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Evidence Guide: CHCRH506A - Provide leisure education

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCRH506A - Provide leisure education

What evidence can you provide to prove your understanding of each of the following citeria?

Work in a leisure education context

  1. Demonstrate understanding of the history and philosophy of leisure education
  2. Demonstrate the application of leisure education theory to the provision of leisure education
  3. Demonstrate the application of leisure education in the context of its purpose, processes and outcomes
  4. Demonstrate the application of leisure education models
  5. Identify the place of leisure education as a component of a comprehensive leisure service
Demonstrate understanding of the history and philosophy of leisure education

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the application of leisure education theory to the provision of leisure education

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the application of leisure education in the context of its purpose, processes and outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the application of leisure education models

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the place of leisure education as a component of a comprehensive leisure service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop leisure education programs based on the individual client's needs

  1. Determine the suitability of the client for involvement on a leisure education program
  2. Determine the components of a leisure education program that would be of benefit to the client using appropriate assessment tools and processes
  3. Determine leisure education goals based on assessed needs
  4. Develop a leisure education program incorporating the required components
  5. Document leisure education session plans with particular detail on content and processes
Determine the suitability of the client for involvement on a leisure education program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the components of a leisure education program that would be of benefit to the client using appropriate assessment tools and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine leisure education goals based on assessed needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a leisure education program incorporating the required components

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document leisure education session plans with particular detail on content and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct leisure education programs

  1. Demonstrate the application of the use of helping skills and the development of professional friendships
  2. Implement appropriate helping skills relevant to the client and leisure education program
  3. Adapt the environment and equipment to maximise client participations
  4. Demonstrate effective presentation techniques with an emphasis on facilitative styles of presentation
  5. Work with the client to achieve documented goals using facilitation techniques, including encouragement and assistance
  6. Adapt the leisure education session plan where necessary
Demonstrate the application of the use of helping skills and the development of professional friendships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate helping skills relevant to the client and leisure education program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt the environment and equipment to maximise client participations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate effective presentation techniques with an emphasis on facilitative styles of presentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the client to achieve documented goals using facilitation techniques, including encouragement and assistance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt the leisure education session plan where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of leisure education programs

  1. Determine criteria for evaluation and review
  2. Assess client progress against goals
  3. Determine the effectiveness of individual education sessions and the leisure education program as a whole
  4. Document and evaluate program outcomes according to the client's needs
  5. Facilitate further design of leisure education programs using results and information from evaluation
Determine criteria for evaluation and review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess client progress against goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the effectiveness of individual education sessions and the leisure education program as a whole

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and evaluate program outcomes according to the client's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate further design of leisure education programs using results and information from evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Competency should be assessed in the context of:

working with individuals and groups

target groups relevant to the worker and the activity or program

consulting with relevant stakeholders

for at least two of the types of activities and programs identified in the range statement

for at least two of the purposes identified in the range statement

individually or as part of a team

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Leisure education philosophy

Purpose of leisure education, including:

personal growth

skill development and mastery

removal of barriers

increased access

health

socialisation

Outcomes and benefits of leisure education, including:

personal understanding of leisure

range of opportunities to participate

skill development

personal development

self expression

long term behaviour

attitudinal change

various leisure education models

Main components of a leisure education program:

self awareness in leisure

leisure attitudes and appreciation

problem solving and decision-making skills

knowledge of leisure resources

social interaction skills

leisure activity skills

Leisure education processes

leisure planning

learning skills

needs analysis

Well being

self-esteem

stress management

rehabilitation

mental health

Adapting leisure education session plans, environment and equipment

Range of leisure education goals

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess clients suitability for involvement in a leisure education program

Adapt session plans, equipment and the environment

Develop leisure education programs and session plans based on assessed needs

Document leisure education session plans

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use facilitation skills

Use helping skills

Develop professional friendships

Undertake evaluation

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Relevant information may include:

Leisure education is part of a comprehensive leisure and health program

Leisure education is not suited to all clients

Leisure education has a specific philosophy, purpose and outcomes

Leisure education program may have the following focus:

Self awareness in leisure

Leisure attitudes and appreciation

Problem solving and decision-making skills

Knowledge of education recourse

Social interaction skills

Leisure activity skills

Leisure education programs are planned and implemented for the purpose of:

Personal understanding of leisure

Range of opportunities to participate

Skill development

Personal development

Self expression

Long term behaviour

Attitudinal change