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Evidence Guide: SRCCRO010B - Conduct a recreation program for people with a disability

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

 

SRCCRO010B - Conduct a recreation program for people with a disability

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

Prepare for program/activity

  1. Prior to commencement, people with a disability agree to participate and view the program/activity as suitable for their needs
  2. Assess the impact on participation for the person with a disability on an individual basis
  3. Determine the range of activities to be utilised in the program
  4. Identify and source resources required for the program prior to program commencement
  5. Identify support requirements of people with a disability and barriers to participation
Prior to commencement, people with a disability agree to participate and view the program/activity as suitable for their needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the impact on participation for the person with a disability on an individual basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the range of activities to be utilised in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and source resources required for the program prior to program commencement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify support requirements of people with a disability and barriers to participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish effective communication

  1. Provide instructions in a communication style suitable to the individual person with a disability with choices of communication made available
  2. Encourage people with a disability to seek clarification of information when and where necessary
  3. Communicate feedback on session technique and correct usage of equipment to people with a disability at an appropriate time and with appropriate communication choices
  4. Understand and support individual ways of communication
Provide instructions in a communication style suitable to the individual person with a disability with choices of communication made available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage people with a disability to seek clarification of information when and where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate feedback on session technique and correct usage of equipment to people with a disability at an appropriate time and with appropriate communication choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Understand and support individual ways of communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the person with a disability to meet lifestyle and relationship needs through participation in a program/activity

  1. Foster self esteem and confidence of people with a disability
  2. Modify program, where necessary, based on an assessment of the conditions, status of person with a disability, facilities and equipment
  3. Conduct activities within the program at a level and pace to suit the abilities of individuals and/or the group
  4. 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
  5. Provide assistance with the provision and use of aids, including modification, as appropriate
  6. 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
  7. Encourage people with a disability are encouraged to warm up and warm down through safe and appropriate exercises relevant to the proposed session
  8. Utilise appropriate techniques to motivate clients to maintain an appropriate participation rate
  9. Provide advice on general physical activity issues concerning people with a disability within range of expertise
  10. Allocate sufficient time for discussions with people with a disability after the program/activity
  11. Collect and check issued equipment for damage and wear
  12. Give people with a disability the opportunity to provide feedback and identify further needs
  13. Place acknowledgments and value upon individual participation levels
Foster self esteem and confidence of people with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify program, where necessary, based on an assessment of the conditions, status of person with a disability, facilities and equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct activities within the program at a level and pace to suit the abilities of individuals and/or the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance with the provision and use of aids, including modification, as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage people with a disability are encouraged to warm up and warm down through safe and appropriate exercises relevant to the proposed session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise appropriate techniques to motivate clients to maintain an appropriate participation rate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide advice on general physical activity issues concerning people with a disability within range of expertise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allocate sufficient time for discussions with people with a disability after the program/activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect and check issued equipment for damage and wear

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give people with a disability the opportunity to provide feedback and identify further needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Place acknowledgments and value upon individual participation levels

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

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.

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

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