Elements and Performance Criteria

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.


Leisure, recreation and play include:
Examples of leisure: Free choice activities which are not seen as work, obligatory or constrained that foster well being
Examples of recreation: Participation in community, outdoor, fitness, sport, racing, arts, entertainment. Music, tourism activities
Examples of play: all of the following activities outside of our usual roles which include any of the following; voluntary, fun, role play, games, fantasy, exploring, social exchange and learning.


Context includes:
Changing social context of work and leisure e.g. consumer centred approach, changing government and societal views of leisure and health approaches to working with clients
Economic context e.g. the current economic situation as it relates to and affects the subsequent impact on client needs
Facts/myths about the place of leisure and health in our lives
Historical context of leisure and health work e.g. changing attitudes to Leisure and recreation ; changing approaches to using leisure with clients
Political context e.g. government policies and initiatives affecting leisure and health work
Range of sectors within which leisure and health work takes place, such as disability, aged care residential and community, hospital, rehabilitation services, mental health, correctional services
Statutory framework within which leisure and health work takes place


Current issues and models of work in the leisure and health sector may include:
Clubs and societies
Community development and education
Consumer run models
Employment options
Home based support
Leisure and health promotion
Peer support / self help
Psychosocial rehabilitation
Residential services
Respite care


Stakeholders and representatives may include:
Carers
Community organisations
Consumers
Families and care givers
Friends, peers and target groups
Government representatives and service providers
Leisure and health services
Local community
Management, colleagues, supervisor, team members
Peak bodies and networks in the sector


Training options may include:
TAFE
Universities
Other training providers:
private
government


The underpinning values and philosophy of the sector may include:
A holistic and consumer-centred approach
Commitment to empowering the consumer
Commitment to meeting the needs and upholding the rights of consumers
Community education
Delivery of appropriate services
Encouragement of personal growth and wellness
Promotion of health and well being


A commitment to access and equity principles includes:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
Creation of a consumer oriented culture
Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social


Relevant organisation polices and legislation may include:
Aged care accreditation standards
Aged Care Act (1997) including the 'Quality Care principles'
Child Protection Act
Commonwealth Disability Discrimination Act 1992
Commonwealth Disability Services Act 1986
EEO or anti-discrimination acts
Juvenile justice regulations
Mental Health Act
National Home and Community Care standards
Work health safety and welfare
Organisation mission statements
Organisation policies
Relevant state/territory acts

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of specified essential knowledge as well as skills
This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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