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UNITS 1&2 – VCE / VET Sport and Recreation (Program 3)

Copyright © IVET – 2017 Edition 1

CONTENTS

PAGES Introduction to VCE/VET Sport and Recreation 3 – 4 IVET’s Guaranteed Pathway Program 5 Orientation Chapter Introduction to the sport and recreation industry 6 – 19 CHAPTER 1 BSBWOR301–Organise personal work priorities and development 20 – 70 CHAPTER 2 HLTWHS001 – Participate in workplace health and safety 71 – 111 CHAPTER 3 SISXCAI003 – Conduct non-instructional sport, fitness and recreation sessions 112 – 177 CHAPTER 4 SISXEMR001–Respond to emergency situations 178 – 210 CHAPTER 5 HLTAID003 – Provide first aid 211 – 266 CHAPTER 6 ICTWEB201 – Use social media tools for collaboration and engagement 267 – 298 CHAPTER 7 SISXCCS001–Provide quality service 299 – 348 ***Units of competency are subject to change based on the 2017 program set by VCAA, to be released in Term 4, 2016. All 2017 IVET Institute materials will be reflective of any changes.



ORIENTATION

Introduction to the sport and recreation industry

Note:Thefollowingorientationchapterisnotincludedinanyunitofcompetency,performancecriteria,elementsorrangestatements.Wehaveincludedittogiveyouabasicknowledgeoftheindustryandtohelpyouunderstandandbuildontheconceptsintheunitsofcompetency.

INTRODUCTION

Sport and recreation is a thriving industry in Australia where our passion for sport has become an important element of our national identify. Whether it be watching sport on television, spectating from the sidelines, being involved in competitive sport or just playing backyard cricket, sport and recreation is important not only for enjoyment and fun but also for good health. The sport and recreation industry is quite diverse with a range of job opportunities for people with a variety of knowledge, skills and personal attributes.

The words sport and recreation are often used interchangeably, however, there are distinct differences. The Oxford dictionary defines sport as “an activity involving physical exertion and skill in which an individual or team competes against another or others for entertainment”. Sport is competitive and formal; rules and regulations are followed. People participate in sport for fun and enjoyment or with a focus on competition within a tournament, league or event. Elite sport involves athletes who compete on the national or world stage.

Recreation on the other hand can be defined as “activity done for enjoyment when one is not working”. Recreation is not competitive; it is done for fun, enjoyment, relaxation, health benefits and social interaction with family and/or friends. Examples of recreational activities are surfing, bushwalking, bike riding and swimming, though these recreational activities can be considered sport if they are competitive in nature. For example, a 42-year-old woman going swimming in the morning before work would be recreation, whereas an athlete getting up at 4am to go to swim training in preparation for a national meet would be sport.

PARTICIPATION IN SPORT AND RECREATION

Participation in the sport and recreation industry in Australia is huge. The Australian Bureau of Statistics reported that from 2009 to 2010 11.1 million Australians aged 15 and over (64% of the adult population) participated in some form of physical activity for recreation, exercise or sport. Of these 4.5 million participated in organised sport and physical recreation.

There has been a minor decrease in participation over the last few years with the Australian Bureau Of Statistics reporting that in 2013–2014 60% of the adult population participated in some form of sport and physical recreation and of this only 28% are currently involved in organised sport and physical activity. This decline could be due to more people becoming involved as spectators or working longer hours leaving little or no time for sport and recreation.



CHAPTER 1

Organise personal work priorities and development

Working in any area of the sport and recreation industry requires many skills and strengths. The key to being productive, effective and successful in any area of the sport and recreation industry, whether it is in fitness, sport, community recreation or outdoor recreation, is organisation. In this chapter you will learn how to plan, organise and complete your own work schedule, and how to monitor your own work performance and coordinate personal skill development and learning.

ORGANISE AND COMPLETE OWN WORK SCHEDULE

WORK GOALS AND OBJECTIVES Developing personal work priorities is important in every workplace as it allows for every employee within the organisation to have a role and a plan to work towards. Work goals and objectives need to be understood, negotiated and agreed upon in accordance with organisational requirements. This means that all employee goals should be in line with the objectives of the organisation. This may be done with the help of colleagues, supervisors or managers. The goals and objectives will depend on the type of organisation. They may include: Budgetary targets are a set amount of money to spend on each task or objective. For example, a leisure centre decides to do a refurbishment to freshen up the look of the gym and pool area. The manager of the gym decides that the centre can spend $200,000 on the refurbishment. If the goal to create a more modern and fresh looking leisure centre is achieved without going over the budget amount of $200,000, the budgetary target has been reached. Production targets are used in manufacturing. They set the number of a product that a company wants to produce within a certain time frame. For example, a sports manufacturer sets a goal to produce 50,000 of the new Western Bulldogs jerseys within a week of the launch of the new jumper; if they successfully produce 50,000 jumpers within a week they have reached their production target.

§ budgetary targets § production targets § team and individual learning

goals § team participation § reporting deadlines § sales targets



TEAM PARTICIPATION ACTIVITY

Equipment required:

§ Packet of M&Ms § Plastic spoons (one for each student) § 4 x plastic cups § Stopwatch or a way to keep time.

Aim: In this activity the group works together to achieve the objective. The objective is to transfer as many M&Ms as you can from one plastic cup to another, using plastic spoons in 10 minutes. Students should be divided into teams of approximately 6 – 7.

Rules: o Students should be given five minutes to strategise before starting the activity. o Each member of the group is given a plastic spoon; this is the only tool that can be used to

transfer M&Ms. o The M&Ms have to be passed between each team members spoon on their way to the second

cup. o The group will have to nominate two members of their group to be in charge of the plastic

cups. One cup will start with the M&Ms in it and the other will be used to collect them once they have successfully been transferred by all members of the group using their spoons.

o Students may attempt to transfer as many M&Ms as they like. If any fall, they cannot be picked up.

o Students may position themselves any way they want. o Students’ spoons should be the only thing that touches the M&Ms, no hands are to be used. o Once an M&M or M&Ms are travelling no other M&Ms can enter the game.

Questions:

1. What were some of the strategies discussed before the activity?

______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

2. Did someone take on a leadership role or was it a group effort? Explain.

______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________



WHAT WOULD YOU DO? - CASE STUDY

You are running a round robin tennis tournament for Under 12s. A competitor has complained to you that another boy is cheating; he is calling shots out when they are clearly in and he is not keeping the score properly.

QUESTIONS 1. How would you deal with this boy in the

short term?

2. If it continues what would you do?

CHEATING MOMENTS – ICT RESEARCH

Read each of the following cheating moments in world sport. CHEATING MOMENT 1 – Spanish Paralympic basketball team At the Sydney Paralympics Games in 2000, the Spanish basketball team won gold. They were

stripped of their medal after it was discovered that 10 out of the 12 men on the team were not actually disabled.

CHEATING MOMENT 2 – Melbourne Storm

The Melbourne Storm NRL Rugby team were stripped of their two NRL titles (2007 & 2009) as well as three minor premierships in 2010 after it was found that the club had breached the salary cap rules of the league, going over the cap by $1.7million over five years and $700,000 in 2010. The club was also forced to pay back $1.1million dollars in prize money and fined $500,000.

CHEATING MOMENT 3 – Ben Johnson

Canadian sprinter Ben Johnson was stripped of his 1988 Olympic gold medal when, after breaking the 100m-world record with a time of 9.79 seconds, he tested positive for anabolic steroids in a urine test.



CHAPTER 2

Participate in workplace health and safety Work Health and Safety (WHS) is vital in all workplaces to ensure the safety and health of employees and others in the workplace. WHS in the workplace is law through the Work Health and Safety Act which was created in 2011 to replace the Occupational Health and Safety Act from 1991. All businesses and organisations must have safety procedures in place to ensure that WHS requirements are met and that the potential for hazards and risks in the work place is minimised. Organisations must also have processes in place to deal with emergency incidents that have the potential to cause injury, ill-health or damage such as accidents, fire, chemical spills, security breaches, and external emergencies such as natural disasters.

FOLLOW SAFE WORK PRACTICES

To ensure workplace health and safety it is vital that all employees know the organisation’s policies and procedures well. An organisation should have all workplace policies and procedures documented and located where everyone can access them. New employees as well as existing employees should be verbally inducted and updated on these policies and procedures regularly. All employees should be required to follow workplace policies and procedures for safe work practices at all times with no exception. Organisations need to take a no tolerance approach to individuals who choose to ignore or bypass the organisation’s policies and procedures when it comes to safety. Especially considering that the consequences have the potential to be extremely serious and life changing.

HAZARD IDENTIFICATION

Hazards have the potential to cause serious harm, in terms of human injury or ill health. Human injury or ill health could include any physical, psychological or emotional trauma caused by doing a workplace activity which is hazardous or dangerous. Physical injury may refer to the loss of a limb, loss of motor function, paralysis, loss of sensation in fingers, repetitive stress injuries, or other bodily ailments. Psychological ill health refers to any mental health disorders which arise or are caused by situations faced at work which are hazardous, such as being subjected to continuous bullying or harassment. Emotional trauma or emotional ill health can be the result of witnessing or experiencing a human catastrophe at work, which was caused by a workplace hazard, risk or emergency situation.

Work health and safety legislation ensures that workplaces are making it their priority to identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures. By doing this organisations are finding a way to ensure that they do not compromise the health and safety of employees and others in the workplace. Designated persons in the community services industry may include:

• Team leaders, supervisors and managers • Health and safety representatives (HSRs) • Health Services Commission members (HSCs) • Organisation WHS personnel • Any other person designated by the organisation



Radiation - Ultra violet rays Radiation is energy; light, heat and sound are all types of radiation. We are exposed to radiation everyday through the sun, microwave and television use and mobile phones. How harmful radiation is for a person depends on the amount and length or exposure and amount of the body exposed. The unit of measure used to calculate radiation exposure is rem and millirems (mrem) which is one thousandth of a rem. Radiation exposure causes cells in the body to become damaged or die. If the dose of radiation is minimal, cells are able to repair themselves. Doses of radiation over 100 rem can cause cell damage that causes them to change or die. Cells are replaceable, however it is the changing of cells that can be the most harmful. Cells can develop abdominally and multiply. These cells can become cancerous. Doses of between 300 and 400 rem can be fatal without immediate medical intervention due to the severe effect that the radiation has on a person’s immune system and therefore their ability to fight off infection and disease. Below are a list of various sources and how much radiation they emit:

Working in the sport, fitness and recreation industry you may be working outdoors on a regular basis. It is important that you take care to protect yourself and your participants from UV exposure. You can do this by:

• Seeking shade. Where possible you should avoid UV exposure from standing in the shade. However in a sporting context this is not always possible. When participants are stationary, for example when explaining rules of a game or delivering a half time speech move the participants into the shade, such as a nearby tree. Where possible you could also consider erecting an umbrella or marquee to provide shade. Shade is most important during 10am and 4pm when the sun is the strongest.

• Wear protective clothing. Wear a wide brimmed hat to protect your head, face and neck from UV exposure. Wear sunglasses to protect your eyes as well as loose fitting clothing that protects as much of your skin as possible from exposure to the sun.

• Use broad spectrum sunscreen. Wearing a sunscreen with at least an SPF rating of 15+. This will filter

out both UVA (Ultra Violet A) and UVB (Ultra Violet B) radiation. Ideally sunscrren should be applied 20 minutes prior to exposure and re-applied every 2 hours.

Chest x-ray - 8mrem

Leg x-ray - 1mrem

Television - 0.500 mrem/hour

Airplane travel - 0.500 mrem/hour

Drinking water - 5 mrem/year

CT Scan - 1,100 mrem

Sunlight 620 mrem /year



CONTROLLING THE HAZARDS The hierarchy of control from Safe Work Australia provides a number of options for managing and controlling hazards and risks within the workplace. The options are ranked from the highest level of protection and reliability to the lowest.

RISK CONTROL – YOU DECIDE! For each of the following potential hazards in the workplace decide what risk control would be most useful and briefly explain why. Choose from the following risk control options: eliminate, substitution, isolation, engineering controls, administrative controls and PPE.

1. Kelly is a secretary for an elite sports club in Melbourne. Part of her job is to photocopy and

organise membership promotion information. She has recently spoken to her manager as she is concerned about the amount of time she is spending per day in front of the photocopier. She is pregnant and worried about the amount of radiation she is being exposed to.

• Elimination • Remove the hazard or cause of potential harm completely.

LEVEL 1 CONTROLS

• Substitution • Replacement of the item/object with something that has the same function but reduces the level of harm.

• Isolation • Create a barrier between harm and employees or others in the workplace.

• Engineering Controls • Changes to equipment, materials or resources to reduce the harm.

LEVEL 2 CONTROLS

• Administrative Controls • Implementation of training, changes to rosters, timing, policies or procedures.

• PPE • Implement the use of personal protective equipment - ie: protective glasses, ear plugs etc.

LEVEL 3 CONTROLS

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2. Con is a Physical Education teacher who has

been allocated three Year 12 classes and one Year 11 class this semester. He is concerned about the workload being hazardous for his health and wellbeing. He has voiced his concern with the school’s principal.

3. Mohamed is a lifeguard at the local council run swimming pool in Sunshine. Yesterday he spoke

to the pool owner about the handling of pool chemicals as his eyes burn for 5 – 10 minutes after he handles the chemicals.

4. Tim works for an organisation called

“Health, live, play”; they run recreational programs for disabled children. He has been running a modified cricket program for the last two weeks. The equipment supplied by the organisation requires Tim to put the cricket bats together at the start of each lesson as they come in two parts (the handle needs to be attached to the bat). Last week one of the bats detached from the handle and a child was hit in the shin leaving a nasty bruise. Tim spoke to his manager as soon as the day’s program was over to inform him of the incident.



Question 1 Rahul has just started working at a kickboxing gym in Scottsdale. The kickboxing gym runs fitness classes for a range of people of varying age groups within in the community. In his role as an employee of the gym he is required to follow, observe and maintain all safety procedures. a. Part of this role is to identify and report potential safety issues. Suggest two ways Rahul or others within

the business might identify potential hazards and safety issues. Suggestion 1: __________________________________________________________________________________________________

__________________________________________________________________________________________________

Suggestion 1: __________________________________________________________________________________________________

__________________________________________________________________________________________________

2 Marks b. Identify two safety issues that Rahul could identify within his workplace.

1. __________________________________________________________________________________________

2. __________________________________________________________________________________________

2 Marks

c. Choose one of the safety issues identified in part (b) and provide an explanation of how you might

reduce or eliminate the risk. __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2 Marks

EXAM PREPARATION QUESTIONS

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CHAPTER 3

Conduct non-instructional sport, fitness and recreation sessions

Working in the sport, fitness and recreation industry you will be required to assist in conducting a range of sessions and activities, such as after-school or holiday-care programs, coaching activities, fitness activities, indoor and outdoor recreation activities such as camps and other guided activities. Through this chapter you will develop the skills and knowledge required to plan and conduct non-instructional sport, fitness or recreation sessions. You will learn how to develop session plans, resource sessions, ensure the welfare and satisfaction of participants, and develop and maintain group cooperation and interaction. Through this chapter you will also learn how to undertake work according to relevant legislation and organisational policies and procedures. Before we look at how to conduct a non-instruction session it is important that we define exactly what non-instructional means. Non-instructional sessions maximise client participation through providing minimal instruction. The focus of a non-instructional session is not to teach specific skills but to maximise participation and active involvement of participants. Some examples of non-instructional sport, fitness and recreation sessions include circuit training, tournaments, bushwalking and games such as dodgeball, fruit salad and octopus. While all of these sessions would require initial instruction they do not require continuous instruction and teaching tips.

IDENTIFY PARTICIPANTS NEEDS AND EXPECTATIONS When planning a sport, fitness or recreation session it is important to gain information about your participants. This information should then be used to plan your session. Part of this planning should involve clarifying participant preferences, needs and expectations so that you can design your session to meet them. Addressing a participants preferences, needs and expectations will ensure that the client feels that the session was worthwhile, that they achieved something and benefited from participating the session. It is important that you understand the difference between preferences, needs and expectations.

• Preferences relate to what a person likes over another. For example, a person may prefer to participate in outdoor activities than indoor activities.

• Needs are something that is necessary. For example, a client may need to lose weight to improve

their health.



INTEREST BOX - ATHLETE GRIP STRENGTH TEST SCORES

• Sean Wroe, Australian Olympic 400m sprinter, scored 49 kg on his grip strength test

• Brett Deledio, AFL footballer from Richmond, scored 67 kg on his grip strength test

• Drew Ginn, Australian Olympic rower, scored 52 kg on his grip strength test

• Peta Mullens, Australian cyclist, scored 29 kg on her grip strength test

• Erin Densham, Olympic Triathlete, scored 27 kg on her grip strength test

• Michael Rodd, Melbourne Cup winning jockey, scored 45 kg on his grip strength test Source: Herald Sun 16th April 2009

• Range of movement (range of joint motion) testing checks whether a client can freely move certain

limbs/parts of their body and how far a joint has the ability to move. This test can be as simple as getting them to touch their toes, or swing their arms around (circumduction).

RANGE OF JOINT MOVEMENT – ICT RESEARCH TASK 1 – Examine the following pictures and using the internet to assist you name label each of the following anatomical movements. TASK 2 – Highlight the joint being tested for range of movement in each anatomical movement. TASK 3 – Using the internet determine what is the possible range of movement for each joint.

A. Example

B.

C.

Anatomical movement

Flexion

Joint

Vertebral joint

Range of movement

40 - 60 degrees

Anatomical movement

Joint

Range of movement

Anatomical movement

Joint

Range of movement



Strategies for group cohesion include: Take care when forming a group When forming a group you should try to do so taking into consideration participant similarities. When group members have things in common they are more likely to work together cohesively. In the sport, fitness and recreation industry it is not always possible for you to choose how participants are grouped. Participants may choose to opt into your session based on what suits then such as a fitness class. In this situation it can help to get people to quickly introduce themselves and tell the group one thing about themselves, their interests or why they have chosen to join the group.

Creating group ‘norms’ As a group establish a set of group ‘norms’, i.e the rules of the group. These ‘norms’ are the standards and behaviours that all group members agree to abide by. For example:

1. Be respectful to all group members at all times

2. Do not talk when others are talking 3. Turn off your mobile phone 4. Be polite and courteous

Have a common goal or be respectful of the goals of others For a group to work cohesively it is important that all participants have a common goal. Goals could be to have fun, be competitive, lose weight, strengthen muscles and socialise. If a common goal does not exist it is important that participants are respectful of each other goals and help and support them to achieve them.

Identify conflict immediately and deal with it

Conflict in any group is often unavoidable. When people work in groups there can be disagreements or contests between two parties or people, each with opposing needs, ideas, beliefs, values or goals. Conflict can be detrimental to a group’s productively, make people unhappy and less likely to participate in future sessions. It is important to identify conflict within the group and take swift and tactful action to prevent escalation. Conflict results in one of three outcomes: win-win, win-lose or lose-lose. The results will depend on how the conflict was handled and how quickly. In a win-win situation both parties come away from the conflict situation satisfied with the resolution. In a win-lose situation only one party comes away from the conflict situation satisfied with the resolution and in a lose-lose situation the conflict is either avoided or the parties are unable or unwilling to compromise on an outcome. In an ideal situation you should assist the conflict parties to reach a win-win resolution where both are happy with the outcome and continue to participant as part of the group.

Create opportunities for participants to interact and have fun If people are having fun and interacting group cohesiveness is strengthened. It allows them to get to know each other in a less formal setting away from their normal session and feel a sense of belonging. For example, the group could go to dinner together or go bowling. This allows people the time to get to know each other on a personal level. Celebrating participant’s birthdays can also be a great way to increase group cohesiveness and show group members that they are a valued member of the group.



GROUP CONFLICT – CASE STUDY

Read the following case study and answer the questions below.

Case study You are the coach of a men’s basketball team and you have realised that in the past three weeks the team’s performance has declined (lost the past 6 games) and there has been an increase in tension during training sessions. Some of the players have begun infighting and you have decided it is time to step in and sort out the issues. You have decided to have mediation. Three of the promising younger players come to you and say that they are not happy with the amount of playing time they are getting. If they do not get more time they are leaving to a rival club. As a coach you are concerned and want to ensure the players stay and get more playing time but you also don’t want to compromise the team. After mediation you believe that the team will be able to return to the ‘winner’s circle’.

Questions

1. What is the cause of the conflict? 2. Why would it be important as the coach to address this situation immediately? 3. Provide a definition of win-win, win-lose and lose-lose. 4. Using the case study above, brainstorm how you could resolve the conflict to result in a win-win,

win-lose and lose-lose situation. 5. Suggest two ways you could create an opportunity for the players to have fun, interact and move

past the conflict. 6. Suggest two group ‘norms’ that the team could agree to uphold moving forward from the

conflict.



PLAN AND PREPARE FOR THE SESSION When planning a session you need to be prepared and organised. You will need to consider all factors needed to run a safe and successful session. When conducting a session remember the quote “By failing to prepare, you are preparing to fail” (Benjamin Franklin). If a session is to be successful you need to PLAN! To do this you need to be organised and identify and access any available relevant information required to plan your session. This may include: • The number of participants taking part in

the session • The needs, expectations and preferences

of participants • Their ages • Skill level and ability

• Previous experience • The location of the session • The date and time of the session • The type of session, i.e is it a one off activity or part

of a sequenced program • Equipment available

CHAPTER 3 - REVIEW QUESTIONS (SET 1)

1. What does non-instructional mean? Give an example of two non-instructional

sessions you might run in the sport, fitness and recreation industry.

2. When planning a session why would it be important to clarify participant

preferences, needs and expectations?

3. Outline three potential participant needs.

4. Why it is important to conduct assessments prior to conducting a session with

participants?

5. Outline two assessments that you could conduct with participants. Highlight the

pros and cons of each assessment.

6. What would an instructor needs to consider when determining the type of

assessment to use.

7. What is a likely demand? Outline two types.

8. List three reasons why you might need to advise a participant that they cannot

take part in your session.

9. In the event that a participant is unable to take part in a session whom would you

refer them to?

10. What is group cohesion? Why is it important?

11. Outline three strategies that could be used to promote group cohesion.

12. Outline two pieces of legislation that you should be aware of when conducting a

sport, fitness and/or recreation session.

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OBSERVE AND MODIFY As mentioned in the previous section during a session an instructor should continually offer positive feedback to enhance participant motivation and self-esteem as well as constructive advice regarding technique and performance areas for improvement. An instructor should observe and assess participant progress against objectives and modify session as required. Modifications to the session should be made if participants are struggling with the activity or if the instructor thinks it is too easy. An instructor should also modify tasks for individuals within a group based on their individual skill set, abilities and needs. During the session it is also important to monitor participation and safety and implement appropriate strategies. To do this effectively it is important that you consider your position when working with participants. It is important not to turn you back on participants during a session. Always position yourself so that you are able to view the entire group. If you observe a participant doing something that has the potential to cause injury you should act immediately. For example, if you observe two children participating in your session using their hockey sticks as make-believe swords, you would ask them to stop immediately and explain how their actions have the potential to cause injury not only to each other but those around them. Where their behaviour continues you would need to implement a disciplinary strategy such as sitting them out of the session for a short period of time, removing the equipment from their possession and re-directing them to another task or speaking to their parents. By monitoring participation and being pro-active in your approach to safety you may be able to prevent issues that have the potential to cause harm.

OBSERVING CLIENTS TASK 1: Examine each of the following pictures and comment on whether you think the instructor has positioned themselves in the right position to observe their participants. Where you identify that their position is not appropriate suggest an alternative.

A.

B.

C.

TASK 2: Can you think of two examples in the sport, fitness and recreation industry where it would be acceptable to position yourself with your back to your participants? Provide an explanation.



CHAPTER 4

Respond to emergency situations

Every year in Australia many people injure themselves while participating in sport and recreation. In 2001 the Australian Bureau of Statistics (ABS) found that around 545,200 Australians reported having a long term health condition caused by sport or exercise. It is important that all employees working in any of the sport and recreation sectors know how to respond in an emergency situation to ensure the wellbeing of themselves, fellow staff and their participants. It is also important that they are well versed and able to follow the emergency response and first aid procedures of their organisation. This will ensure that no one is put into a dangerous situation which has the potential to cause serious injury, damage or loss. Through this unit you will develop the skills and knowledge required to recognise and respond appropriately in emergency situations, such as those caused by fire, accident or weather. It requires the ability to maintain participant welfare when responding to emergency situations.

INJURIES IN AUSTRALIA – DATA ANALYSIS

The following is data on injuries sustained in the sport and recreation industry in Australia. It is useful to examine this type of data so you are aware of the types of injuries and are prepared to respond when working in various sectors of the sport and recreation industry.

Examine each data set and complete the following questions:

SOURCE: Australian Bureau of Statistics Cat 4384.0

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FIRE SAFETY SYMBOLS – BRAINSTORMING ACTIVITY

It is important to be able to identify fire safety signs. They can assist you to prevent an emergency situation, locate important fire safety equipment as well as exit points in a building. With a partner discuss each of the symbols below and see if you can identify there meaning.

A.

B.

C.

D.

E.

F.

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COORDINATE AND MONITOR PARTICIPANT RESPONSE In the event of an emergency your number one priority should be the safety of all of those within your care. You have a duty of care to take all reasonable measures protect their health and safety. By law you are required to do “everything within your abilities” to meet the duty of care. The only exception is if by providing assistance you will be placing yourself at risk. During an emergency situation in the sport and recreation industry it is important that you coordinate and monitor the participants in your session to ensure that they remain safe. You should clearly and precisely convey emergency instructions to all participants in the activity. When doing this it is important that you remain calm to ensure that you do cause panic or unnecessary anxiety, fear or worry. Participants should be made aware of exits, assembly areas and how to get there as well as how they can assist others and ensure their own safety in an emergency.

CHAPTER 4 - REVIEW QUESTIONS (SET 1)

1. In 2001 how many Australians reported having a long term health condition

cause d by sport and/or exercise.

2. Name five organisational policies and procedures.

3. When do incidents need to be reported? Failure to do so can result in what

consequences?

4. What is duty of care?

5. What is environmental protection?

6. Why is it important that employees and staff are aware of emergency

procedures, including exit and assembly points?

7. What is a debrief procedure? Why is it important?

8. What are three emergency situations that could occur in the sport and

recreation industry? Give an example of each.

9. List three internal and external emergency personnel that could be of

assistance in an emergency.

10. Equipment failure is a major hazard concern in workplaces. Name two ways

that this could be avoided.

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CHAPTER 5

Provide first aid

First aid is the initial care a person receives after sustaining an injury requiring medical attention. How quickly they receive this care can be the difference between life, death and permanent irreversible damage affecting them for the rest of their life. Research shows that if an injured person does not receive first aid assistance within the first 7 minutes their survival rate is reduced to almost 0–5%. After 3–4 minutes their brain may be deprived of oxygen, which can cause permanent brain damage.

Ambulance Victoria has an aimed response time of 13–15 minutes for metropolitan Melbourne (Ambulance Victoria strategic plan 2010 – 2012). This is why it is so important that everyday people have first aid training; they can assist and preserve life until medical help arrives. You will require the assistance of others to help to preserve a casualty’s life. This may include colleagues, spectators, parents, managers and supervisors; they can be used to assist with resuscitation, keeping other people back from the scene, gathering required equipment (first aid kit), controlling bleeding and calling for appropriate clinical experts, including paramedics (ambulance) and/or other medical health workers that may be of assistance.

0%

20%

40%

60%

80%

100%

0 1 2 3 4 5 6 7 8 9 10

SurvivalRate%(minutes)

SurvivalRate



FIRST AID MANAGEMENT – CROSSWORD

ACROSS 2. Type of fracture with no protruding bone 4. Burns can be classified as deep or _____________ 5. To construct a collar and cuff sling you need to create a ____________/____________ (2 words) 7. A _____________ solution can be used to irrigate an injured eye 8. What personal protective equipment should be put on prior to administering first aid? 10. A deep burn affects both the epidermis and the ___________ of skin. 13. The E in RICER stands for 14. If a casualty is unconscious, what should the treatment be? 17. What does the A in NO HARM stand for? 18. Bees, mosquitos, centipedes and wasp bites and stings require this management. 19. The process of venom being injected into a person. 22. What stops when a person’s body temperature exceeds 40°C? 23. Hyperthermia and heat stroke can be treated by applying an ice pack or cold compress to a casualty’s neck, groin or ______/______ (2 words)

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Question 4 For each of the following injuries identify the most appropriate type of sling.

INJURY TYPE OF SLING Broken wrist

Dislocated shoulder

Broken upper arm

3 Marks

Question 5 Todd has just taken on a position as a sports trainer at a local football club. As a sports trainer he is required to provide first aid and assist players to physically prepare for the game. In Todd’s first game as a sports trainer a player goes up to take a mark and is knocked unconscious when he hits the ground. a. Suggest two ways Todd could establish if the player is responsive.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2 Marks

b. The player is responsive and breathing. However, on careful inspection Todd notices that he also has

a cut on his head, which is bleeding. An ambulance is called. How should Todd manage the player’s head wound until help arrives?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2 Marks

c. List three pieces of information that Todd will have to include on the incident report form besides the casualty’s name, address and date of birth.

1. __________________________________________________________________________________________

2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________

3 Marks (2 Marks + 2 Marks + 3 Marks = 7 Marks)



CHAPTER 6

Use social media tools for collaboration and engagement

Social media has completely changed the way we communicate with people and how organisations and businesses run. It connects people from all around the world and allows them to share information, music, videos and experiences. Social media is any form of media that is used for social interaction. It is interactive and allows dialogue and information to be exchanged between people through the web. Social media includes internet forums, blogs, wikis, podcasts and social networks such as Facebook and Twitter etc. Social media has evolved over the last ten years with the introduction of social networking which has allowed individuals, communities and organisations to reach thousands of people with the simple click of the mouse. It allows people to stay in tune with what is going on in the world and gives everyday people the opportunity to communicate and share ideas with politicians and the rich and famous.



HOW SECURE IS YOUR PASSWORD? – ICT ACTIVITY

Access the following website:

www.howsecureismypassword.net

If you are unable to access it type, “How secure is my password” into Google.

This application will give you an insight into how long it would take a Desktop PC to crack various password combinations. NOTE: This application will not however tell you how long it would take a person who knows you to crack your password.

Type each of the following password types into the “enter password” section and write down the time it would take a desktop PC to crack your password.

Password Type Time needed to crack the password

Your first name all lower case – eg: bob

Your first name all upper case – eg: KATE

Your first name (upper case first letter, lower case for the rest) with your date of birth attached – eg: James03102000

Use the same password as above but include punctuation or a symbol at the end eg: James03102000*

Type in the password that you use for your email or Facebook account.

QUESTIONS

1. Which was the most secure of all the passwords? Why do you think this was the case? 2. Why do you think that it is not be a good idea to use your name or date of birth as a password? 3. Why shouldn’t you share your password with anyone? 4. Write a paragraph that could be used by your school’s I.T. department to instruct students on how

to choose a secure password and why it is important to do so.



CHAPTER 7

Provide quality service

Customer service is at the forefront of any organisation or business; it should be one of the most valued skills that employees possess. Working in the sport, fitness and recreation industry you are providing customer service on a daily basis. Customer service is not just limited to retail stores; as a coach, instructor, personal trainer and/or guide you are providing customer service. Customer service can single-handedly make or break a business or organisation. Organisations should strive to not only meet the needs of customers, but to exceed their expectations. This will ensure repeat business and word-of-mouth recommendations. The success of an organisation relies on good reputation and the sole way to achieve this is through great customer service. Adequate training should be provided for employees so they understand how important customer service is and what the organisation expects from them when they are working with customers. First impressions count so it is always important to greet customers with a friendly and enthusiastic tone, whether it is over the phone or face to face.

Through this chapter you will develop the skills and knowledge required to address needs and expectations of clients and colleagues, promote programs, services and facilities, and respond to conflict and client complaints. This unit is useful for anyone who works or wants to work in a range of roles in the sport, fitness or recreation industries. This includes individuals working in gyms, aquatic centres, community centres or indoor activity centres, as well as to those working as instructors, trainers or guides and volunteers in indoor and outdoor settings. Within the sport, fitness and recreation industry clients that you may provide quality service for may include: Internal clients Internal clients are standing in front of you in person. Internal clients are not only being provided with customer service through verbal communication and through body language and presentation. This is why it is so important to dress in the correct uniform, and be professional looking and well presented (ie: neat hair and general grooming). Body language is also an important element of customer service. Verbally we may be providing great customer service, but it is important to look enthusiastic and committed to the job. For example, a customer may ask for assistance, asking a question that seems obvious and silly. An employee should not roll their eyes or let the customer know that they think the question is ridiculous. Good body language can be achieved through eye contact, smiling, maintaining good posture and making sure that your palms are face up when gesturing.

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COMMUNICATING WITH CLIENTS TASK 1: Communication mediums

Communication mediums relate to what method you will use to communicate. Mediums of communication in the fitness industry may include:

• letter • promotional materials such as newsletters • fax • email or other electronic communication • simple written messages, such as writing down the

price of display items or telephone messages

• face-to-face • telephone • two-way communication systems • standard forms and proformas • assistive technology, e.g. telephone

typewriter (TTY).

For each of the following scenarios selected an appropriate medium of communication, taking into consideration the audience, purpose and situation.

SCENARIO 1 You need to inform all gym members of the hours of operation over the Christmas and New Years period. ___________________________________________________________________________________________________

SCENARIO 2 You need to inform Kylie, a co-worker that her husband called and that it is an emergency. ___________________________________________________________________________________________________

SCENARIO 3 You need to inform the gym’s equipment supplier that you need to order an additional three treadmills. ___________________________________________________________________________________________________

SCENARIO 4 You need to inform the gym’s manager of a potential hazard that you have identified. ___________________________________________________________________________________________________ SCENARIO 5 You need to inform gym members of a price increase on all memberships and casual rates. ___________________________________________________________________________________________________

SCENARIO 6 You need to inform Joe when he gets into work that he needs to call a client at home. You will have finished your shift by the time he starts. ___________________________________________________________________________________________________

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TASK 2: Use of abbreviations In specific industries abbreviations are widely used, for example in education students and teachers use abbreviations and acronyms such as VCAL, VET and VCE. It is important that when communicating in that industry that you are aware of some of the most widely used abbreviations. You should only use abbreviations with clients when you know that they are familiar with them. The following are a list of abbreviations and acronyms used in the fitness industry. See how many of them you know, and then use the internet to find any of the ones you are not familiar with.

Abbreviations/

Acronyms What they stand for?

Reps

FITT

PARQ

DOMS

Kgs

Abbreviations/ Acronyms

What they stand for?

BMI

ATP-PC

PB

CAL

BMR

Abbreviations/ Acronyms

What they stand for?

CNS

HIT

MHR

Lats

ROM

COMMUNICATION PROTOCOLS

Create your own communication protocols for your place of work or school. Write at least three guidelines for the respectful, professional use of each of these communication mediums:

• Computer use • Email • Staff notice boards • Loudspeaker • Phone use

QUESTIONS:

1. What are communication protocols? 2. Why is it important that every workplace has communication protocols? 3. What would be the best way to inform staff of communication protocols? 4. Give an example of what could happen in an organisation without communication protocols.

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PROVIDE QUALITY SERVICE EXPERIENCE In a sport, fitness and recreation environment you will most often be providing service to clients who have booked an appointment. For example, a client may book a personal training session, a health screening or to participate in a coaching session or spin class. It is important that you always organise, confirm and record appointments for clients to their satisfaction. Making an appointment is often the first contact that a new client has with an organisation or business. It is important that the client has a positive experience. A client may make an appointment in person, over the phone, through an online booking system or app. When taking an appointment from a client it is important to be clear about the time, date, purpose for the appointment and the name of the person their appointment is with. You may also provide them with information on what to bring with them to their appointment such as workout gear and/or their doctors referral. If you have taken the appointment in person you should provide them with an appointment card so that they have a record of when their appointment is scheduled. If an appointment is taken over the phone or via the internet the client should receive an email confirming their appointment. If the booking was taken over the phone it is important that you obtain the person’s contact details including their phone number and email. It is also important that you are clear in your communication and repeat their appointment date and time to ensure that they have heard you correctly and that there is no misinterpretation. All client appointments should be accurately and clearly recorded. This can be done using an appointment book, an online database or electronic calendar such as Google calendar. Whichever method is used it is important that copies are made so that in the event that the book goes missing or the computer crashes no appointments are lost. As an appointment gets closer you should confirm a clients appointment. Many businesses do this a week before the scheduled appointment. Appointments can be confirmed via email, calling the client directly or more recently through text messaging.

MAKE, CONFIRM AND RECORD APPOINTMENTS Complete each of the tasks below to make and confirm client appointments. TASK 1: Create an appointment card Jenny Franco has made an appointment at the Westgate Fitness Centre for an initial health screening and fitness appraisal. Her appointment has been scheduled with a person trainer named Ben. He appointment is on Friday the 10th of March, 2017 at 5pm.



TASK 2: Create a text message to confirm an appointment Tom Smith has an appointment for a private coaching session on Monday the 29th of August 2017 at 7:45pm with his regular coach Nick.

TASK 3: Record the following appointments Create a template for recording appointments or use an electronic calendar to record each of the following appointments.

Sandra Reid appointment for health screening. Tuesday 18th of April at 7:30pm.

Charlie Bosh appointment for fitness progress assessment. Tuesday 18th of April at 6pm.

Greg Turner appointment for a gym tour. Wednesday 19th April at 9am.

Harry Boyd appointment for fitness review. Tuesday 18th of April at 5pm.

Tim Keen appointment for a gym tour. Wednesday 19th April at 9:30am.

Sally June appointment for health screening. Tuesday 18th of April at 9:30am.

Sandra Reid appointment for health screening. Tuesday 18th of April at 7:50pm.

Piper David appointment for a gym tour. Wednesday 19th April at 10am.

Matilda Luck appointment for fitness progress assessment. Thursday 20th of April at 4:30pm.

Abby Winter appointment for gym tour. Thursday 20th of April at 11am.

Gwen Lance appointment for health screening. Thursday 20th of April at 7:30am.

Ben Westwood appointment for personal training session. Tuesday 18th of April at 1pm.

Jack Edwards appointment for personal training session. Thursday 20th of April at 2pm.

David Enverlock appointment for a personal training session. Wednesday 19th April at 3pm.

Adam Toni appointment for membership renewal. Tuesday 18th of April at 2:45pm.

PERSONALISED AND PROFESSIONAL SERVICE In the last section of this chapter we explored how to provide professional service. To provide a quality experience for clients it is important that you always provide both professional and personalised service. Personalised service is about catering for the individual. It is about making a client feel important and valued. Providing personalised service is not difficult. It is simply about taking the time to show interest and remember something about a client that allows you to connect with them. Just like going into a coffee shop and having the barista say, “the usual?” It is nice for clients to feel remembered; it allows them to feel important and comfortable in their environment.



If the complaint cannot be handled straight away because it was submitted electronically or submitted via the mail or a complaints box, the issue should be addressed with the staff member involved and the manager should contact the client to assure them that their complaint was taken seriously and that is has been dealt with. The customer should also be thanked for taking the time to provide feedback, sometimes requests and complaints might need to be referred. This is when the customer has requested compensation as part of their complaint. Meeting the needs of the customer in these instances will require the approval of a senior member of staff. When dealing with client complaints whether they be verbal, written or electronic, use the following steps: • Listen – always actively listen to the customer’s complaint.

Be attentive, ensure eye contact and use positive body language.

• Acknowledge – note the details of the complaint. If the complaint is verbal write down the detail and confirm them with the client. Where the complaint is written go over the complaint with the customer and ask any clarifying questions as needed.

• Act in response – thank the customer for bring the issue to your attention and apologise for the way that the situation has made them feel. Then, inform the customer of the organisation’s procedure for dealing with client complaints; ensure that the customer is happy with how the complaint will be processed.

• Action – attempt to resolve the complaint to the

satisfaction of the customer. It can help to ask the customer how they believe this situation could be resolved and for a solution that they would be satisfied with. Once you agree on a solution put it into action immediately; don’t let the customer wait any longer than they have already. If it is not possible to agree on a solution refer the complaint to a senior member of staff (eg manager, supervisor).

• Follow up – complete any referral requests and required

documentation and discuss any unresolved concerns with client and prepare plan of action if appropriate. If needed, a follow up phone call to the customer should be made to ensure that they are happy with how the complaint was dealt with by the organisation.

Businesses and organisations tend to operate under the principle that ‘the customer is always right,’ as this ensures customer satisfaction no matter what the complaint is. However, in reality, businesses still have to follow guidelines and legislation when dealing with all customer-related issues. This may mean that the customer’s complaint cannot be appeased. Therefore, it is important that supervisors and managers are seen to be helpful and understanding towards customers. This will hopefully keep the customer coming back and avoid any negative word of mouth.

LAAAF

• Listen • Acknowledge • Act in response • Action • Follow up

Remember:

program 3 sw - 2017 sample - ivet institute€¦ · units 1&2 – vce / vet sport and...

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