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Evidence Guide: SRXCAI006B - Organise a sport and recreation program

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

 

SRXCAI006B - Organise a sport and recreation program

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

Collect information to plan activities

  1. Gather relevant information from a range of sources to plan a program of activities
  2. Ensure information is as up to date, accurate and comprehensive as available sources allow
  3. Seek information politely and sensitively and respect participants' and organisations' rights to confidentiality
  4. Treat views of participants with respect and give consideration to individual participant needs as well as the group as a whole
  5. Discuss and agree on identified needs with participants
  6. Consider where relevant the level of interaction between participants and/or the stage of group development
  7. Advise individual participants of any obvious reasons why they should not participate in a given activity or program of activities
  8. Inform participants when their needs cannot be met, and give them information about other possible providers
Gather relevant information from a range of sources to plan a program of activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure information is as up to date, accurate and comprehensive as available sources allow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information politely and sensitively and respect participants' and organisations' rights to confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Treat views of participants with respect and give consideration to individual participant needs as well as the group as a whole

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and agree on identified needs with participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider where relevant the level of interaction between participants and/or the stage of group development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise individual participants of any obvious reasons why they should not participate in a given activity or program of activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform participants when their needs cannot be met, and give them information about other possible providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce a plan for a program of recreation sessions

  1. Ensure the program plan contains clear aims and objectives which can meet identified needs and makes the best use of available time and resources
  2. Ensure the program plan provides a framework which is sufficiently flexible to allow alterations and to cope with unforeseen changes in circumstance
  3. Encourage participants or their representatives to contribute to program design
  4. Ensure the program plan conforms to legislation, health and safety requirements and accepted good practice
  5. Ensure the program plan is consistent with strategies to overcome discrimination and stereotyping
  6. Ensure the sequence of sessions within the program is designed to enhance participation and participants motivation
  7. Ensure where relevant, the plan is agreed with staff, participants and organisations
  8. Complete all documentation correctly
Ensure the program plan contains clear aims and objectives which can meet identified needs and makes the best use of available time and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the program plan provides a framework which is sufficiently flexible to allow alterations and to cope with unforeseen changes in circumstance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants or their representatives to contribute to program design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the program plan conforms to legislation, health and safety requirements and accepted good practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the program plan is consistent with strategies to overcome discrimination and stereotyping

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the sequence of sessions within the program is designed to enhance participation and participants motivation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure where relevant, the plan is agreed with staff, participants and organisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete all documentation correctly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate and allocate program resources

  1. Arrange a venue appropriate for the program, the participants and their abilities
  2. Arrange equipment and resources appropriate for the program and participants
  3. Take steps to ensure that selected staff have the necessary skills/qualifications and the ability to work sympathetically with the participants to achieve positive interaction and a supportive atmosphere
  4. Select staff with adequate skills to engender confidence in the participants and enhance motivation throughout the program
  5. Safely modify and/or condition equipment for use by different participant groups in a variety of contexts
  6. Check resources for availability and safety
  7. Arrange where relevant, financial resources necessary for the program
  8. Ensure arrangements support the planned sequencing and coordination of sessions
  9. Confirm arrangements and resources with the appropriate staff, organisations and participants
  10. Provide clear, accurate and concise information and advice to participants on physical resource requirements for the activity
  11. Brief, assisting personnel as to the extent and limitations of responsibilities, special requirements of participants and expectations regarding attitudes to participants
Arrange a venue appropriate for the program, the participants and their abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange equipment and resources appropriate for the program and participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take steps to ensure that selected staff have the necessary skills/qualifications and the ability to work sympathetically with the participants to achieve positive interaction and a supportive atmosphere

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select staff with adequate skills to engender confidence in the participants and enhance motivation throughout the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safely modify and/or condition equipment for use by different participant groups in a variety of contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check resources for availability and safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange where relevant, financial resources necessary for the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure arrangements support the planned sequencing and coordination of sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm arrangements and resources with the appropriate staff, organisations and participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clear, accurate and concise information and advice to participants on physical resource requirements for the activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief, assisting personnel as to the extent and limitations of responsibilities, special requirements of participants and expectations regarding attitudes to participants

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 sufficient knowledge of the factors influencing the planning of a recreation program for participants using a particular facility or location

Assessment of performance should be over a period of time covering all relevant categories within the Range Statements that are applicable in the learners work environment

In particular, assessment must confirm the ability to plan a program of individual sessions to suit

Different participant needs

different program aims

a minimum of three different types of participant groups

different program contexts from the range of variables statements

Interdependent assessment of units

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

SRXCAI003B Provide equipment for activities

SRXCAI004B Plan a session or program for participants

SRXCAI005B Conduct a sport and recreation session for participants

BSBCMN402A Develop work priorities

SRXRIK001A Undertake risk analysis of activities

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

activity-specific competencies in the area of fitness, community recreation, sport or outdoor recreation where relevant

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

SRXCAI007B Conduct a sport and recreation program

Required knowledge and skills

Required knowledge

Sources of information necessary to effectively organise an identified sport and recreation program

Legislation relevant to ensure compliance with confidentiality requirements of participants participating in a sport and recreation program

Knowledge of group dynamics and factors affecting group and individual needs in order to effectively organise a sport and recreation program

Reasons for client participation in a recreation program in order to ensure appropriate sport and recreation programs are organised

Health and other reasons affecting ability to participate in a session or a recreation program

Organisation's policies and procedures in regard to organising sport and recreation programs

Policies, procedures and requirements specific to the venue/facility in order to ensure appropriate sport and recreation programs are organised

Risk analysis processes in order to ensure all possible risks associated with an organised sport and recreation program have been identified and appropriate action taken to ensure safety of participants and staff

Activity-specific knowledge of the sport and recreation program organised

Required skills

Activity-specific skills of the sport and recreation program organised

Organisational skills in order to effectively plan a sport and recreation program, including all relevant details necessary to ensure smooth and efficient operation

Research skills to determine participant needs and organise a sport and recreation program that will suit these needs

Resource implications

Physical resources - assessment of this competency requires access to

participants, equipment and a facility/venue for the conduct of recreation programs

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

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

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the organisation of programs within a recreation sector

Context for assessment

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

This unit of competency 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, participants 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

1

2

2

1

2

-

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 - Collecting a range of information, arranging resources for the program, arranging financial resources where relevant

Communicating ideas and information - Confirming arrangements and resources, seeking contribution from others to the plan

Planning and organising activities - Producing a plan, co-ordinating resources

Working with teams and others - Liaising with assisting personnel

Using mathematical ideas and techniques - Checking and modifying equipment

Solving problems - Resolving conflict when it arises

Using technology - Not applicable

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

Assisting personnel

[all categories]

teachers

carers

assistant staff

parents

Equipment

[all categories]

safety requirements, eg, first aid kit and protective clothing

session - specific client requirements

session - specific group requirements

equipment required by the session organiser

Information

[all categories]

needs and expectations of organisation

needs and expectations of participants

numbers, ages and gender of participants

previous experience and developmental stage of participants

available time

special requirements

staff, physical and financial resources

cultural and political influences

Participants

[all categories]

experienced or inexperienced

adults or children

school or youth groups

variety of ethnic groups

participantswith special needs

tourists

club members

general public

Participant needs

[all categories]

physical

emotional

psychological

individual

group

individuals within group

Physical resources

[all categories]

food

water

clothing

personal equipment

safety equipment

sun protection

personal first aid requirements

medication

Program of recreation sessions

[all categories]

a sequence of tasks, games, activities or exercises in which the extent of instruction is minimal and covers only that which is required to allow the participant to participate safely and effectively

a sequenced program of individual sessions running sequentially or simultaneously, for individuals or groups

does not include drills, tasks and activities with the aim of physical skill enhancement in order to perform competitively or independently

Program plan

[all categories]

aim

date and time

physical, human and financial resources

sessions, stages or structure

logistics

information requirements

Resources

[all categories]

physical

human

financial

transport and related logistical requirements

Special requirements

[all categories]

age

medical condition

physical condition

ethnic origin

gender

Variety of contexts

[all categories]

different sites, locations or facilities used

working independently

different conditions in which the program sessions are conducted. That is, different

types of group

participantaims

session aims

sequences of individual sessions

Venue

[all categories]

outdoor activity site/location

indoor facility