Unit of competency Outline

Date retreived
22/07/2026 9:53 PM AWST

Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.

Plan and conduct sport and recreation programs

Plan and conduct sport and recreation programs

Unit of competency
National Code
SISXCAI304A
State Code
D6180
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
3.00
Current Release Date
06/03/2013
View on TGA
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
15/10/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to plan and conduct a non-instructional sport and recreation program for a range of participants. The unit focuses on the ability to identify participant needs, develop a suitable program plan, then conduct and supervise the program in a safe manner. It requires the ability to resource the program, ensure the welfare and satisfaction of participants, and develop and maintain group cooperation and interaction.
Notes
Elements and Performance Criteria
1. Identify participant needs and expectations.
  • 1.1. Clarify the preferences, needs and expectations of participants.
  • 1.2. Identify special requirements according to participant needs.
  • 1.3. Advise participants of any reasons why they should not participate in a given program.
  • 1.4. Recommend participants seek external assistance where appropriate.
2. Plan a sport and recreation program.
  • 2.1. Identify a range of information sources and gather relevant information to plan a program of sessions.
  • 2.2. Identify equipment and resources appropriate for the program.
  • 2.3. Design and document a program plan to meet the identified needs and abilities of participants.
  • 2.4. Seek agreement on the program plan from staff, participants and organisations where relevant.
3. Coordinate and allocate program resources.
  • 3.1. Obtain budget allocation from supervisor.
  • 3.2. Identify and organise a venue appropriate for the program, and participants’ needs and abilities.
  • 3.3. Identify and confirm availability of appropriate resources and equipment with appropriate staff, support personnel, organisations and participants.
  • 3.4. Confirm arrangements to support the planned sequence and safety of the program.
  • 3.5. Organise and brief support personnel.
4. Prepare for the program.
  • 4.1. Advise participants on physical resource requirements for the program.
  • 4.2. Remove required equipment from store, check for damage or deterioration, and report where appropriate to supervisor.
  • 4.3. Issue equipment and provide assistance with fitting where necessary.
  • 4.4. Set up equipment according to approved procedures and instructions.
  • 4.5. Modify or condition equipment for use by different participant groups.
5. Conduct the program.
  • 5.1. Communicate instructions and relevant information in a manner suitable to participants.
  • 5.2. Observe and assess participants’ progress against program aims.
  • 5.3. Seek feedback from participants regarding their progress during the program and modify as required.
  • 5.4. Monitor participant numbers to ensure they remain within limits that are safe and allow all participants to benefit from the program.
  • 5.5. Identify risks to participant safety and take action to minimise risk.
  • 5.6. Monitor venue, resources and equipment to ensure they continue to be available and modify program as required.
6. Conclude the program.
  • 6.1. Conclude the program at a pace appropriate to participants, their level of involvement, and duration of the program.
  • 6.2. Inform participants of follow-up programs.
7. Evaluate the program.
  • 7.1. Seek and acknowledge feedback from relevant stakeholders involved in the program.
  • 7.2. Evaluate all relevant components of the program according to evaluation criteria and record outcomes.
  • 7.3. Identify potential areas of improvement of future programs.
  • 7.4. Review own performance and identify potential improvements.
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.
Preferences, needs and expectations may include:
physical
emotional
motivational
psychological
individual
group.
Participants may include:
experienced and inexperienced
adults and children
school and youth groups.
Information sources may include:
organisations
participants
parents or guardians.
Equipment may include:
safety
activity specific
program-specific.
Resources may include:
physical
human
financial
logistical.
Program plan may include:
aims and objectives
dates and times
resources
sessions, stages and structure
logistics.
Support personnel may include:
coaches
administrators
instructors
trainers
teachers
medical and allied health professionals
carers
assistant staff
parents or guardians.
Risks may include:
level of challenge and difficulty
behaviour
physical
emotional.
Relevant stakeholders may include:
participants
staff
colleagues
organisations.
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 ability to:
plan, resource and deliver sport and recreation programs within budgetary constraints according to organisational policies and procedures
demonstrate techniques to build group cohesion and balance individual and group needs
deliver, monitor and adjust sport and recreation programs that meet the needs of participants and respond to problems or issues that arise
provide positive feedback to enhance participant motivation and self-esteem
evaluate and reflect on own work performance to identify ways in which program outcomes and benefits can be improved.
Context of and specific resources for assessment
Assessment must ensure:
planning and conduct of multiple sport and recreation programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:
an environment or facility appropriate to the specific session content
equipment and resources required for the delivery of the program
documentation, such as program plans and forms relating to equipment checks.
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 preparing for a program, including the development of a program plan
observation of interacting with a range of participants, including conveying information for safe participation in programs
observation of dealing with contingencies, such as the changing availability of equipment or venues
oral and or written questioning to assess knowledge of techniques and activity skills in relation to program aims and inclusive practices
third-party reports from a supervisor detailing appropriate work performed by the individual.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISXCAI306A Facilitate groups.
Replaced By
State Code National Code Title Type
AVD25 SISXCAI004 Plan and conduct programs Unit of competency