Elements and Performance Criteria

Attributes used to classify natural areas
[all categories]
physical
- remoteness
- size
- evidence of human presence i.e., litter, fences, tracks
social, eg, the frequency of encounters with other people and the magnitude and distribution of usage
managerial, eg, extent of physical or regulatory controls such as fences and signage

Access
[two categories]
rules and regulations
requirements, eg, leader qualifications
permission

Classification of natural resource areas
[all categories relevant within a particular state or territory]
wilderness areas
state forests
national park
freehold land
world heritage area
recreation areas
nature refuges/reserves
marine parks
special use areas
camping and water reserves

Impacts
[all categories]
Types which may include but not limited to
biological
- soil
- plants
- water
- geology
- wildlife
social and cultural
- compatibility with other users
- perception of risk
- demand for 'extreme' experiences
- crowding
- adventure education demands
- ecotourism
- sacred sites
cultural
economic, eg, infrastructure costs to support outdoor recreation, competition with other resources
managerial, eg, access, restrictions
short term and long term

Determining the significance of impact which may include but not limited to
nature of activity
specific combination of settings and activity
assessment of the probability of an impact occurring
magnitude of impacts
consequences of impacts (environmental, social)
methods to monitor impact
strategies to manage and minimise impact
recreation succession

Legislation
[all categories]
Commonwealth/state/territory government statutory requirements
- laws
- regulations and other forms of subordinate legislation
local government laws, by-laws, ordinances and policy
guidelines, procedures and practices

Management context
[all categories]
Macro
changing demographic patterns, eg, changes in the age structure of society, in its ethnic composition
changes in the political attitudes of a society, eg, development of green groups
social behaviour, eg, use of discretionary time
recreational technology
- development of off-road vehicles
- mountain bikes
- helicopter access to rivers for rafting

Micro
human resources
bureaucracy versus personal ethics
local political and social context

Cultural protocols

Nature of sea and landscape
significance
value (commercial, environmental, social, economic)

Issues which may include but not limited to
potential sources of conflict between the stakeholders regarding the use of resources
multiple use
change environment
challenges and opportunities of integrated planning

Management priorities
[all categories]
Influenced by
legislation governing tenure
resource management authority
resource management authority's objectives

Natural resource areas
[all categories]
land
sea
body of water (eg, lakes, dams, water impoundments)
waterways (eg, rivers, canals)
open space
built and non-built environments

Natural resource managers
[all categories]
Indigenous, for example
elders/Council of elders
local Aboriginal lands Councils/Community Councils
traditional owners

Non-indigenous, for example
public sector agencies
private sector organisations
landowners

Outdoor recreation activities
[all categories]
definition
types of, eg, bushwalking, sailing
components, for example
- nature of the experience, eg, observe nature, adventure
- skills/knowledge
- equipment
- location (built and/or non-built environments)

Outdoor recreation service provision
[all categories]
Types of, for example
planning
infrastructure design
education and interpretation
outdoor recreation activity programs

Providers, for example
park rangers
private landowners
outdoor educators

Outdoor recreation users
[all categories]
Characteristics, for example
age
socio-economic background
motivation
physical capabilities / skill level

Nature of participation, for example
voluntary participation
educational

Public sector agencies
[all categories]
relevant federal, state and local government agencies with natural resource management responsibilities
coordinating agencies, eg, Great Barrier Reef Marine Park Authority
responsibilities, for example
- tenure specific, eg, National Parks
- quasi-tenure specific responsibilities, eg, coordinating authorities across more than one tenure
- thematic issue specific, eg, Qld Boating and Fisheries Patrol which is responsible for marine safety and regulation of both commercial and recreational fishing

Regulations and strategies
[all categories]
May include but are not limited to
permits
fees
campsite usage
group size
seasonal limitations
activity restrictions

Stakeholders
[all categories]
May include but are not limited to
users of natural resource areas
landowners
industry
public sector agencies
Indigenous groups/communities
non-government organisations (NGO's)
environmental NGO's

Uses
[all categories]
economic
- mining
- tourism
- forestry
- grazing etc
social, eg, recreation, education
environmental, eg, nature conservation, cultural
issues, these include but are not limited to
- sustainable use
- multiple use

Evidence Guide
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 sufficient knowledge of
o management strategies pertaining to natural resource areas managed by both Indigenous and non-Indigenous landowners
o the nature and impact of outdoor recreation in natural resource areas
Assessment of performance should include the selection of a minimum of two (2) different sites/locations managed by different public sector authorities in order to cover all categories from the Range Statements relevant to a particular state/territory
Assessment must confirm the ability to apply knowledge and appropriate techniques to
o plan and design outdoor recreation activities appropriate to a specified natural resource area in the context of the broader management context of that area
o select an appropriate natural resource area that will meet the outcomes of a specified outdoor recreation program and provide a setting suitable to the planned activities
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
o SROOPS002B Plan for minimal environmental impact
This unit must be assessed in conjunction with the following unit(s)
o Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
o SROOPS009A Apply environmental legislation to natural resource planning
Required knowledge and skills
Required knowledge
o Indigenous and non-indigenous land management practices
o Location of natural resource areas suitable for outdoor recreation
o Contemporary issues related to land use
= Indigenous land rights
= competition for access
= biophysical carrying capacity of the land
= litigation
o Legislation relevant to outdoor recreation in natural resources areas
o Outputs of laws, policy and guidelines
= statutes
= management plans
= regulations regarding camping, group size, access, fees, leadership qualifications, insurance requirements, permits
o Recreation induced impacts
= biological
= social
= cultural
= economic
= managerial
o Techniques for monitoring impact and usage (qualitative and quantitative) eg,
= written or visual surveys
= photographic surveys
= soil and leaf litter surveys
= water quality monitoring
= accessing feedback from clients
= usage data from permits
o Process of recreation succession and its causes
o Cultural protocols
= protocols for making contact with people and organisations
= recognition of authority of individuals within their communities
= understanding of special conditions associated with certain types of Indigenous knowledge and approaches to traditional owners and custodians seeking information
= understanding of the nature of sensitive information and the need to restrict the transfer of information
Required skills
o Research skills to access appropriate data, resources and people
o Critical evaluation to analyse source and content of information
o Communication / consultation skills
o Analysis skills to identify potential environmental and ecological impacts and opportunities
o Problem solving skills to deal effectively with environmental impacts and opportunities as identified
o Interpersonal skills to liaise with traditional owners
Resource implications
Physical resources - assessment of this unit of competency requires access to
o information on natural resource areas
o information on outdoor recreation activities and/or programs
Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should
o be competent in this unit
o be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
o 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
Due to issues such as the diversity of locations, legislation, management authorities, types of outdoor activity and types of impact, this unit of competency should be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the selection of a minimum of two (2) different sites/locations managed by different public sector authorities
Context for assessment
For valid and reliable assessment this unit of competency must be assessed in the context of the selection of a minimum of two (2) different sites/locations (managed by different public sector authorities) for the conduct of an outdoor recreation activity or program with real clients
This unit of competency 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