Elements and Performance Criteria

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

RANGE STATEMENT
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

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.