Community Sport and Recreation

Community Sport and Recreation Level 2 provides learners with practical involvement in a range of socially based physical activities, roles and experiences. A major element of the course is building awareness of the many lifestyle and lifelong health benefits gained through regular involvement in recreational and sporting activities.

The course also aims to engage learners in physical activity in a way that promotes immediate as well as long-term benefits for: personal growth; movement skills and fitness; interpersonal skills; and the ability to interact with others in a safe, non-threatening and enjoyable environment.

Community Sport and Recreation also provides opportunities for learners to gain understanding of physical literacy, fitness development and health and social issues from both personal and broader community perspectives.

Regular participation in recreation activities is the medium through which learners:

• experience and examine the effects of recreation on individuals and communities
• investigate the role of physical activity in maintaining good health
• assess and review strategies to promote health and safety
• assess personal and interpersonal skills impact on meeting goals.

The HPE suite of courses play an important part in supporting learners destined for lifelong participation in physical activity. There have been significant state and national efforts to address concerns relating to gender, equity, inclusion and opportunities to engage in community-based physical activities. Both physical and health literacy have been identified as focus areas for physical educators in many countries due to their impact in supporting positive lifelong health outcomes for communities.* The extensive research-based support material behind the Draft Australian Physical Literacy Standard** highlights the importance of physical activity in developing people and communities in Australia.

The sporting industry recognises that there are two distinct paths for participants; the minority are those on a ‘talent pathway’ which is focussed on high performance, talent development, coaching, training and competition outcomes. The majority of our community are on a participation pathway, and are motivated by social involvement, enjoyment, personal challenges, learning through new experiences, and the broader physical and health benefits of exercise and physical activity for community members at all levels.

This emphasis on physical literacy and participation is not necessarily concerned with competition outcomes but focuses on the many social, fitness, health and lifestyle benefits of engaging in physical activity. Social sport, games and community sport and recreation activities are an intrinsic part of Australian culture and form a substantial part of leisure time. Recreation groups and sporting organisations can assist to build communities through social inclusion for those people who are vulnerable to social and structural disconnection.

Community Sport and Recreation Level 2 supports significant national*** and state**** government initiatives and priorities to develop people’s awareness of health and wellbeing, and the value of exercise. This course takes an applied approach to examining community lifestyle benefits and opportunities emerging from participation in a range of local activities.

All learners experience strong messages and experiences designed to foster lifelong benefits from the skillsets, knowledge and attitudes developed through active participation in community sport and recreation activities.

Community Sport and Recreation builds on the knowledge, skills and understandings of the Australian Curriculum: Health and Physical Education syllabus.***** Learners studying this course will develop physical literacy skills, knowledge and understanding of health and fitness concepts, the capacity to work constructively with others and recognise ways sport and recreation can help connect them to community.

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*http://www.shapeamerica.org/events/healthandphysicalliteracy.cfm (accessed Nov 2016)

** https://www.ausport.gov.au/participating/physical_literacy (accessed Oct 2017)

*** http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines (accessed Nov 2016)

****http://www.dhhs.tas.gov.au/about_the_department/our_plans_and_strategies/a_healthy_tasmania (accessed Nov 2016)

*****www.australiancurriculum.edu.au/healthandphysicaleducation (accessed Nov 2016)

Community Sport and Recreation Level 2 aims to develop learners’ awareness and skills in relation to:

• reviewing the impact of physical activity on community health and wellbeing and the importance of building healthy active communities
• building physical literacy capacity through participation in a wide range of activities and roles
• examining social connections and participation pathways provided within the sport and recreation community
• developing health literacy and identifying reliable information sources
• discussing critical factors, connections and impacts of participation in community sport and recreation in assisting the management of a holistic approach to personal health
• exploring a range of health issues and positive health strategies
• being comfortable communicating personal views on a range of recreation related issues
• developing, monitoring and maintaining personal health levels using positive interventions and actions
• identifying opportunities to become involved in various community or volunteer groups and roles
• showing teamwork, empathy, collaboration and respect for diversity when working with others.

On successful completion of this course, learners will be able to:

Learners undertaking this course must be aware of the level of physical activity required. Participants must be prepared to participate fully in a range of practical recreation experiences which comprise approximately two thirds of this course.

The capacity to demonstrate fundamental movement skills applicable to selected activities/sports is an essential requirement of the course. Learners with physical disabilities can access this course and receive an award commensurate with their ability to successfully meet the criteria and standards.

Teamwork and interaction with others are fundamental to this course.

Community Sport and Recreation Level 2 builds on concepts from the Australian Curriculum - 9/10 Health and Physical Education:

Strand: Personal Social and Community Health

Focus Areas:

• Being healthy, safe and active
• Communicating and interacting for health and wellbeing
• Contributing to healthy active communities
• Strand: Movement and physical activity

Focus Areas:

• Moving our body
• Understanding movement
• Learning through movement

Community Sport and Recreation Level 2 enhances learners’ opportunities for employment, enterprise, further study, leisure and lifelong learning. It provides an opportunity for learners to experience the challenge and fun of active participation in physical activity while developing beneficial vocational and life skills including: balancing priorities, managing time and experiencing the value of a healthy lifestyle.

The skills developed in Community Sport and Recreation may be oriented towards work, personal fitness, or general health and wellbeing.

Learners completing Community Sport and Recreation may use it for its foundation to personal development and life preparation and/or to prepare for a wide range of personal, vocational and further education and training options.

Study in the health and recreation areas can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport.

Community Sport and Recreation provides a broad pathway to other 11/12 HPE courses such as: Sports Science - Foundation Level 2; Personal Health and Wellbeing Level 2; and Outdoor Recreation Level 2, as well as providing background to support the transition to studying Level 3 courses in the HPE area.

This course would also provide useful skills and knowledge for learners who wish to undertake VET qualifications such as: Certificate II/III in Sport and Recreation; Certificate III in Fitness, Certificate III – Outdoor Recreation and Certificate III in Aquatics and Community Recreation.

Health and Physical Education Course Suite

When conducting outdoor experiences providers of this course must ensure that their Risk Management practices and planning meet the requirements of the Department of Education’s Procedures for Planning Off Campus Activities (or equivalent), which are aligned with the Australian Adventure Activity Standards.

This course has a complexity level of Level 2

At Level 2 the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at Level 2 are often those characteristic of an AQF Certificate II.

This course has a size value of 15.

In Community Sport and Recreation Level 2:

• Unit 1 will be addressed via a mixture of theoretical and practical experiences, integrated as appropriate with specific outdoor activities within other Units.
• Units 2, 3, 4, 5 may be delivered in any order
• the (minimum 3) Fitness Tests in Unit 5 must be spaced throughout the year.

The balance of time used for the theory and practical components must be appropriate to the learning and assessment requirements of this course. It is expected that a time ratio will reflect an aim of one third theory (approximately 50 hours) and two thirds practical (approximately 100 hours).

Work and specific activities undertaken in this course may not be used by learners as evidence of meeting the requirements or standards of any other TASC accredited course.

Community Sport and Recreation Level 2 requires learners to work individually, with others and in teams. Learners will be involved in acquiring, applying and examining information about physical activity and performance, planning and organising activities, investigating solutions to individual and community recreation challenges, and using suitable technologies where relevant.

Community Sport and Recreation Level 2, consists of 5 units.

• Unit 1 – Community Recreation Concepts
• Unit 2 – Individual Games and Sports
• Unit 3 – Team Games and Sports
• Unit 4 – Community Recreation and Adventure Activities
• Unit 5 – Personal Development.

Unit 1 has a theory focus and is intended for concurrent delivery with various practical activities from Units 2, 3, 4 and 5.

All course units are compulsory.

Each Unit has a design time of approximately 30 hours.

PHYSICAL ACTIVITIES
Learners must complete a minimum of 15 activities plus 3 Fitness Tests.

Learners must complete a minimum of:

• 4 activities from Unit 2
• 4 activities from Unit 3
• 4 activities from Unit 4
• 3 activities from Unit 5 + Fitness Testing*

The selection, sequencing and delivery time allowed for practical activities will be based on the needs and interests of learners, and the availability of facilities in the local community. Providers are encouraged to offer a diverse range of activities.

*FITNESS TESTING
All learners must complete at least 3 rounds of basic fitness testing spaced through the year of study. It is recommended that this be undertaken a minimum of 3 times at intervals throughout the course (e.g. weeks 3, 18, 33) in order to allow learners an opportunity to reflect before setting goals and action plans in place to develop the maintenance/improvement of personal fitness levels. Learners may be provided opportunities to investigate, choose and design the testing format.

Community Sport and Recreation Level 2 consists of 5 units.

All course units are compulsory.  Each unit has a design time of 30 hours.

Unit 1 – Recreation Concepts

Unit 2 – Individual Games and Sports

Unit 3 – Team Games and Sports

Unit 4 – Recreation and Adventure Activities

Unit 5 – Personal Development

UNIT ONE

UNIT ONE - Topic 1: Recreation  and the Community

(approx. 8 hours)

Recreation:

• defining play, recreation, sport and leisure
• classifying by activity or by participant attitude and intentions
• recreational and social intent vs competitive sport
  • outcomes and scenarios when participants have different agendas
  • implications for administrators

• categorisation of physical activities/recreation activities
• the role of recreation in Australian culture
• importance to specific Tasmanian communities.

The benefits of recreation to individuals and the community:

• the health benefits of recreation, including psychological, emotional, social, physical and spiritual benefits
• cost of health vs cost of recreation
• health benefits and costs of recreation activity currently under study
• community connections (e.g. breaking down social barriers, developing a sense of community, quality of life, support mechanisms, community investment, chronic and long term health costs).

Reasons for recreation participation:

• social benefits of recreation (e.g. team membership, sense of identity and belonging)
• health benefits of recreation (e.g. stress management, bone density, resilience, cardio-vascular fitness).

Factors impacting participation:

• demographic and socioeconomic status factors including (but not limited to) age, gender, education, national/state/regional economy, income, education, suburb, school
• access, including issues of equity, diversity, proximity, availability, disability
• cultural and historical aspects
• individual needs and attributes, including the considerations of inclusion and exclusion, previous experiences, body type, personal aptitudes and athleticism
• identity and social identity, including the influences of family, role models, peers, personality type.

How communities support recreation:

• town planning and infrastructure — parks, recreational facilities, e.g. police citizens youth clubs, fitness equipment in public parks
• school/community relationships (e.g. community groups using school facilities; enlisting community members’ assistance in school recreation activities such as coaching, officiating, guest lectures; club and school affiliations)
• human resources (e.g. council-supported recreation programs, first-aid officers, guest speakers, role models, mentoring programs).

Recreation in our community:

• local clubs, organisations and facilities, including fitness facilities and spaces, sporting clubs, community centres, parks and outdoor education facilities, community organisations
• community benefits from Community Sport and Recreation.

Vocational pathways in the recreation industry:

• fitness industry (e.g. personal trainers, dieticians)
• outdoor education (e.g. leadership coaches)
• sporting clubs (e.g. coaching)
• sporting bodies (e.g. Soccer Tasmania)
• facility management (e.g. indoor rock climbing, school gymnasiums)
• volunteer programs (e.g. Scouts, Guides).

Recreation Agencies and Activity Promotion:

• types and characteristics of recreation agencies, local councils, sporting clubs, recreation groups and clubs (e.g. bushwalkers, CrossFit, Scouts)
• improving provision
• service provision and access (e.g. designated spaces, information and help lines, advertising)
• participation strategies (e.g. reducing fees, supplying equipment, open days)
• marketing in recreation
• marketing strategies (e.g. promotion of health agencies, media and body/health image, case studies)
• ethics and the promotion of recreation, (e.g. exploitation of individuals vs real benefit to communities/individuals)
• the role of media and populist culture in recreation (e.g. sponsorship, media worthiness, fads).

UNIT ONE - Topic 2: Active Healthy Lifestyles

(approx. 8 hours)

Building your recreation capacity:

• types of physical skills (e.g. gross motor and fine manipulative skill)
• effects of physical activity on health (e.g. cardio-vascular fitness, confidence)
• learning physical skills (e.g. skill acquisition theories, transference)
• understanding personal performance (e.g. physical dispositions, attitude, motivation).

Benefits of participating in community sport and recreation activities

• health dimensions
  
  • social health
  • emotional/mental health
  • physical health
  • spiritual health
• activity impact on dimensions
  
  • endorphins, stress management and depression
  • body composition and appearance
  • identity and self-concept and resilience

Health Literacy & Physical Literacy

• unpacking Health Literacy and Physical Literacy
  
  • what are they?
  • why are they important?
  • how to build them
  • lifelong literacies
    
    
• public health campaigns
• impact of communications technology
  
  • messages in the media
  • access to information and research
  • communication and connection.

Meeting local, state and national goals

• local council programs
• Healthy Tasmania Strategic Plan*
• Australian Institute of Health and Welfare goals and determinants.**

*http://www.dhhs.tas.gov.au/__data/assets/pdf_file/0008/224567/Healthy_Tasmania_Strategic_Plan_Web_v8_LR.pdf

** http://www.aihw.gov.au/australias-health/2016/in-brief/

(accessed Nov 2016)

UNIT ONE - Topic 3:  Recreation & Safety

(approx. 6 hours)

Safe participation:

• recognising and managing risk
• Australian Adventure Activity Standards
• challenges and extreme sports
• roles and responsibilities for safe recreation.
• recreation regulations
• public health surveys and campaigns
• government policy interventions
• occupational health and safety.

Impact of Technology:

• ethical use
• digital and mobile technologies
• software apps
• technological advancement in equipment.

Safe Recreation Strategies:

• codes of conduct
• equipment and facilities
• personal behaviours
• sportsmanship
• interventions
• local rules (e.g. backyard cricket variations).
  
  

UNIT ONE - Topic 4: Personal and Community Development Through Recreation

(approx. 8 hours)

Building Personal and Social Skills

How participation in Community Sport and Recreation develops skills in:

• communication
• conflict resolution
• different group dynamics
• sports psychology
• giving and receiving feedback
• coaching and game strategies
• leadership and role awareness
• inclusion and tolerance.

Awareness of self and others:

• self-analysis
• goal setting
• assertive behaviours
• acknowledging success
• personal values
• valuing diversity.

UNIT 2: INDIVIDUAL GAMES AND SPORTS

Unit 2 Guidelines

All activities must be conducted in a manner that facilitates the development of:

• awareness of local community opportunities for participation and volunteer involvement
• personal skills and techniques in selected activities / sports
• knowledge of basic rules, scoring mechanisms and terminology
• understanding of safety issues and injury prevention
• appropriate equipment use and care
• appropriate use of shared facilities.

The learner must follow the guidelines for the Community Sport and Recreation Journal (Appendix) which involves recording self-reflections on key areas following each practical session. Additional information on the activity being studied will also be collated in the relevant section of the Journal.

Unit 2 Activity Category - Individual Games and Sports

In this Unit learners will participate in 30 hours of study.
All learners must experience a minimum of 4 activities during this Unit, and no activity will extend beyond 15 hours of study.
Wherever practical the provider will endeavour to give learners exposure to local facilities and community groups that can support a connection to further involvement beyond the course.

Activities include, but are not limited to:
Racquet sports:

• tennis
• badminton
• squash
• racquetball
• table tennis

Aquatic sports:

• surfing
• swimming
• snorkelling

Other Sports:

• cycling
• carpet bowls
• croquet
• snooker/pool
• judo
• darts.

Unit 3: Team Games and Sports

Unit 3 Guidelines

All activities must be conducted in a manner that facilitates the development of:

• awareness of local community opportunities for participation and volunteer involvement
• personal skills and techniques in selected activities / sports
• knowledge of basic rules, scoring mechanisms and terminology
• understanding of safety issues and injury prevention
• appropriate equipment use and care
• appropriate use of shared facilities.

The learner must follow the guidelines for the Community Sport and Recreation Journal (Appendix) which involves recording self-reflection on key areas following each practical session. Additional information on the activity being studied will also be collated in the relevant section of the Journal.

Unit 3 Activity Category – Team Games and Sports

In this Unit learners will participate in 30 hours of study.
All learners must experience a minimum of 4 activities during this Unit and no activity will extend beyond 15 hours of study.
Wherever practical the provider will endeavour to give learners exposure to local facilities and community groups that can support a connection to further involvement beyond the course.

Activities may include, but are not limited to:
Invasion games:

• basketball
• touch
• Australian rules
• hockey
• netball
• soccer
• handball
• water polo
• underwater hockey
• flag football
• lacrosse

Striking sports:

• cricket
• softball
• volleyball
• vigoro
• beach volleyball.

Emerging games and sports:

• ultimate frisbee
• bubble soccer
• spikeball
• laser tag.

Unit 4: Community Recreation and Adventure Activities

Unit 4 Guidelines

Activities from this Unit may involve additional levels of supervision, qualifications, and possibly use of specialised external instructors and equipment. Providers are reminded of their responsibility for risk management practices and planning to ensure sessions meet the requirements of the Department of Education’s Handbook for Off Campus Activities (or equivalent), which are aligned with the Australian Adventure Activity Standards.

All activities must be conducted in a manner that facilitates the development of:

• awareness of local community opportunities for participation and volunteer involvement
• awareness of local community opportunities for participation and volunteer involvement
• personal skills and techniques in selected activities / sports
• knowledge of basic aims, terminology and any scoring mechanisms 
• understanding of safety issues and injury prevention
• appropriate equipment use and care
• appropriate use of shared facilities.
• positive, inclusive and supportive group culture
• challenges and risk taking commensurate with personal capacity, confidence and experience.

The learner must follow the guidelines for the Community Sport and Recreation Journal (Appendix) which involves recording self-reflection on key areas following each practical session. Additional information on the activity being studied will also be collated in the relevant section of the Journal.

Unit 4 Activity Category - Recreation and Adventure Activities

In this Unit learners will participate in 30 hours of study.
All learners must experience a minimum of 4 activities during this unit and no activity will extend beyond 15 hours of study.
Wherever practical the provider will endeavour to give learners exposure to local facilities and community groups that can support a connection to further involvement beyond the course.

Activities may include, but are not limited to:

• Martial Arts
• Laser Tag
• Trampolining
• Day walks
• Geocaching
• Boot camp

Taster or short introductory experiences in recognised Outdoor Learning Activities which may include - but are not limited to:

• Aquatic activities – underwater hockey, snorkelling, aquafitness, water sliding
• Introduction to Paddle sports (Flat Water) –Wave Ski/Sit on top, Stand Up Paddleboard, Kayak/Canoe
• Fishing - freshwater fishing (bait, lure, fly) , saltwater fishing ( bait, lure, fly, surf)
• Cycling - Road cycling, BMX, Cross country, Trail riding
• Orienteering - orienteering basics, local/campus/known area courses , courses in new environments
• Climbing
  • Indoors: (climbing and abseiling on artificial climbing structures) , sport climbing/wall climbing. Individual or team challenge activities ( eg ropes, crates)
  • Outdoors: bouldering, top rope climbing (single pitch only)
• Abseiling - indoors – artificial structures, outdoors – made structures, natural structures
• Snow Activities - tobogganing, hiking, downhill skiing, snowboarding, cross country skiing (within confines of a managed area)
• Small Wheel Activities - skate board, long board, roller skate / blade
• Surfing (Introductory) - surf swimming, body boarding, soft board/surfboard riding, surf/wave ski.

Unit 5: Personal Development

Unit 5 Guidelines

All activities must be conducted in a manner that facilitates the development of:

• setting and working towards personal goals
• a culture of recognition and celebration of effort, application and gradual personal improvement
• fostering involvement and participation in various volunteer roles to support community groups
• inclusion and awareness of community sport and recreation opportunities available for all people and ability levels including those facing specific personal challenges
• appreciation of the positive personal outcomes that can be gained through being physical active in community based sport and recreation activities
• consideration of the contributions and value to individuals and the wider community derived from volunteering and assisting in social sport and recreation activities
• recognising that outcomes that all participants can gain from regular physical activity at any level far outweigh the short term impact of competition results
• awareness of local community opportunities for participation and volunteer involvement in the various activities studied
• knowledge of basic rules, terminology, skills and techniques in selected activities / sports
• understanding of safety issues and injury prevention
• appropriate equipment use and care
• appropriate use of shared facilities.

Unit 5 Activity Category - Personal Development

In this Unit learners will participate in 30 hours of study.
All learners must experience Fitness Testing and a minimum of 3 activities during this Unit, no activity will extend beyond 15 hours of study.
Wherever practical the provider will endeavour to give learners exposure to local facilities and community groups that can support a connection to further involvement beyond the course.

Fitness Testing

As part of Unit 5 all learners must undertake a recognised fitness test battery* at least 3 times during the year of study (e.g. ACHPER Australian Schools Fitness Tests, ADF, Tasmania Police).
It is recommended that this be undertaken at spaced intervals throughout the course (e.g. weeks 3, 16, 29) in order to allow learners an opportunity to reflect and set goals and action plans to develop the maintenance/improvement of personal fitness levels (See Criteria 1, 2 & 4).

Activities

Activities may include, but are not limited to:
Health Related Fitness Activities:

• jogging/running
• circuit training
• community fitness classes
• agility/speed training
• swimming
• resistance training
• flexibility exercises
• weight training
• cross-fit
• golf
• lawn bowls
• ten pin bowling
• walking.

Volunteer Official Elective*

(National Accreditation (level 0 or level 1) in community sport and recreation-related fields):
This extension experience may be offered as an option within the Unit aimed at completion of up to 15 hours formal accreditation in relevant non-athlete community, participation, and volunteer roles for an activity of the learners interest.
This may include but is not limited to accreditation in one of:

• sports trainer
• first aid
• bronze medallion
• admin/budget/rostering
• umpiring and officiating.
• community sport or recreation administration
• junior, community and club level coaching.

* Learners’ extension experiences must not be concurrent learning in Nationally Recognised VET Units of Competency, TASC recognised formal learning qualifications, or other qualifications that contribute to the TCE.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. Further information on quality assurance processes, as well as on assessment, is on the TASC website: http://www.tasc.tas.gov.au

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s final rating for each criterion to TASC.

• 1. describe connections between physical literacy and wellbeing
• 2. collect, assess and categorise information
• 3. communicate ideas, emotions and feelings
• 4. describe and access local sport, recreational and fitness facilities, opportunities and programs
• 5. describe and undertake a range of community sport and recreational activities
• 6. work safely and collaboratively with others

Community Sport and Recreation Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 6 ratings.

The minimum requirements for an award in Community Sport and Recreation Level 2 are as follows:

are as follows:

Exceptional Achievement (EA)

5 ‘A’ ratings, 1 ‘B’ rating

High Achievement (HA)

3 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating

Commendable Achievement (CA)

4 ‘B’ ratings, 2 ‘C’ ratings

Satisfactory Achievement (SA)

5 ‘C’ ratings

Preliminary Achievement (PA)

3 ‘C’ ratings

A learner who otherwise achieves the rating for a SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award. 

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course has been renewed from 1 January 2022 until 31 December 2024.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 - Accredited on 11 December 2017 for use from 1 January 2018.

Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.

Version 1.i - 24 December 2018. Minor refinement of Criterion 4 to include word 'access'.

Version 1.ii - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2024, without amendments.

Community Sport and Recreation Journal

The Community Sport and Recreation Journal requirements

Throughout the year of study all learners undertaking the Community Sport and Recreation Level 2 course must use and submit a Journal as a major source of evidence for assessment. 

Content must be regularly updated and the learner is responsible for ensuring content is current and appropriately organized.

Journal Use

The learner is typically expected to update entries within one week of the activity session concluding.

The Community Sport and Recreation Journal is a primary tool to record and support personal reflection, information sharing and collation of relevant resources and materials.   Details of specific activities, events, contacts and resources should be recorded in the relevant sections.

Journal Content

The Community Sport and Recreation Journal must contain (but is not limited to) sections that address the following content :

• Community Sport and Recreation Activities – Session records
• Activity name
• Venue
• Date and Time
• People involved
• Short personal evaluation/reflection
• Costs and community contacts for future use…
• Opportunities to volunteer or participate in future
• Fitness Testing
• Written texts and resources
• Visual resources (e.g. flyers, sketches, maps, posters).
• Handouts and class notes
• Assignments and Reports
• Local community contacts, and other useful numbers or links

  Other information that could appear in the Community Sport and Recreation Journal:

• Recreation retailers or provider details
• Medical and Health Insurance details
• Resources, articles, and links
• Equipment management

Journal Format