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Evidence Guide: SRCAQU006B - Supervise clients at an aquatic facility or environment

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

 

SRCAQU006B - Supervise clients at an aquatic facility or environment

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

Identify hazardous behaviours and situations

  1. Identify factors that contribute to problems that occur in an aquatic facility or environment
  2. Identify people at risk or those who have specific needs when they are in an aquatic facility or environment
  3. Promptly identify hazardous behaviour and activities to the individual and/or other clients
  4. Inspection of the aquatic facility or environment and work environment identifies potential hazards and risks in terms of the safety of staff and clients using the aquatic facility or environment and its services
Identify factors that contribute to problems that occur in an aquatic facility or environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify people at risk or those who have specific needs when they are in an aquatic facility or environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promptly identify hazardous behaviour and activities to the individual and/or other clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inspection of the aquatic facility or environment and work environment identifies potential hazards and risks in terms of the safety of staff and clients using the aquatic facility or environment and its services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply supervision techniques to maintain a safe aquatic facility or environment

  1. Appropriate application of supervision techniques to the nature of the facility or environment in accordance with the facility standards and occupational health and safety requirements and relevant legislation and industry codes
  2. Appropriate response to problems observed to the situation and clients involved and in accordance with the policy and procedures of the organisation, facility or environment
  3. Adapt communication to suit the specific characteristics of each aquatic environment and its clients and promotes compliance with safety rules and regulations
  4. Make approaches in a non-threatening manner to individuals whose situations, behaviour or actions may be hazardous to themselves and/or others
  5. Take action to remove clients when they do not comply with safety rules and regulations in accordance with the policy and procedures of the organisation, facility or environment
  6. Comply safety check systems in accordance with the procedures of the organisation, facility or environment
  7. Minimise distractions from active surveillance
Appropriate application of supervision techniques to the nature of the facility or environment in accordance with the facility standards and occupational health and safety requirements and relevant legislation and industry codes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate response to problems observed to the situation and clients involved and in accordance with the policy and procedures of the organisation, facility or environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt communication to suit the specific characteristics of each aquatic environment and its clients and promotes compliance with safety rules and regulations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make approaches in a non-threatening manner to individuals whose situations, behaviour or actions may be hazardous to themselves and/or others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action to remove clients when they do not comply with safety rules and regulations in accordance with the policy and procedures of the organisation, facility or environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply safety check systems in accordance with the procedures of the organisation, facility or environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Minimise distractions from active surveillance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess possible emergency or rescue situations

  1. Communicate information to the individuals according to the Code of Practice of the aquatic facility
  2. Promptly identify signs of possible casualty or those which indicate a person in difficulty
  3. Use an appropriate response to situations and clients when problems are observed
  4. Assess and communicate emergency situation according to the Code of Practice and emergency plan of the aquatic facility
Communicate information to the individuals according to the Code of Practice of the aquatic facility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promptly identify signs of possible casualty or those which indicate a person in difficulty

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use an appropriate response to situations and clients when problems are observed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and communicate emergency situation according to the Code of Practice and emergency plan of the aquatic facility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and record incidents

  1. Use of reporting and recording procedures meet regulatory requirements and those of the emergency action plan for the aquatic facility or environment
Use of reporting and recording procedures meet regulatory requirements and those of the emergency action plan for the aquatic facility or environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

apply supervision techniques to maintain a safe aquatic facility or environment

promote compliance with the safety rules of the aquatic facility or environment

identify and minimise hazards and risks associated with an aquatic facility or environment

adapt communication to suit the specific characteristics of each aquatic environment and its clients to promote compliance with safety rules and regulation

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

SRCAQU003B Respond to an aquatic emergency using basic water rescue techniques OR

SRCAQU007B Respond to an aquatic emergency using advanced water rescue techniques

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

Nil

Required knowledge and skills

Required knowledge

Organisational emergency procedures

Relevant occupational health and safety, government and industry regulations and legislative requirements

Identification of individuals who may be at risk

Signs and symptoms of physical injury

Crowd control in emergency situations

Hazardous behaviour that poses risks to clients

Facility or environment hazards

Role of a lifeguard

Required skills

Communication/interpersonal skills to promote compliance with safety rules and regulations and respond to an aquatic emergency

Problem solving skills to determine the appropriate course of action to minimise risks to clients and when required respond to an aquatic emergency

Application of supervision techniques in an aquatic environment

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

an aquatic facility or environment

Human resources - assessment of this competency will require

human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit but preferably be competent in the unit at the level above

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Due to issues such as supervision and judgement this unit of competency must be assessed over a minimum of three (3) sessions with a range of real clients at an aquatic facility or environment in order to ensure consistency in performance

Context for assessment

This unit of competency must be assessed in the context of supervising a range of real clients at an aquatic facility or environment. The aquatic facility or environment should be safe, with noise to a level experienced with an activity in full operation

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

-

2

1

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques -

Solving problems -

Using technology -

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Required Skills and Knowledge

Not applicable.

Range Statement

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Aquatic facility and environments

aquatic facilities may include

pools and spas

wave pools

pool surrounds

play equipment/areas

shower and changing areas

lakes

rivers

beaches

water slides

dams

environmental factors may include

weather conditions

reflective glare

ambient light

water clarity or turbidity

Clients

may include

participants

supporters

sponsors

members

volunteers

teams

clubs

facility owners

spectators

staff

Hazardous behaviour and activities

may include

misuse of equipment

swimming in areas that are unsafe

behaving with disregard for the safety of others and/or self

chewing gum while swimming

activities that are not complementary

diving into shallow water

consumption of alcohol/illegal drugs

People at risk

may include those

under the influence of drugs or alcohol

overweight

elderly

with a disability

non-swimmers

injured swimmers

large groups of people visiting the aquatic facility or environment for the first time

in poor health or with a medical condition

young children

flotation users

weak swimmers

inappropriately dressed

two or more people clinging together or to an objec

Relevant legislation and industry codes

will vary according to state/territory regulations but may include

guidelines or Code of Conduct policies developed by the peak bodies responsible for lifesaving, such as The Royal Life Saving Society Australia and Surf Life Saving

occupational health and safety

Dangerous Goods Act and regulations

Health Act

industrial relations

environment legislation

equal Employment Opportunity

anti-discrimination legislation

local government regulations

Child Protection Act

Signs of possible casualty

may result from

accident

illness

injury

medical conditions

must be able to identify the characteristics of a person in difficulty

non-swimmer

weak swimmer

injured swimmer

unconscious person

Supervision techniques

must include

communication

positioning

public relations/education

recognition of clients in difficulty

scanning

facility analysi

Work environment

varies with respect to

size of the organisation

location

organisational structure

nature of services provided

availability of resources

human

financial

physical