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Evidence Guide: SRCCRO001B - Assist with recreation games not requiring equipment

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

 

SRCCRO001B - Assist with recreation games not requiring equipment

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

Determine type and range of recreation games to be used

  1. Plan appropriate recreation games to the abilities and needs of clients
  2. Take into account the planning of recreation games health and safety requirements
  3. Take into account the planning of recreation games available time and resources
  4. Select recreation games to encourage maximum participation and enjoyment of clients for whom they are being planned
  5. Check and confirm suggested recreation games with a responsible person before being conducted
Plan appropriate recreation games to the abilities and needs of clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account the planning of recreation games health and safety requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account the planning of recreation games available time and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select recreation games to encourage maximum participation and enjoyment of clients for whom they are being planned

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm suggested recreation games with a responsible person before being conducted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in making arrangements for recreation games

  1. Carry out allocated tasks promptly, efficiently and as directed
  2. Communications with others are clear, accurate and contain relevant information
  3. Carry out allocated tasks within the learner's role and promptly notify the responsible person of any difficulties
  4. Keep commitments made to others
  5. Carry out allocated tasks in a way which maintains the goodwill of all involved
  6. Confirm final arrangements with the person responsible for the games
Carry out allocated tasks promptly, efficiently and as directed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communications with others are clear, accurate and contain relevant information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out allocated tasks within the learner's role and promptly notify the responsible person of any difficulties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Keep commitments made to others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out allocated tasks in a way which maintains the goodwill of all involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm final arrangements with the person responsible for the games

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with the conduct of recreation games

  1. Carry out allocated tasks promptly, efficiently and as directed
  2. Carry out allocated tasks and instructions within the role and promptly notify the responsible person of any difficulties
Carry out allocated tasks promptly, efficiently and as directed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out allocated tasks and instructions within the role and promptly notify the responsible person of any difficulties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect information to organise recreation games

  1. Identify sources of information on recreation games
  2. Gather as much information relevant to the task at hand
  3. Organise information to enable access for future reference
Identify sources of information on recreation games

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather as much information relevant to the task at hand

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise information to enable access for future reference

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

source relevant information from appropriate persons

clarify game requirements

carry out tasks promptly and efficiently

understand personal roles and responsibilities

offer suggestions to improve games

maintain client confidentialit

Interdependent assessment of units

This unit must be assessed after attainment of 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)

SRCCRD001B Access information and resources for community recreation

Required knowledge and skills

Required knowledge

Range of information sources in order to access information on recreation games

Organisation's hierarchy and individual's responsibilities within the hierarchy

Basic health and safety requirements appropriate to the session

The time and resources available for recreation games

Organisation's policies and procedures with respect to the conduct of recreation games

Required skills

Questioning skills in order to clarify client requirements from recreation games in order for this information to be included in the planning process

Communication skills in order offer suggestions during the planning process for recreation games

Numeracy and literacy skills, as required, to make games arrangements

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

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

1

1

1

1

-

1

-

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.

Required Skills and Knowledge

Not applicable.

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

Allocated tasks

[all categories]

access to facilities or recreation areas/spaces

providing advance information to clients

refreshments

Clients

[all categories]

experienced

inexperienced

adults

children

school or youth groups, tourists, club members and general public

variety of cultural groups

people from specific communities

Information

[all categories]

needs and interests of clients

numbers

age and gender of clients

previous experience of clients

special requirements

basic rules or codes covering the games including health and safety issues

Recreation games

[all categories]

competitive

non-competitive

traditional

cultural activities

for individuals or groups

Sources of information

[all categories]

clients

colleagues

reference books

libraries

internet

people in the community