Elements and Performance Criteria

Barriers to participation:
Cultural values
Family structures
Religious beliefs
Impact of any disability on participation
Communication
Level of literacy and numeracy
Transport
Income
Confidence
Support services available
Economic

Communication styles:
Should be clear, accurate, contain all relevant information and appropriate to the person's:
Age
Preferred method of communication
Physical or cultural factors
Specific needs
May include:
Verbal
Modelling/demonstration of activities/movements
Hand/arm signals
Assisted communication devices
Braille
Audio tape
Others as identified

Emotional well-being:
Feelings
State of mind
Perception of risk
Self-esteem
Self confidence

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
Flexibility about timing and priorities to allow for choice
Socialisation/community involvement

Child/young person with special 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:
Asequence 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 competitively

Range of activities:
Should include a variety of tasks, games, activities and/or exercises and activities to facilitate the well being of child/young person in the following areas:
Stretching and mobility
Strengthening or conditioning
Confidence building and self esteem
Fine and gross motor skills development
Development of valued relationships
Back care
Balance
Socialisation

Resources:
Staff
Equipment
Venues/facilities
Paperwork
Transport and logistical arrangements
Funds
Music

Session:
Aselection of tasks, games, activities or exercises in which the extent of instruction is to promote enthusiastic, safe and cooperative participation
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 child/young person may vary according to:
Impact of medication/pharmaceuticals:
Chronological age
Physiological age
Disability
Other specific needs and considerations such as:
Communication
Socialisation
Physical/health issues:
Orthopaedic
Continence issues
Cardiorespiratory
Medications
Neurological conditions
Musculoskeletal conditions
Psycho social issues

Work environment varies with respect to:
Size of the organisation
Location
Organisational structure
Nature of the program/s provided
Availability of resources and technology

Critical aspects of assessment must include:
Assessment must confirm sufficient knowledge of the factors influencing the conduct of a specialised program/activity
Assessment of performance should be over a period of time covering all Range Statement statements that are applicable in the learner's environment

In particular, assessment must confirm the ability to:

Plan and prepare a program/activity including to determine the range of appropriate safe and suitable activities and/or exercises for the child/young person with special needs
Establish operational arrangements and effective communication including correct instructions and technique/guidelines for undertaking activities
Prior screening to establish additional support needs
Evaluate the effectiveness of the program

Required knowledge and skills:

Essential knowledge:

Relevant Occupational Health and Safety and Discrimination legislation
Relevant modified equipment and activities
Impact of disability on participation in programs including recreation programs
Social, political, cultural, historical issues that may affect or are relevant to people with a disability
Awareness of screening processes for entry into programs/activities
Relevant precautions in programs/activities
Stretching and mobility exercises and activities
Appropriate chair based, floor work and balance exercises and activities
Appropriate strengthening and conditioning exercises and activities

Essential skills:

Monitoring of activity within the confines of the program
Organisational skills to coordinate resources necessary to conduct a program
Communication skills to provide instructions participation
Selection of appropriate range of activities and exercises
Modifying activities for risk minimisation to child/young person with special needs to participate in programs

Resource implications:
Assessment of this competency requires access to child/young person ie, not the peers of the learner
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines

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 Statement and contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Context for assessment:
Competency must be demonstrated in a real work environment
In cases where the learner does not have the opportunity to cover all categories of the Range Statement 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