Unit of competency Outline

Date retreived
23/07/2026 7:19 AM AWST

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Facilitate adventure-based learning activities

Facilitate adventure-based learning activities

Unit of competency
National Code
SISOABL402A
State Code
D6258
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
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
15/10/2014
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to independently facilitate learning through adventure activities. This unit focuses on the ability to plan and conduct activities demonstrating a range of basic facilitation techniques.
Notes
Elements and Performance Criteria
1. Plan and prepare for adventure activity
  • 1.1. Identify individual and or group learning outcomes to inform the planning and design of activities.
  • 1.2. Establish a program and sequence of activities according to participant's needs, learning outcomes, relevant legislation and organisational policies and procedures.
  • 1.3. Select an adventure environment according to participant's needs, learning outcomes, relevant legislation and organisational policies and procedures.
  • 1.4. Determine factors affecting a participant's perception of risk and plan activities with a balance between real and perceived risk.
  • 1.5. Select and access equipment and resources according to contextual issues and organisational policies and procedures.
  • 1.6. Confirm all staff conducting the activities are suitably qualified.
2. Plan for progression and transfer of learning.
  • 2.1. Select a model of adventure or experiential learning and apply phases within the model to program to meet learning outcomes.
  • 2.2. Inform participants of any potential transfer of learning to different environments and contexts.
  • 2.3. Incorporate measures for monitoring individual and group holistic development in planned adventure activities.
  • 2.4. Establish contingency plans for adventure activities according to organisational policies and procedures.
3. Manage learning activities in an outdoor environment.
  • 3.1. Implement minimal impact practices and display a respect and understanding of the outdoor environment.
  • 3.2. Monitor the physical and emotional safety of individuals and the group.
  • 3.3. Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety.
  • 3.4. Identify potential situations of physical and emotional danger and take action to manage these dangers.
  • 3.5. Re-evaluate participant's needs throughout activities and make adjustments as required.
  • 3.6. Reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative work between participants.
4. Evaluate adventure-based learning activities.
  • 4.1. Facilitate individuals and group to identify their future learning needs.
  • 4.2. Use a suitable facilitation activity to achieve the development of personal and group action plans.
  • 4.3. Evaluate and review outcomes for all participants against individual participant goals for the program and activity.
  • 4.4. Obtain feedback from assistant facilitators on program and activity delivery.
  • 4.5. Develop strategies for improvement in personal skills and programming according to participant feedback, peer review and evaluation reports.
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.
Learning outcomes may include:
recreational
educational
developmental
therapeutic
vocational.
Relevant legislation may include:
occupational health and safety
permits or permission for access
environmental regulations
marine regulations.
Organisational policies and procedures may include:
occupational health and safety
time and budget constraints
support personnel
use, maintenance and storage of equipment and resources
risk management
communication protocols
minimal impact environmental codes
code of ethics.
Contextual issues may include:
weather conditions; including times
season
transport
location
trip distance and duration
group objectives
group size.
Model of adventure or experiential learning may include:
linear
cyclical
spiral
nested loop.
Phases within the model may include:
diagnosis
design
delivery
debriefing
detachment.
Holistic development may include:
physical
emotional
social
intellectual
spiritual.
Contingency plans may include:
change in weather and conditions
equipment failure
unavailability of equipment or suitable site.
Facilitation approaches may include:
funnelling
cognitive hierarchy
challenge by choice
working agreements.
Individual differences may include:
gender
language
age
life experiences and background
mental or physical ability
culture and values.
Action plans may include:
short term
long term.
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 and designs a sequence of adventure activities according to individual and group learning outcomes, needs and goals
interacts effectively with group members from diverse backgrounds and facilitates adventure-based learning activities which evidence positive group dynamics
monitors individual and group progression throughout activities and implements contingency plans where required
evaluates and reflects on own performance as a facilitator to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure facilitation of adventure-based learning activities on multiple occasions to enable demonstration of competency and consistency of performance.
Assessment must also ensure access to:
diverse groups of participants to take part in adventure-based learning activities
an environment suitable for the conduct of adventure-based activities, this may include outdoor or indoor activities
equipment and resources required for adventure-based learning activities.
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 planning processes, such as determining learning outcomes and assessing participant's needs
observation of safe facilitation of adventure-based learning programs for a variety of individuals and groups
oral and or written questioning to assess knowledge of facilitation approaches and activities
third-party reports from a supervisor and or leader detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
adventure activity specific units of competency.
Replaces
State Code National Code Title Type
C6064 SROABL002B Facilitate adventure-based learning activities Unit of competency
Replaced By
State Code National Code Title Type
OBG09 SISOABL002 Facilitate adventure-based learning activities Unit of competency