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SPORT AND REC UNIT 3 > plan and conduct sport and recreation sessions > Flashcards

plan and conduct sport and recreation sessions Flashcards

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1
Q

program

A

series of sessions or schedule of activities

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2
Q

program examples … listed

A
  • boot camp
  • net set go program
  • drive safe program
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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
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4
Q

element 1:

A

identify participants needs and expectations

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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)

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6
Q

what do they need to clarfify… listed

A
  • preferences
  • needs
  • expectations
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7
Q

prefernces

A

what a person likes over another

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8
Q

preferences example

A

outdoor activities rather than indoor activities

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9
Q

needs

A

something necessary

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10
Q

needs example

A

client may need to lose weight to improve health or need wheelchair access

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11
Q

what are needs expllicit in

A

knowledge evidence

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12
Q

expectations

A

what a persons perceives they will achieve from participating in the session

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13
Q

expectations examples… listed

A
  • work up a sweat
  • win a premiership
  • become more flexible
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14
Q

how to clarify cliets needs, preferences and expectations

A

ask them (directly, indirectly eg survery, etc)

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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
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16
Q

participants needs may include … listed

A
  • competition or performance targets
  • assist with self improvement
  • fitness targets
  • lifestyle adjustments
  • social opportunities
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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

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18
Q

competition and performance targets could be ….. listed

A
  • technical
  • tactical
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19
Q

technical (competition and performce targets)

A

may aim to refine specific skills to improve in a sport or activity

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20
Q

tactical (competition and performance targets)

A

experienced participant participating in a game, can be group or individual

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20
Q

self improvement

A

a persons dimensions of health and perception of self

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21
Q

fitness targets

A

can be team, group or individual. aim to improve in an area

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22
Q

fitness targets example

A

reduce time taken to run 10km

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23
Q

lifestyle adjustment

A

increase activity levels, but also change their lifestyle

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24
Q

lifestyle adjustment examples … listed

A
  • eating healthy
  • stairs instead of lift
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25
Q

social opportunities

A

socialise and meet new people, group based activitity and done for fun

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26
Q

special requirements

A

anything that a participant may need in order to take part

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27
Q

special requirements can include … listed

A
  • disabilities
  • injuries
  • medical conditions
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28
Q

how are special requirements identified

A

through observation

such as participants with low self esteem and requiring extra support and motivation or pre exercise questions or forms

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29
Q

with special requirements need to consider things such as … listed

A
  • language
  • culture
  • special needs ( wheelchair, injury, medical condition, carer needed, etc)
  • confidence, lifestyle, physcial condition
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30
Q

ensure your program is ….

A

inclusive

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31
Q

EXAM NOTE

A

dont get those who are injured/disabled/special needs to score/officiate when planning or modifying a session

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32
Q

7 pillars of inclusion … listed

A

1 access
2 attitude
3 choice
4 partnerships
5 communication
6 policy
7 opportunities

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33
Q

how could you meet the needsnof clients with special requirements ?

A

modify the program
= appropriate exercises, adjust exercise prescription - such as intensity, timing and type of activity, equipment or venue

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34
Q

how to identify participants who should not participate

A

use questionnares or surveys

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35
Q

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?

A

refer them for external asisstance as this lies outside of your training.

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36
Q

reasons for participants not to participate in the program … listed

A
  • injury
  • medical or health condition
  • recovery/rest
  • disciplinary action taken
  • mental health reason
  • compassion reasons
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37
Q

what do participants need to have if they have a medical condition or are coming back from an injury?

A

medical clearance

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38
Q

if a client answers yes to any of the questions regarding contraindictations they require medical reference to ….

A

exterbal assisstance

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39
Q

why would they be referred to an external assistance

A

to obtain a medical clearance tot ake part in a program

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40
Q

external assistans … listed

A
  • exercise physiologists
  • dieticians
  • chiropractor
  • general medical practitioners (gps)
  • occupational therapists (OTs)
  • osteopaths
  • physiotherapists
  • podiatrists
  • psychologists
  • massage therapists
  • sports physicians/doctors
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41
Q

general medical practitioner (GPS)

A

suitable for most injuries and conditions as they have a good working knowledge of all systems of the body

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42
Q

general medical practioner (gp) characteristics … listed

A
  • trained to handle emergency situation
  • deal with serious medical problems (including dislocations, head injuries or breaks )
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43
Q

chiropractor

A

treats conditions related to the skeletal system (bones).

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44
Q

chiropractor characteristics … listed

A
  • relieves postural problems as well as back, neck and joint issues
  • includes spinal and joint alignment and manipulation
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45
Q

psychologists

A

assists clients in exploring and talking about their feelings

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46
Q

psychologist characteristics .. listed

A
  • 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
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47
Q

exercise physiologists

A

specialise in exercise prescription and create exercise programs for patients to assist in treating and establishing them

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48
Q

exercise physiologists characteristics … listed

A
  • exercise presceription-create programs
  • used to help treat lifestyle disorders(cvd, obesity, cancers, diabetes)
  • assist people to become more active and less sedentary
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49
Q

osteopaths

A

concentrate on soft tissue and general musculoskeletal injuries related to muscles, ligaments and tendons

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50
Q

osteopaths characteristic

A

manipulation to reduce pain and to increase movement

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51
Q

dieticians

A

assist clients in menu planning and nutritional education to help them improve their health and as such descreasing their risk of diet related diseases

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52
Q

dietician characteristics … listed

A
  • menu planning
  • nutritional education
  • type 2 diabetes
  • post stroke, heart attack
  • weight management
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53
Q

sports physicians/doctors

A

specialise in sports-related injuries, such as strains, sprains, overuse injuries and chronic pain

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54
Q

sports physicians/doctors characteristics … listed

A
  • 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
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55
Q

podiatrists

A

assist with the diagnosis, treatment, prevention and rehabilitation of foot, ankle and lower leg problems and injuries

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56
Q

podiatrists characteristics … listed

A
  • use biomechanic of movement
  • orthotics
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57
Q

physiotherapists

A

treat injuries and dysfunction through the prescription of movement, exercises and techniques

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58
Q

physiotherapists provide treatment for … listed

A
  • musculoskeletal conditions
  • neurological conditions
  • cardiothoracic and chronic respiratory conditions
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59
Q

musculoskeletal conditions include … listed

A
  • sprains
  • strains
  • back and neck pain
    etc
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60
Q

neurological conditions include … listed

A
  • spinal cord injuries
  • recovery after a stroke to regain movement
    etc
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61
Q

cardiothoracic and chronic respiratory conditions include … listed

A
  • asthma
  • breathing difficulties
  • emphysema
  • pneumonia
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62
Q

massage therapists

A

use their hands and a series of stroke and kneading techniques to bring oxygen and nutrients to tissues throughout the body

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63
Q

in sport, massage therapists can assist in … listed

A
  • reducing pain and muscle tightness
  • increasing flexibility and mobility
  • removal of waste products such as lactic acid
  • stress relief
  • reduce muscle spasms and inflammation
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64
Q

occupational therapists (OTs)

A

assist clients in restoring their physical functioning, where possible, return their ability to complete daily tasks

65
Q

occupational therapists (OTS) characteristics … listed

A
  • post accident rehab
  • restore physical functioning
  • develop new strategies
66
Q

consultation records … listed

A
  • participant needs, preferences, expectations
  • any special requirements
  • reasons for exclusion
  • advice given for referrals to external professionals
  • info received from external professionals
67
Q

where’s consultation records kept … listed

A
  • hardcopy
  • electronically
68
Q

conducting a risk analysis for a program

A

must identify any potential hazards and minimise the risk when conducting a program

69
Q

hazard

A

a source of potential harm or a situation with the potential to cause harm

70
Q

risk

A

chance or likelihood of something happening that will have an impact on your organisations objectives

71
Q

a risk can be .. listed

A
  • physical
  • emotional
  • social
72
Q

conducting a risk analysis for the program enables :

A

the identification and elimination or reduction of the potential risks

73
Q

physical risk

A

anything that has the potential to cause physical harm

74
Q

why is physical risk often the easiest to identify ?

A

because physical hazards can be seen when performing a site inspection

75
Q

example physical hazards

A

unsafe use of equipment, environmental elements

(eg, sun, cold)

76
Q

mental/emotional risks

A

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
Q

mental/emotional risk hazard example

A

an activity that’s too challenging for a participant, participants being unaware of program details

(eg, what to bring or where to meet)

78
Q

social risk

A

hazards caused by interactions within the group. this can also include participant behaviour

79
Q

social risk example hazard

A

pre-existing conflict within the group, level of challenge in the program, personality clashes

80
Q

in conducting a risk analysis for a program, an instructor should .. listed

A
  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
Q

conducting a risk assessment steps … listed

A
  1. identify hazards
  2. assess risks
  3. control risks
  4. review and maintain control measures
82
Q

how to identify the hazard in a risk analysis … listed

A
  • 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
Q

how to assess the risks in a risk analysis … listed

A
  • identify the likelihood (probability) of exposure
  • identify the consequences (impact
84
Q

how control risks in a risk analysis … listed

A
  • the hierarchy of controls
  • implement the most effective control measure reasonably practicable in the circumstances to eliminate or minimise the risk
85
Q

how to review control measures in a risk analysis … listed

A

ask
* is the control measures still effective?
* has the control measure created a new hazard?

86
Q

plan the program

A

its beneficial when planning to understand where to access info that can support you so that you meet participant P,N and E

87
Q

planning the program sources of info … listed

A
  • program scope
  • activity specific info
  • legislation
  • organisational policies and procedures
88
Q

program scope

A

finding sources of info on the programs scope provides you with boundaries for what can and should be included

(eg, activities and resources)

89
Q

program scope characteristics

A
  • understand your program objectives and can begin brainstorming activities
  • maintain regular contact with important stakeholders
90
Q

program scope sources of info … listed

A
  • employer
  • a groups regular supervisor
  • a groups leader
  • an organisations committee member
  • participants
  • parents
91
Q

plan a program: 2. identify how to deliver these activities appropriately

A

do you need modified rules for younger children or modified equipment for participants with special needs

92
Q

plan a program step 2 sources of info … listed

A
  • previous program evaluation notes
  • coaches
  • instructors
  • books or magazines
  • internet
93
Q

legislation

A

the requirements and responsibilities enforced by law in Aus

94
Q

relevant legislation when developing a session … listed

A
  • work health and safety/ occupational health and safety
  • equal opportunity and anti discrimination
  • privacy and confidentiality
  • working with children’s check (WWCC)
95
Q

work health and safety (WHS) act 2011

A

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
Q

work health and safety (WHS) act 2011 requires workplaces to … listed

A
  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
Q

consequence for not following the work health and safety act

A

hefty fines and suspension of license occurs if failed to comply

98
Q

equal opportunity

A

ensures everyone is treated the same and that everyone has rights to:
* employment opportunities
* promotion
* participation
* access to services

99
Q

anti discrimination

A

everyone should be treated fairly and can’t be discriminated against because of their:
* gender
* race
* religion
* colour
* marital status
* sexual orientation
* disability

100
Q

privacy legislation

A

protects an individuals personal info

101
Q

confidentiality legislation

A

ethical duty to protect personal info

102
Q

confidentiality legislation characteristics .. listed

A
  • restricts workers from using the info for any use other than that which it was collected for
  • written and verbal info
103
Q

breaching privacy and confidentiality legislation consequences … listed

A

loss of:
* revenue
* reputation
* clients
* legal issues

104
Q

working with childrens check

A

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
Q

WWCC exemptions .. listed

A
  • teachers with VIT
  • people under 18
  • police officers etc
106
Q

organisational policies and procedures … listed

A
  • 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
Q

safety procedures

A

how to use a specific piece of equipment or facility correctly to maintain safety

108
Q

risk analysis processes

A

describe what staff must do to assess the risk involved in using a facility or running an activity

109
Q

communication protocols

A

can relate to how to conduct yourself on social media or with other employees and participants

110
Q

roles and responsibilities of different people

A

who’s responsible for what tasks with an organisation

111
Q

frequency and scope of equipment checks

A

safe use of equipment consistent with manufacturers instructions. after use it should be checked for possible damage, wear and tear

112
Q

reporting channels

A

outlines which staff report to who

113
Q

reporting and record keeping.

A

documentation that outline how organisations handle info (online, hard copy, paper form?)

eg, injury or incident details, risk assessments, equipment maintenance etc

114
Q

program size

A

length of the program, how many sessions, how many participants

115
Q

program scope

A

participant details (eg, skills, needs, expectations, etc), purpose of the program, location, dates/times, resource availability

116
Q

program goals

A

goals of your participants and your own/your organisations goals (eg, reason for delivering or participating in the program)

117
Q

identifying resource requirements four categories .. listed

A
  • physical
  • human
  • financial
  • transport and logistical
118
Q

physical resources

A

equipment or items required to complete the session, they can be activity-specific, organisational, or safety

119
Q

Human Resources

A

the staff you require to run the program.

check the supervision requirements of your activities and the qualifications/skills required by staff

120
Q

financial resources

A

the money you can spend on the program.

121
Q

financial resources .. listed

A
  • hire staff
  • hire facilities
  • hire equipment
122
Q

transport and logistical

A

how participants get to and from the location and logistical equipment to run the program

123
Q

transport and logistical resources examples .. listed

A
  • barriers
  • signage
124
Q

the program plan

A

an overview of the program and each session

125
Q

the program plan characteristics .. listed

A
  • 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
Q

elements of program abbreviation

A

PADLEPOBS

127
Q

PADLEPOBS … listed

A
  • P: program description
  • A: aims and/or objectives
  • D: dates and times
  • L: location and facilities
  • E:
128
Q

inclusive practice

A

modifying or adapting programs/activities to ensure everyone can participate and experience success

129
Q

what to consider in inclusive practice .. listed

A
  • physical needs
  • mental needs
  • emotional needs
130
Q

models to help with inclusive practice … listed

A
  • CHANGE IT
  • TREE
131
Q

TREE .. listed

A
  • T: teaching style
  • R: rules
  • E: equipment
  • E: environment
132
Q

CHANGE IT .. listed

A
  • C: coaching style
  • H: how you score/win
  • A: area
  • N: numbers
  • G: game rules
  • E: equipment
  • I: inclusion
  • T: time
133
Q

inclusion for special needs possibilities .. listed

A
  • deaf or hard of hearing
  • wheelchair user
  • short attention span
  • child who’s begging
134
Q

group dynamics

A

instructor is vital to promote a cohesive environment that encourages participant engagement

135
Q

factors that affect group dynamics .. listed

A
  • type of activity (level of challenge and group work
  • type of participants (skill and fitness levels;, personalities)
136
Q

6 strategies to enable group cohesion .. listed

A
  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
Q

3 outcomes in a conflict .. listed

A
  • win-win (ideal outcome)
  • win-lose
  • lose-lose
138
Q

strategies to resolve conflict .. listed

A
  1. smoothing
  2. withdrawal-conflict postponed or avoided (temporary)
  3. forcing
  4. confrontation
  5. compromise
  6. problem solving
139
Q

smoothing

A

agreement between conflicting parties/people is emphasised and the areas of disagreement is downplayed

140
Q

withdrawal

A

the conflict is postponed or avoided.

141
Q

forcing

A

one party goes all out to win its position or argument while ignoring others needs and concerns

142
Q

confrontation

A

conflicting parties should meet face to face and work together tp reach an agreement that satisfies both parties concerns

143
Q

compromise

A

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
Q

problem solving

A

act of defining a problem, determining the cause of the problem, identifying, prioritising and selecting alternatives for a solution and implementing a solution

145
Q

stakeholders .. listed

A
  • staff and organisation
  • participants
146
Q

the details that need to be checked of your program with staff and organisation

A

will need to know all details and have a copy of program including risk assessment

147
Q

the details that need to be checked of your program with participants

A

date and time of sessions, what to bring and activity details

148
Q

how to communicate to stakeholders .. listed

A
  • in person (give a hard copy of documents)
  • email
  • text
  • social media reminder
149
Q

step 3:

A

prepare the program

150
Q

what preparing for the program involves … listed

A
  • complete documentation
  • confirm the budget you have available
  • book and confirm the hiring of resources and personnel
  • begin enrolment into your program
151
Q

budget

A

when planning you should have received budget info from your organisation

152
Q

budget restraint

A

funds that you have available to run your program

153
Q

constraint

A

something that restricts something from moving

154
Q

why a budget constraint is important for a program

A

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
Q

if you go over budget .. listed

A
  • 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
Q

resources and personnel

A

send written confirmation of necessary program details tp the relevant personnel or applicable equipment hire at least one week prior to your program

157
Q

respires and personnel examples .. listed

A
  • confirming availability of staff
  • check with accomodation to make sure they haven’t double booked
  • double checking to have all the right equipment
158
Q

documentation

A

prepare and necessary documentation before starting your program increases the likelihood of success.

there are two categories of documentation to finalise

159
Q
A

SPORT AND REC UNIT 3 (4 decks)

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