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
Barriers to participation
[all categories]
cultural values
family structures
extended family responsibilities
family ideals
religious beliefs
place of recreation within
culturally and linguistically diverse communities
Australian community
impact of disability on participation
communication strategies
level of literacy and numeracy
transport
income
confidence
support services available
Communication style
should be clear, accurate, contain all relevant information and appropriate to the person's
age
preferred method of communication
physical or cultural factors
sensory or intellectual impairment, eg, vision or hearing loss
may include
verbal
modelling/demonstration of activities/movements
hand/arm signals
assisted communication devices
Braille
audio tape
others as identified
Emotional well-being
may include
feelings
state of mind
perception of risk
self-esteem
self confidence

Environment
varies with respect to
size of the organisation
location
organisational structure
nature of the program/s provided
availability of resources and technolog
Feedback
may be qualitative and quantitative
evaluation forms
asking people
numbers
surveys
complaints
reaction
feedback from staff
financial information
Impact on participation
may be affected by
negative personal attitudes and values of staff
organisational procedures and practices
client service strategies
social, cultural and religious factors
physical and economic factors
rate of skill development
taking risks in the context of self determination and dignity of risk
communication supports required/available
choices of the client in relation to the provision of service
flexibility about timing and priorities to allow for client's independence and choice
socialisation/community involvements
People with a disability
needs and requirements will vary according to
type of disability
physical
sensory
intellectual
psychiatric
factors such as
cultural and linguistic diversity
rural/remote environment
income
gender
sexuality
age
family systems
religion

Program
[all categories]
a sequence of individual sessions running sequentially or simultaneously, for individuals or groups in which the extent of instruction covers that which is required to allow the individual to participate safely and effectively to maintain health and emotional well being
does not include movements, tasks and activities with the aim of physical skill enhancement in order to perform competitivel
Range of activities
should include a variety of tasks, games, activities and/or exercises and activities to facilitate the well being of people with a disability in the following areas
stretching and mobility
strengthening or conditioning
confidence building
development of valued relationships
back care
balance
Resources
[all categories]
staff
equipment
venues/facilities
paperwork
transport and logistical arrangements
funds
music
Session
[all categories]
a selection of tasks, games, activities or exercises in which the extent of instruction is to allow the person with a disability to participate safely and effectively
may be a component of a sequenced program of individual activities
does not include movements, tasks and activities with the aim of skill development or enhancement in order to perform competitively
of up to a day's duration, ie, no overnight component

Status of person with a disability
may vary according to
impact of medication/pharmaceuticals
chronological age
physiological age
disability
specific needs and considerations such as
arthritis
osteoporosis
communication system used
socialisation/community involvements
dementia
diabetes
orthopaedic
continence issues
cardiorespiratory
medications
neurological conditions
musculoskeletal condition

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 the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
determine the range of safe and suitable activities and/or exercises for people with a disability, both frail and moderately active
instruct people with a disability in the correct technique/guidelines for undertaking activities
confirm prior screening of people with a disability prior to participation in a program/activity to establish support needs
provide people with a disability with appropriate advice on activity issues within the confines of the program/activit
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRCCRD006B Implement community inclusion processes for people with a disability
Required knowledge and skills
Required knowledge
Occupational health and safety and disability discrimination legislation relevant to the provision of recreation services
Relevant modified equipment and activities
Impact of disability on participation in recreation and the variations and abilities of people with a disability
Social, political, cultural, historical issues that affect or are relevant to people with a disability
Awareness of screening of people with a disability for entry into programs/activities
Precautions for people with a disability in programs/activities
Stretching and mobility exercises and activities for people with a disability
Chair based, floor work and balance exercises and activities for people with a disability
Strengthening and conditioning exercises and activities for people with a disability
Specific needs, conditions and considerations of people with a disability
Required skills
Monitoring of activity within the confines of the program
Organisational skills to coordinate resources necessary to conduct a recreation program
Communication skills to provide instructions to facilitate the participation of people with a disability in recreation programs
Selection of appropriate range of activities and exercises for people with a disability
Modifying activities for risk minimisation to people with a disability participating in recreation programs
Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
genuine clients with a disability, ie, not the peers of the learner in a community recreation setting
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 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 work environment
Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence 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, clients 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
2
2
2
-
2
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 -
Communicating ideas and information -
Planning and organising activities -
Working with teams and others -
Using mathematical ideas and techniques -
Solving problems -
Using technology -
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.