Unit of competency Outline

Date retreived
22/07/2026 11:28 AM AWST

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Supervise a high ropes session

Supervise a high ropes session

Unit of competency
National Code
SISOCRP404A
State Code
D6325
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
2.00
Current Release Date
28/11/2011
View on TGA
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
092101 - Sport And Recreation Activities
Original Release Date
15/10/2014
Nominal Hours
25
Description
This unit describes the performance outcomes, skills and knowledge required to independently conduct and supervise programs using independent elements or complete high ropes courses, which require the use of a belay system to keep participants safe. It includes the selection of anchors and the establishment of belays for personal and participant safety.
Notes
Elements and Performance Criteria
1. Plan for high ropes session.
  • 1.1. Develop a sessionplan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
  • 1.2. Check adequacy of human and physical resources prior to commencement.
  • 1.3. Identify an appropriate high ropes course and select elements according to the session's aims and objectives, contextual issues, relevant legislation and organisational policies and procedures.
  • 1.4. Identify potential hazards associated with high ropes session and take measures to minimise risks.
  • 1.5. Access relevantsources to interpret detailed weather and environmental information to determine activity plan.
  • 1.6. Determine food and water requirements according to principles of nutrition and contextual issues.
  • 1.7. Implement procedures to minimise environmental impact on the site and elements.
  • 1.8. Establish a suitable communication system for participants to use during the session.
2. Program a suitable sequence of activities.
  • 2.1. Identify factors affecting the achievement of participant goals, as a group and as individual members of a group, while using high ropes course elements.
  • 2.2. Develop and implement strategies to facilitate group cohesion, trust and goal achievement.
  • 2.3. Select a sequence of activities suitable to the needs of the participants.
3. Set up elements.
  • 3.1. Set up elements requiring additional equipment according to organisational policies and procedures.
  • 3.2. Assess the condition of anchors and select anchors for self belay and belay of others, according to the requirements of the session.
  • 3.3. Attach to and load anchors according to manufacturer's recommendations.
  • 3.4. Establish belay systems where required.
4. Conduct pre-activity inspection.
  • 4.1. Check site and immediate area according to organisational policies and procedures.
  • 4.2. Inspect individual elements and perform maintenance tasks according to own ability and responsibility.
  • 4.3. Refer maintenance tasks beyond own ability and responsibility to relevant industry specialists.
  • 4.4. Check participant's clothing and footwear for suitability prior to participation.
  • 4.5. Perform pre-activity check of equipment to ensure that it is in good working order.
  • 4.6. Identify situations where the use of an improvised, chest or full body harness may be required.
5. Supervise high ropes course activities.
  • 5.1. Provide information and instructions to participants and assisting staff according to organisational policies and procedures and participant's needs.
  • 5.2. Implement strategies to reduce risks associated with individual elements.
  • 5.3. Supervise assisting staff and participants in the activity and ensure it is conducted in a safe and positive manner.
  • 5.4. Respond to non routineand emergency situations according to organisational policies and procedures and contingency management plan.
6. Perform rescue of high ropes course participant.
  • 6.1. Determine the advantages and disadvantages of possible rescue strategies for individual situations.
  • 6.2. Identify situations requiring direct assistance, and apply correct approach procedures for the particular situation.
  • 6.3. Select the most appropriate strategy according to the degree of urgency, element features, resources, rescuee status and ability, and personal ability.
  • 6.4. Demonstrate an escape from a belay.
  • 6.5. Establish a rescue system efficiently and inform other group members of their role.
  • 6.6. Construct and demonstrate the use of an improvised chest harness in a rescue situation.
  • 6.7. Operate a rescue system, demonstrating lowering and raising procedures, to recover a conscious and unconscious person from a high ropes element with assistance from others who are unskilled in rescue techniques.
7. Conclude activity.
  • 7.1. Debrief the activity according to activity aims, objectives and own skills and abilities.
  • 7.2. Evaluate relevant aspects of the session and identify potential areas of improvement for future sessions.
  • 7.3. Dismantle, inspect and store additional equipment according to organisational policies and procedures.
  • 7.4. Prepare reports on the use of the course, and suggested maintenance and modifications, where applicable.
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.
Session plan may include:
session's aims and objectives
date, time and duration
location or course site
set up and inspection requirements
coach or staff or assistant and participant ratios
additional equipment
weather details
safety requirements.
Participant's needs and characteristics may include:
age
cultural factors
situational factors
previous experience
injuries and illnesses
physical
emotional
psychological.
Relevant legislation may include:
occupational health and safety
permits or permission for access
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
time and budget constraints
use and maintenance of course and equipment
communication protocols
confidentiality of participant information
ratios and supervision requirements
code of ethics.
Aims and objectives may include:
self improvement
personal development
meeting people
team and trust building
personal, team and or business goals and standards
overcoming fears and anxieties
problem solving
adventure and recreation.
Contextual issues may include:
weather conditions, including times
season
transport
location
trip distance and duration
group objectives
group size.
Hazards may include:
slippery or unstable terrain
dangerous animals and insects
stinging trees and nettles
dense vegetation
group management hazards.
Risks may include:
hypothermia
heat exhaustion
injuries
exhaustion
lost party or party member
equipment and course failure.
Relevant sources may include:
Bureau of Meteorology
media
land managers or agencies
local knowledge.
Weather and environmental information may include:
satellite images
daily and weekly forecasts
maximum and minimum temperatures
weather warnings
event warnings
river levels
synoptic charts
high and low tide predictions.
Food and water requirements may include:
menu planning and preparation
range of foods.
Principles of nutrition may include:
food groups
dietary guidelines
essential nutrients
food preparation and safe food handling and hygiene practices
individual food requirements and allergies.
Communication system may include:
calls
radio
hand signals
whistles.
Environmental impact may include:
compaction of soil, flora, soft fall material
erosion
disturbance of fauna or flora
modification or reduction of aesthetic value.
Factors may include:
level of commitment
trust
co-operation
program aims and objectives
group size
group and individual fitness and abilities
stage of group formation
activity sequence.
Sequence of activities may include:
warm up activities
stage of group formation
individual and group goals.
Additional equipment may include:
ladders
hand ropes
swing ropes
pulleys
detachable elements
ropes
wire ropes
helmets
harness
karabiners
belay devices
eye bolts
swaging devices
wire rope grips
shackles
thimbles
rigging screws
turnbuckles
staples
camming devices
cows tails or crab claws.
Anchors may include:
trees
fixed.
Belay systems may include:
static belay
dynamic belay.
Maintenance tasks may include:
cover frayed wire rope ends
replaced frayed or damaged rope
tighten loose nuts, such as on wire rope grips
removal of hazards.
Non-routine and emergency situations may include:
frozen participant
injured participant
equipment jam
participant not connected to belay.
Rescue strategies may include:
lowering
assisted rescue
use of ladders
use of single rope technique
cut-away rescue.
Approach procedures may include:
via course from start or finish of course
from mid-course access point and via elements
ascending rope to element
ascending ladder to element.
Resources may include:
ladder
rescue rope
pulley
Prusik loops
pliers
knife
spare karabiners.
Relevant aspects may include:
objectives
planning process
activity site
weather
equipment selection
clothing selection
food selection
instructional content
instructional technique
assessment technique
group feedback
directing techniques
rescue techniques employed.
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:
plans within activity constraints and selects appropriate high ropes course suitable to participant's needs and characteristics
conducts thorough pre-activity inspections of course and individual elements and carries out appropriate maintenance, according to level of responsibility, and prepares reports accordingly
observes and monitors participant and assistant participation thoroughly to ensure program is suitable to their needs and characteristics and meets intended aims and objectives
applies effective contingency management techniques to deal with a range of hazards and risks that commonly arise during challenge ropes sessions
encourages and responds to feedback and evaluates and reflects on own performance to identify strengths.
Context of and specific resources for assessment
Assessment must ensure supervision of high ropes activities, including belay and rescue techniques, that reflect the needs of a range of participants to demonstrate competency and consistency of performance.
Assessment must ensure access to:
a minimum of two different high ropes courses, each with a minimum of five elements, including a variety of standard high ropes course elements that require a variety of belay techniques
a group of participants to take part in the high ropes session
assistants where required
resources and information regarding participants and course to accurately plan, supervise and document activities for a variety of participants
additional high ropes equipment, such as helmets, harness, karabiners, belay ropes, belay devices, static belay tapes or ropes, ladders and first aid equipment.
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 adequate pre-activity checks of high ropes course to ensure it is undamaged and free from hazards
oral or written questioning to assess knowledge of relevant legislation and organisational policies and procedures to enable safe conduct of all activities during session
observation of supervision of participants and assistants throughout the activity including dealing with contingencies such as changing weather conditions and equipment failure
review of session plan and reports on course use and maintenance
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Replaced By
State Code National Code Title Type
OBF80 SISOCHC004 Set up and supervise challenge course sessions, high elements Unit of competency