ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Plan for high ropes session.

1.1. Develop a sessionplan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.

1.2. Check adequacy of human and physical resources prior to commencement.

1.3. Identify an appropriate high ropes course and select elements according to the session's aims and objectives, contextual issues, relevant legislation and organisational policies and procedures.

1.4. Identify potential hazards associated with high ropes session and take measures to minimise risks.

1.5. Access relevantsources to interpret detailed weather and environmental information to determine activity plan.

1.6. Determine food and water requirements according to principles of nutrition and contextual issues.

1.7. Implement procedures to minimise environmental impact on the site and elements.

1.8. Establish a suitable communication system for participants to use during the session.

2. Program a suitable sequence of activities.

2.1. Identify factors affecting the achievement of participant goals, as a group and as individual members of a group, while using high ropes course elements.

2.2. Develop and implement strategies to facilitate group cohesion, trust and goal achievement.

2.3. Select a sequence of activities suitable to the needs of the participants.

3. Set up elements.

3.1. Set up elements requiring additional equipment according to organisational policies and procedures.

3.2. Assess the condition of anchors and select anchors for self belay and belay of others, according to the requirements of the session.

3.3. Attach to and load anchors according to manufacturer's recommendations.

3.4. Establish belay systems where required.

4. Conduct pre-activity inspection.

4.1. Check site and immediate area according to organisational policies and procedures.

4.2. Inspect individual elements and perform maintenance tasks according to own ability and responsibility.

4.3. Refer maintenance tasks beyond own ability and responsibility to relevant industry specialists.

4.4. Check participant's clothing and footwear for suitability prior to participation.

4.5. Perform pre-activity check of equipment to ensure that it is in good working order.

4.6. Identify situations where the use of an improvised, chest or full body harness may be required.

5. Supervise high ropes course activities.

5.1. Provide information and instructions to participants and assisting staff according to organisational policies and procedures and participant's needs.

5.2. Implement strategies to reduce risks associated with individual elements.

5.3. Supervise assisting staff and participants in the activity and ensure it is conducted in a safe and positive manner.

5.4. Respond to non routineand emergency situations according to organisational policies and procedures and contingency management plan.

6. Perform rescue of high ropes course participant.

6.1. Determine the advantages and disadvantages of possible rescue strategies for individual situations.

6.2. Identify situations requiring direct assistance, and apply correct approach procedures for the particular situation.

6.3. Select the most appropriate strategy according to the degree of urgency, element features, resources, rescuee status and ability, and personal ability.

6.4. Demonstrate an escape from a belay.

6.5. Establish a rescue system efficiently and inform other group members of their role.

6.6. Construct and demonstrate the use of an improvised chest harness in a rescue situation.

6.7. Operate a rescue system, demonstrating lowering and raising procedures, to recover a conscious and unconscious person from a high ropes element with assistance from others who are unskilled in rescue techniques.

7. Conclude activity.

7.1. Debrief the activity according to activity aims, objectives and own skills and abilities.

7.2. Evaluate relevant aspects of the session and identify potential areas of improvement for future sessions.

7.3. Dismantle, inspect and store additional equipment according to organisational policies and procedures.

7.4. Prepare reports on the use of the course, and suggested maintenance and modifications, where applicable.

Required skills

communication skills to:

consult with participants to plan high ropes sessions that meet their needs

convey information about the safety aspects of the sessions

interact with participants and assistants

create a safe and positive environment

problem-solving skills to:

plan suitable sessions according to participant's needs and abilities

make decisions regarding potential hazards and impact of weather conditions

respond appropriately to non routine situations

planning and organising skills to:

source, allocate and coordinate suitable high ropes course and additional equipment for the participants

conduct relevant safety checks and inspection of course before use

organise participants into manageable groups for activities

observe and monitor participants and assistants to ensure safety

adjust or modify aspects of program to achieve aims and objectives

language and literacy skills to:

produce plans

complete post session participant and self evaluations

prepare reports detailing the use of the course and required maintenance

first aid, rescue and emergency response skills appropriate to the site to enable initial response to emergencies and personal health care.

Required knowledge

legislation and organisational policies and procedures to enable safe and non-discriminatory conduct throughout high ropes session

site and course specific information to enable safe and effective planning, minimal environmental impact, and management of potential hazards, risks and any special restrictions applying to the site

course and additional equipment characteristics, function and operation, and factors affecting selection, use and maintenance

clothing and footwear requirements to enable safe participation in high ropes session

methods of moving through a high ropes course, suitable sequencing, and belaying techniques to achieve aims and objectives

principles of belay systems and devices to ensure safety throughout high ropes session

rescue techniques used in various high ropes situations

knots and their limitations in certain circumstances

weather and environmental information to ascertain possible conditions and their affect on the session

group management and common communication systems used between participants and assistants to reduce risk throughout high ropes session

emergency and safety procedures to negotiate potential hazards and risks relevant to the course to ensure safety of self and participants.

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 within activity constraints and selects appropriate high ropes course suitable to participant's needs and characteristics

conducts thorough pre-activity inspections of course and individual elements and carries out appropriate maintenance, according to level of responsibility, and prepares reports accordingly

observes and monitors participant and assistant participation thoroughly to ensure program is suitable to their needs and characteristics and meets intended aims and objectives

applies effective contingency management techniques to deal with a range of hazards and risks that commonly arise during challenge ropes sessions

encourages and responds to feedback and evaluates and reflects on own performance to identify strengths.

Context of and specific resources for assessment

Assessment must ensure supervision of high ropes activities, including belay and rescue techniques, that reflect the needs of a range of participants to demonstrate competency and consistency of performance.

Assessment must ensure access to:

a minimum of two different high ropes courses, each with a minimum of five elements, including a variety of standard high ropes course elements that require a variety of belay techniques

a group of participants to take part in the high ropes session

assistants where required

resources and information regarding participants and course to accurately plan, supervise and document activities for a variety of participants

additional high ropes equipment, such as helmets, harness, karabiners, belay ropes, belay devices, static belay tapes or ropes, ladders and first aid equipment.

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 adequate pre-activity checks of high ropes course to ensure it is undamaged and free from hazards

oral or written questioning to assess knowledge of relevant legislation and organisational policies and procedures to enable safe conduct of all activities during session

observation of supervision of participants and assistants throughout the activity including dealing with contingencies such as changing weather conditions and equipment failure

review of session plan and reports on course use and maintenance

third-party reports from a supervisor detailing performance.

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

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.

Session plan may include:

session's aims and objectives

date, time and duration

location or course site

set up and inspection requirements

coach or staff or assistant and participant ratios

additional equipment

weather details

safety requirements.

Participant's needs and characteristics may include:

age

cultural factors

situational factors

previous experience

injuries and illnesses

physical

emotional

psychological.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

use and maintenance of course and equipment

communication protocols

confidentiality of participant information

ratios and supervision requirements

code of ethics.

Aims and objectives may include:

self improvement

personal development

meeting people

team and trust building

personal, team and or business goals and standards

overcoming fears and anxieties

problem solving

adventure and recreation.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

Hazards may include:

slippery or unstable terrain

dangerous animals and insects

stinging trees and nettles

dense vegetation

group management hazards.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment and course failure.

Relevant sources may include:

Bureau of Meteorology

media

land managers or agencies

local knowledge.

Weather and environmental information may include:

satellite images

daily and weekly forecasts

maximum and minimum temperatures

weather warnings

event warnings

river levels

synoptic charts

high and low tide predictions.

Food and water requirements may include:

menu planning and preparation

range of foods.

Principles of nutrition may include:

food groups

dietary guidelines

essential nutrients

food preparation and safe food handling and hygiene practices

individual food requirements and allergies.

Communication system may include:

calls

radio

hand signals

whistles.

Environmental impact may include:

compaction of soil, flora, soft fall material

erosion

disturbance of fauna or flora

modification or reduction of aesthetic value.

Factors may include:

level of commitment

trust

co-operation

program aims and objectives

group size

group and individual fitness and abilities

stage of group formation

activity sequence.

Sequence of activities may include:

warm up activities

stage of group formation

individual and group goals.

Additional equipment may include:

ladders

hand ropes

swing ropes

pulleys

detachable elements

ropes

wire ropes

helmets

harness

karabiners

belay devices

eye bolts

swaging devices

wire rope grips

shackles

thimbles

rigging screws

turnbuckles

staples

camming devices

cows tails or crab claws.

Anchors may include:

trees

fixed.

Belay systems may include:

static belay

dynamic belay.

Maintenance tasks may include:

cover frayed wire rope ends

replaced frayed or damaged rope

tighten loose nuts, such as on wire rope grips

removal of hazards.

Non-routine and emergency situations may include:

frozen participant

injured participant

equipment jam

participant not connected to belay.

Rescue strategies may include:

lowering

assisted rescue

use of ladders

use of single rope technique

cut-away rescue.

Approach procedures may include:

via course from start or finish of course

from mid-course access point and via elements

ascending rope to element

ascending ladder to element.

Resources may include:

ladder

rescue rope

pulley

Prusik loops

pliers

knife

spare karabiners.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

assessment technique

group feedback

directing techniques

rescue techniques employed.