- SRCAQU014B - Assist participants with a disability during aquatic activities
Assessor Resource
SRCAQU014B
Assist participants with a disability during aquatic activities
Assessment tool
Version 1.0
Issue Date: May 2024
Not applicable.
This unit had been developed for the Community Recreation Industry Training Package and covers the knowledge and skills required to assist participants to safely enter and exit the water and provide appropriate support during aquatic activities.
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
Not applicable.
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 identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements |
Critical aspects of evidence to be considered | Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to identify and explain the application of different types of support evaluate the appropriateness of the support provided and recognise when and how intervention should take place to improve execution of entry, exit and suppor |
Interdependent assessment of units | This unit must be assessed after attainment of or in conjunction with competency in the following unit(s) Nil This unit must be assessed in conjunction with the following unit(s) Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s) Nil |
Required knowledge and skills | Required knowledge Types of supports and their application Effect of different environmental features on the degree of support to be provided Intervention strategies to achieve more efficient execution of support Relevant equipment and safety requirements, including occupational health and safety and legislative requirements Required skills Ability to provide explanations and demonstrations, ie, self, other participants as models Monitoring/observation skills to determine if intervention should take place to improve execution of entry, exit and support Ability to determine entry, exit and support appropriate to the person with a disability's specific needs Application of correct entries, exits and supports appropriate for people with a disability |
Resource implications | Physical resources - assessment of this competency requires access to a real or simulated work environment appropriate documentation and resources normally used in the workplace a swimming pool and other equipment suitable participants rules, policies and regulations of relevant peak bodies and/or employer organisations Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must be competent in this unit be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations |
Consistency in performance | Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment |
Context for assessment | This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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 |
KEY COMPETENCIES | ||||||
Collect, Analyse&Organise Information | Communicate Ideas&Information | Plan&Organise Activities | Work with Others&in Teams | Use Mathematical Ideas&Techniques | Solve Problems | Use Technology |
2 | 2 | 2 | 2 | 1 | 2 | - |
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices. The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task: Use routine approaches Select from routine approaches Establish new approaches Collecting, analysing and organising information - Communicating ideas and information - Planning and organising activities - Working with teams and others - Using mathematical ideas and techniques - Solving problems - Using technology - Not applicable Please refer to the Assessment Guidelines for advice on how to use the Key Competencies. | ||||||
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.
Not applicable.
Range Statements The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency |
CATEGORIES | |
Environmental features | may include indoor/outdoor venue river dam sea swimming pool wet decks ramps hoists steps scum gutters bulk heads surface of pool and concourse pool floor gradient railings depth available water space |
Factors affecting appropriate entries, exits and supports | stage of development physical, intellectual and emotional characteristics mobility physical fitness body type and composition cultural factors |
Feedback | can be verbal written visual tactile should be an information exchange between participant and instructor regarding progress towards performance goals |
Resources | human resources - a ratio of instructors to participants that allows for maximum participation in a safe environment equipment - a ratio of equipment to participants that allows for maximum participation in a safe environment access to first aid facilities/equipment appropriate facilities to conduct instruction in a safe environment |
Type of support | may include hands on torso hands to hands back hold in vertical or horizontal positions short arm hold cradling carry hold hip hold prone hold prone side hold assisted exit |
Work environment | organisational health and safety requirements, safe and appropriate dress and equipment appropriate swimwear and personal equipment personal hygiene requirements lifesaving equipment ropes reaching poles flotation devices pool safety equipment as listed in state/territory occupational health and safety requirements for pools other recommended safety guidelines are instructional aids should be inspected before use sun safety guidelines should be followed hydration guidelines should be followed designated pool area should be inspected before use access to first aid facilities/equipment conditions and external influences include environmental/weather conditions other facility users spectators parents other instructors |
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 |
|---|---|---|---|
| Identify different environmental features | |||
| Identify and document the impact of the different aquatic environment and work environment on the degree and type of support required | |||
| Identify the factors affecting appropriate entries, exits and supports | |||
| Identify and document the methods of responding to factors | |||
| Deliver concise and precise relevant information, explanations and demonstrations to conduct efficient and safe entries, exits and support | |||
| Provide the appropriate type and level of support | |||
| Observe participant's response to the support provided and give feedback to improve execution on an individualised basis or modify the support provided | |||
| Give participants the opportunity to comment and/or ask questions | |||
| Identify resources and aspects needing further emphasis and/or attention for intervention in future sessions |
Forms
Assessment Cover Sheet
SRCAQU014B - Assist participants with a disability during aquatic activities
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
SRCAQU014B - Assist participants with a disability during aquatic activities
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: