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Evidence Guide: SISCCRO304A - Plan and conduct disability recreation programs

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

 

SISCCRO304A - Plan and conduct disability recreation programs

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

Identify participant needs and expectations.

  1. Identify participants' needs and aims according to organisational policies and procedures.
  2. Conduct relevant assessments to determine variations in status of participants in consultation with relevant support personnel and according to organisational policies and procedures as required.
  3. Identify any special requirements according to participants' needs.
  4. Advise participants of any reason why they should not participate in a given program.
  5. Identify barriers to participation by people with a disability.
Identify participants' needs and aims according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct relevant assessments to determine variations in status of participants in consultation with relevant support personnel and according to organisational policies and procedures as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any special requirements according to participants' needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise participants of any reason why they should not participate in a given program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify barriers to participation by people with a disability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan a disability recreation program.

  1. Identify equipment andresources appropriate for the program.
  2. Design and document a program plan to meet the identified needs and abilities of participants, according to relevant legislation and organisational policies and procedures.
  3. Seek agreement on the program plan from staff, participants and organisations where relevant.
  4. Determine the range of activities for the program according to participant needs and capabilities.
  5. Identify and access resources required for the program in advance.
  6. Identify support requirements for people with a disability according to relevant legislation and organisational policies and procedures.
Identify equipment andresources appropriate for the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and document a program plan to meet the identified needs and abilities of participants, according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek agreement on the program plan from staff, participants and organisations where relevant.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the range of activities for the program according to participant needs and capabilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access resources required for the program in advance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify support requirements for people with a disability according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for the program.

  1. Communicate instructions and relevant information about the program using appropriate communication strategies.
  2. Encourage participants to seek clarification of information as required.
  3. Remove required equipment from store and check for damage or deterioration and report, where appropriate, to the responsible person.
  4. Issue suitable equipment and aids and provide assistance with fitting where necessary.
  5. Set up equipment according to approved procedures and instructions.
  6. Modify or condition equipment for use by different participant groups according to workplace policies and procedures.
Communicate instructions and relevant information about the program using appropriate communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to seek clarification of information as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Remove required equipment from store and check for damage or deterioration and report, where appropriate, to the responsible person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Issue suitable equipment and aids and provide assistance with fitting where necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up equipment according to approved procedures and instructions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify or condition equipment for use by different participant groups according to workplace policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the program.

  1. Encourage participants to warm up and cool down.
  2. Monitor technique and correct use of equipment, where relevant, and provide appropriate feedback to participants.
  3. Provide assistance with use of aids, including modification, as appropriate.
  4. Seek feedback from participants regarding their progress during the program and modify as required.
  5. Employ appropriate techniques to motivate clients to maintain a reasonable participation rate.
  6. Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures.
  7. Modify the program, where necessary, based on an assessment of the conditions, status of persons with a disability, facilities and equipment.
Encourage participants to warm up and cool down.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor technique and correct use of equipment, where relevant, and provide appropriate feedback to participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance with use of aids, including modification, as appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from participants regarding their progress during the program and modify as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ appropriate techniques to motivate clients to maintain a reasonable participation rate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify the program, where necessary, based on an assessment of the conditions, status of persons with a disability, facilities and equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclude the program.

  1. Conclude the program at a pace appropriate to the participant, their level of involvement and the duration of the program.
  2. Inform participants of follow-up programs and recreational opportunities.
  3. Collect and check issued equipment for damage and wear according to organisational policies and procedures.
Conclude the program at a pace appropriate to the participant, their level of involvement and the duration of the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform participants of follow-up programs and recreational opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect and check issued equipment for damage and wear according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the program.

  1. Seek and acknowledge feedback from participants and identify further needs.
  2. Evaluate all relevant components of the program and record outcomes.
  3. Identify potential areas for improvement in future programs.
  4. Review own performance and identify potential improvements.
Seek and acknowledge feedback from participants and identify further needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate all relevant components of the program and record outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas for improvement in future programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance and identify potential improvements.

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, 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:

encourages participation and interaction of people with a disability using appropriate communication strategies that enhance emotional wellbeing

plans recreation programs that determine the range of activities or exercises for people with a disability and coordinates and allocates program resources to optimise their use by participants

applies contingency management techniques to deal with problems and issues that may arise during program implementation

delivers recreation programs safely and in a manner that reflects the needs and capabilities of participants with a disability

monitors the progress of participants and provides feedback to enhance client motivation and self-esteem.

Context of and specific resources for assessment

Assessment must ensure the candidate delivers multiple recreation programs of a sufficient duration to demonstrate techniques that balance individual and group needs and consistency of performance.

Assessment must also ensure access to:

people with a range of disabilities to participate in the program

an environment or facility appropriate to the specific program content

equipment, resources and support staff required for the delivery of the program

key people and organisations that support people with a disability

relevant legislation and organisational policies and procedures in relation to inclusion processes.

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 candidate preparing for and resourcing a disability recreation program, including developing program plans

observation of candidate interacting with a range of participants with disabilities, conveying information for safe participation in programs, and delivering and evaluating programs

observation of candidate dealing with contingencies such as the changing availability of equipment or venues

oral or written questioning to assess candidate's knowledge of techniques and activity skills in relation to program aims and community development principles

portfolio containing evidence of candidate's program plans and modifications

third-party reports from a supervisor detailing appropriate work performed by the candidate.

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

SISCCRD303A Facilitate inclusion for people with a disability.

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants and personnel about recreation activities that will meet participant needs

convey information and instructions to participants about the programs and safe use of equipment

seek feedback on the program

report missing or damaged equipment

problem-solving skills to:

plan programs according to participants' needs, abilities and risk factors

select a range of activities and exercises and modify programs and equipment as required

planning and organisational skills to source, allocate and coordinate resources and equipment for planned recreation program

teamwork skills to liaise with support personnel and other appropriate staff and organisations to plan and conduct programs

language and literacy skills to produce and document program plans and complete documentation in relation to damaged or missing equipment or materials

self-management skills to review and reflect on own performance in facilitating personal development for participants with a disability

activity-specific skills to conduct disability recreation programs safely and effectively

Required knowledge

The following knowledge must be assessed as part of this unit:

legislation and organisational policies and procedures relevant to:

designing a safe and non-discriminatory recreation program for people with a disability

identifying support requirements and specific needs of people with a disability

recording and maintaining records for equipment use and maintenance

principles of community development regarding inclusive client-centred practices

impact of disability on participation in recreation activities and the variation in abilities of people with a disability

appropriate selection of activities for the program

risk analysis processes for assessing the potential impact of planned recreation program on participant safety

activity-specific knowledge to match activities with client needs and capabilities, including exercises suitable for people with a disability, such as stretching and mobility exercises

factors affecting group dynamics and conflict resolution strategies to enable constructive engagement of participants

modified equipment and aids for participants with a disability and equipment testing and checking techniques to enable safe use of all equipment

social, political, cultural and historical issues that affect or are relevant to people with a disability

individual structural and functional variations to the human body and barriers to participation for people with a disability

screening processes for entry into programs or activities and general contraindications to participation

evaluation processes to enable improvements to be made to the program

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. 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.

Participants' needs and aims may include:

physical

emotional

motivational

psychological.

Organisational policies and procedures may include:

occupational health and safety

risk minimisation

privacy

roles and responsibilities

staff behaviour

time constraints and scheduling requirements

budget allocation

use and maintenance of equipment.

Assessments may include:

interviews with participants and carers

medical history

physical ability tests.

Variations in status of participants may include:

impact of medication

chronological age

physiological age

medical conditions.

Disability may include:

physical

sensory

intellectual

psychiatric.

Equipment and resources may include:

staff

equipment and aids

venues and facilities

music.

Program plan may include:

objectives

date and time

resources

sessions, stages or structure

movement of people and equipment into and out of venue

timelines

pre-program information.

Relevant legislation may include:

occupational health and safety

equal opportunity

privacy.

Activities may include:

stretching and mobility

strengthening or conditioning

confidence building

back care

balance

chair based

floor work.

Communication strategies may include:

verbal

modelling or demonstration

hand or arm signals

braille

audio tape.

Damage or deterioration may include:

damage to fabric

missing parts.

Risks may include:

level of challenge and difficulty

behaviour of other participants.