plan and conduct sport and recreation sessions Flashcards
1
Q
program
A
series of sessions or schedule of activities
2
Q
program examples … listed
A
- boot camp
- net set go program
- drive safe program
3
Q
paticipants could include … listed
A
- different ages of the lifespan
- experienced or inexperienced
- male or female
- person with special needs
- tourist
- person from a non english speaking background
4
Q
element 1:
A
identify participants needs and expectations
5
Q
four main sectors of the sport and rec industry … listed
A
- fitness
- sport
- community recreation
- outdoor recreation
(a sport and rec session may be for any of these sectors)
6
Q
what do they need to clarfify… listed
A
- preferences
- needs
- expectations
7
Q
prefernces
A
what a person likes over another
8
Q
preferences example
A
outdoor activities rather than indoor activities
9
Q
needs
A
something necessary
10
Q
needs example
A
client may need to lose weight to improve health or need wheelchair access
11
Q
what are needs expllicit in
A
knowledge evidence
12
Q
expectations
A
what a persons perceives they will achieve from participating in the session
13
Q
expectations examples… listed
A
- work up a sweat
- win a premiership
- become more flexible
14
Q
how to clarify cliets needs, preferences and expectations
A
ask them (directly, indirectly eg survery, etc)
15
Q
what does the participant expect from the program? what are they hoping to achieve? … listed
A
- info could come directly from participant or from parents and coaches/teachers or the organisation or school you are conducting the program for
- restate their N/P/E for clarification
- suggest options and gauge response
16
Q
participants needs may include … listed
A
- competition or performance targets
- assist with self improvement
- fitness targets
- lifestyle adjustments
- social opportunities
17
Q
competition and performance targets
A
aim of a club to achieve targets and win matches.
eg, full forward score at 70% efficiency, or win so many matches per season
18
Q
competition and performance targets could be ….. listed
A
- technical
- tactical
19
Q
technical (competition and performce targets)
A
may aim to refine specific skills to improve in a sport or activity
20
Q
tactical (competition and performance targets)
A
experienced participant participating in a game, can be group or individual
20
Q
self improvement
A
a persons dimensions of health and perception of self
21
Q
fitness targets
A
can be team, group or individual. aim to improve in an area
22
Q
fitness targets example
A
reduce time taken to run 10km
23
Q
lifestyle adjustment
A
increase activity levels, but also change their lifestyle
24
lifestyle adjustment examples ... listed
* eating healthy
* stairs instead of lift
25
social opportunities
socialise and meet new people, group based activitity and done for fun
26
special requirements
anything that a participant may need in order to take part
27
special requirements can include ... listed
* disabilities
* injuries
* medical conditions
28
how are special requirements identified
through observation
such as participants with low self esteem and requiring extra support and motivation or pre exercise questions or forms
29
with special requirements need to consider things such as ... listed
* language
* culture
* special needs ( wheelchair, injury, medical condition, carer needed, etc)
* confidence, lifestyle, physcial condition
30
ensure your program is ....
inclusive
31
EXAM NOTE
dont get those who are injured/disabled/special needs to score/officiate when planning or modifying a session
32
7 pillars of inclusion ... listed
1 access
2 attitude
3 choice
4 partnerships
5 communication
6 policy
7 opportunities
33
how could you meet the needsnof clients with special requirements ?
modify the program
= appropriate exercises, adjust exercise prescription - such as intensity, timing and type of activity, equipment or venue
34
how to identify participants who should not participate
use questionnares or surveys
35
when clarrifying participants p/n/e you may find that the participant has a medical condition, previous injury or is taking prescribed medications, what should you advise the participant to do?
refer them for external asisstance as this lies outside of your training.
36
reasons for participants not to participate in the program ... listed
* injury
* medical or health condition
* recovery/rest
* disciplinary action taken
* mental health reason
* compassion reasons
37
what do participants need to have if they have a medical condition or are coming back from an injury?
medical clearance
38
if a client answers yes to any of the questions regarding contraindictations they require medical reference to ....
exterbal assisstance
39
why would they be referred to an external assistance
to obtain a medical clearance tot ake part in a program
40
external assistans ... listed
* exercise physiologists
* dieticians
* chiropractor
* general medical practitioners (gps)
* occupational therapists (OTs)
* osteopaths
* physiotherapists
* podiatrists
* psychologists
* massage therapists
* sports physicians/doctors
41
general medical practitioner (GPS)
suitable for most injuries and conditions as they have a good working knowledge of all systems of the body
42
general medical practioner (gp) characteristics ... listed
* trained to handle emergency situation
* deal with serious medical problems (including dislocations, head injuries or breaks )
43
chiropractor
treats conditions related to the skeletal system (bones).
44
chiropractor characteristics ... listed
* relieves postural problems as well as back, neck and joint issues
* includes spinal and joint alignment and manipulation
45
psychologists
assists clients in exploring and talking about their feelings
46
psychologist characteristics .. listed
* explore feelings
* deal with depression, sleep problems, anxiety, eating disorders, sporting performance issues, etc.
* use imagery/visualisation strategies to assist in self belief and improving performance
47
exercise physiologists
specialise in exercise prescription and create exercise programs for patients to assist in treating and establishing them
48
exercise physiologists characteristics ... listed
* exercise presceription-create programs
* used to help treat lifestyle disorders(cvd, obesity, cancers, diabetes)
* assist people to become more active and less sedentary
49
osteopaths
concentrate on soft tissue and general musculoskeletal injuries related to muscles, ligaments and tendons
50
osteopaths characteristic
manipulation to reduce pain and to increase movement
51
dieticians
assist clients in menu planning and nutritional education to help them improve their health and as such descreasing their risk of diet related diseases
52
dietician characteristics ... listed
* menu planning
* nutritional education
* type 2 diabetes
* post stroke, heart attack
* weight management
53
sports physicians/doctors
specialise in sports-related injuries, such as strains, sprains, overuse injuries and chronic pain
54
sports physicians/doctors characteristics ... listed
* understand the importance of training so will facilitate the return to training and competition
* offer alternatives in training in order to meet the needs of the athlete to maintain fitness and skill level
55
podiatrists
assist with the diagnosis, treatment, prevention and rehabilitation of foot, ankle and lower leg problems and injuries
56
podiatrists characteristics ... listed
* use biomechanic of movement
* orthotics
57
physiotherapists
treat injuries and dysfunction through the prescription of movement, exercises and techniques
58
physiotherapists provide treatment for ... listed
* musculoskeletal conditions
* neurological conditions
* cardiothoracic and chronic respiratory conditions
59
musculoskeletal conditions include ... listed
* sprains
* strains
* back and neck pain
etc
60
neurological conditions include ... listed
* spinal cord injuries
* recovery after a stroke to regain movement
etc
61
cardiothoracic and chronic respiratory conditions include ... listed
* asthma
* breathing difficulties
* emphysema
* pneumonia
62
massage therapists
use their hands and a series of stroke and kneading techniques to bring oxygen and nutrients to tissues throughout the body
63
in sport, massage therapists can assist in ... listed
* reducing pain and muscle tightness
* increasing flexibility and mobility
* removal of waste products such as lactic acid
* stress relief
* reduce muscle spasms and inflammation
64
occupational therapists (OTs)
assist clients in restoring their physical functioning, where possible, return their ability to complete daily tasks
65
occupational therapists (OTS) characteristics ... listed
* post accident rehab
* restore physical functioning
* develop new strategies
66
consultation records ... listed
* participant needs, preferences, expectations
* any special requirements
* reasons for exclusion
* advice given for referrals to external professionals
* info received from external professionals
67
where's consultation records kept ... listed
* hardcopy
* electronically
68
conducting a risk analysis for a program
must identify any potential hazards and minimise the risk when conducting a program
69
hazard
a source of potential harm or a situation with the potential to cause harm
70
risk
chance or likelihood of something happening that will have an impact on your organisations objectives
71
a risk can be .. listed
* physical
* emotional
* social
72
conducting a risk analysis for the program enables :
the identification and elimination or reduction of the potential risks
73
physical risk
anything that has the potential to cause physical harm
74
why is physical risk often the easiest to identify ?
because physical hazards can be seen when performing a site inspection
75
example physical hazards
unsafe use of equipment, environmental elements
(eg, sun, cold)
76
mental/emotional risks
this related to how you plan your program, if you have not met participant needs and/or have planned activities that are too difficult, this can cause stress and anxiety
77
mental/emotional risk hazard example
an activity that's too challenging for a participant, participants being unaware of program details
(eg, what to bring or where to meet)
78
social risk
hazards caused by interactions within the group. this can also include participant behaviour
79
social risk example hazard
pre-existing conflict within the group, level of challenge in the program, personality clashes
80
in conducting a risk analysis for a program, an instructor should .. listed
1. identify the hazard: with potential to cause serious harm or injury
2. assess the risk: determine the likelihood of the risk occurring, turning into an accident, injury or loss, the potential consequences and rate the risk
3. determine and implement control measure: to eliminate or minimise the risk
81
conducting a risk assessment steps ... listed
1. identify hazards
2. assess risks
3. control risks
4. review and maintain control measures
82
how to identify the hazard in a risk analysis ... listed
* observation/physical inspection-checklist
* ask experienced instructors who have used the facility or delivered a similar program
* speak with facility managers and/or supervisor for advice
* reviewing incident reports from previous accidents or near misses
83
how to assess the risks in a risk analysis ... listed
* identify the likelihood (probability) of exposure
* identify the consequences (impact
84
how control risks in a risk analysis ... listed
* the hierarchy of controls
* implement the most effective control measure reasonably practicable in the circumstances to eliminate or minimise the risk
85
how to review control measures in a risk analysis ... listed
ask
* is the control measures still effective?
* has the control measure created a new hazard?
86
plan the program
its beneficial when planning to understand where to access info that can support you so that you meet participant P,N and E
87
planning the program sources of info ... listed
* program scope
* activity specific info
* legislation
* organisational policies and procedures
88
program scope
finding sources of info on the programs scope provides you with boundaries for what can and should be included
(eg, activities and resources)
89
program scope characteristics
* understand your program objectives and can begin brainstorming activities
* maintain regular contact with important stakeholders
90
program scope sources of info ... listed
* employer
* a groups regular supervisor
* a groups leader
* an organisations committee member
* participants
* parents
91
plan a program: 2. identify how to deliver these activities appropriately
do you need modified rules for younger children or modified equipment for participants with special needs
92
plan a program step 2 sources of info ... listed
* previous program evaluation notes
* coaches
* instructors
* books or magazines
* internet
93
legislation
the requirements and responsibilities enforced by law in Aus
94
relevant legislation when developing a session ... listed
* work health and safety/ occupational health and safety
* equal opportunity and anti discrimination
* privacy and confidentiality
* working with children's check (WWCC)
95
work health and safety (WHS) act 2011
ensures:
* health/safety of employees and others in the workplace
* workplaces make it their priority to identify hazards and not compromise the health and safety of employees
96
work health and safety (WHS) act 2011 requires workplaces to ... listed
1. report serious incidents or accidents
2. keep up to date reports on equipment and servicing
3. obtain specific licenses (eg, driving a fork lift in a warehouse)
97
consequence for not following the work health and safety act
hefty fines and suspension of license occurs if failed to comply
98
equal opportunity
ensures everyone is treated the same and that everyone has rights to:
* employment opportunities
* promotion
* participation
* access to services
99
anti discrimination
everyone should be treated fairly and can't be discriminated against because of their:
* gender
* race
* religion
* colour
* marital status
* sexual orientation
* disability
100
privacy legislation
protects an individuals personal info
101
confidentiality legislation
ethical duty to protect personal info
102
confidentiality legislation characteristics .. listed
* restricts workers from using the info for any use other than that which it was collected for
* written and verbal info
103
breaching privacy and confidentiality legislation consequences ... listed
loss of:
* revenue
* reputation
* clients
* legal issues
104
working with childrens check
protects children under 18 from sexual and physical harm
* it is mandated by law for anyone working with children to have an up to date WWCC
105
WWCC exemptions .. listed
* teachers with VIT
* people under 18
* police officers etc
106
organisational policies and procedures ... listed
* safety procedures
* risk analysis processes
* communication protocols
* roles and responsibilities of different people and types of tasks undertaken
* reporting and record keeping
* reporting channels
* frequency and scope of equipment checks
107
safety procedures
how to use a specific piece of equipment or facility correctly to maintain safety
108
risk analysis processes
describe what staff must do to assess the risk involved in using a facility or running an activity
109
communication protocols
can relate to how to conduct yourself on social media or with other employees and participants
110
roles and responsibilities of different people
who's responsible for what tasks with an organisation
111
frequency and scope of equipment checks
safe use of equipment consistent with manufacturers instructions. after use it should be checked for possible damage, wear and tear
112
reporting channels
outlines which staff report to who
113
reporting and record keeping.
documentation that outline how organisations handle info (online, hard copy, paper form?)
eg, injury or incident details, risk assessments, equipment maintenance etc
114
program size
length of the program, how many sessions, how many participants
115
program scope
participant details (eg, skills, needs, expectations, etc), purpose of the program, location, dates/times, resource availability
116
program goals
goals of your participants and your own/your organisations goals (eg, reason for delivering or participating in the program)
117
identifying resource requirements four categories .. listed
* physical
* human
* financial
* transport and logistical
118
physical resources
equipment or items required to complete the session, they can be activity-specific, organisational, or safety
119
Human Resources
the staff you require to run the program.
check the supervision requirements of your activities and the qualifications/skills required by staff
120
financial resources
the money you can spend on the program.
121
financial resources .. listed
* hire staff
* hire facilities
* hire equipment
122
transport and logistical
how participants get to and from the location and logistical equipment to run the program
123
transport and logistical resources examples .. listed
* barriers
* signage
124
the program plan
an overview of the program and each session
125
the program plan characteristics .. listed
* useful to use a template
*needs to be clear and easy to read
* must be approved by your supervisor or person responsible for the group (eg, coach or teacher)
126
elements of program abbreviation
PADLEPOBS
127
PADLEPOBS ... listed
* P: program description
* A: aims and/or objectives
* D: dates and times
* L: location and facilities
* E:
128
inclusive practice
modifying or adapting programs/activities to ensure everyone can participate and experience success
129
what to consider in inclusive practice .. listed
* physical needs
* mental needs
* emotional needs
130
models to help with inclusive practice ... listed
* CHANGE IT
* TREE
131
TREE .. listed
* T: teaching style
* R: rules
* E: equipment
* E: environment
132
CHANGE IT .. listed
* C: coaching style
* H: how you score/win
* A: area
* N: numbers
* G: game rules
* E: equipment
* I: inclusion
* T: time
133
inclusion for special needs possibilities .. listed
* deaf or hard of hearing
* wheelchair user
* short attention span
* child who's begging
134
group dynamics
instructor is vital to promote a cohesive environment that encourages participant engagement
135
factors that affect group dynamics .. listed
* type of activity (level of challenge and group work
* type of participants (skill and fitness levels;, personalities)
136
6 strategies to enable group cohesion .. listed
1. take care when forming groups
2. creating group 'norms'
3. have a common goal or be respectful of the goals of others
4. create opportunities for participants to interact and have fun
5. identify conflict immediately and deal with it
6. incorporate activities that promote group cohesion
137
3 outcomes in a conflict .. listed
* win-win (ideal outcome)
* win-lose
* lose-lose
138
strategies to resolve conflict .. listed
1. smoothing
2. withdrawal-conflict postponed or avoided (temporary)
3. forcing
4. confrontation
5. compromise
6. problem solving
139
smoothing
agreement between conflicting parties/people is emphasised and the areas of disagreement is downplayed
140
withdrawal
the conflict is postponed or avoided.
141
forcing
one party goes all out to win its position or argument while ignoring others needs and concerns
142
confrontation
conflicting parties should meet face to face and work together tp reach an agreement that satisfies both parties concerns
143
compromise
each party needs to give and take finding solutions that bring some degree of satisfaction to both parties-a middle way between two extremes
144
problem solving
act of defining a problem, determining the cause of the problem, identifying, prioritising and selecting alternatives for a solution and implementing a solution
145
stakeholders .. listed
* staff and organisation
* participants
146
the details that need to be checked of your program with staff and organisation
will need to know all details and have a copy of program including risk assessment
147
the details that need to be checked of your program with participants
date and time of sessions, what to bring and activity details
148
how to communicate to stakeholders .. listed
* in person (give a hard copy of documents)
* email
* text
* social media reminder
149
step 3:
prepare the program
150
what preparing for the program involves ... listed
* complete documentation
* confirm the budget you have available
* book and confirm the hiring of resources and personnel
* begin enrolment into your program
151
budget
when planning you should have received budget info from your organisation
152
budget restraint
funds that you have available to run your program
153
constraint
something that restricts something from moving
154
why a budget constraint is important for a program
its a limit that stops you from spending additional funds
(which costs the business, may cause you to lose your job or lose clients)
155
if you go over budget .. listed
* try and modify the program to reduce the costs
* or prepare a strong justification for your supervisor why you must go over budget. otherwise=no approval
156
resources and personnel
send written confirmation of necessary program details tp the relevant personnel or applicable equipment hire at least one week prior to your program
157
respires and personnel examples .. listed
* confirming availability of staff
* check with accomodation to make sure they haven't double booked
* double checking to have all the right equipment
158
documentation
prepare and necessary documentation before starting your program increases the likelihood of success.
there are two categories of documentation to finalise
159
