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
Equipment
[all categories]
safety requirements, eg, first aid kit and protective clothing
session/program - specific participant requirements
session/program - specific group requirements
equipment required by the session organiser
Information
[all categories]
organisational aims
expectations and aspirations of participants
numbers, ages and gender of participants
previous experience of participants
medical condition
special requirements
the session environment
Learning
[all categories]
can be through
demonstration and explanation
collaboration
self management
experimentation
Levels of supervision
[all categories]
minimal on-site supervision
restrictions on the type of site, location or facility used
restrictions on type of session conducted
restrictions on the number of participants
working within clearly defined organisational procedures and policies
restrictions on the conditions in which the session can be conducted, eg, environmental conditions, type of group
Participants
[all categories]
experienced
inexperienced
adults
children
school
variety of ethnic groups
participantswith special needs
groups
tourists
club members
general public
Participants aims and priorities
[all categories]
competition/performance targets
self improvement
fitness targets
lifestyle adjustments
comfort/discomfort levels
technical
tactical
participation
social
Participant needs
[all categories]
physical
emotional
psychological
individual
group
individuals within group
Physical resources
[all categories]
food
water
clothing
personal equipment
safety equipment
sun protection
personal first aid requirements
medication
Resources
[all categories]
physical
human
financial
transport and related logistical requirements
Session or program
[all categories]
a task, game, activity or exercise in which the extent of instruction is minimal and covers only that which is required to allow theparticipant to participate safely and effectively
a component of a sequenced program of individual sessions
does not include drills, tasks and activities with the aim of skill development or enhancement in order to perform competitively or independently
of up to a day's duration, ie, no overnight component
are usually 1-2 hours duration but can be shorter or longer depending on the activity/sport and/or the aims and priorities of the participant
aimed at developing skill and tactical learning
Session or program plan
[all categories]
aim
date/s and time
physical, human and financial resources
activity stages or structure
logistics
information requirements
Sources of information
[all categories]
individuals
organisations
participants
recorded information
parents
Special requirements
[all categories]
age
medical condition
physical condition
ethnic origin
gender
Support personnel
[all categories]
coaches
administrators
teachers
health professionals
carers
assistant staff
parents/guardians
others involved/appropriate personnel
Venue
[all categories]
outdoor site/location
indoor facility

Workplace context
[all categories]
indoor or outdoor
within a recreation/sport activity-specific context
Work environment
[all categories]
varies with respect to
size of organisation
type of organisation
location
complexity
product/service range

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 the factors influencing the planning of a session or program for participants using a particular facility or location
Assessment of performance should be over a period of time covering all relevant categories within the Range Statements that are applicable in the learners work environment
In particular, assessment must confirm the ability to
collect information to plan a session or program
produce a session or program plan
resource a session or program
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
BSBCMN202A Organise and complete daily work activities
SRXOHS001B Follow defined Occupational Health and Safety policies and procedures
SRXCAI001B Assist in preparing sport and recreation sessions for participants
SRXCAI003B Provide equipment for activities

This unit must be assessed in conjunction with the following unit(s)
activity-specific competencies in the area of fitness, community recreation, sport or outdoor recreation where relevant

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRXCAI005B Conduct a sport and recreation session for participants
Required knowledge and skills
Required knowledge
Sources of information on participant needs and expectations in order to effectively plan a sport and/or recreation session or program for participants
Legislation relevant to confidentiality to ensure this information is included in planning for a sport and/or recreation session or program for participants
Factors affecting group and individual needs to ensure this information is included in planning for a sport and/or recreation session or program for participants
Reasons for individual participation in a sport and/or recreation activity to ensure this information is included in planning for a sport and/or recreation session for participants
Health and other reasons affecting ability to participate in an activity
Organisation's policy and procedures in regard to planning a sport and/or recreation session for participants
Policies, procedures and requirements specific to the venue/facility
Risk analysis processes in order to evaluate the risk of planned sport and/or recreation activities
Activity specific knowledge of identified planned sport and/or recreation activities

Required skills
Activity specific skills for identified planned sport and/or recreation activities
Organisational skills to coordinate resources necessary for planned sport and/or recreation activities
Ability to communicate effectively in order to plan effective sessions or programs for participants
Questioning skills in order to determine appropriate sport and/or recreation activities to meet participant needs
Ability to convey and interpret information in order to effectively and efficiently receive information and incorporate this into the planning of sessions or programs
Resource implications
Physical resources - assessment of this competency requires access to
participants, equipment and a facility/venue for the conduct of a sport and/or recreation session

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 in 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 complete Range Statements and contexts applicable to planning a specific recreation session in defined locations
Context for assessment
This unit of competency must be assessed in the context of a sport or recreation activity with a range of clients. For valid and reliable assessment the sport or recreation activity should closely replicate the work environment. The environment should include real clients and be safe with the hazards, circumstances and equipment likely to be encountered in a real workplace
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, participants 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
1
1
1
-
1
-
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 - Determining individual participants needs, assessing session or program risks, arranging resources and equipment, ensuring the plan conforms to health and safety requirements, making arrangements for the sessions and programs, arranging financial resources for the session or program,
Communicating ideas and information - Providing advice to participants, briefing support personnel, confirming arrangements with others
Planning and organising activities - Developing the session or program plan, assessing participants aims and priorities
Working with teams and others - Liaising with support personnel, developing the session or program plan
Using mathematical ideas and techniques - Not applicable
Solving problems - Planning for alternative arrangements to be in place in the event of unsuitable environmental conditions
Using technology - Not applicable
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.