Required skills

planning and organising skills to

identify individual and group learning needs goals and outcomes

establish a program and sequence of activities

locate suitable adventurebased learning environment

source equipment and resources

select suitable facilitation approaches and activities

problemsolving skills to

anticipate potential problems and consequences and establish contingency plans

sequence components within adventure activities

identify and manage possible physical and emotional dangers

respond to situational demands and make changes to activities where required

communication and interpersonal skills to

interact with and facilitate different groups in a variety of situations and circumstances

brief groups on safety issues activity requirements and behaviour

provide active listening questioning and feedback throughout activity

self management skills to assess feedback and review and reflect on activity and personal performance

Required knowledge

legislation and organisational policies and procedures to enable safe conduct of all activities

basic adventurebased learning cycle to enable appropriate sequencing of activities and debriefing

facilitation approaches and activities applicable to a range of needs ages and learning abilities to enhance learning outcomes

theories on the transfer of learning and ways of transferring learning in different contexts to meet individual and group needs

physical and psychological needs of participants to plan suitable adventurebased activities

factors affecting participants perception of risk to plan activities with a balance between real and perceived risk

models and stages of group formation to enable effective and constructive group support

factors impacting on group dynamics to enable response to group behaviour

motivation techniques and strategies to keep participants engaged and challenged

forms of reflective learning and facilitation to improve on various aspects of adventurebased learning activities and programming

adventure environments equipment and resources required to facilitate adventurebased learning activities

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of assessment

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

Evidence of the following is essential

plans and designs a sequence of adventure activities according to individual and group learning outcomes needs and goals

interacts effectively with group members from diverse backgrounds and facilitates adventurebased learning activities which evidence positive group dynamics

monitors individual and group progression throughout activities and implements contingency plans where required

evaluates and reflects on own performance as a facilitator to identify strengths weaknesses and areas that need improvement

Context of and specific resources for assessment

Assessment must ensure facilitation of adventurebased learning activities on multiple occasions to enable demonstration of competency and consistency of performance

Assessment must also ensure access to

diverse groups of participants to take part in adventurebased learning activities

an environment suitable for the conduct of adventurebased activities this may include outdoor or indoor activities

equipment and resources required for adventurebased learning activities

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge The following examples are appropriate for this unit

observation of planning processes such as determining learning outcomes and assessing participants needs

observation of safe facilitation of adventurebased learning programs for a variety of individuals and groups

oral and or written questioning to assess knowledge of facilitation approaches and activities

thirdparty reports from a supervisor and or leader detailing performance

Holistic assessment with other units relevant to the industry sector workplace and job role is recommended for example

adventure activity specific units of competency

Guidance information for assessment

Learning outcomes may include:

Relevant legislation may include:

Organisational policies and procedures may include:

Contextual issues may include:

Model of adventure or experiential learning may include:

Phases within the model may include:

Holistic development may include:

Contingency plans may include:

Facilitation approaches may include:

Individual differences may include:

Action plans may include: