Unit of competency Outline
Date retreived
22/07/2026 10:52 AM AWST
22/07/2026 10:52 AM 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.
Coordinate planning, implementation and monitoring of leisure and health programs
Coordinate planning, implementation and monitoring of leisure and health programs
Unit of competency
National Code
CHCRH504B
CHCRH504B
State Code
WD003
WD003
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
14/09/2012
Field of Education
061307 - Health Promotion
Original Release Date
14/09/2012
Nominal Hours
95
Description
DescriptorThis unit describes the knowledge and skills required to undertake advanced planning, coordination implementation and evaluation of programs for the provision of activities for individuals and groups
Notes
Elements and Performance Criteria
1. Plan comprehensive assessment of a client
- 1.1 Work in a team with health practitioners and relevant others
- 1.2 Select appropriate leisure and health assessment tools
- 1.3 Develop agency specific assessment tool if required
- 1.4 Coordinate the application of the assessment tool
- 1.5 Evaluate the effectiveness of the assessment tool and process
- 1.6 Critically analyse and interpret assessment results
- 1.7 Maintain confidentiality while assessing and documenting assessment findings and results
2. Facilitate the design of programs
- 2.1 Design programs using a consultative approach based on the client/s needs assessment
- 2.2 Ensure program designs are relevant to cultural and social contexts of individuals and their community and reflect multi-cultural perspective
- 2.3 Develop and document individualised leisure and health program plans from the results of the assessment
- 2.4 Coordinate planning and design of leisure and health programs for individuals and groups
- 2.5 Schedule programs using clinical judgement to establish frequency, intensity and duration of leisure and health programs
- 2.6 Develop motivational strategies to maximise client involvement in leisure and health programs
- 2.7 Develop tools and processes to monitor levels of participation in leisure and health programs
- 2.8 Undertake activity analysis and document activity plans
3. Coordinate the implementation of programs
- 3.1 Ensure requiredresources are planned, identified and organised according to relevant needs, interests and timeframe available
- 3.2 Develop setting and environment for leisure and health activities within constraints of resources, location and client's needs and availability
- 3.3 Plan and develop timetables that provide structure and flexibility and serve as a communication tool
- 3.4 Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements
- 3.5 Organise off-site excursions as extension of program where appropriate
- 3.6 Maintain ongoing communication with those involved in the program
- 3.7 Identify and utilise facilities, materials and equipment
4. Monitor and evaluate leisure and health programs
- 4.1 Assess progress of each individual
- 4.2 Establish opportunities for regular review of program by all participants and workers
- 4.3 Clearly identify criteria for documentation and evaluation of leisure and health programs and use for review
- 4.4 Determine the appropriate range of evaluation tools and processes
- 4.5 Develop agency specific evaluation tools
- 4.6 Analyse and interpret evaluation results
- 4.7 Regularly document and evaluate program outcomes according to individual/service requirements
- 4.8 Use evaluation results and information to facilitate further design of programs and implement changes
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.
Assessment may include:
Interview with client, careworkers, parents/family
Review of care/plan documentation
Observation in activity sessions
Use of standard proformas
Development and use of agency specific assessment tools
Holistic approach includes consideration of:
Physical health
Emotional health
Mental health
Social health
Spiritual health
Programs include:
Routines
Transitions
Organisation of time and space
Experiences
Interactions
Ideas and suggestions for programming may be gathered from:
Colleagues
Networks resource workers
Workers in other services
Newsletters, magazines, articles
Publications
Internet
Programs may include a variety of experiences:
Excursion/at usual location
Familiar experiences/special events
Unstructured/structured
Indoor/outdoor
Busy/quiet experiences
Surprising/predictable and planned
Challenging/confirming
Contexts of the individual's lives may include:
Geographic context, e.g. remoteness, buildings, lack of space, isolation
Community groupings, alliances and conflicts
Historical context of community, e.g. significant events, future plans
Social context, e.g. social isolation, crowding and noise
Cultural context
All those involved with program design may include:
Individual
Staff/care providers
Parents/family member
Management
Information about an individual's development and social cultural context may be gained by:
Recorded observations
Conservation
Consulting family/community representatives
Written report/records
Service philosophies include:
Culturally specific services philosophies
Philosophies about people, their development and learning
Philosophies and values about society and communities
Goals of the service may be oriented to an emphasis on:
Creativity
Leisure
Recreation
Holistic care and development
Personal attention and flexibility
Learning and education
Social interaction and development
Language development
Psychomotor development
Cultural identity and knowledge
Environmental understanding
Confidence with technology
Multicultural understanding
Education/learning/training
Personal development and support (e.g. coping skills)
Therapeutic
Maintaining and improving cognitive functioning
Promoting social interaction and friendship development
Provide an avenue for emotional and psychological support
Enable participants to meet their spiritual and religious needs
Identities of individuals may include:
Racial
Gender
Cultural
Social
Peer Group
Concerns about the current program could include:
Gaps
Resourcing issues
Repetition
Aspects where an individual's participation is low
Mobile service may need to design programs particularly targeted to those who are isolated:
Geographically
Socially
Required resources may include:
Transport
Equipment
Games
Leisure activities
Venue
Equipment and materials
Curriculum/learning materials
Staffing
Food and drink
Support staff and resource staff
Skills of staff
Specialist resources may include:
Professionals with expertise about particular needs
Written information
Special equipment
Information and education videos
Resource Networks
Family member
Bilingual workers
Interpreter services
Resource units
Extra staffing
Profession specific publications
Additional resources may include:
Worker training
Resource centres
Review of program could include:
Review of individual with additional needs
Review of strategies for meeting needs of individuals within context of whole group
Criteria to evaluate programs may be in relation to:
Short term and long term goals of program
Progress of individual
Progress of the group
Philosophy and goals of the service
Cost effectiveness
Appropriate practice
Daily programs, weekly programs
Assessment may include:
Interview with client, careworkers, parents/family
Review of care/plan documentation
Observation in activity sessions
Use of standard proformas
Development and use of agency specific assessment tools
Holistic approach includes consideration of:
Physical health
Emotional health
Mental health
Social health
Spiritual health
Programs include:
Routines
Transitions
Organisation of time and space
Experiences
Interactions
Ideas and suggestions for programming may be gathered from:
Colleagues
Networks resource workers
Workers in other services
Newsletters, magazines, articles
Publications
Internet
Programs may include a variety of experiences:
Excursion/at usual location
Familiar experiences/special events
Unstructured/structured
Indoor/outdoor
Busy/quiet experiences
Surprising/predictable and planned
Challenging/confirming
Contexts of the individual's lives may include:
Geographic context, e.g. remoteness, buildings, lack of space, isolation
Community groupings, alliances and conflicts
Historical context of community, e.g. significant events, future plans
Social context, e.g. social isolation, crowding and noise
Cultural context
All those involved with program design may include:
Individual
Staff/care providers
Parents/family member
Management
Information about an individual's development and social cultural context may be gained by:
Recorded observations
Conservation
Consulting family/community representatives
Written report/records
Service philosophies include:
Culturally specific services philosophies
Philosophies about people, their development and learning
Philosophies and values about society and communities
Goals of the service may be oriented to an emphasis on:
Creativity
Leisure
Recreation
Holistic care and development
Personal attention and flexibility
Learning and education
Social interaction and development
Language development
Psychomotor development
Cultural identity and knowledge
Environmental understanding
Confidence with technology
Multicultural understanding
Education/learning/training
Personal development and support (e.g. coping skills)
Therapeutic
Maintaining and improving cognitive functioning
Promoting social interaction and friendship development
Provide an avenue for emotional and psychological support
Enable participants to meet their spiritual and religious needs
Identities of individuals may include:
Racial
Gender
Cultural
Social
Peer Group
Concerns about the current program could include:
Gaps
Resourcing issues
Repetition
Aspects where an individual's participation is low
Mobile service may need to design programs particularly targeted to those who are isolated:
Geographically
Socially
Required resources may include:
Transport
Equipment
Games
Leisure activities
Venue
Equipment and materials
Curriculum/learning materials
Staffing
Food and drink
Support staff and resource staff
Skills of staff
Specialist resources may include:
Professionals with expertise about particular needs
Written information
Special equipment
Information and education videos
Resource Networks
Family member
Bilingual workers
Interpreter services
Resource units
Extra staffing
Profession specific publications
Additional resources may include:
Worker training
Resource centres
Review of program could include:
Review of individual with additional needs
Review of strategies for meeting needs of individuals within context of whole group
Criteria to evaluate programs may be in relation to:
Short term and long term goals of program
Progress of individual
Progress of the group
Philosophy and goals of the service
Cost effectiveness
Appropriate practice
Daily programs, weekly programs
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 individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place
This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
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
Related units:
This unit must be assessed after or in conjunction with related units:
CHCRH402B Undertake leisure and health programming
CHCRH404B Plan, implement and monitor leisure and health programs
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit may be assessed either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place
This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
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
Related units:
This unit must be assessed after or in conjunction with related units:
CHCRH402B Undertake leisure and health programming
CHCRH404B Plan, implement and monitor leisure and health programs
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2719 | CHCRH504A | Coordinate planning, implementation and monitoring of leisure and health programs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVB86 | CHCLAH006 | Coordinate planning, implementation and monitoring of leisure and health programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J036 | CHC50512 | Diploma of Leisure and Health | Qualification |