Physical activity plays an important role in personal development: physically; socially; mentally environmentally; and spiritually
Learners studying Physical Recreation will develop physical sport and recreation skills, knowledge and understanding of health and fitness concepts, and the capacity to work constructively with others. The course supports national and state government initiatives to develop people's awareness of health and wellbeing, and the value of exercise.
Physical Recreation is a course in the Health and Wellbeing learning area. This learning area provides learners with opportunities to develop their understanding of the place of activity, sport, recreation and fitness in their present life, further education, workplace and in the wider community. By undertaking courses within the Health and Wellbeing learning area, learners will develop overall health, fitness, self esteem and a sense of identity as individuals and in communities.
The Health and Wellbeing learning area provides a variety of courses covering social, psychological and physical development. Health and Wellbeing involves learners in physical activity and knowledge based courses which promote immediate, as well as life-long, health benefits. Learners will acquire an understanding of human functioning and physical activity, skills in communication and investigation, and the ability to apply theory to practical situations.
On successful completion of this course, learners will develop:
The capacity to demonstrate fundamental movement skills applicable to selected activities/sports is an essential requirement of the course. Teamwork and interaction with others is a fundamental part of this course. Candidates must provide evidence of cooperating effectively within a group situation.
Learners must undertake a recognised fitness test(s).
This course has a complexity level of 1.
At Level 1, the learner is expected to carry out tasks and activities that draw on a limited range of knowledge and skills. The tasks and activities generally have a substantial repetitive aspect to them. Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to be followed. VET competencies at this level are often those characteristic of an AQF Certificate I.
This course has a size value of 10.
Learners will undertake a range of activities from all four (4) activity groups listed below.
At least two activities from each group will be undertaken (i.e. at least eight (8) activities).
The selection and delivery time allowed for each activity will be based on the needs and interests of learners, and the local availability of facilities.
All learners will undertake at least one recognised fitness test. It is recommended that this be undertaken early in the delivery of the course, and that it be followed by a similar test towards the end of the course in order to allow learners an opportunity to develop their understanding of – and to reflect on – issues regarding the maintenance/improvement of personal fitness levels (See Criterion 5).
GROUP 1: INDIVIDUAL ACTIVITIES
GROUP 2: TEAM /GROUP ACTIVITIES
GROUP 3: RECREATIONAL / LEISURE ACTIVITIES
GROUP 4: FITNESS AND HEALTH
All activities must be conducted in a manner that facilitates the development of:
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 of ‘C’ (satisfactory standard) according to the outcomes specified in the standards section of the course document.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation is not described in course standards.
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. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner’s award. Providers will report the learner’s rating for each criterion to TASC.
The following process will be facilitated by TASC to ensure there is:
Process– TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process will usually also include interviews with past and present learners.
It will be scheduled by TASC using a risk-based approach.
The assessment for Physical Recreation Level 1 will be based on whether the learner can:
The learner:
| Rating C |
|---|
| consistently demonstrates fundamental movement patterns appropriate to a variety of activities (such as running, jumping, dodging, catching, passing, dribbling, shooting, throwing, bowling, fielding) |
| applies appropriate skills in a variety of sporting and recreational activities |
| plays in a cooperative manner to achieve team aims in a variety of sporting and recreational activities. |
The learner:
| Rating C |
|---|
| consistently ensures that they meet requirements regarding personal preparedness for activities (for example, have appropriate equipment and clothing at required times) |
| appropriately assists others in the setting-up and packing away of sporting/recreational equipment |
| verbally describes some of the main sporting, recreational and fitness facilities in their local community and how these are accessed. The description is largely accurate. |
| verbally describes some of the main sporting, recreational and fitness programs available in their local community and how these are accessed. The description is largely accurate. |
| appropriately performs two or more roles in games and sports (player, scorer, umpire, spectator, coach, organiser). |
The learner:
| Rating C |
|---|
| verbally describes the rules of a variety of games and activities. The description is largely accurate. |
| abides by the rules when engaged in a game/activity |
| A learner verbally describes the game/activity using appropriate terminology. The description is largely accurate. |
| uses equipment in an appropriate manner |
| employs appropriate scoring methods (paper, electronic, flip-board) and terminology (such as goals, points, ‘under par’, sets, match). |
The learner:
| Rating C |
|---|
| recognises major hazards related to their own engagement in games and activities, and follows safe procedures |
| verbally describes processes for the safe use of a range of sporting/recreational facilities and equipment. The description is largely accurate. |
| uses appropriate warm-up and cool-down strategies |
| demonstrates correct techniques for resistance training exercises. |
The learner:
| Rating C |
|---|
| verbally describes the procedures used in a fitness test they have undertaken, what was tested, how this was measured and the meaning of the results. The description is largely accurate. |
| verbally describes how fitness activities/programs they have completed impacted on their personal fitness, and identifies areas for future improvement. The description is largely accurate. |
| identifies basic exercises used to maintain or improve fitness levels. |
Physical Recreation Level 1 (with the award of):
PASS
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 5 ratings.
The minimum requirement for the award in Physical Recreation Level 1 is as follows:
SATISFACTORY ACHIEVEMENT (SA)
4 C ratings (‘Satisfactory Standard’)
PRELIMINARY ACHIEVEMENT (PA)
3 C ratings (‘Preliminary Standard’)
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 forwarded 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.