Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SRXCAI004B Mapping and Delivery Guide
Plan a session or program for participants

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SRXCAI004B - Plan a session or program for participants
Description This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.This unit covers the basic knowledge and skills required to plan a session or program. This unit has been developed for the Community Recreation, Fitness, Outdoor Recreation and Sport Industry Training Packages.This unit covers the basic knowledge and skills required to plan a session or program.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Collect information to plan a session or program
  • Identify sources of information required to plan a session or program
  • Ensure information is as up-to-date, accurate and comprehensive as available sources allow
  • Check conflicting information with relevant sources
  • Respect participants' and organisation's rights to confidentiality
  • Give consideration to the full range of participant's needs
  • Determine the condition of the participant in consultation with relevant support personnel and the participants aims and priorities
  • Conduct relevant tests and assessments
  • Assess the likely demands of the activity on the participants
  • Advise participants of any obvious reasons why they should not participate in a given session or program
  • Identify support personnel necessary for the session or program
  • Refer participants with special requirements beyond own level of responsibility to a competent person/agency
  • Assess the work environment with regards to the workplace context
       
Element: Produce a session or program plan
  • Develop a plan which includes aims relevant to identified needs and learning
  • Ensure the plan includes tasks and activities to achieve the aims and is realistic to the participants and resources available
  • Identify and consider external factors which are likely to disrupt or influence the delivery, value and outcome of the session or program when planning the program
  • Assess and confirm session and participant-specific risks are within acceptable levels of supervision
  • Ensure the plan conforms to legislation, health and safety requirements and accepted good practice, taking into account age and stage of development of participants
  • Ensure the plan enables everyone to take part to the best of their ability, according to their needs and avoids discrimination or stereotyping
  • Seek agreement on the plan with staff, participants and organisations where relevant
       
Element: Resource a session
  • Arrange a venue appropriate for the session, the participants and their abilities
  • Arrange equipment and resources appropriate for the activity and participants
  • Ensure equipment is safely modified and/or conditioned for use by different participant groups
  • Check resources for availability and safety
  • Arrange financial resources necessary for the session, where relevant
  • Ensure arrangements make the best use of available resources and minimise damage to the chosen environment
  • Ensure arrangements are sufficiently flexible to allow the activity to be modified to meet particular needs
  • Confirm arrangements and resources with the appropriate staff, support personnel, organisations and participants
  • Provide advice to participants on physical resource requirements for the session
  • Organise and brief support personnel as to the extent and limitations of responsibilities, special needs of participants and expectations regarding attitudes to participants
       


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 sufficient knowledge of the factors influencing the planning of a session or program for participants using a particular facility or location

Assessment of performance should be over a period of time covering all relevant categories within the Range Statements that are applicable in the learners work environment

In particular, assessment must confirm the ability to

collect information to plan a session or program

produce a session or program plan

resource a session or program

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

BSBCMN202A Organise and complete daily work activities

SRXOHS001B Follow defined Occupational Health and Safety policies and procedures

SRXCAI001B Assist in preparing sport and recreation sessions for participants

SRXCAI003B Provide equipment for activities

This unit must be assessed in conjunction with the following unit(s)

activity-specific competencies in the area of fitness, community recreation, sport or outdoor recreation where relevant

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

SRXCAI005B Conduct a sport and recreation session for participants

Required knowledge and skills

Required knowledge

Sources of information on participant needs and expectations in order to effectively plan a sport and/or recreation session or program for participants

Legislation relevant to confidentiality to ensure this information is included in planning for a sport and/or recreation session or program for participants

Factors affecting group and individual needs to ensure this information is included in planning for a sport and/or recreation session or program for participants

Reasons for individual participation in a sport and/or recreation activity to ensure this information is included in planning for a sport and/or recreation session for participants

Health and other reasons affecting ability to participate in an activity

Organisation's policy and procedures in regard to planning a sport and/or recreation session for participants

Policies, procedures and requirements specific to the venue/facility

Risk analysis processes in order to evaluate the risk of planned sport and/or recreation activities

Activity specific knowledge of identified planned sport and/or recreation activities

Required skills

Activity specific skills for identified planned sport and/or recreation activities

Organisational skills to coordinate resources necessary for planned sport and/or recreation activities

Ability to communicate effectively in order to plan effective sessions or programs for participants

Questioning skills in order to determine appropriate sport and/or recreation activities to meet participant needs

Ability to convey and interpret information in order to effectively and efficiently receive information and incorporate this into the planning of sessions or programs

Resource implications

Physical resources - assessment of this competency requires access to

participants, equipment and a facility/venue for the conduct of a sport and/or recreation session

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 complete Range Statements and contexts applicable to planning a specific recreation session in defined locations

Context for assessment

This unit of competency must be assessed in the context of a sport or recreation activity with a range of clients. For valid and reliable assessment the sport or recreation activity should closely replicate the work environment. The environment should include real clients and 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, participants 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

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 - Determining individual participants needs, assessing session or program risks, arranging resources and equipment, ensuring the plan conforms to health and safety requirements, making arrangements for the sessions and programs, arranging financial resources for the session or program,

Communicating ideas and information - Providing advice to participants, briefing support personnel, confirming arrangements with others

Planning and organising activities - Developing the session or program plan, assessing participants aims and priorities

Working with teams and others - Liaising with support personnel, developing the session or program plan

Using mathematical ideas and techniques - Not applicable

Solving problems - Planning for alternative arrangements to be in place in the event of unsuitable environmental conditions

Using technology - Not applicable

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, assignment, 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 variables may be present for this particular unit of competency

CATEGORIES

Equipment

[all categories]

safety requirements, eg, first aid kit and protective clothing

session/program - specific participant requirements

session/program - specific group requirements

equipment required by the session organiser

Information

[all categories]

organisational aims

expectations and aspirations of participants

numbers, ages and gender of participants

previous experience of participants

medical condition

special requirements

the session environment

Learning

[all categories]

can be through

demonstration and explanation

collaboration

self management

experimentation

Levels of supervision

[all categories]

minimal on-site supervision

restrictions on the type of site, location or facility used

restrictions on type of session conducted

restrictions on the number of participants

working within clearly defined organisational procedures and policies

restrictions on the conditions in which the session can be conducted, eg, environmental conditions, type of group

Participants

[all categories]

experienced

inexperienced

adults

children

school

variety of ethnic groups

participantswith special needs

groups

tourists

club members

general public

Participants aims and priorities

[all categories]

competition/performance targets

self improvement

fitness targets

lifestyle adjustments

comfort/discomfort levels

technical

tactical

participation

social

Participant needs

[all categories]

physical

emotional

psychological

individual

group

individuals within group

Physical resources

[all categories]

food

water

clothing

personal equipment

safety equipment

sun protection

personal first aid requirements

medication

Resources

[all categories]

physical

human

financial

transport and related logistical requirements

Session or program

[all categories]

a task, game, activity or exercise in which the extent of instruction is minimal and covers only that which is required to allow theparticipant to participate safely and effectively

a component of a sequenced program of individual sessions

does not include drills, tasks and activities with the aim of skill development or enhancement in order to perform competitively or independently

of up to a day's duration, ie, no overnight component

are usually 1-2 hours duration but can be shorter or longer depending on the activity/sport and/or the aims and priorities of the participant

aimed at developing skill and tactical learning

Session or program plan

[all categories]

aim

date/s and time

physical, human and financial resources

activity stages or structure

logistics

information requirements

Sources of information

[all categories]

individuals

organisations

participants

recorded information

parents

Special requirements

[all categories]

age

medical condition

physical condition

ethnic origin

gender

Support personnel

[all categories]

coaches

administrators

teachers

health professionals

carers

assistant staff

parents/guardians

others involved/appropriate personnel

Venue

[all categories]

outdoor site/location

indoor facility

Workplace context

[all categories]

indoor or outdoor

within a recreation/sport activity-specific context

Work environment

[all categories]

varies with respect to

size of organisation

type of organisation

location

complexity

product/service range

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
Identify sources of information required to plan a session or program 
Ensure information is as up-to-date, accurate and comprehensive as available sources allow 
Check conflicting information with relevant sources 
Respect participants' and organisation's rights to confidentiality 
Give consideration to the full range of participant's needs 
Determine the condition of the participant in consultation with relevant support personnel and the participants aims and priorities 
Conduct relevant tests and assessments 
Assess the likely demands of the activity on the participants 
Advise participants of any obvious reasons why they should not participate in a given session or program 
Identify support personnel necessary for the session or program 
Refer participants with special requirements beyond own level of responsibility to a competent person/agency 
Assess the work environment with regards to the workplace context 
Develop a plan which includes aims relevant to identified needs and learning 
Ensure the plan includes tasks and activities to achieve the aims and is realistic to the participants and resources available 
Identify and consider external factors which are likely to disrupt or influence the delivery, value and outcome of the session or program when planning the program 
Assess and confirm session and participant-specific risks are within acceptable levels of supervision 
Ensure the plan conforms to legislation, health and safety requirements and accepted good practice, taking into account age and stage of development of participants 
Ensure the plan enables everyone to take part to the best of their ability, according to their needs and avoids discrimination or stereotyping 
Seek agreement on the plan with staff, participants and organisations where relevant 
Arrange a venue appropriate for the session, the participants and their abilities 
Arrange equipment and resources appropriate for the activity and participants 
Ensure equipment is safely modified and/or conditioned for use by different participant groups 
Check resources for availability and safety 
Arrange financial resources necessary for the session, where relevant 
Ensure arrangements make the best use of available resources and minimise damage to the chosen environment 
Ensure arrangements are sufficiently flexible to allow the activity to be modified to meet particular needs 
Confirm arrangements and resources with the appropriate staff, support personnel, organisations and participants 
Provide advice to participants on physical resource requirements for the session 
Organise and brief support personnel as to the extent and limitations of responsibilities, special needs of participants and expectations regarding attitudes to participants 

Forms

Assessment Cover Sheet

SRXCAI004B - Plan a session or program for participants
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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SRXCAI004B - Plan a session or program for participants

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: