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Evidence Guide: SISXCAI304A - Plan and conduct sport and 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

 

SISXCAI304A - Plan and conduct sport and recreation programs

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

Identify participant needs and expectations.

  1. Clarify the preferences, needs and expectations of participants.
  2. Identify special requirements according to participant needs.
  3. Advise participants of any reasons why they should not participate in a given program.
  4. Recommend participants seek external assistance where appropriate.
Clarify the preferences, needs and expectations of participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify special requirements according to participant needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend participants seek external assistance where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan a sport and recreation program.

  1. Identify a range of information sources and gather relevant information to plan a program of sessions.
  2. Identify equipment and resources appropriate for the program.
  3. Design and document a program plan to meet the identified needs and abilities of participants.
  4. Seek agreement on the program plan from staff, participants and organisations where relevant.
Identify a range of information sources and gather relevant information to plan a program of sessions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify equipment and resources appropriate for the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and document a program plan to meet the identified needs and abilities of participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate and allocate program resources.

  1. Obtain budget allocation from supervisor.
  2. Identify and organise a venue appropriate for the program, and participants’ needs and abilities.
  3. Identify and confirm availability of appropriate resources and equipment with appropriate staff, support personnel, organisations and participants.
  4. Confirm arrangements to support the planned sequence and safety of the program.
  5. Organise and brief support personnel.
Obtain budget allocation from supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and organise a venue appropriate for the program, and participants’ needs and abilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and confirm availability of appropriate resources and equipment with appropriate staff, support personnel, organisations and participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm arrangements to support the planned sequence and safety of the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise and brief support personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for the program.

  1. Advise participants on physical resource requirements for the program.
  2. Remove required equipment from store, check for damage or deterioration, and report where appropriate to supervisor.
  3. Issue equipment and provide assistance with fitting where necessary.
  4. Set up equipment according to approved procedures and instructions.
  5. Modify or condition equipment for use by different participant groups.
Advise participants on physical resource requirements for the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Issue equipment 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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the program.

  1. Communicate instructions and relevant information in a manner suitable to participants.
  2. Observe and assess participants’ progress against program aims.
  3. Seek feedback from participants regarding their progress during the program and modify as required.
  4. Monitor participant numbers to ensure they remain within limits that are safe and allow all participants to benefit from the program.
  5. Identify risks to participant safety and take action to minimise risk.
  6. Monitor venue, resources and equipment to ensure they continue to be available and modify program as required.
Communicate instructions and relevant information in a manner suitable to participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and assess participants’ progress against program aims.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor participant numbers to ensure they remain within limits that are safe and allow all participants to benefit from the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risks to participant safety and take action to minimise risk.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor venue, resources and equipment to ensure they continue to be available and modify program as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclude the program.

  1. Conclude the program at a pace appropriate to participants, their level of involvement, and duration of the program.
  2. Inform participants of follow-up programs.
Conclude the program at a pace appropriate to participants, their level of involvement, and duration of the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform participants of follow-up programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the program.

  1. Seek and acknowledge feedback from relevant stakeholders involved in the program.
  2. Evaluate all relevant components of the program according to evaluation criteria and record outcomes.
  3. Identify potential areas of improvement of future programs.
  4. Review own performance and identify potential improvements.
Seek and acknowledge feedback from relevant stakeholders involved in the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate all relevant components of the program according to evaluation criteria and record outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas of improvement of 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 ability to:

plan, resource and deliver sport and recreation programs within budgetary constraints according to organisational policies and procedures

demonstrate techniques to build group cohesion and balance individual and group needs

deliver, monitor and adjust sport and recreation programs that meet the needs of participants and respond to problems or issues that arise

provide positive feedback to enhance participant motivation and self-esteem

evaluate and reflect on own work performance to identify ways in which program outcomes and benefits can be improved.

Context of and specific resources for assessment

Assessment must ensure:

planning and conduct of multiple sport and recreation programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

an environment or facility appropriate to the specific session content

equipment and resources required for the delivery of the program

documentation, such as program plans and forms relating to equipment checks.

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 preparing for a program, including the development of a program plan

observation of interacting with a range of participants, including conveying information for safe participation in programs

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

oral and or written questioning to assess knowledge of techniques and activity skills in relation to program aims and inclusive practices

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

Guidance information for assessment

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

SISXCAI306A Facilitate groups.

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants and elicit information required to determine appropriate program to meet participant needs

source, interpret and confirm information to inform program planning

convey information about the safe use of equipment to participants

report missing or damaged equipment

problem-solving skills to:

plan a program according to participant needs, abilities and risk factors

modify individual sessions or the overall program and equipment as required

identify reasons for participant discontinuation, and implement strategies to address these

identify and treat risks associated with the program

planning and organising skills to source, allocate and coordinate resources and equipment necessary for planned sport and recreation program within budget allocation, time constraints and scheduling requirements

teamwork skills to liaise with support personnel, other appropriate staff, and organisations in planning and conducting the program

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

self-management skills to review and reflect on own work performance to facilitate personal development

activity-specific skills to conduct the program.

Required knowledge

legislation to enable safe and non-discriminatory conduct of the program

principles of inclusive practice to enable participation by a range of participants

reasons affecting ability to participate in an activity to enable appropriate selection of activities for the program

organisational policies and procedures to enable:

application of appropriate procedures in regard to planning a program

collection and storage of participant information

compliance with working with children requirements

checking, maintaining and storing equipment

referral of participants with specific needs

completion of records for equipment use and maintenance

risk-analysis processes to enable assessment of the potential impact of planned program on participant safety

activity-specific knowledge of a range of games, activities and exercises to ensure the program matches participant needs

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

equipment testing and checking techniques to enable safe use of equipment

principles of sport and recreation program planning

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.

Preferences, needs and expectations may include:

physical

emotional

motivational

psychological

individual

group.

Participants may include:

experienced and inexperienced

adults and children

school and youth groups.

Information sources may include:

organisations

participants

parents or guardians.

Equipment may include:

safety

activity specific

program-specific.

Resources may include:

physical

human

financial

logistical.

Program plan may include:

aims and objectives

dates and times

resources

sessions, stages and structure

logistics.

Support personnel may include:

coaches

administrators

instructors

trainers

teachers

medical and allied health professionals

carers

assistant staff

parents or guardians.

Risks may include:

level of challenge and difficulty

behaviour

physical

emotional.

Relevant stakeholders may include:

participants

staff

colleagues

organisations.