CHCRH402B - Undertake leisure and health programming
Assessor Resource
CHCRH402B Undertake leisure and health programming
Assessment tool
Version 1.0 Issue Date: May 2024
This unit may apply to community services work in a range of contexts
This unit describes the knowledge and skills required to work with health practitioners and other relevant people to create, plan, coordinate, deliver and evaluate appropriate leisure and health activities and programs for individuals and groups
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place
Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a qualified leisure and health professional
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
This unit is most appropriately assessed in the workplace or in a simulated work environment and under the normal range of environment conditions prior to assessment in the workplace
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible
Competency should be assessed in the context of:
working with individuals and groups
target groups relevant to the worker and the activity or program
consulting with relevant stakeholders
for at least two of the types of activities and programs identified in the Range Statement
for at least two of the purposes identified in the Range Statement
individually or as part of a team
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge:
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include knowledge of:
Current documentation requirements and expectations within the profession
Relevant aspects of psychology and behaviour management
Motivational theory and strategies
Client choice
Holistic health (emotional, social, physical, mental, spiritual)
Levels of human needs (universal, developmental, special)
A range of activities and programs
Facilitation techniques
Legal and safety requirements as they relate to activities and programs
Risk assessment processes
Outing assessment processes
Relevant funding sources
Research and consultation
Coordination and management of programs
Analysis of data, information and relationships
Advocacy
Provision of support to a diverse range of people/organisations
Conflict resolution communication and negotiation
Cross cultural communication and negotiation
Literacy adequate to prepare a range of appropriate resource material
Working with and through community leaders
Volunteers
Work health and safety (WHS) principles and practices
Essential skills:
It is critical that the candidate demonstrate the ability to:
Document steps within the programming process
Identify the leisure and health needs of the client or group
Prepare activity/program plan
Identify and obtain required resources
Promote, deliver and evaluate activity/program
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include the ability to:
Demonstrate application of skills in:
a range of activities and programs
motivating clients
promoting activities and programs
research and consultation
coordination and management of programs
analysis of data, information and relationships
advocacy
provision of support to a diverse range of people/organisations
conflict resolution communication and negotiation
cross cultural communication and negotiation
literacy adequate to prepare a range of appropriate resource material
working with and through community leaders
WHS principles and practices
effective use of relevant information technology in line with WHS guidelines
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Relevant information may include:
Interviews with clients
Social history
Care plans/case notes
Research past lifestyles and interests
Holistic assessment of client
Programs include:
Activities designed to address needs of target groups or individuals
Activities designed to meet needs identified in research
Activities to extend the participation numbers in existing programs
Passive and/or active activities
Physical, mental, emotional, social and/or spiritual activities
Strategies to address barriers to participation
Those directed at individual people and their needs
Those directed at the general community
Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers
Those designed to respond to social, economic and demographic changes
Program focus may include:
Leisure
Education/learning/training
Personal development and support (e.g. coping skills)
Therapeutic
Music and performing arts (e.g. theatres, band, video production team)
Language and art based
Spiritual and religious
Research, planning and management (e.g. excursions, travel)
Community action and development
Special interest causes (e.g. environmental issues)
Enterprise development activities
Employment, fund raising, small business
Program activities may include:
Discussion groups
Games
Outings
Reminiscence
Poetry and drama
Storytelling and reading
Art and craft
Cognitive stimulation
Sporting and recreational activities
Structured and unstructured social activities
Leisure activities
Play
Work-related tasks
Appropriate planning and implementation of programs is undertaken for the purpose of:
Providing immediate and ongoing support
Promoting participation and personal development
Enabling people to use their time constructively, have fun and maintain independence
Enabling people to learn and explore skills, knowledge and attitudes
Enhancing well being
Maintaining and improving cognitive functioning
Maintaining and improving physical abilities
Promoting social interaction and friendship development
Provide an avenue for emotional and psychological support
Enable participants to meet their spiritual and religious needs
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Work with health practitioners and key others to develop activity/program plans
Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment
Identify and review a range of possible programs to meet needs
Select program focus and type based on client needs, organisation's criteria and resource availability
Undertake an activity/program analysis to match client needs to the characteristics of the activity/ program
Where appropriate, undertake an assessment of outing requirements
Undertake risk assessment for activities/programs and outings
Undertake appropriate planning of activities within team context to ensure client needs are met
Incorporate consultation with key clients and stakeholders into planning of activities
Determine operational arrangements for conducting the program and assess for feasibility
Develop and document goals and outcomes for each activity/program
Include appropriate implementation and evaluation strategies in the activity/program plan
Develop plans to include activity/program modifications required to meet client needs
Document resource adaptations, where appropriate, according to organisation procedures and protocols
Ensure planned activities reflect accepted good practice in working with leisure and health clients
Document the activity/program plan according to organisation procedures and protocols
Devise and implement strategies to obtain and utilise necessary human, financial and physical resources
Where required resources are not readily available, make submissions to potential sources, in accordance with relevant guidelines
Evaluate, select and arrange suitable locations for program implementation
Demonstrate an understanding of the range of leisure and recreation options and experiences suitable to client needs
Identify components of an activity relevant to the abilities of the client
Where necessary, modify and adapt activities to meet client needs
Conduct resource audit
Identify potential program users and design and distribute appropriate information to achieve maximum response
Evaluate effectiveness of promotional activities and make changes as indicated by response
Develop motivational strategies to maximise client participation
Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements
Provide participants with access to a range of activities suited to their needs and interests
Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies
Adapt program to changing needs of participants as required
Promptly address problems in program delivery
Use effective facilitation techniques in the delivery of activities
Develop strategies to deal with challenging behaviour
Implement strategies to deal with challenging behaviour
Monitor levels of client participation
Amend activity to facilitate an appropriate level of client participation
Define criteria to judge program effectiveness in consultation with clients and stakeholders
Routinely use appropriate evaluation strategies during and after the program and for revision and development
Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders
Prepare and present reports as required
Determine documentation requirements that reflect accepted good practice in working with leisure and health profession
Conduct documentation processes according to organisation guidelines and legal/statutory requirements
Evaluate the effectiveness of documentation
Forms
Assessment Cover Sheet
CHCRH402B - Undertake leisure and health programming
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
CHCRH402B - Undertake leisure and health programming
Student name:
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent