Modification History
The release details of this endorsed unit of competency set are in the table below. The latest information is at the top.
Release |
Comments |
3 |
Updated. Reduction of repetition. No competency changes. |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to plan and conduct a non-instructional sport and recreation program for a range of participants. The unit focuses on the ability to identify participant needs, develop a suitable program plan, then conduct and supervise the program in a safe manner. It requires the ability to resource the program, ensure the welfare and satisfaction of participants, and develop and maintain group cooperation and interaction.
Application of the Unit
This unit applies to those working autonomously in a sport and recreation environment. This may include program staff working in a variety of after-school activities in a range of locations or working with a range of participants in aquatic programs, sport programs or recreation and leisure centres. This unit does not cover sport coaching programs that focus on improving skill or technique, as this is covered in SISSSCO303 Plan and deliver coaching programs.
This unit does not cover fitness programs, as this is covered in SISFFIT304A Instruct and monitor fitness programs.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Identify participant needs and expectations. |
1.1. Clarify the preferences, needs and expectations of participants . 1.2. Identify special requirements according to participant needs. 1.3. Advise participants of any reasons why they should not participate in a given program. 1.4. Recommend participants seek external assistance where appropriate. |
2. Plan a sport and recreation program. |
2.1. Identify a range of information sources and gather relevant information to plan a program of sessions. 2.2. Identify equipmen t and resources appropriate for the program. 2.3. Design and document a program plan to meet the identified needs and abilities of participants. 2.4. Seek agreement on the program plan from staff, participants and organisations where relevant. |
3. Coordinate and allocate program resources. |
3.1. Obtain budget allocation from supervisor. 3.2. Identify and organise a venue appropriate for the program, and participants’ needs and abilities. 3.3. Identify and confirm availability of appropriate resources and equipment with appropriate staff, support personnel , organisations and participants. 3.4. Confirm arrangements to support the planned sequence and safety of the program. 3.5. Organise and brief support personnel. |
4. Prepare for the program. |
4.1. Advise participants on physical resource requirements for the program. 4.2. Remove required equipment from store, check for damage or deterioration, and report where appropriate to supervisor. 4.3. Issue equipment and provide assistance with fitting where necessary. 4.4. Set up equipment according to approved procedures and instructions. 4.5. Modify or condition equipment for use by different participant groups. |
5. Conduct the program. |
5.1. Communicate instructions and relevant information in a manner suitable to participants. 5.2. Observe and assess participants’ progress against program aims. 5.3. Seek feedback from participants regarding their progress during the program and modify as required. 5.4. Monitor participant numbers to ensure they remain within limits that are safe and allow all participants to benefit from the program. 5.5. Identify risks to participant safety and take action to minimise risk. 5.6. Monitor venue, resources and equipment to ensure they continue to be available and modify program as required. |
6. Conclude the program. |
6.1. Conclude the program at a pace appropriate to participants, their level of involvement, and duration of the program. 6.2. Inform participants of follow-up programs. |
7. Evaluate the program. |
7.1. Seek and acknowledge feedback from relevant stakeholders involved in the program. 7.2. Evaluate all relevant components of the program according to evaluation criteria and record outcomes. 7.3. Identify potential areas of improvement of future programs. 7.4. Review own performance and identify potential improvements. |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure:
Assessment must also ensure access to:
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included. |
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Preferences, needs and expectations may include: |
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Participants may include: |
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Information sources may include: |
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Equipment may include: |
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Resources may include: |
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Program plan may include: |
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Support personnel may include: |
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Risks may include: |
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Relevant stakeholders may include: |
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Unit Sector(s)
Cross-Sector.
Competency Field
Coaching and Instruction.