- SRCCRO010B - Conduct a recreation program for people with a disability
Assessor Resource
SRCCRO010B
Conduct a recreation program for people with a disability
Assessment tool
Version 1.0
Issue Date: May 2024
Not applicable.
This unit has been developed for the Community Recreation Industry Training Package and covers the skills and knowledge necessary to conduct a recreation program for people with a disability.
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 determine the range of safe and suitable activities and/or exercises for people with a disability, both frail and moderately active instruct people with a disability in the correct technique/guidelines for undertaking activities confirm prior screening of people with a disability prior to participation in a program/activity to establish support needs provide people with a disability with appropriate advice on activity issues within the confines of the program/activit |
Interdependent assessment of units | This unit must be assessed after attainment of competency in the following unit(s) SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities 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) SRCCRD006B Implement community inclusion processes for people with a disability |
Required knowledge and skills | Required knowledge Occupational health and safety and disability discrimination legislation relevant to the provision of recreation services Relevant modified equipment and activities Impact of disability on participation in recreation and the variations and abilities of people with a disability Social, political, cultural, historical issues that affect or are relevant to people with a disability Awareness of screening of people with a disability for entry into programs/activities Precautions for people with a disability in programs/activities Stretching and mobility exercises and activities for people with a disability Chair based, floor work and balance exercises and activities for people with a disability Strengthening and conditioning exercises and activities for people with a disability Specific needs, conditions and considerations of people with a disability Required skills Monitoring of activity within the confines of the program Organisational skills to coordinate resources necessary to conduct a recreation program Communication skills to provide instructions to facilitate the participation of people with a disability in recreation programs Selection of appropriate range of activities and exercises for people with a disability Modifying activities for risk minimisation to people with a disability participating in recreation programs |
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 genuine clients with a disability, ie, not the peers of the learner in a community recreation setting 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 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 | - | 2 | 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 - 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 | |
Barriers to participation | [all categories] cultural values family structures extended family responsibilities family ideals religious beliefs place of recreation within culturally and linguistically diverse communities Australian community impact of disability on participation communication strategies level of literacy and numeracy transport income confidence support services available |
Communication style | should be clear, accurate, contain all relevant information and appropriate to the person's age preferred method of communication physical or cultural factors sensory or intellectual impairment, eg, vision or hearing loss may include verbal modelling/demonstration of activities/movements hand/arm signals assisted communication devices Braille audio tape others as identified |
Emotional well-being | may include feelings state of mind perception of risk self-esteem self confidence |
Environment | varies with respect to size of the organisation location organisational structure nature of the program/s provided availability of resources and technolog |
Feedback | may be qualitative and quantitative evaluation forms asking people numbers surveys complaints reaction feedback from staff financial information |
Impact on participation | may be affected by negative personal attitudes and values of staff organisational procedures and practices client service strategies social, cultural and religious factors physical and economic factors rate of skill development taking risks in the context of self determination and dignity of risk communication supports required/available choices of the client in relation to the provision of service flexibility about timing and priorities to allow for client's independence and choice socialisation/community involvements |
People with a disability | needs and requirements will vary according to type of disability physical sensory intellectual psychiatric factors such as cultural and linguistic diversity rural/remote environment income gender sexuality age family systems religion |
Program | [all categories] a sequence of individual sessions running sequentially or simultaneously, for individuals or groups in which the extent of instruction covers that which is required to allow the individual to participate safely and effectively to maintain health and emotional well being does not include movements, tasks and activities with the aim of physical skill enhancement in order to perform competitivel |
Range of activities | should include a variety of tasks, games, activities and/or exercises and activities to facilitate the well being of people with a disability in the following areas stretching and mobility strengthening or conditioning confidence building development of valued relationships back care balance |
Resources | [all categories] staff equipment venues/facilities paperwork transport and logistical arrangements funds music |
Session | [all categories] a selection of tasks, games, activities or exercises in which the extent of instruction is to allow the person with a disability to participate safely and effectively may be a component of a sequenced program of individual activities does not include movements, tasks and activities with the aim of skill development or enhancement in order to perform competitively of up to a day's duration, ie, no overnight component |
Status of person with a disability | may vary according to impact of medication/pharmaceuticals chronological age physiological age disability specific needs and considerations such as arthritis osteoporosis communication system used socialisation/community involvements dementia diabetes orthopaedic continence issues cardiorespiratory medications neurological conditions musculoskeletal condition |
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 |
|---|---|---|---|
| Prior to commencement, people with a disability agree to participate and view the program/activity as suitable for their needs | |||
| Assess the impact on participation for the person with a disability on an individual basis | |||
| Determine the range of activities to be utilised in the program | |||
| Identify and source resources required for the program prior to program commencement | |||
| Identify support requirements of people with a disability and barriers to participation | |||
| Provide instructions in a communication style suitable to the individual person with a disability with choices of communication made available | |||
| Encourage people with a disability to seek clarification of information when and where necessary | |||
| Communicate feedback on session technique and correct usage of equipment to people with a disability at an appropriate time and with appropriate communication choices | |||
| Understand and support individual ways of communication | |||
| Foster self esteem and confidence of people with a disability | |||
| Modify program, where necessary, based on an assessment of the conditions, status of person with a disability, facilities and equipment | |||
| Conduct activities within the program at a level and pace to suit the abilities of individuals and/or the group | |||
| Select activities within the program to take into account the individual structural and functional variations to the human body and enhance emotional well-being of people with a disability | |||
| Provide assistance with the provision and use of aids, including modification, as appropriate | |||
| Brief people with a disability on safe and responsible behaviour and make aware of rules, codes, organisational/health and safety requirements, restrictions and the need to minimise damage to equipment and the environment | |||
| Encourage people with a disability are encouraged to warm up and warm down through safe and appropriate exercises relevant to the proposed session | |||
| Utilise appropriate techniques to motivate clients to maintain an appropriate participation rate | |||
| Provide advice on general physical activity issues concerning people with a disability within range of expertise | |||
| Allocate sufficient time for discussions with people with a disability after the program/activity | |||
| Collect and check issued equipment for damage and wear | |||
| Give people with a disability the opportunity to provide feedback and identify further needs | |||
| Place acknowledgments and value upon individual participation levels |
Forms
Assessment Cover Sheet
SRCCRO010B - Conduct a recreation program for people with a disability
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
SRCCRO010B - Conduct a recreation program for people with a disability
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: