This unit applies to those who work as facilitators of adventure-based learning activities in a range of settings. This unit may also apply to leaders working for outdoor education or adventure providers; volunteer groups; not-for-profit organisations or government agencies.

Nil

ELEMENT

PERFORMANCE CRITERIA

1. Plan and prepare for adventure activity

1.1. Identify individual and or group learning outcomes to inform the planning and design of activities.

1.2. Establish a program and sequence of activities according to participant's needs, learning outcomes, relevant legislation and organisational policies and procedures.

1.3. Select an adventure environment according to participant's needs, learning outcomes, relevant legislation and organisational policies and procedures.

1.4. Determine factors affecting a participant's perception of risk and plan activities with a balance between real and perceived risk.

1.5. Select and access equipment and resources according to contextual issues and organisational policies and procedures.

1.6. Confirm all staff conducting the activities are suitably qualified.

2. Plan for progression and transfer of learning.

2.1. Select a model of adventure or experiential learning and apply phases within the model to program to meet learning outcomes.

2.2. Inform participants of any potential transfer of learning to different environments and contexts.

2.3. Incorporate measures for monitoring individual and group holistic development in planned adventure activities.

2.4. Establish contingency plans for adventure activities according to organisational policies and procedures.

3. Manage learning activities in an outdoor environment.

3.1. Implement minimal impact practices and display a respect and understanding of the outdoor environment.

3.2. Monitor the physical and emotional safety of individuals and the group.

3.3. Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety.

3.4. Identify potential situations of physical and emotional danger and take action to manage these dangers.

3.5. Re-evaluate participant's needs throughout activities and make adjustments as required.

3.6. Reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative work between participants.

4. Evaluate adventure-based learning activities.

4.1. Facilitate individuals and group to identify their future learning needs.

4.2. Use a suitable facilitation activity to achieve the development of personal and group action plans.

4.3. Evaluate and review outcomes for all participants against individual participant goals for the program and activity.

4.4. Obtain feedback from assistant facilitators on program and activity delivery.

4.5. Develop strategies for improvement in personal skills and programming according to participant feedback, peer review and evaluation reports.

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 adventure-based learning environment

source equipment and resources

select suitable facilitation approaches and activities

problem-solving 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 adventure-based 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 adventure-based activities

factors affecting participant's 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 adventure-based learning activities and programming

adventure environments, equipment and resources required to facilitate adventure-based 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 adventure-based 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 adventure-based 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 adventure-based learning activities

an environment suitable for the conduct of adventure-based activities, this may include outdoor or indoor activities

equipment and resources required for adventure-based 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 participant's needs

observation of safe facilitation of adventure-based learning programs for a variety of individuals and groups

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

third-party 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

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Learning outcomes may include:

recreational

educational

developmental

therapeutic

vocational.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations

marine regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

support personnel

use, maintenance and storage of equipment and resources

risk management

communication protocols

minimal impact environmental codes

code of ethics.

Contextual issues may include:

weather conditions; including times

season

transport

location

trip distance and duration

group objectives

group size.

Model of adventure or experiential learning may include:

linear

cyclical

spiral

nested loop.

Phases within the model may include:

diagnosis

design

delivery

debriefing

detachment.

Holistic development may include:

physical

emotional

social

intellectual

spiritual.

Contingency plans may include:

change in weather and conditions

equipment failure

unavailability of equipment or suitable site.

Facilitation approaches may include:

funnelling

cognitive hierarchy

challenge by choice

working agreements.

Individual differences may include:

gender

language

age

life experiences and background

mental or physical ability

culture and values.

Action plans may include:

short term

long term.

Unit sector

Outdoor Recreation

This unit contains employability skills.