Unit of competency details

SRCAQU014B - Assist participants with a disability during aquatic activities (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 11/Oct/2004

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by and equivalent to SISCAQU312A - Assist participants with a disability during aquatic activitiesE Updated and equivalent to SRCAQU014B Assist participants with a disability during aquatic activities 06/Jun/2011
Supersedes and is equivalent to SRCAQU014A - Assist participants with a disability during aquatic activities 10/Oct/2004

Training packages that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 061301 Occupational Health And Safety  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 061301 Occupational Health And Safety  11/Oct/2004 
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Modification History

Not applicable.

Unit Descriptor

This unit had been developed for the Community Recreation Industry Training Package and covers the knowledge and skills required to assist participants to safely enter and exit the water and provide appropriate support during aquatic activities.  

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria 

Element 

Performance Criteria 

1

Analyse the effect of the aquatic environment in determining appropriate support 

1.1

Identify different environmental features 

1.2

Identify and document the impact of the different aquatic environment and work environment  on the degree and type of support  required

2

Identify factors that determine appropriate entries, exits and supports 

2.1

Identify the factors affecting appropriate entries, exits and supports  

2.2

Identify and document the methods of responding to factors

3

Provide appropriate entries, exits and support to participants 

3.1

Deliver concise and precise relevant information, explanations and demonstrations to conduct efficient and safe entries, exits and support  

3.2

Provide the appropriate type and level of support

3.3

Observe participant's response to the support provided and give feedback  to improve execution on an individualised basis or modify the support provided

3.4

Give participants the opportunity to comment and/or ask questions

3.5

Identify resources  and aspects needing further emphasis and/or attention for intervention in future sessions

Required Skills and Knowledge

Not applicable.

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 the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

identify and explain the application of different types of support

evaluate the appropriateness of the support provided and recognise when and how intervention should take place to improve execution of entry, exit and suppor

Interdependent assessment of units 

This unit must be assessed after attainment of or in conjunction with competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

Nil

Required knowledge and skills 

Required knowledge

Types of supports and their application

Effect of different environmental features on the degree of support to be provided

Intervention strategies to achieve more efficient execution of support

Relevant equipment and safety requirements, including occupational health and safety and legislative requirements

Required skills

Ability to provide explanations and demonstrations, ie, self, other participants as models

Monitoring/observation skills to determine if intervention should take place to improve execution of entry, exit and support

Ability to determine entry, exit and support appropriate to the person with a disability's specific needs

Application of correct entries, exits and supports appropriate for people with a disability

Resource implications 

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a swimming pool and other equipment

suitable participants

rules, policies and regulations of relevant peak bodies and/or employer organisations

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 Range Statements and contexts applicable to the work environment

Context for assessment 

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence 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

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

2

2

2

1

2

-

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  -

Communicating ideas and information  -

Planning and organising activities  -

Working with teams and others  -

Using mathematical ideas and techniques  -

Solving problems  -

Using technology  - Not applicable

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Range Statement

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 

Environmental features 

may include

indoor/outdoor venue

river

dam

sea

swimming pool

wet decks

ramps

hoists

steps

scum gutters

bulk heads

surface of pool and concourse

pool floor gradient

railings

depth

available water space

Factors affecting appropriate entries , exits and supports 

stage of development

physical, intellectual and emotional characteristics

mobility

physical fitness

body type and composition

cultural factors

Feedback 

can be

verbal

written

visual

tactile

should be an information exchange between participant and instructor regarding progress towards performance goals

Resources 

human resources - a ratio of instructors to participants that allows for maximum participation in a safe environment

equipment - a ratio of equipment to participants that allows for maximum participation in a safe environment

access to first aid facilities/equipment

appropriate facilities to conduct instruction in a safe environment

Type of support 

may include

hands on torso

hands to hands

back hold in vertical or horizontal positions

short arm hold

cradling

carry hold

hip hold

prone hold

prone side hold

assisted exit

Work environment 

organisational health and safety requirements, safe and appropriate dress and equipment

appropriate swimwear and personal equipment

personal hygiene requirements

lifesaving equipment

ropes

reaching poles

flotation devices

pool safety equipment as listed in state/territory occupational health and safety requirements for pools

other recommended safety guidelines are

instructional aids should be inspected before use

sun safety guidelines should be followed

hydration guidelines should be followed

designated pool area should be inspected before use

access to first aid facilities/equipment

conditions and external influences include

environmental/weather conditions

other facility users

spectators

parents

other instructors

Unit Sector(s)

Not applicable.

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