add the required evidence for each unit to your register and any supporting evidence.

Write down a brief description for each piece of evidence you gather, the unit it covers and the task it relates

to.

If your evidence relates to an entry/report in the RPL Third Party Tool, write ‘RPL TPK’ in the ‘Description’ column.

Ref # Description Unit code Task

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

RPL THIRD PARTY TOOL

HLT42015/HLT52015



Candidate name: ________________________________________________________________________________________

CONTENTS

INTRODUCTION .................................................................................................................................................................................. 5

Who should complete this tool? ............................................................................................................................................ 5

What do I have to do? ................................................................................................................................................................ 5

How are my comments used in the assessment decision? ...................................................................................... 5

Skill rating scale ........................................................................................................................................................................... 5

Third Party Declaration ............................................................................................................................................................. 6

Assessor contact .......................................................................................................................................................................... 6

THIRD PARTY DECLARATION ........................................................................................................................................................ 7

UNITS TO COMPLETE ...................................................................................................................................................................... 9

THIRD PARTY CHECKLISTS .........................................................................................................................................................10

HLTMSG001 Develop massage practice .........................................................................................................................10

HLTINF004 Manage the control of infection ...................................................................................................................11

HLTWHS004 Manage work health and safety...............................................................................................................12

HLTAAP002 Confirm physical health status ...................................................................................................................14

CHCLEG003 Manage legal and ethical compliance ...................................................................................................15

CHCDIV001 Work with diverse people ..............................................................................................................................17

HLTMSG002 Assess client massage needs ....................................................................................................................18

HLTMSG004 Provide massage treatments .....................................................................................................................20

CHCCOM006 Establish and manage client relationships ........................................................................................21

BSBMED303 Maintain patient records .............................................................................................................................22

HLTREF002 Provide reflexology for relaxation ..............................................................................................................24

BSBSMB404 Undertake small business planning .......................................................................................................26

HLTAAP003 Analyse and respond to client health information ..............................................................................27

HLTMSG005 Provide remedial massage treatments .................................................................................................28

HLTMSG006 Adapt remedial massage practice to meet specific needs ...........................................................29

HLTMSG008 Monitor and evaluate remedial massage treatments .....................................................................30

HLTMSG003 Perform remedial massage musculoskeletal assessments .........................................................31

CHCPRP003 Reflect on and improve own professional practice ..........................................................................33

CHCPRP005 Engage with health professionals and the health system .............................................................35

BSBLDR402 Lead effective workplace relationships ..................................................................................................36

HLTARO001 Develop aromatherapy practice ................................................................................................................38

RPL THIRD PARTY TOOL HLT42015 HLT52015 (ID 115277) HLT42015/HLT52015


INTRODUCTION

Thank you for agreeing to complete this RPL Third Party Tool, which will contribute to evidence for the

Recognition of Prior Learning process the candidate is currently undertaking for:



Who should complete this tool?

This tool is to be completed by someone who is currently working, or has previously worked, in a supervisory

capacity to the candidate and can confirm their skills and knowledge as relevant to workplace performance.

What do I have to do?

This tool includes a checklist for each unit in the Certificate IV and Diploma. We ask that you answer the

questions as they relate to the candidate’s performance by providing a rating from the skill rating scale below.

Please add your comments about how you have seen the candidate demonstrate these skills.

You can also record any concerns you may have about their competence in the feedback section. There may

be some units that you don’t need to complete, as the candidate may be completing only part of the

qualification, and some units in this tool are optional electives. The candidate’s assessor will have indicated in

this tool which checklists you are to fill out.

Note: Some units will require you to write a short summary of the student’s ability to complete specific workplace activities. This is required in situations where the student may not be able to provide evidence due

to confidentiality/privacy concerns – you will need to explain how you have seen the student do this type of

work and whether they are able to do it competently and in line with workplace procedures/requirements.

How are my comments used in the assessment decision?

There are no right or wrong answers. It is your perception or opinion that is important. You are not providing

the assessment decision; however, your comments will assist the assessor in forming their final opinion of the

candidate’s competence. The candidate will provide a range of evidence to help the assessor make the final

decision.

Skill rating scale

The rating scale below details the ratings you can give the candidate in each checklist. If you do not feel you

are in a position to provide an opinion about a particular question, please leave it blank.

Skill Rating Scale

0 = Not applicable You do not believe this is relevant to the position or requirements of industry.

1 = Not skilled The candidate is not competent in this area. They require support in normal

day-to-day routines and do not have the required skills and knowledge.

2 = Not competent –

Limited skills

The candidate has low depth of skill in this area, perhaps with ability in some

areas but not all. This indicates that they require intermittent support to

complete these tasks, including in routine and predictable situations. They

may have some skills and knowledge in this area but it is not in depth.

3 = Mostly competent –

Assistance required

sometimes

The candidate is able to perform most tasks and has some depth of skill.

They can perform competently during routine situations with occasional

assistance required for complex application and non-routine situations. They

have good skills and knowledge in this area but sometimes need to refer to

others for support.



THIRD PARTY DECLARATION

Name of third party person: ___________________________________________________________________________

Name of candidate: __________________________________________________________________________________

Please complete the following information.

Your name: __________________________________________________________________________________________

Name of organisation: _______________________________________________________________________________

Your position title: ____________________________________________________________________________________

Length of time you have worked in management/supervisory position to the candidate: __________________

Your qualification details:

Qualification name: __________________________________________________________________________________

Institute completed: __________________________________________________________________________________

Year completed: ______________________________________________________________________________________



Year completed: ______________________________________________________________________________________



Year completed: ______________________________________________________________________________________

Length of time you have known the candidate?

Less than 1 year 1–2 years 2–5 years More than 5 years

Your relationship to the candidate: Supervisor / Manager / Employer (circle one)

Please detail when and where you worked with the candidate and how long you worked with them for.

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________



UNITS TO COMPLETE

It may have been established that the candidate is only applying for RPL for certain units in the qualification. If

this is the case, you will not need to fill out all of the checklists in this tool.

The assessor has ticked the units below that you will need to complete.

Units

Checklist to

be

completed?

HLTMSG001 Develop massage practice

HLTINF004 Manage the control of infection

HLTWHS004 Manage work health and safety

HLTAAP002 Confirm physical health status

CHCLEG003 Manage legal and ethical compliance

CHCDIV001 Work with diverse people

HLTMSG002 Assess client massage needs

HLTMSG004 Provide massage treatments

CHCCOM006 Establish and manage client relationships

BSBMED303 Maintain patient records

HLTREF002 Provide reflexology for relaxation

BSBSMB404 Undertake small business planning

HLTAAP003 Analyse and respond to client health information





CHCPRP003 Reflect on and improve own professional practice

CHCPRP005 Engage with health professionals and the health system

BSBLDR402 Lead effective workplace relationships

HLTARO001 Develop aromatherapy practice

Skill Rating Scale

0 = Not applicable; 1 = Not skilled; 2 = Not Competent – Limited skills; 3 = Mostly Competent – Assistance required sometimes; 4 =

Competent without assistance; 5 = Able to support others



HLTAAP002 Confirm physical health status

Application of the unit

This unit describes the skills and knowledge required to obtain and interpret information about client health

status and to check a client’s physical health. It requires a detailed knowledge of anatomy and physiology. This unit applies to individuals working directly with clients and who assist in the provision of health care

services. Some disciplines may be subject to state/territory regulatory determination regarding delegation

and supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,

Australian/New Zealand standards and industry codes of practice.

Does the candidate: Yes No

Skill rating

0, 1, 2, 3, 4, 5

1. Obtain, correctly interpret and use anatomical and

physiological information from clients?

2. Correctly interpret physiological information from clients to

check their health status?

3. Complete the tasks above with at least 3 different people

presenting with different conditions?

Feedback

Do you have any suggestions for improvement of the candidate’s skills/ knowledge in this area?

Further comments/feedback:

Name of Third Party:

Signature of Third Party: Date:

Skill Rating Scale





HLTREF002 Provide reflexology for relaxation

Application of the unit

This unit describes the skills and knowledge required to gather client information, prepare equipment for

reflexology, make observations of the feet and then select and use basic reflexology techniques and

sequences based on information and observations.

This unit applies to individuals who provide reflexology relaxation sessions either as part of their work as a

dedicated reflexologist or in conjunction with other treatment modalities. It does not include reflexology for

therapeutic purposes.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,

Australian/New Zealand standards and industry codes of practice.

Does the candidate: Yes No

Skill rating

0, 1, 2, 3, 4, 5

1. Provide relaxation reflexology to clients? (Must be at least four

different people)

2. Select reflexology techniques based on assessment of the

feet?

3. Evaluate and respond appropriately to skin and structural

abnormalities?

4. Use techniques and sequences according to reflexology

thumb and finger practice?

Feedback


Further comments/feedback:

Skill Rating Scale






Name of Third Party:

Signature of Third Party: Date:

RPL ASSESSOR TOOL

HLT42015/HLT52015



RPL ASSESSOR TOOL HLT42015 HLT52015 (ID 115206) HLT42015/HLT52015


CONTENTS

CONTENTS ............................................................................................................................................................................................. 3

INTRODUCTION .................................................................................................................................................................................... 4

About THE RPL assessment kit ................................................................................................................................................ 4

RPL Assessor Tool ................................................................................................................................................................... 4

RPL Candidate Tools .............................................................................................................................................................. 5

RPL Third Party Tool ............................................................................................................................................................... 5

RPL EVIDENCE ................................................................................................................................................................................ 5

The RPL process ............................................................................................................................................................................. 7

Gap training ............................................................................................................................................................................... 8

Record keeping ........................................................................................................................................................................ 8

The RPL process – an overview ......................................................................................................................................... 9

Definitions ...................................................................................................................................................................................... 10

Assessment ............................................................................................................................................................................. 10

Dimensions of Competency ............................................................................................................................................. 10

Principles of Assessment .................................................................................................................................................. 10

Rules of Evidence ................................................................................................................................................................. 11

Reasonable Adjustment..................................................................................................................................................... 11

Assessment Outcome Summary ......................................................................................................................................... 12

SELF-ASSESSMENT REVIEW AND DISCUSSION .......................................................................................................... 14

Third Party/Professional Referee Discussion Record .................................................................................................. 15

Training Plan ................................................................................................................................................................................. 16

RPL ASSESSMENT RECORDS ..................................................................................................................................................... 17

Topic: Massage practice ................................................................................................................................................... 17

Topic: Safety and hygiene ................................................................................................................................................ 23

Topic: Physical health status ........................................................................................................................................... 35

Topic: Legislation and ethics ........................................................................................................................................... 42

Topic: Diversity ...................................................................................................................................................................... 49

Topic: Massage treatment ................................................................................................................................................ 55

Topic: Reflexology ................................................................................................................................................................ 93

Topic: Business planning ................................................................................................................................................ 106

Topic: Client health information ................................................................................................................................... 110

Topic: Remedial massage ............................................................................................................................................... 129

Topic: Professional practice ........................................................................................................................................... 168

Topic: Health professionals ............................................................................................................................................ 172

Topic: Working with others ............................................................................................................................................. 181

Topic: Aromatherapy ......................................................................................................................................................... 191



INTRODUCTION

The purpose of this kit is to guide you through the process of assessing Recognition of Prior Learning (RPL) for



RPL is a process that recognises the knowledge and skills already held by a candidate. It ‘involves assessment of an individuals’ relevant prior learning (including formal, informal and non-formal learning) to determine the

credit outcomes of an individual application for credit’ (Australian Qualifications Framework Handbook, 2nd

edn, 2013.)

It is further defined by the AQTF and the VET Quality Framework as ‘an assessment process that assesses an individual’s formal and informal learning to determine the extent to which that individual has achieved the

required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total

completion of, a VET qualification.

A candidate’s RPL application should be based on their ability to demonstrate levels of skill and knowledge detailed in each unit of competency applied for. They must also be able to apply these skills and knowledge

practically. Examples of the types of evidence that may be used to demonstrate competence is listed below.

The RPL model used by <Organisation> is a guided and supported process that relies on the candidate’s ability to demonstrate their competence by answering verbal questions from an assessor, providing referees and,

where possible, having their practical skills assessed in the workplace.

Unlike other RPL models, written evidence is used to back up and support RPL assessment, rather than being

based entirely on it. The RPL process will include a number of discussions and observations between the

candidate and the assessor, which provides the candidate with an opportunity to demonstrate level of skill and

knowledge.

ABOUT THE RPL ASSESSMENT KIT

This RPL Assessment Kit consists of four separate documents that guide assessors, candidates and third

parties through the RPL assessment process:

RPL Assessor Tool

RPL Self-assessment Tool

RPL Evidence Tool

RPL Third Party Tool.

Brief details about each kit are provided below.

RPL Assessor Tool

This document has been designed to guide you through the process of making a decision about RPL for each

unit for a particular candidate. It includes the following information:

Instructions and definitions – including a step-by-step procedure for RPL.

Assessment Outcome Summary – to record outcomes against units as they are achieved.

Third Party/Referee Discussion Records – a space to record discussions with professional referees.

Training Plan – a space to record a training plan for any skills gaps identified throughout the process.

RPL Assessment Record for each unit – checklists for each unit that include tasks and questioning, which

are mapped to unit of competency requirements.



THE RPL PROCESS

1. The candidate contacts <Organisation> and enquires about RPL.

2. <Organisation> provides the candidate with information about RPL. If the candidate decides they would

like to proceed with RPL, <Organisation> must supply them with a copy of the RPL Self-assessment Tool.

3. The candidate completes the RPL Self-assessment Tool, identifying units they would like to apply for and

evidence they could submit.

4. The candidate sends their RPL Self-assessment Tool, a copy of their CV and any certified copies of

relevant qualifications back to <Organisation>.

5. <Organisation> reviews the self-assessment checklists to determine if the candidate is suitable to

proceed with the RPL process. This will include contacting the candidate to discuss the following:

Their work experience and anything of interest in their CV (for example, has the candidate worked in

a different number of job roles, have they worked in a number of different workplaces, or the same

one, professional development experiences, etc).

The items they ticked/did not tick in their self-assessments.

The items listed in their evidence brainstorm (for example, will these add value to their application, or

will you see evidence of their work when they complete the assigned tasks?).

The third party person – who is it, how long have they known the candidate in a professional capacity,

etc.

6. The assessor makes a decision on the candidate’s suitability for RPL. (If the candidate’s work experience, skills and knowledge do not accurately reflect the requirements of the qualification or units therein, the

candidate should be provided with information about formal training opportunities for this qualification.

The candidate can then make a decision as to whether they would like to enrol in the course.)

7. The successful candidate receives a copy of the:

written agreement

invoice for RPL assessment

Note to RTO: the above two points may need revision based on your procedures – please adjust or

move according to the stage at which agreements/payments for RPL are organised

RPL Evidence Tool

RPL Third Party Tool (assessor must indicate in this document which units are being applied for, if the

candidate is not applying for the entire qualification).

8. The assessor contacts the candidate to discuss:

how to work through the RPL Evidence Tool

arrangements for workplace observations (where applicable, and in consultation with the candidate’s workplace supervisor to ensure that workplace visits are scheduled appropriately and that the

workplace has access to required equipment and resources)

9. The assessor participates in the RPL assessment process, which will include:

visiting the candidate’s workplace to observe completion of practical tasks (where applicable)

completing verbal questioning (either over the phone, Skype or other video conference tool, or in

person)

being available to provide support and assistance to the candidate as required.

10. The candidate submits their RPL Evidence Tool booklet and their evidence portfolio.

11. The assessor checks the third party person’s ratings, feedback and comments in the RPL Third Party Tool.

Where necessary, the assessor contacts the third party person to discuss anything that requires further

clarification.

12. The assessor contacts the candidate’s professional referees to discuss the candidate’s workplace competency.



The RPL process – an overview

Candidate enquires about RPL

Candidate receives RPL Self-assessment Tool

Candidate completes and submits completed

RPL Self-assessment Tool with CV and certified

copies of any relevant qualifications

Candidate is recommended to

undertake formal training

RPL is deemed unsuitable based on

application

RPL deemed unsuitable

Assessor reviews RPL Self-assessment Tool and

contacts candidate to discuss their submission

Assessor contacts the candidate with a decision

about their suitability to continue the RPL process

Candidate receives RPL Evidence Tool and

RPL Third Party Tool; payment arrangements

made

Candidate gathers evidence and completes

tasks, including workplace observations (where

applicable)

Candidate submits completed RPL Evidence

Tool, RPL Third Party Tool and evidence

Assessor review documents; contacts referees

and third party person if necessary

Assessor makes an assessment decision;

candidate is informed; RPL documents

forwarded to office for record keeping

Qualification or statement of attainment issued



ASSESSMENT OUTCOME SUMMARY

Candidate Name:

The Certificate IV in Massage Therapy requires the completion of 10 core units and 3 elective units. The

Diploma of Remedial Massage requires the completion of 16 core units and 5 elective units.

See the table below to determine which units apply to which qualification.

The following list outlines the available units. Record the final results for each unit on this page following the

RPL assessment process.

Note that the core unit HLTAID003 Provide first aid is not applicable to this RPL process.

C = Core unit; E = Elective

Units 42015 52015

Method () Result Sign off by assessor

RPL Training None

Outcome:

refer to legend Date

Assessor

Initials

HLTAID003 Provide first

aid

C C

NA

HLTMSG001 Develop

massage practice

C C

HLTINF004 Manage the

control of infection

C C

HLTWHS004 Manage

work health and safety

C C

HLTAAP002 Confirm

physical health status

C

CHCLEG003 Manage

legal and ethical

compliance

C C

CHCDIV001 Work with

diverse people

C C

HLTMSG002 Assess client

massage needs

C C

HLTMSG004 Provide

massage treatments

C C

CHCCOM006 Establish

and manage client

relationships

C C

BSBMED303 Maintain

patient records

E E

HLTREF002 Provide

reflexology for relaxation

E E

BSBSMB404 Undertake

small business planning

E E

Outcome Legend:

RPL-C = RPL Competent/ Achieved

RPL-NA = RPL Not Achieved

C = Competent (only use if training has taken place, non-RPL assessment)

NYC = Not Yet Competent (only use if assessment is non-RPL assessment)

CT= Credit Transfer NR = National Recognition



Units 42015 52015

Method () Result Sign off by assessor

RPL Training None

Outcome:

refer to legend Date

Assessor

Initials

HLTAAP003 Analyse and

respond to client health

information

C

HLTMSG005 Provide

remedial massage

treatments

C

HLTMSG006 Adapt

remedial massage

practice to meet specific

needs

C

HLTMSG008 Monitor and

evaluate remedial

massage treatments

C

HLTMSG003 Perform

remedial massage

musculoskeletal

assessments

C

CHCPRP003 Reflect on

and improve own

professional practice

C

CHCPRP005 Engage with

health professionals and

the health system

C

BSBLDR402 Lead

effective workplace

relationships

E

HLTARO001 Develop

aromatherapy practice

E

Assessor’s signature: ___________________________________________________________________________________

Name: _______________________________________________ Date: _________________________________________

Candidate’s signature: __________________________________________________________________________________

Name: _______________________________________________ Date: _________________________________________



SELF-ASSESSMENT REVIEW AND DISCUSSION

Candidate name:

Date of

discussion:

Summarise the discussion with the candidate about their experience, current qualifications and any professional

development undertaken relevant to this qualification.

Summarise the discussion with the candidate about the review of their self-assessments and whether they are

suitable/not suitable for RPL for each unit.

Summarise the discussion with the candidate about evidence requirements.

Summarise any other topics discussed with the candidate.

Name:

Signature:

Topic: Massage treatment

RPL ASSESSOR TOOL HLT42015 HLT52015 (ID 115206)



HLTMSG002 Assess client massage needs

HLTMSG004 Provide massage treatments

CHCCOM006 Establish and manage client relationships

BSBMED303 Maintain patient records

Unit HLTMSG002 Assess client massage needs

Application This unit describes the skills and knowledge required to gather client information, make a physical assessment of the body and determine massage treatment options.

This unit applies to massage therapists providing general health maintenance treatments. It does not include remedial massage assessment techniques.

This unit applies to massage therapists.


practice.

Core/Elective Core

Assessment

Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met

for this unit:


client information – case history




oils/balms

hot/cold packs

bolsters


clinic supervision by a person who meets the assessor requirements outlined below for at least 60 of the 80 hours of client consultation work

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have current clinical experience working as a massage therapist providing services to the general public

hold practising membership of an Australian professional body that represents massage therapists

fulfil the continuing professional development requirements of the professional body to which they belong.




Assessment

Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real

working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Unit BSBMED303 Maintain patient records

Application This unit describes the skills and knowledge required to maintain patient records within an existing medical records management system, under the supervision of a

senior receptionist or practice manager.

It applies to individuals who apply a broad range of competencies in various medical administration contexts. They are skilled operators who are expected to exercise

discretion and judgement in accessing and maintaining patient records while fully respecting patient privacy and the confidentiality of their details.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Core/Elective Elective

Assessment

Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the medical

services administration field of work and include access to:

a recordkeeping system

documented procedures

case studies and, where possible, real situations

office equipment and resources.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Legend: S/I = Sufficient/Insufficient

Evidence Tasks Key points/answer guide Further assessor comments S/I MSG002 MSG004 COM006 MED303

Third Party Report

The candidate is to provide a third party report

from their supervisor (or other approved Third

Party Person) stating that they have performed

the following tasks during a period of at least

80 hours:

Prepared for and managed at least 40

massage assessments for a variety of

males and females from different stages

of life with varied presentations

The candidate submitted

required third party report

Questions/answers:

The candidate identified

questions asked to determine

client’s expectations which may refer to medical history,

problem areas, desired

outcomes

PE1

PE2

PE3

PE4

PE4.1

PE4.2

PC1.1

PC1.2

PC1.3

PC1.4

PC1.5

PC1.6

PE1

PE2

PE1





gathering information to make

assessments, including physical,

psychological and cultural barriers Give

me an example of a time when you have

experienced a barrier and explain how

you responded to the situation

diplomatic questions that they

ask clients about their health

and medical history

Potential barriers to gathering

information to make

assessment may refer to

language barriers,

uncooperative clients, unknown

medical history, cultural beliefs

The candidate described a

relevant example of a time

when they have responded to a

situation where there has been

difficulty gathering information

Direct observation of a physical assessment

and massage treatment

The assessor is required to observe and asses

the candidate in the workplace conducting a

physical assessment and providing a massage

treatment on a client.

The client must give permission for the

assessor to observe the physical assessment

and treatment for RPL purposes prior to the

physical assessment and treatment

Observe that the candidate:

Accesses clients records in preparation

for assessment or created a new record if

required

Clarifies client’s personal details to clarify that it is the correct record

Checked the patients records for any

follow up instructions from previous visit

Observation checklist:

The candidate accessed the

clients records in preparation

for assessment or created a

new record if required

The candidate read and

checked the clients records for

any follow up instructions from

the client’s previous visit

The candidate advised the

candidate about the physical

assessment process prior to

conducting the assessment

The candidate followed clinical

and practitioner hygiene

protocols which may refer to

correct handwashing

procedures, use off PPE

PC2.1

PC2.2

PC2.3

PC2.4

PC2.5

PC2.6

PC2.7

PC3.1

PC3.2

PC3.3

PC3.4

PE3

PE4.1

PE4.2

KE2

KE5

KE7

PC1.1

PC1.2

PC1.3

PC1.4

PC1.5

PC2.1

PC2.2

PC2.3

PC2.4

PC2.5

PC2.6

PC3.1

PC3.2

PC3.3

PC3.4

PC4.1

PC4.2

PC4.3

PC4.4

PC1.1

PC1.2

PC1.5

PC2.1

PC2.2

PC2.3

PC2.4

PC2.5

PC2.7

PC2.8

PC3.1

PC3.2

PC3.3

PC3.4

KE1.2

KE1.3

(all)

KE2(all)

KE3(all)

PC2.1

PC2.2

PC2.3

PC2.4

PC2.5

PC3.1

PE1

KE3

PE3





Maintained practitioner/boundaries at all

times

Questions to ask the candidate:

If no referral was required, question the

candidate about a time when they have

had to discuss refers options with a client

If the candidate was not required to

create a new client file, ask them to

demonstrate how they would do this

The candidate sought feedback

from the client after the

treatment to evaluate the need

for ongoing treatment

The candidate provided the

client with self-care advice and

answered questions using

appropriate language

appropriately

The candidate provided the

client with information about

treatment plans and

recommendations

The candidate documented

treatment details and

recommendations clearly and

stored/filed according to

workplace procedures

The candidate maintained

appropriate practitioner/client

boundaries at all times

Questions/answers:

The candidate identified referral

options for massage

practitioners which may refer to

a range of professional health

services, complementary health

services and community

support services

Role plays

The student is to complete the

role play with their assessor

KE2(all)



Question 6

Using the corresponding image, identify each bony landmark.

The student must correctly identify each landmark on the scapula:

Question 7

What is the relationship between the following: Agonist, antagonist, reciprocal inhibition and synergist

muscles? Provide an example to support your answer.

The student should provide a correct description of each term. The relationship should be described

through an example of flexion of the agonist against the antagonist muscle.

Agonist: The muscle which causes a movement to occur through its own contraction

Antagonist: The muscle that opposes a specific action, controls a motion and slows it down

Synergist: The muscles which help perform the movement of the agonist muscles

Reciprocal inhibition: The neural inhibition of the motor units of the antagonist muscle. When the agonist muscle contracts, this causes the antagonist muscle to stretch

Example: When you do a bicep curl the agonist muscle is the bicep, beause it causes flexion at the elbow, and the tricep muscles are the antagonist because the tricpes oppose the movement of force and slow it down.

Question 8

Describe the relationship between bone absorption and bone ossification. Provide an example to support your

answer.

The student should correctly describe bone absorption and ossification, describing the process of

injuring and repair.

Bone absorption is when mature bone tissue is removed from the skeleton and new tissue is then formed (bone ossification). This is a lifelong process.

Example: This process occurs when you injure or fracture your bone in injury because the bone is able to repair or remodel itself.

A Superior angle

B Superior border

C Scapular notch

D Coracoid process

E Acromion process

F Supraglenoid fossa

G Glenoid fossa

H Lateral border

I Inferior angle

J Medial border

K Subscapular fossa



Muscle Area/Region Origin Insertion Action

Quadriceps femoris:

Vastus lateralis

Anterior compartment of the thigh

Greater trochanter of the femur

Intertrochanteric line

Linea aspera of femur

Patella and tibial tuberosity via tendon of quadriceps femoris and patellar ligament

Extends leg at knee

Stabilizes knee

Quadriceps femoris:

Vastus medialis

Anterior compartment of the thigh

Linea aspera of femur

Intertrochanteric line

Patella and tibial tuberosity via tendon of quadriceps femoris and patellar ligament

Extends leg at knee

Stabilizes patella

Quadriceps femoris:

Vastus intermedius

Anterior compartment of the

thigh

Shaft of the femur Patella and tibial tuberosity via

tendon of quadriceps femoris and patellar ligament

Extends leg at knee

Tibialis anterior

peroneals

Anterior compartment of the

leg

Lateral condyle of tibia

Interosseous membrane

Medial cuneiform 1st

metatarsal

Dorsiflexes foot at ankle

Inverts foot

Hamstrings

(semitendinosus,

biceps femoris)

Posterior thigh muscles Ischial tuberosity Medial surface of tibia

Lateral side of the head of the fibula

Knee flexion

Hip extension/straightening

Adductor magnus Medial compartment of the

thigh

Inferior ramus of pubis

Ischial ramus

Ischial tuberosity

Linea aspera of femur Adducts thigh

Rotates thigh laterally

Flexes thigh at hip

Adductor longus Medial compartment of the thigh

Pubis – near pubic symphysis Linea aspera of femur Adducts thigh

Flexes thigh at hip

Rotates thigh medially

Gastrocnemius Posterior compartment of the

leg

Lateral condyle of femur

Medial condyle of femur

Calcaneus Plantar flexes foot at ankle

Soleus Posterior compartment of the

leg

Proximal tibia

Proximal fibula

Interosseous membrane

Calcaneus Plantar flexes foot at ankle

https://en.wikipedia.org/wiki/Head_of_the_fibula

https://en.wikipedia.org/wiki/Head_of_the_fibula

POWERPOINTS & SESSION PLANS SAMPLE HLT42015


Trainer notes:

• The main development points are highlighted individually on the slide. This is a

visual display of how massage has evolved over time from 1500 BC through to

today

• This is a combination of movements of treatment, events, key influencers or

organisations being established

Abbreviations:

AMTA – American Massage Therapy Association

MTF – Massage Therapy Foundation

NCBTMB – National Certification Board of Therapeutic Massage and Bodywork

9

Trainer Notes: The purpose of this activity is to gain an understanding of how

students interpret massage therapy as a practice and the effects on the body.

Students should get into small groups or pairs and discuss the term ‘massage

therapy’ outlining what it means to them, what it involves, what systems it affects

and the benefits of this treatment

Time: 15-30 min

Resources: Textbook, online resources, poster paper

Instructions:

• Students form pairs/small groups

• Students should not access online resources to perform this activity

• Students should discuss and write down their answers – can be point form, or a

brainstorm, or on poster paper

• Each group must record their research on poster paper/textas provided

• After each group has finished research and documented their answers, they

will share and present their findings with the rest of the class

• Consider and note any common themes shared

19

Trainer Notes: The purpose of this activity is to have students research a variety of

complimentary therapies: physiotherapy, aromatherapy, reflexology, osteopathy,

chiropractic, exercise physiology, dietetics, naturopathy

Time: 45-60 min

Resources: Textbook, online resources, poster paper

Instructions:

• Divide the class into small groups, pairs or in groups of three assigning each a

therapy.

• Each group must perform research on the therapy they have been assigned

using classroom resources and online resources.

• Students should discuss and write down their answers – can be point form, or a

brainstorm, or on poster paper

• Students must address the questions on the slide

• Each group must record their research on poster paper/textas provided

• After each group has finished research and documented their answers, they

will share and present their findings with the rest of the class

32

Trainer notes:

Suggestion - research other reflexology foot maps and discuss

55

Wellness model – university of Nebraska

112

Class discussion: The purpose of this discussion is for students to be able to identify

different goals, constraints and develop strategies for achieving these goals

Read through each circumstance and ask the following after each:

• What is the goal?

• What is the limitation or constraint?

• How could the person work towards attaining their goal?

Ask for responses/ideas

Discuss as a class

Identify what the best/most effective strategies suggested are

128

Suggestion:

• Showcase other decision making models – SWOT analysis, SMART goals, Strategic

Planning

• Use a goal to exemplify using the model/following the process

• The process is similar across models – identifying the goal, analysing available

information, reviewing facts, weighing up pros and cons and then defining the

strategy/action plan

130

Session Plan: HLTNSG001 Develop Massage Practice – Session 1 – HLT42015 Certificate IV in Massage Therapy

SP MASSAGE PRACTICE (ID 104857) © 2016 Eduworks Resources Page 1

Course Code & Title: HLT42015 Certificate IV in Massage Therapy

Unit/s Code & Title: HLTMSG001 – Develop Massage Practice

Session Title: Session 1 – Massage Practice

Date & Time:

Venue:

Trainer Name:

Resources/equipment required

for delivery:

Poster paper

Textas

Access to internet

Notebooks

Optional:

Essential oils

Tennis balls

Rubber bands

Foot outlines

Assessment resources

Supporting documents: Massage Therapy Principles and Practice - Fifth Edition, Susan G. Salvo, 2016, Elsevier

Online documents – see slide references



20 min 11

Historical views

- The Middle Ages – Western medicine declines after the collapse of

the Roman Empire, though ancient medical teachings of the Greeks

and Romans were preserved.

- The Canon of Medicine

- Existing and preserved work by the Muslims who had translated

Greek and Latin medical texts into Arabic

HLTMSG001 – Develop

Massage Practice PPT

Ref 1 - Pg.4-5

5 min 12

Massage in other languages

- Massage means ‘soft tissue manipulation’ and is also known by the

term ‘Bodywork’. - Massage is used across various groups including ancient

languages



5 min 13

Looking Back – Timeline

- The rest of the timeline depicting the evolution of massage



Ref 1 - Pg.5-6

20 min 14

Historical views continued

- The Renaissance – New text is translated

- Timothy Bright - ‘The Art of Gymnastics’ - Published work in China and Japan

- Muscular contractions and blood circulation

-



Ref 1 - Pg.5-6



10 min 27

Nervous system

- Spinal cord reflexes

- Massage increases relaxation, decreases stress, anxiety and

depression.

- The effects on neurotransmitters

- Massage produces changes in brain activity in different regions of

the brain.

- Further research still required.



Ref 1 - Pg.102-103

10 min 28

Endocrine System

- Influence on hormone levels – cortisol

- Decrease stress hormone cortisol after massage

- Massage effects the production/absorption of insulin

- Beneficial for people who have diabetes

- Promising research in this area



Ref 1 - Pg.103

10 min 29

Skin

- Increase in skin temperature

- Few studies available which assess effect of massage on skin

- Improvements in dermatologic conditions

- Skin system inter-related with other body systems

- Improves nutrient exchange and stimulates blood flow



Ref 1 - Pg.103-104



10 min 46

Chakras

- Energy centres

- Central channel

- Origins

- Chakra functions

- Ascending order



Ref 1 - Pg. 343-344

10 min 47

Hydrotherapy

- Origin and development across cultures

- Water used for therapeutic purposes

- Complementary agents

- Pain management

- Hot or cold application



Ref 1 - Pg. 243

15 min 48

Heat transfer

- Homeostasis regulates temperature

- Heat is transferred to the body

- Cold applications transfer heat away from the body

- Modes of heat transfer



Ref 1 - Pg. 244

10 min 49

Cryotherapy

- Cold application therapy

- Reduces pain, inflammation and acute injuries

- Takes heat away from injury

- Contradictions

- Adverse effects



Ref 1 - Pg. 244 - 245



1 min 58

Summary

- Topic objectives



1 min 59

References

- Summary of references used within this section



1 hour 60

Assessment

- Assessment task 1 – written questions

- Complete short answer questions

- Open book task

- Assessment due date

- Submission requirements

- Resubmission requirements



Assessment Task 1 –

Written questions

Topic 2 – Foundations of Massage (Approx. 8 hours)

1 min 61

Groups and needs

- Individuals and key groups

- Information needs

- Communicating needs



1 min 62

What will I learn?

At the end of this topic you will be able to:

- Identify key groups

- Assess information needs for individuals and key groups

- Communicate massage information



15 min 63

Quote on attitudes HLTMSG001 – Develop




20 min 78

Communication

- Effective communication

- Rapport

- Body language – facial expressions, gestures, mannerisms, vocal

cues, tone, volume, posture and positioning

- Client communication and observations

- Unspoken discomfort



Ref 1 - Pg. 202-203

10 min 79

Interview skills

- Stay focused

- Note taking

- Active listening

- Verbal acknowledgement

- Using open ended questions

- Using close ended questions



Ref 1 - Pg. 203

20 min 80

Activity

- The purpose of this activity is to for students to practice writing

open/closed questions and practice asking them with a partner.



Activity 2 – Open/Closed

questions

15 min 81

Activity

- The purpose of this activity is to for students to demonstrate their

understanding and interpretation of common expressions, body

language or mannerisms.



Activity 3 – Body Language



20 min 85

Activity

The purpose of this activity is to for students to demonstrate their

understanding of legal and ethical implications in the client/therapist

relationship.



Ref 1 - Pg.39

Activity 4 – Matching

1 min 86

Summary

- Topic objectives



1 min 87

References

- Summary of references used within this section



2 hours

88

Assessment outline

- Read over Assessment Task 2

- Read each scenario and sample health questionnaires provided

- Groups of 4:

o 1 x massage therapist

o 1 x corporate worker

o 1 x pensioner

o 1 x athlete



Assessment Task 2 – Role

play



20-30 min 97

Equipment considerations

- Massage tables

- Table features: height, length, frame, padding

- Table fabric and maintenance

- Table/Chair accessories: stools, bolsters, face rest, arm shelf,

carrying case, table cart

- Towels, sheets and table warmers

- Linen care

- Lubricants: crème, oils, gels, butter

- Allergens and cautions



Ref 1 - Pg.42-50

Basic massage equipment for

demonstration (optional)

15-20 min 98

Activity

The purpose of this activity is to for students to research massage suppliers

who focus on using sustainable materials in their professional practice.



Activity 2 – Research

suppliers

10 min 99

Furnishings

- Room accessories: mirror, clock, basket, chairs

- Room environment: colours, size, feel, style

- Lighting and music

- Windows and flows

- Room temperature



Ref 1 - Pg.50-52



10 min 104

Occupational risks and hazards

- Sitting: trigger points in chest, shoulder, neck

- Standing: lower back pain

- Walking: back, leg pain

- Active: all muscles at risk

- Strenuous: pulled/strained muscles



Ref 1 - Pg.58

10 min 105

Activity

The purpose of this activity is to for students to provide examples of risks

associated with specific occupations



Activity 4 – Risks by

occupations

10-15 min 106

Self-care

- Physical posture

- Health and well-being

- Diet/nutrition

- Emotional stress

- Physical activity

- Work/life balance



Ref 1 - Pg.58-70

15 min 107

Activity

The purpose of this activity is to for students to practice and demonstrate

examples of hand massage warm ups as part of self-care



Ref 1 – Pg. 59-60

Tennis ball, rubber band

Activity 5 – Massage warm

ups



10 min 111

Wellness Model

- Emotional

- Environmental

- Intellectual

- Occupational

- Social

- Spiritual



Ref 1 – Pg. 68-70

5 min 112

Wellness Model

- University of Nebraska HLTMSG001 – Develop


Ref 1 – Pg. 68-70

10 min 113

Sustain professional practice

- Available support – family, peers, colleagues

- Networks and industry groups

- News/media/current affairs

- Professional development/upskilling

- Mentoring in the workplace

- Self-development



30 min 114

Activity

The purpose of this activity is to for students to develop their own personal

health strategy and action plan. This will help them support self-care

activities in their professional practice



Activity 7 – Develop a

health strategy

2 min 115

Activity

Example table to demonstrate table format HLTMSG001 – Develop




Topic 4 – Approach to practice (Approx. 8 hours)

1 min 118

Approach to practice

- Professional goals

- Opportunities

- Action plan



2 min 119

What will I learn?

Topic objectives:

- Assess professional opportunities

- Identify professional goals

- Develop a professional practice approach



15 min 120

Quote on massage



5-10 min 121

Employment opportunities

- Professional opportunities

- Specialist practices

- Local, national, international scope

- Required experience and qualifications



30 min 122

Activity

The purpose of this activity is to for students to research and review types

employment opportunities within the massage industry, required skills,

knowledge, experience and qualifications



Access to job search engines

Activity 1 – Employment

opportunities



2-3 hour 131

Assessment

- Read over Assessment Task 3

- Complete Question 1-11



Assessment Task 3

2 min 132

Summary

- Topic objectives



2 min 133

References

- Summary of references used within this section HLTMSG001 – Develop




Topic 2 - Additional activities Resources Time

Matching activity Chapter 2 – The Therapeutic Relationship

Pg.39 30 min

Discussion on the Code of Ethics Chapter 2 – The Therapeutic Relationship

Pg.40 45 min

Matching activity Chapter 11 – Special Populations

Pg. 241 30 min

Discussion on amyotrophic lateral sclerosis Chapter 11 – Special Populations

Pg. 241 30 min

Topic 3 - Additional activities Resources Time

Matching activity Chapter 3 – Tools of the trade

Pg.54 30 min

Discussion on lost possessions Chapter 3 – Tools of the trade

Pg.55 30 min

ASSESSMENT KIT SAMPLE - Eduworks Resources · 2020. 6. 25. · Assessment Task 5: Supervisor report...

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Transcript of ASSESSMENT KIT SAMPLE - Eduworks Resources · 2020. 6. 25. · Assessment Task 5: Supervisor report...