PSIA-AASI
Children's Specialist 1
Assessment Form
Candidate:
Date:
Location:
Region:
Assessors:
CS 1
Meets Standards
Does Not Meet Standards
Assessment Scale for Children's Specialist 1:
1
Essential elements were not observed or not present.

2
Essential elements are beginning to appear.

3
Essential elements appear, but not with consistency.

4
Essential elements appear regularly at a satisfactory level.

5
Essential elements appear frequently, above required level.

6
Essential elements appear continuously, at a superior level.
Assessment Criteria
Instructor Decisions & Behavior
Attained
Did Not Attain
Professionalism and Self-Management: Maintains a professional environment by demonstrating self-awareness and self-management. (Continual Assessment)
Needs/Safety
Address group and individual safety and physiological needs.
Behavior Management
Exhibits positive behavior in response to feedback.
Section Average: Must be 4 or above to meet Learning Outcome
People Skills
Attained
Did Not Attain
Communication: Engages in developmentally appropriate communication to address the needs of a group of children and their parents. (Assessed when Teaching)
Parent & Child
Engages in CAP appropriate communication with parent & child.
Cognitive Level of Children
Engages in appropriate verbal and non-verbal communication for the cognitive level of children.
Social/Emotional level of Children
Engages in appropriate verbal and non-verbal communication for the social/emotional (affective) level of children.
Section Average: Must be 4 or above to meet Learning Outcome
Behavioral Management/Relationships with Others: Addresses intrapersonal and interpersonal situations with children and their parents in a developmentally appropriate manner. (Assessed when Teaching)
Emotional Responses
Identifies and responds to children's emotional responses to events throughout lesson.
Social Interactions
Identifies and responds to children's social interactions throughout lesson.
Parent/Child/Instructor Situations
Responds to situations in the parent, instructor and child relationships to create a positive experience.
Section Average: Must be 4 or above to meet Learning Outcome
Movement Analysis
Attained
Did Not Attain
Identifies and describes cause and effect relationships influenced by child growth, stages of psychomotor development and equipment options and prescribes a solution for a single fundamental in a group setting through the intermediate zone.
Motor Skill Development
Describes how motor-skill development impacts motor learning in children.
Understanding of Biomechanics
Applies an understanding of biomechanics to describe the effect a child's stage of physical growth and psychomotor development related to one fundamental in one turn phase or cross country skill.
Equipment Options
Describes the influence of children's equipment options on observed movements and stated goals & performance of child.
Prescription
Outlines more than one prescription for change for two different children of similar abilities for one sport-specific fundamental in one turn phase or cross country skill.
Section Average: Must be 4 or above to meet Learning Outcome
Teaching Skills
Attained
Did Not Attain
Assesses and Plans (Teaching Competency): Uses provided information about children and parents to plan relevant learning experiences through the intermediate zone.
Determine Goals
Identifies and summarizes motivations and expectations of children and their parents to determine common themes.
Terrain and Skill Choices
Chooses appropriate terrain and/or skill for the group based on skiing/riding level and stage of development
Learning Experiences
Plans engaging and exploratory learning experiences with productive use of movement and practice time based on identified stage of development.
Section Average: Must be 4 or above to meet Learning Outcome
Implement and Reflect/Review (Deliver Experience): Delivers group-focused learning experiences that have developmentally realistic outcomes.
Progressions and Activities
Teaches and justifies developmentally appropriate progressions and activities that enhance the children's learning experience.
Physical Risk
Manages physical risk while promoting engagement in the learning environment.
Emotional Risk
Manages emotional risk to enhance engagement in the learning environment.
Reflect and Review
Reflects with the group and reviews the learning experience to identify performance change and future growth.
Section Average: Must be 4 or above to meet Learning Outcome
Technical Competency
Attained
Did Not Attain
Identifies and describes distinct stages of cognitive, affective and physical growth, including psychomotor development, for a group of children, relative to snowsports, through the intermediate zone.
Physical Growth and Psychomotor Development
Identifies and describes physical growth and psychomotor development for two different age groups.
Cognitive Development & Information Processing
Identifies and describes stages of cognitive development and types of information processing that impact motor learning for a group of children with similar ability.
Affective Behaviors and Beliefs
Identifies and describes several affective behaviors and beliefs that impact the motor learning for a group of children with similar ability.
Section Average: Must be 4 or above to meet Learning Outcome
This assessment form was last updated on February 4, 2022.