Assessor Resource

SRXINU003A
Analyse participation patterns in specific markets of the leisure and recreation industry

Assessment tool

Version 1.0
Issue Date: April 2024


Not applicable.

This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.

This unit encompasses analysis of current participation patterns to review and evaluate market penetration of existing leisure and recreation services and to provide direction for future marketing to be targeted to specific market segments in order to increase participation levels.

This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.

This unit encompasses analysis of current participation patterns to review and evaluate market penetration of existing leisure and recreation services and to provide direction for future marketing to be targeted to specific market segments in order to increase participation levels.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

Not applicable.



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 integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

build organisational knowledge by researching and recording information from a wide range of sources on key matters relating to industry and in accordance with organisational policies and procedures

analyse information for gaps, accuracy and industry significance

communicate effectively with colleagues, management and external individuals/organisations within the range of situations required for the job role

analyse comparative importance of the variety of influences on participation patterns for differing market segments

present a logical rationale for interpretation of measurements and provision of recommendations

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)

Nil

Required knowledge and skills

Required knowledge

Understanding of contemporary participation patterns in Australia

Understanding of factors that affect leisure behaviour and the economic and social significance of leisure and its impacts for individuals and the community

Conceptual understanding of leisure, dimensions of leisure, characteristics of leisure and constraints in day-to-day work activities

Understanding of State and Federal legislation relevant to the leisure and recreation industry including Occupational Health and Safety, Equal Employment Opportunity and Trade Practices Acts

Understanding of research techniques

Information sources of the leisure industry

Roles and functions of leisure and recreation sectors

Required skills

Questioning/listening techniques to elicit information

Basic research skills to identify and collect relevant information

Interpersonal communication skills to deal with clients and colleagues

Presentation skills to convey information to clients and colleagues

Time management skills to schedule research activities

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 unit of 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 but preferably be competent in the unit at the level above

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 sport or recreation in Australia. For valid and reliable assessment the sport or 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 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, 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

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 - Collect, analyse and organise key information about the leisure industry from a wide range of sources

Communicating ideas and information - Share knowledge that is developed with clients and colleagues

Planning and organising activities - To source and research information on the industry and its concepts and trends

Working with teams and others - To collect and analyse information

Using mathematical ideas and techniques - Statistical analysis of market intelligence to evaluate market penetration of specific market segments

Solving problems - Information is analysed and strategies implemented to address gaps or inaccuracies

Using technology - Using research databases, the Internet and other sources to collate market intelligence

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, assingnment, 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 Range Statements may be present for this particular unit of competency

CATEGORIES

External influences

[all categories]

competitive landscape eg service provision from public sector, commercial sector and not-for-profit sector

economic developments

environmental trends

Government actions, eg, interest rates, legislative changes

industrial trends

shifts in demographics, political landscape, geographical landscape

technological change

Historical influences

[all categories]

ancient civilisations, eg, Greeks, Roman

attitudes

changes in economic organisation

development of 'class' system

industrial revolution

organisation of leisure by ruling groups

past experience

Individual influences

[eight categories]

acquired needs

attitudes

beliefs

education

innate needs

learning

past experience

perception

personality

self-image

Leisure characteristics

[all categories]

cultural pursuits/entertainment

home-based leisure activities

informal, non-specific recreation eg walk dog

outdoor recreation

physical recreation

social recreation

tourism and travel

Lifestyle influences

[seven categories]

aspirations

financial considerations

geographical accessibility

health

interests

opportunity cost

psychological state

transport

time

Market segments

[all categories]

attitudes and values

culture

gender

geography

lifestyle

socio-economic factors

Report requirements

[all categories]

business and performance plans

defined resource parameters

hardcopy, eg, bound

information protocols

organisational policies and guidelines

management and accountability channels

one-on-one meeting

presentation to a group(s)

quality assurances and/or procedures manuals

security and confidentiality requirements

Social influences

[seven categories]

culture

family background

family decision-maker/s

gender

national identity

ritual

socio-economic factors

social class

spiritual

Sources

[all categories]

Australian Bureau of Statistics, eg, Census data

Commercial research

Internet

print media

surveys

television

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
Common participant attributes are analysed to identify specific market segments for current leisure and recreation service delivery 
Statistical analysis of market intelligence collected from relevant sources is used to evaluate market penetration of specific market segments 
The major features of current leisure and recreation service delivery are identified 
Individual influences, social influences, historical influences and lifestyle influences are assessed and their impact on participation patterns estimated 
Leisure characteristics and external influences are identified and their potential to impact on participation patterns analysed 
The scope for possible expansion of participation within specific market segments is evaluated 
Expansion opportunities are recommended with supporting rationale meeting organisational reporting requirements 
Outcomes are submitted within the required time frame 
Outcomes are recorded in accordance with organisational policies and procedures 

Forms

Assessment Cover Sheet

SRXINU003A - Analyse participation patterns in specific markets of the leisure and recreation industry
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

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Assessor name:

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Assessment Record Sheet

SRXINU003A - Analyse participation patterns in specific markets of the leisure and recreation industry

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: