This unit describes the performance outcomes, skills and knowledge required to lead participants during challenge course sessions at a facility where low elements are set up. Participants may be individual users or groups attending for purely recreational purposes, or may be groups involved in adventure based learning activities for which there would be a predetermined activity plan.

It requires the ability to explain and demonstrate, to participants, techniques for spotting, and for using independent and linked low elements.

This unit applies to any type of organisation that operates challenge courses including commercial, not-for-profit and government organisations.

It applies to activity leaders who use discretion and judgement to manage participant logistics, safety, and routine problems within clearly defined operating procedures. Complex issues and problems would be referred to others for assistance, direction or resolution.

Leaders might also be involved in providing adventure based learning outcomes, the skills for which are provided in complementary units.

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

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

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)

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.

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
Assess characteristics, condition and capability of participants, as they present, and obtain informed consent.
Confirm participants have clothing and footwear appropriate for the activity and anticipated weather conditions.
Select and set up personal protective equipment (PPE) to match participants, low elements and prevailing conditions.
Complete, for PPE, required safety and serviceability inspections and reports according to organisational procedures.
Direct and assist participants to fit and adjust personal protective equipment; check comfort and safety of fit.
Explain planned objectives; communicate instructions and information about activity in a manner appropriate to participants.
Encourage participants to ask questions and seek advice before and during session.
Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries.
Advise participants of roles and responsibilities of activity leaders, and communication protocols to use during activity.
Explain importance of spotting and demonstrate essential components of spotting technique.
Demonstrate and explain different techniques and spotter positions used for different course elements and participant characteristics.
Verify participant understanding of spotting techniques and safety procedures.
Engage participants in a sequence of activities to warm up, develop trust and practice spotting in a low risk situation.
Observe and monitor participant performance of spotting technique and provide feedback and corrective instruction.
Explain and demonstrate techniques for use of independent and linked low elements.
Reinforce appropriate spotter technique and position for the particular element.
Provide clear and accurate instructions and demonstrations throughout the session.
Monitor performance of spotters and participants, and provide directions, encouragement and corrective instruction to improve techniques.
Facilitate effective group communication and interaction to maintain group control, engagement and safety.
Implement required modifications to activity to ensure participant engagement and comfort, and completion within timelines.
Monitor activity conditions and hazards, including signs of participant difficulty, to ensure safety and welfare.
Monitor participant behaviour and adherence to safety procedures, adjust level of supervision and assertively correct breaches, as required.
Respond immediately to adverse participant reactions and hazardous situations.
Complete ongoing risk assessments to minimise risk of injury to participants and others.
Amend activities if risk is unacceptable; cease activities when required.
Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
Debrief participants and encourage discussion on their technique and satisfaction with session.
Notify relevant personnel of activity completion.
Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area.
Document any equipment faults, and incidents including injuries and near misses.
Evaluate the activity through a team debrief and identify improvements for future activities.

Assessment Cover Sheet

SISOCHC001 - Lead challenge course sessions, low elements

Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SISOCHC001 - Lead challenge course sessions, low elements

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: