NTISthis.com

Evidence Guide: CHCRH402B - Undertake leisure and health programming

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCRH402B - Undertake leisure and health programming

What evidence can you provide to prove your understanding of each of the following citeria?

Identify activities/programs to match leisure and health needs of the client or group

  1. Work with health practitioners and key others to develop activity/program plans
  2. Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment
  3. Identify and review a range of possible programs to meet needs
  4. Select program focus and type based on client needs, organisation's criteria and resource availability
  5. Undertake an activity/program analysis to match client needs to the characteristics of the activity/ program
  6. Where appropriate, undertake an assessment of outing requirements
  7. Undertake risk assessment for activities/programs and outings
Work with health practitioners and key others to develop activity/program plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and review a range of possible programs to meet needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select program focus and type based on client needs, organisation's criteria and resource availability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake an activity/program analysis to match client needs to the characteristics of the activity/ program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, undertake an assessment of outing requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake risk assessment for activities/programs and outings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare activity/program plan

  1. Undertake appropriate planning of activities within team context to ensure client needs are met
  2. Incorporate consultation with key clients and stakeholders into planning of activities
  3. Determine operational arrangements for conducting the program and assess for feasibility
  4. Develop and document goals and outcomes for each activity/program
  5. Include appropriate implementation and evaluation strategies in the activity/program plan
  6. Develop plans to include activity/program modifications required to meet client needs
  7. Document resource adaptations, where appropriate, according to organisation procedures and protocols
  8. Ensure planned activities reflect accepted good practice in working with leisure and health clients
  9. Document the activity/program plan according to organisation procedures and protocols
Undertake appropriate planning of activities within team context to ensure client needs are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate consultation with key clients and stakeholders into planning of activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine operational arrangements for conducting the program and assess for feasibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document goals and outcomes for each activity/program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include appropriate implementation and evaluation strategies in the activity/program plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plans to include activity/program modifications required to meet client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document resource adaptations, where appropriate, according to organisation procedures and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure planned activities reflect accepted good practice in working with leisure and health clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the activity/program plan according to organisation procedures and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and obtain required resources

  1. Devise and implement strategies to obtain and utilise necessary human, financial and physical resources
  2. Where required resources are not readily available, make submissions to potential sources, in accordance with relevant guidelines
  3. Evaluate, select and arrange suitable locations for program implementation
  4. Demonstrate an understanding of the range of leisure and recreation options and experiences suitable to client needs
  5. Identify components of an activity relevant to the abilities of the client
  6. Where necessary, modify and adapt activities to meet client needs
  7. Conduct resource audit
Devise and implement strategies to obtain and utilise necessary human, financial and physical resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where required resources are not readily available, make submissions to potential sources, in accordance with relevant guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate, select and arrange suitable locations for program implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate an understanding of the range of leisure and recreation options and experiences suitable to client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify components of an activity relevant to the abilities of the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where necessary, modify and adapt activities to meet client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct resource audit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote activity/program

  1. Identify potential program users and design and distribute appropriate information to achieve maximum response
  2. Evaluate effectiveness of promotional activities and make changes as indicated by response
  3. Develop motivational strategies to maximise client participation
  4. Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
Identify potential program users and design and distribute appropriate information to achieve maximum response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of promotional activities and make changes as indicated by response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop motivational strategies to maximise client participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of motivational strategies and make amendments as indicated by the response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver activity/program

  1. Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements
  2. Provide participants with access to a range of activities suited to their needs and interests
  3. Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies
  4. Adapt program to changing needs of participants as required
  5. Promptly address problems in program delivery
  6. Use effective facilitation techniques in the delivery of activities
  7. Develop strategies to deal with challenging behaviour
  8. Implement strategies to deal with challenging behaviour
  9. Monitor levels of client participation
  10. Amend activity to facilitate an appropriate level of client participation
Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide participants with access to a range of activities suited to their needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt program to changing needs of participants as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promptly address problems in program delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective facilitation techniques in the delivery of activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to deal with challenging behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to deal with challenging behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor levels of client participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Amend activity to facilitate an appropriate level of client participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate activity/program

  1. Define criteria to judge program effectiveness in consultation with clients and stakeholders
  2. Routinely use appropriate evaluation strategies during and after the program and for revision and development
  3. Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders
  4. Prepare and present reports as required
Define criteria to judge program effectiveness in consultation with clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Routinely use appropriate evaluation strategies during and after the program and for revision and development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare and present reports as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the activity/ program

  1. Determine documentation requirements that reflect accepted good practice in working with leisure and health profession
  2. Conduct documentation processes according to organisation guidelines and legal/statutory requirements
  3. Evaluate the effectiveness of documentation
Determine documentation requirements that reflect accepted good practice in working with leisure and health profession

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct documentation processes according to organisation guidelines and legal/statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

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

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a qualified leisure and health professional

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

This unit is most appropriately assessed in the workplace or in a simulated work environment and under the normal range of environment conditions prior to assessment in the workplace

Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible

Competency should be assessed in the context of:

working with individuals and groups

target groups relevant to the worker and the activity or program

consulting with relevant stakeholders

for at least two of the types of activities and programs identified in the Range Statement

for at least two of the purposes identified in the Range Statement

individually or as part of a team

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Current documentation requirements and expectations within the profession

Relevant aspects of psychology and behaviour management

Motivational theory and strategies

Client choice

Holistic health (emotional, social, physical, mental, spiritual)

Levels of human needs (universal, developmental, special)

A range of activities and programs

Facilitation techniques

Legal and safety requirements as they relate to activities and programs

Risk assessment processes

Outing assessment processes

Relevant funding sources

Research and consultation

Coordination and management of programs

Analysis of data, information and relationships

Advocacy

Provision of support to a diverse range of people/organisations

Conflict resolution communication and negotiation

Cross cultural communication and negotiation

Literacy adequate to prepare a range of appropriate resource material

Working with and through community leaders

Volunteers

Work health and safety (WHS) principles and practices

Essential skills:

It is critical that the candidate demonstrate the ability to:

Document steps within the programming process

Identify the leisure and health needs of the client or group

Prepare activity/program plan

Identify and obtain required resources

Promote, deliver and evaluate activity/program

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

a range of activities and programs

motivating clients

promoting activities and programs

research and consultation

coordination and management of programs

analysis of data, information and relationships

advocacy

provision of support to a diverse range of people/organisations

conflict resolution communication and negotiation

cross cultural communication and negotiation

literacy adequate to prepare a range of appropriate resource material

working with and through community leaders

WHS principles and practices

effective use of relevant information technology in line with WHS guidelines

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Relevant information may include:

Interviews with clients

Social history

Care plans/case notes

Research past lifestyles and interests

Holistic assessment of client

Programs include:

Activities designed to address needs of target groups or individuals

Activities designed to meet needs identified in research

Activities to extend the participation numbers in existing programs

Passive and/or active activities

Physical, mental, emotional, social and/or spiritual activities

Strategies to address barriers to participation

Those directed at individual people and their needs

Those directed at the general community

Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers

Those designed to respond to social, economic and demographic changes

Program focus may include:

Leisure

Education/learning/training

Personal development and support (e.g. coping skills)

Therapeutic

Music and performing arts (e.g. theatres, band, video production team)

Language and art based

Spiritual and religious

Research, planning and management (e.g. excursions, travel)

Community action and development

Special interest causes (e.g. environmental issues)

Enterprise development activities

Employment, fund raising, small business

Program activities may include:

Discussion groups

Games

Outings

Reminiscence

Poetry and drama

Storytelling and reading

Art and craft

Cognitive stimulation

Sporting and recreational activities

Structured and unstructured social activities

Leisure activities

Play

Work-related tasks

Appropriate planning and implementation of programs is undertaken for the purpose of:

Providing immediate and ongoing support

Promoting participation and personal development

Enabling people to use their time constructively, have fun and maintain independence

Enabling people to learn and explore skills, knowledge and attitudes

Enhancing well being

Maintaining and improving cognitive functioning

Maintaining and improving physical abilities

Promoting social interaction and friendship development

Provide an avenue for emotional and psychological support

Enable participants to meet their spiritual and religious needs