Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SRXCAI006B Mapping and Delivery Guide
Organise a sport and recreation program

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SRXCAI006B - Organise a sport and recreation program
Description This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.This unit covers the knowledge and skills to plan non-instructional recreation programs in a variety of contexts. Emphasis is on the depth and breadth of planning skills and knowledge to cater for a diversity of needs and situations. This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.This unit covers the knowledge and skills to plan non-instructional recreation programs in a variety of contexts. Emphasis is on the depth and breadth of planning skills and knowledge to cater for a diversity of needs and situations.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Collect information to plan activities
  • Gather relevant information from a range of sources to plan a program of activities
  • Ensure information is as up to date, accurate and comprehensive as available sources allow
  • Seek information politely and sensitively and respect participants' and organisations' rights to confidentiality
  • Treat views of participants with respect and give consideration to individual participant needs as well as the group as a whole
  • Discuss and agree on identified needs with participants
  • Consider where relevant the level of interaction between participants and/or the stage of group development
  • Advise individual participants of any obvious reasons why they should not participate in a given activity or program of activities
  • Inform participants when their needs cannot be met, and give them information about other possible providers
       
Element: Produce a plan for a program of recreation sessions
  • Ensure the program plan contains clear aims and objectives which can meet identified needs and makes the best use of available time and resources
  • Ensure the program plan provides a framework which is sufficiently flexible to allow alterations and to cope with unforeseen changes in circumstance
  • Encourage participants or their representatives to contribute to program design
  • Ensure the program plan conforms to legislation, health and safety requirements and accepted good practice
  • Ensure the program plan is consistent with strategies to overcome discrimination and stereotyping
  • Ensure the sequence of sessions within the program is designed to enhance participation and participants motivation
  • Ensure where relevant, the plan is agreed with staff, participants and organisations
  • Complete all documentation correctly
       
Element: Coordinate and allocate program resources
  • Arrange a venue appropriate for the program, the participants and their abilities
  • Arrange equipment and resources appropriate for the program and participants
  • Take steps to ensure that selected staff have the necessary skills/qualifications and the ability to work sympathetically with the participants to achieve positive interaction and a supportive atmosphere
  • Select staff with adequate skills to engender confidence in the participants and enhance motivation throughout the program
  • Safely modify and/or condition equipment for use by different participant groups in a variety of contexts
  • Check resources for availability and safety
  • Arrange where relevant, financial resources necessary for the program
  • Ensure arrangements support the planned sequencing and coordination of sessions
  • Confirm arrangements and resources with the appropriate staff, organisations and participants
  • Provide clear, accurate and concise information and advice to participants on physical resource requirements for the activity
  • Brief, assisting personnel as to the extent and limitations of responsibilities, special requirements of participants and expectations regarding attitudes to participants
       


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 sufficient knowledge of the factors influencing the planning of a recreation program for participants using a particular facility or location

Assessment of performance should be over a period of time covering all relevant categories within the Range Statements that are applicable in the learners work environment

In particular, assessment must confirm the ability to plan a program of individual sessions to suit

Different participant needs

different program aims

a minimum of three different types of participant groups

different program contexts from the range of variables statements

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

SRXCAI003B Provide equipment for activities

SRXCAI004B Plan a session or program for participants

SRXCAI005B Conduct a sport and recreation session for participants

BSBCMN402A Develop work priorities

SRXRIK001A Undertake risk analysis of activities

This unit must be assessed in conjunction with the following unit(s)

activity-specific competencies in the area of fitness, community recreation, sport or outdoor recreation where relevant

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

SRXCAI007B Conduct a sport and recreation program

Required knowledge and skills

Required knowledge

Sources of information necessary to effectively organise an identified sport and recreation program

Legislation relevant to ensure compliance with confidentiality requirements of participants participating in a sport and recreation program

Knowledge of group dynamics and factors affecting group and individual needs in order to effectively organise a sport and recreation program

Reasons for client participation in a recreation program in order to ensure appropriate sport and recreation programs are organised

Health and other reasons affecting ability to participate in a session or a recreation program

Organisation's policies and procedures in regard to organising sport and recreation programs

Policies, procedures and requirements specific to the venue/facility in order to ensure appropriate sport and recreation programs are organised

Risk analysis processes in order to ensure all possible risks associated with an organised sport and recreation program have been identified and appropriate action taken to ensure safety of participants and staff

Activity-specific knowledge of the sport and recreation program organised

Required skills

Activity-specific skills of the sport and recreation program organised

Organisational skills in order to effectively plan a sport and recreation program, including all relevant details necessary to ensure smooth and efficient operation

Research skills to determine participant needs and organise a sport and recreation program that will suit these needs

Resource implications

Physical resources - assessment of this competency requires access to

participants, equipment and a facility/venue for the conduct of recreation programs

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 organisation of programs within a recreation sector

Context for assessment

This unit of competency must be assessed in the context of a sport or recreation activity with a range of clients. For valid and reliable assessment the sport or recreation activity should closely replicate the work environment. The environment should include real clients and be safe with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competency 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, participants 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

1

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 - Collecting a range of information, arranging resources for the program, arranging financial resources where relevant

Communicating ideas and information - Confirming arrangements and resources, seeking contribution from others to the plan

Planning and organising activities - Producing a plan, co-ordinating resources

Working with teams and others - Liaising with assisting personnel

Using mathematical ideas and techniques - Checking and modifying equipment

Solving problems - Resolving conflict when it arises

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, assignment, 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

Assisting personnel

[all categories]

teachers

carers

assistant staff

parents

Equipment

[all categories]

safety requirements, eg, first aid kit and protective clothing

session - specific client requirements

session - specific group requirements

equipment required by the session organiser

Information

[all categories]

needs and expectations of organisation

needs and expectations of participants

numbers, ages and gender of participants

previous experience and developmental stage of participants

available time

special requirements

staff, physical and financial resources

cultural and political influences

Participants

[all categories]

experienced or inexperienced

adults or children

school or youth groups

variety of ethnic groups

participantswith special needs

tourists

club members

general public

Participant needs

[all categories]

physical

emotional

psychological

individual

group

individuals within group

Physical resources

[all categories]

food

water

clothing

personal equipment

safety equipment

sun protection

personal first aid requirements

medication

Program of recreation sessions

[all categories]

a sequence of tasks, games, activities or exercises in which the extent of instruction is minimal and covers only that which is required to allow the participant to participate safely and effectively

a sequenced program of individual sessions running sequentially or simultaneously, for individuals or groups

does not include drills, tasks and activities with the aim of physical skill enhancement in order to perform competitively or independently

Program plan

[all categories]

aim

date and time

physical, human and financial resources

sessions, stages or structure

logistics

information requirements

Resources

[all categories]

physical

human

financial

transport and related logistical requirements

Special requirements

[all categories]

age

medical condition

physical condition

ethnic origin

gender

Variety of contexts

[all categories]

different sites, locations or facilities used

working independently

different conditions in which the program sessions are conducted. That is, different

types of group

participantaims

session aims

sequences of individual sessions

Venue

[all categories]

outdoor activity site/location

indoor facility

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
Gather relevant information from a range of sources to plan a program of activities 
Ensure information is as up to date, accurate and comprehensive as available sources allow 
Seek information politely and sensitively and respect participants' and organisations' rights to confidentiality 
Treat views of participants with respect and give consideration to individual participant needs as well as the group as a whole 
Discuss and agree on identified needs with participants 
Consider where relevant the level of interaction between participants and/or the stage of group development 
Advise individual participants of any obvious reasons why they should not participate in a given activity or program of activities 
Inform participants when their needs cannot be met, and give them information about other possible providers 
Ensure the program plan contains clear aims and objectives which can meet identified needs and makes the best use of available time and resources 
Ensure the program plan provides a framework which is sufficiently flexible to allow alterations and to cope with unforeseen changes in circumstance 
Encourage participants or their representatives to contribute to program design 
Ensure the program plan conforms to legislation, health and safety requirements and accepted good practice 
Ensure the program plan is consistent with strategies to overcome discrimination and stereotyping 
Ensure the sequence of sessions within the program is designed to enhance participation and participants motivation 
Ensure where relevant, the plan is agreed with staff, participants and organisations 
Complete all documentation correctly 
Arrange a venue appropriate for the program, the participants and their abilities 
Arrange equipment and resources appropriate for the program and participants 
Take steps to ensure that selected staff have the necessary skills/qualifications and the ability to work sympathetically with the participants to achieve positive interaction and a supportive atmosphere 
Select staff with adequate skills to engender confidence in the participants and enhance motivation throughout the program 
Safely modify and/or condition equipment for use by different participant groups in a variety of contexts 
Check resources for availability and safety 
Arrange where relevant, financial resources necessary for the program 
Ensure arrangements support the planned sequencing and coordination of sessions 
Confirm arrangements and resources with the appropriate staff, organisations and participants 
Provide clear, accurate and concise information and advice to participants on physical resource requirements for the activity 
Brief, assisting personnel as to the extent and limitations of responsibilities, special requirements of participants and expectations regarding attitudes to participants 

Forms

Assessment Cover Sheet

SRXCAI006B - Organise a sport and recreation program
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

SRXCAI006B - Organise a sport and recreation program

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: