Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Collect information to plan activities | 1.1 | Gather relevant information from a range of sources to plan a program of activities |
1.2 | Ensure information is as up to date, accurate and comprehensive as available sources allow | ||
1.3 | Seek information politely and sensitively and respect participants' and organisations' rights to confidentiality | ||
1.4 | Treat views of participants with respect and give consideration to individual participant needs as well as the group as a whole | ||
1.5 | Discuss and agree on identified needs with participants | ||
1.6 | Consider where relevant the level of interaction between participants and/or the stage of group development | ||
1.7 | Advise individual participants of any obvious reasons why they should not participate in a given activity or program of activities | ||
1.8 | Inform participants when their needs cannot be met, and give them information about other possible providers | ||
2 | Produce a plan for a program of recreation sessions | 2.1 | Ensure the program plan contains clear aims and objectives which can meet identified needs and makes the best use of available time and resources |
2.2 | Ensure the program plan provides a framework which is sufficiently flexible to allow alterations and to cope with unforeseen changes in circumstance | ||
2.3 | Encourage participants or their representatives to contribute to program design | ||
2.4 | Ensure the program plan conforms to legislation, health and safety requirements and accepted good practice | ||
2.5 | Ensure the program plan is consistent with strategies to overcome discrimination and stereotyping | ||
2.6 | Ensure the sequence of sessions within the program is designed to enhance participation and participants motivation | ||
2.7 | Ensure where relevant, the plan is agreed with staff, participants and organisations | ||
2.8 | Complete all documentation correctly | ||
3 | Coordinate and allocate program resources | 3.1 | Arrange a venue appropriate for the program, the participants and their abilities |
3.2 | Arrange equipment and resources appropriate for the program and participants | ||
3.3 | 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 | ||
3.4 | Select staff with adequate skills to engender confidence in the participants and enhance motivation throughout the program | ||
3.5 | Safely modify and/or condition equipment for use by different participant groups in a variety of contexts | ||
3.6 | Check resources for availability and safety | ||
3.7 | Arrange where relevant, financial resources necessary for the program | ||
3.8 | Ensure arrangements support the planned sequencing and coordination of sessions | ||
3.9 | Confirm arrangements and resources with the appropriate staff, organisations and participants | ||
3.10 | Provide clear, accurate and concise information and advice to participants on physical resource requirements for the activity | ||
3.11 | Brief, assisting personnel as to the extent and limitations of responsibilities, special requirements of participants and expectations regarding attitudes to participants |
Required Skills
Not applicable.
Evidence Required
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. |
Range Statement
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 participants 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 participant session aims sequences of individual sessions |
Venue | [all categories] outdoor activity site/location indoor facility |
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.