Review of the Sport Outdoor Recreation Community Recreation and Fitness

Review of the Sport, Outdoor Recreation, Community Recreation and Fitness Training Packages Phase One Report March 2007 Disclaimer This report has been prepared, based on information generated by The Work Lab and the Peoplearn Group from a wide range of sources. If you believe that any of the contracted parties has misrepresented or overlooked some relevant information, it is your responsibility to bring this to the attention of the consultants before implementing any of the report’s recommendations. In preparing this report, we have relied on information supplied to us, which, where reasonable, we have assumed to be correct. Whilst all reasonable efforts have been made to substantiate such information, no responsibility can be accepted if the information is incorrect or inaccurate. This report is prepared solely for the use of the client to whom it is addressed and the contracted parties do not accept any responsibility for third parties who may utilise this information. The recommendations in this report are based on current information and should only be considered to be current for three months from the date of this report. In the event that any advice or other services rendered by the contracted parties constitutes a supply of services to a consumer under the Trade Practices Act 1974 (as amended), then our liability for any breach of any conditions or warranties implied under the Act shall not be excluded but will be limited to the cost of having the advice or services supplied again. Executive Summary......................................................................................... 1 Background...................................................................................................... 4 Training Packages under Review................................................................... 5 Steering Committee Details ........................................................................... 8 Key Issues & Findings from the review ....................................................... 10 The technical content and structure of units of competency .................................11 The size of units of competency and their utility for implementation, assessment and effect on portability ............................................................................................12 Clarity, layout, design, documentation of standards and instruction ....................14 The relationships of qualifications ...........................................................................15 Determining Requirements for Qualification ..............................................15 Breadth / Narrowness of Unit Detail...........................................................17 Incorporation of units from other Training Packages.................................18 Accurate AQF Alignment...............................................................................18 Capacity for valid, reliable and fair assessment ........................................18 Capacity of Evidence Guides and Range Statements................................19 Imported Units of Competency .................................................................................20 Reduced duplication, increased efficiency of delivery & contribution to labour mobility ..............................................................................................20 Gaps in availability of units of competency and or qualifications ..........................21 Availability of Units .......................................................................................22 Availability of Qualifications .........................................................................22 Employability skills, OH&S, language, literacy and numeracy needs.....................22 The existence of any bias or discriminatory aspects ..............................................23 Mutual recognition with UK, New Zealand and meeting relevant international standards ...................................................................................................................24 Flexibility and relevance of packaging and customisation advice .........................26 Packaging......................................................................................................26 Customisation advice...................................................................................26 Meeting enterprise needs.........................................................................................27 Capacity to meet industry needs.................................................................28 Skills, specializations and Clusters .............................................................28 Implementation Advice on Small business..............................................................29 Capacity for implementation within the school sector............................................29 Its capacity to meet current and future industry skill needs ..................................29 Industrial Awards and Licensing Schemes & Australian Apprenticeships.............30 Industry Context for the Review .................................................................. 32 Key drivers of skill demand ......................................................................................33 Ageing Population......................................................................................................33 Labour Market ...........................................................................................................34 Volunteer Labour .......................................................................................................34 Customer Preferences ..............................................................................................34 Labour Market Information.......................................................................................34 Review Methodology..................................................................................... 37 Training Package Take-up............................................................................. 42 Participation in Training ............................................................................................42 Appendix 1: Data Mapping........................................................................... 46 Appendix 2: Data Responses ....................................................................... 51 Appendix 3: Concerns with Units of Competency....................................... 62 Appendix 4: Comments relating to Qualifications ..................................... 74 Appendix 5: Organisations who provided input into this review .............. 77 Executive Summary This report outlines the findings from the phase one review of the four Sport & Recreation Training Packages. The consultation activity involved 5 inter related research methodologies that secured input from over 450 people and organisations involved in the sport and recreation industry. This included 17 formal submissions from industry representative bodies, a web survey with responses from 109 training organisations, a job analysis of over 100 people working in the industry, workshops in every state and territory attracting some 200 participants and specific desktop research activity. The review process sought to respond to a suite of specific issues relating to the packages. These issues were determined by the Department of Education, Science and Training as mandatory outputs of a training package review of this nature. This report is structured to cover these issues in the words of the people providing the input. The sport and recreation industry plays an integral role in the fabric of Australian society. The review of the training packages sits within the context of a growing industry (forecast of 21% by 20111) with growing employment of 4% per annum2 that has a total annual income of $8.8 billion3, directly employs 112,0004 and involves over 1 million volunteers5. At a macro level, key skill drivers relating to the ageing population, labour market structures, volunteer labour and changes in customer preferences have influence on the more micro issues and responses required of this review. In the analysis of data and formulation of key actions we have attempted to merge the big picture with the finer detail requirements. Across all four packages significant work is required to: • • • • • Comply with the template for training package development provided by the Department of Education, Science and Training Embed employability skills into units of competency Meet equity considerations Where possible remove pre-requisite packaging and embed essential knowledge and skills into units of competency Re-examine the packaging of units to refocus the priority of unit selection to meet industry employment requirements in the core and relegate the ‘business of sport’ and ‘employment pathway’ units as electives. The purpose of doing so is to focus graduate skills on the technical competencies required for employment and enable the elective units to reflect the individual circumstances of the graduate Revise and tighten the performance criteria in every unit to reflect and provide examples of activities, skills, knowledge and understanding • In relation to units of competency feedback indicated that 88 units require specific review, much of this is in relation to the way units are packaged into qualifications. ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 ANTA, Executive Summary: National VET Plan for industry: Sport & Recreation Industry, May 2006 3 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 4 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 5 ANTA, Executive Summary: National VET Plan for industry: Sport & Recreation Industry, May 2006 1 2 1 Similarly 10 qualifications across all four packages require attention and feedback would suggest the need to consider the development of two additional qualifications in interpretive guiding. Numerous comments were received on the need to introduce advice into qualifications that clearly describe the vocational outcomes attainable from each qualification. Significant feedback would suggest that attention needs to be made to improve the utility of the packages to industry, in particular to meet the needs of the majority contingent of employees who are not full time paid staff and also to adequately reflect acknowledged clusters of skills of currency and relevance within the industry. Feedback would also suggest that a tightening of assessment guidelines is also required to provide employers and graduates with greater assurance of the veracity of competency attained from training delivery. The policy imperatives of rationalization and integrated skills and qualifications frameworks were tested during the consultation phase and evidence would suggest that occupational and sector convergence/ blurring would support a move towards a cross sector, whole of industry approach to training package development. The key actions proposed to deal with the issues uncovered during this phase one review are as follows: 1. It is recommended that 88 units of competency are specifically reviewed in relation to both relevance of packaging and specific technical content. 2. That all units are reformatted to align to the current DEST template 3. That coding of units of competency reflects the system used for all other Service Skills Australia Training Packages 4. That further examination of 10 existing qualifications be undertaken and that consideration be made of the development of a further two qualifications in interpretive guiding 5. That unnecessary pre-requisite packaging is deleted and any underpinning knowledge and skills that are essential are embedded in units 6. That qualifications are packaged into a core and elective model, with the core of a qualification to be built around the technical or mandatory (from an industry perspective) competencies required for occupational outcomes 7. That the assessment guidelines be revised to reflect current DEST requirements and template. The assessment guidelines should also provide industry specific recommendations regarding the qualifications of assessors, information on designing assessment resources and advice on the contextualisation and assessment of units of competence 8. That the assessment guidelines be enhanced, where applicable, to ensure the environment in which assessment takes place is reflective of industries needs and expectations in particular in relation to assessment that occurs outside of the workplace 9. Revise the performance criteria in every unit to reflect demonstrable activities, skills, knowledge and understanding 10. Consolidate the four training packages whilst maintaining industry specific qualifications and units of competency. In so doing, remove duplication of units in the ‘business of sport and recreation’ and also those relating to ‘employment pathways’. Within this recommendation explore the role of graduate certificates and the naming and titling of qualifications and units of competency 2 11. That qualifications have clear statements of vocational outcomes and provide suggested pathways and appropriate industry skill sets required for vocational outcomes 12. That cross sector units of competency be considered and/or developed for functional areas of: • • • • • • • • Administration Environment First Aid Risk Management Leadership and management IT/ebusiness OH&S Communication 13. That employability skills are explicitly embedded in all units of competency 14. Incorporate checklist recommendations from the equity review into phase two activity 15. Work with peak bodies/registration bodies to explicitly label clusters or sets of competencies that align to a registration/ industry certification/ licensing authority, insurance and volunteer outcome of relevance to a particular sector 16. Provide professional development for trainers, assessors and State Training Authority regulators upon the release of the training package 17. Develop support materials to assist the implementation of the training package, including materials for equity groups 18. That Service Skills Australia continue to work with its industry partners and state & territory network members to influence Government agencies in relation to the provision of appropriate funding for sport and recreation recognised skill sets as well as qualifications 19. That Service Skills Australia develop and implement an extensive marketing strategy to industry and appropriate stakeholders to promote the changes to the Sport & Recreation Packages 3 Background Service Skills Australia is one of 10 Industry Skills Councils recognised by the Department of Education Science and Training (DEST) to work with both industry and government to support skills development for our industries. Service Skills Australia is responsible for engaging with and developing effective and future focused training and skills development opportunities for approximately 3 million of Australia’s 10 million workers, with coverage of over 637,000 businesses. These include: • • • Wholesale, Retail and Personal Services industries Tourism and Hospitality industry and Sport and Recreation Industry Service Skills Australia has two key roles structured to ensure that our activities are closely aligned to the strategic goals and National Priorities of the Vocational and Technical Education (VTE) system. These two roles are: • develop, continuously improve, distribute and support the implementation of high quality, nationally recognised Training Materials and training support services that respond to industry skills needs of industry maximise cross-industry competencies and incorporate new and emerging skills needs into Training Materials and training support services that respond to the contemporary and future work environment • 4 Training Packages under Review The Sport and Outdoor Recreation Training Packages were developed in 1999 and underwent a full review in 2003. The Community Recreation and Fitness Training Packages were developed in 2001 and underwent a full review in 2004. The Sport and Recreation Training Packages are not static documents and are reviewed periodically to ensure their currency and quality. The content of the four training packages are now being evaluated to ensure they address the current skill and knowledge requirements of the sport, fitness and recreation sectors. Upon conclusion of this project a revised “third generation” training Package will be released. During the review of the Sport and Outdoor Recreation Training Packages in 2003 and the Community Recreation and Fitness Training Packages in 2004 an attempt to reduce the number of duplicated units within the Training Packages was made. Generic (SRX) core units that existed in earlier versions of the Sport and Recreation Training Packages were replaced by imported business services (BSB) units. This resulted in a high number of business units of competency being imported into all of the Sport and Recreation Training Packages. In 2005, a project was undertaken by Service Skills Australia to address the issues relating to the core units of all Sport and Recreation Training Packages. This continuous improvement project was initiated as only after the Sport and Recreation Training Packages had been fully endorsed did it become evident that the level and appropriateness of the business services units (BSB) in the qualifications were prohibitive to the effective delivery of the Training Packages. Also included in the scope of the above continuous improvement project was the updating of the Workplace Trainer and Assessor units of competency to align to the recently endorsed Training and Assessment Training Package (TAA04). The adjustment of the interdependencies of Sports Trainer units was also undertaken. As a result of the continuous improvement process, revised versions of the Training Packages were released (SRS03 v2; SRO03v2; SRC04v2; and SRF04v2). As all qualifications within the Training Packages were affected (with the exception of the imported qualification: Diploma Event Management THT50203), new qualification codes were issued to ensure accurate delivery of the qualifications. The Sport and Recreation Training Packages currently consist of the following materials: • • Competency Standards incorporating: 92 sport and recreation (SRX) specific and approximately 380 imported units of competency; 317 Sport (SRS) specific units of competency; 311 Outdoor Recreation (SRO) ) specific units of competency; 48 Community Recreation (SRC) ) specific units of competency; and 44 fitness (SRF) specific units of competency. The following qualifications: AQF LEVEL CERTIFICATE I QUALIFICATION SRC10206: Certificate I in Community Recreation 5 AQF LEVEL QUALIFICATION SRO10106: Certificate I in Sport and Recreation CERTIFICATE II SRC20206: Certificate II in Community Recreation SRO20206: Certificate II in Outdoor Recreation SRO20306: Certificate II in Outdoor Recreation (Multiple activities) SRS20306: Certificate II in Sport (Coaching) SRS20406: Certificate II in Sport (Officiating) SRS20206: Certificate II in Sport (Career-oriented participation) SRO20106: Certificate II in Sport and Recreation CERTIFICATE III SRC30206: Certificate III in Community Recreation SRF30206: Certificate III in Fitness SRO30206: Certificate III in Outdoor Recreation SRO30306: Certificate III in Outdoor Recreation (Multiple activities) SRS30506: Certificate III in Sport (Athlete Support Services) SRS30206: Certificate III in Sport (Career-oriented participation) SRS30306: Certificate III in Sport (Coaching) SRS30406: Certificate III in Sport (Officiating) SRO30106: Certificate III in Sport and Recreation CERTIFICATE IV SRC40206: Certificate IV in Community Recreation SRF40206: Certificate IV in Fitness SRO40206: Certificate IV in Outdoor Recreation SRS40406: Certificate IV in Sport (Athlete support services) SRS40206: Certificate IV in Sport (Coaching) SRS40506: Certificate IV in Sport (Development) SRS40306: Certificate IV in Sport (Officiating) SRO40106: Certificate IV in Sport and Recreation 6 AQF LEVEL DIPLOMA QUALIFICATION THT50203: Diploma of Event Management SRO50406: Diploma of Facility Management SRF50206: Diploma of Fitness SRO50206: Diploma of Outdoor Recreation SRS50406: Diploma of Sport (Athlete support services) SRS50206: Diploma of Sport (Coaching) SRS50506: Diploma of Sport (Development) SRS50306: Diploma of Sport (Officiating) SRO50106: Diploma of Sport and Recreation ADVANCED DIPLOMA • SRO60106: Advanced Diploma of Sport and Recreation Assessment guidelines for the above Presently across the Training Packages there are: QUALIFICATION (BY PARENT TRAINING PACKAGE) Sport - SRS03 Outdoor Recreation - SRO03 Community Recreation - SRC04 Fitness - SRF04 Generic (appear in all four Training Packages) Imported (from another Training Package) TOTAL NUMBER OF QUALIFICATIONS 15 6 4 3 7 1 36 7 Steering Committee Details A National Industry Reference Group (NIRG) has been convened for the review of the Sport, Fitness and Recreation Training Packages. It is the role of the NIRG to: • • • • • • oversee the general progress of the project to ensure it is managed effectively and ethically provide views and feedback on behalf of the sector/organisation they represent encourage and facilitate consultation with the other members of their organisation or sector provide distribution lists to facilitate effective consultation within industry as determined by the stakeholders provide specialist advice on key issues relevant to their sector and requiring decisions and strategic direction validate developments and outcomes of the Review Membership of the NIRG must be broadly based, have an industry based chairperson and include, as a minimum, representatives from: • • • • • • small, medium and large enterprises from industry sectors covered by the Training Packages under review relevant industry associations, unions and groups Registered Training Organisations: one public (TAFE Directors Association); and one private (Australian Council for Private Education and Training) one State Training Authority one state/territory Industry Advisory Body Department of Education Science and Training (observer) The following table outlines representation of the National Industry Reference Group: NAME Julie Johnson Kathy Kingsford Steve Eccleston Rob Bradley Steve Pettit Peter Fidler Nathan Bower Nick Cox REPRESENTING Fitness Australia (Chair) Outdoor Council of Australia Community Recreation Council of Australia Confederation of Australian Sport Fitness employer – Zest Health Clubs Outdoor Recreation employer – Go Ride a Wave Sport employer – AFL SportsReady Community Recreation employer – YMCA Australia 8 Lourdes McCleary Graham Oades Deb Daly Vicki Tuchtan Ian Vaughan Anita Heijkoop State Training Authority Industry Advisory Body State/Territory Network TAFE Directors Association Australian Council for Private Education and Training Australian Services Union Department of Education, Science and Training (Observer) 9 Key Issues & Findings from the review This review of the Sport & Recreation Training Packages has included input and feedback from over 450 sources from every State and Territory of Australia. The Peoplearn group, the research team, went to significant lengths to maximise the input into the review, encouraging views to be forwarded on all aspects of the Training Packages and industry skill requirements. Responses received include 17 formal submissions, 233 focus group attendees and over 200 web survey respondents. Responses have been provided by employers, employees, volunteers and training providers. Given the diverse nature of the respondents it is not surprising that the views presented were also varied in depth, content and viewpoint. Feedback was sought within a framework of topics and issues that needed to be covered in the review to ensure that all contractual obligations were met whilst at the time ensuring that the ‘data collection’ stage yielded useful information that could be analysed to determine what changes need to be made to the packages to ensure their future currency and validity for the industry. An overview of the methodology used for the review is provided in a later section of this report. The following issues represent a summary of key themes and concepts analysed from submissions, web survey data, workshops and job analysis data. The themes are presented in accordance with the topics mandated (by DEST and thus Service Skills Australia) in a training package review process. Following presentation of each of the findings, where appropriate the resulting proposed action to be undertaken in phase two activity is provided. The items covered in this review are as follows: Key Issues The technical content and structure of units of competency The size of units of competency and their utility for implementation, assessment and effect on portability Improved clarity, layout, design, documentation of standards and instruction The relationships of qualifications: • • • • • • Ease in determining requirements for qualifications Breadth/narrowness of unit detail Incorporation of units and qualifications from other Training Packages Accurate AQF alignment Capacity for valid, reliable, and fair assessment and training Capacity of the Evidence Guides and Range Statements The incorporation of units of competency from other endorsed Training Packages: • • • Reduce duplication Increase efficiency of delivery Assist people’s mobility in the labour market 10 Gaps in : • • Availability of units of competency Availability of qualifications Incorporation of employability skills, OH&S and whether language, literacy and numeracy needs are addressed and aligned to appropriate qualifications The existence of any bias or discriminatory aspects Identification, and where relevant, incorporation of national or international technical or other standards, including those of the International Standards Organisation (ISO) and Standards Australia (SAA) Analysis of the Training Package in terms of mutual recognition with UK, New Zealand and meeting relevant international standards Flexibility and relevance of packaging and customisation advice, particularly related to enterprise needs across large, medium and especially small companies Advice on implementing the Training Package in small businesses Its capacity for implementation within the school sector to facilitate pre-vocational pathways and school to work transition Its capacity to meet current and future industry skill needs The structure of the Training Package and its user-friendliness, presentation and acceptance Identification of the general issues related to industrial awards including the industrial coverage for Australian Apprenticeships and their pathways to qualification outcomes covered by the Training Package Levels of uptake and industry support for the Training Package Removal of any barriers to implementation The following sections document a number of selected quotes. These are used selectively where an issue has been raised by more than three separate sources and where the inclusion of a quotation provides an ‘industry flavour’ whilst also supporting a common viewpoint. Their inclusion is therefore for the purposes of highlighting and the view point stated is not necessarily supported by the report’s authors in any way. The technical content and structure of units of competency A large number of issues were raised relating to the technical content of both units and qualifications. Specific comments related to each individual unit are provided in appendix 3, listed by unit code. The veracity of each of the concerns was not substantiated, but is listed as requiring review and response in phase two activity. In summary concerns were raised regarding: 11 • • • • • 14 Community Recreation competency standards. All of these related to the packaging of these units into qualifications 29 Fitness units – multiple issues raised 7 Outdoor Recreation units – issues mainly concerned evidence and range statements 15 Sport units – issues mainly concerned evidence and range statements, input from the martial arts sector and packaging of units into qualifications 23 Generic (SRX) units – issues mainly concerned with packaging related matters Overall users were satisfied with the existing level of customisation available within the training packages. The exceptions were for the advanced diploma qualifications that were not readily transferable across enterprises, and that some sports qualifications did not recognise a career (only a coaching) focus. KEY ACTION: It is recommended that 88 units of competency are specifically reviewed in relation to both relevance of packaging and specific technical content The size of units of competency and their utility for implementation, assessment and effect on portability The portability of units was also identified as an emerging issue. Where occupational convergence is evident - such as that seen in adventure tourism and sports entertainment - training and career pathways that support multi- and cross-skilling are becoming increasingly important. Collaborative approaches between Skills Councils to improve the portability of units are a priority for the training package review process. A number of specific industry concerns were raised about the efficacy of various competency units. A detailed list of the competency units requiring benchmarking is contained in Appendix 3. The methodology for increasing the portability of units was not well identified. Options that need to be explored in the next phase of the training package review process include: • • • • • Enhancing the content of existing units Importing units from other training packages Mapping competency skill sets for mutual recognition Changing packaging rules to increase flexibility of unit selections Identify and enhancing ‘bridging’ competency units There were areas of duplication within packages, such as range statements being the same between different units of competency and the need to over assess due to pre requisite packaging rules. Whilst little evidence exists regarding the need to combine packages or otherwise, this issue was raised in all workshops and there appears to be little resistance to this concept. Policy implications 12 All Industry Skills Councils, under guidance from the Department of Education, Science and Training are involved in an industry wide process in relation to the rationalisation of training packages, qualifications and units of competency. The aim of this process is to significantly advance the rationalisation of training products and improve efficiencies by identifying commonalities and overlaps between content in Training Packages and drawing on cross-industry synergies. A range of outcomes is required, including: • Elimination of duplication and overlaps between units of competency both within individual Training Packages and between Training Packages, including across industries without compromising licensing or regulatory requirements Rationalisation of qualifications to minimise duplication of common content, both within and across industries Rationalisation of Training Packages where there is significant common content across and between sectors Adjustments to Training Package coverage and boundaries to reflect more coherent groupings of skill sets, job roles and occupational groupings Development and rationalisation of existing training products, in consultation with other Industry Skills Councils, to maximise efficiency and impact on the training system Agreed protocols with other Industry Skills Councils for importation and contextualisation of units and qualifications Clear rationale and relationships between enterprise and industry Training Packages, so that they serve enterprise needs and the skills needs of the industry, as well as recognition and portability of skills for individuals • • • • • • Service Skills Australia is well advanced in this work and following discussions with stakeholders to date have identified the following key issues in relation to rationalising units: • • • Concerns around the lack of a facility to reflect and record the context in which units can be applied Concerns around diluting the industry content of qualifications by using more generic and imported units Concerns around the formula-based and capped funding mechanisms used by states and territories, which may dilute industry content by allocating large numbers of nominal hours to generic and imported units, and allocating relatively low hours to industry units Associated concerns around RTO practice, where some RTOs would deliver generic units without providing the required contextualisation for industry Ongoing identification of emerging skill areas may actually lead to development of additional units; even with significant rationalisation, individual Service Skills Training Packages may see only a small reduction in total number of units • • Key actions outlined in this report have attempted to reflect this policy imperative whilst being also sensitive to the concerns outlined above. 13 Clarity, layout, design, documentation of standards and instruction Whilst new users report ‘teething’ problems understanding how to use the training packages, the majority of respondents were satisfied with their basic structure. However improvements to layout, the mapping of competency units and a consistent ‘look’ across training packages were welcomed enhancements. The specific compliance of each of the qualifications and units of competency against the style requirements of the Training Package Developers Handbook was conducted as a unique activity by examining a representative sample of units of competency and qualifications. The findings were as follows: • • • • • • Incorrect margins – combination of mirror margins of 2cm and facing pages Incorrect font (Arial not Times New Roman) Incorrect point size for text Inconsistent use of styles (from template) for formatting (i.e. sometimes just normal text bolded), rather than using different levels of heading as per handbook. Lack of employability skills Performance criteria is in active voice (use of passive is preferred but not mandated) Specifically in relation to: Qualifications: Apart from one incorrect code, the qualifications all have the same issues, namely the use of an incorrect font and size. Arial is used in all Sport and Recreation Training Package documents, and body text is usually 10 pt, rather than the required 12 point Times New Roman. Units of Competency: GENERIC Most have mirror margins but are only 2cm, not the required 2.54cm In some units the footer is bold, others not. Wording of ‘Application of unit’ statement varies (covers, involves, encompasses). COMMUNITY RECREATION AND FITNESS For all these units the ‘Unit descriptor’ and ‘Application of unit’ are combined into one statement (differs to how Sport and Outdoor Recreation are presented). SPORT Red coloured text in a number of the RGU units OUTDOOR RECREATION Uses odd/even page margins. 14 Sport and Outdoor Recreation units have been similarly formatted (but not identical) and Community Recreation and Fitness have used a slightly different template. KEY ACTION: That all units are reformatted to align to the current DEST template That coding of units of competency reflects the system used for all other Service Skills Australia Training Packages The relationships of qualifications In general the various sports and recreation industry segments felt that qualifications were well aligned to AQF outcomes. There were however a few exceptions. For example the certificate II and III outcomes were identified as ‘similar’ across the training packages. The numbers of units required for obtaining a qualification in sport and recreation packages were also reported as far greater when compared with other training packages. Finally, the fitness industry identified a need to benchmark qualification and workplace outcomes to realign for ‘occupational slippage’. Issues around the employability and assessment of trainees also raised concerns about the reliability and validity of range statements. It was evident in several submissions that graduates typically lack any ‘real experience’ with different client groups, cannot use specific equipment, have not demonstrated their competency across different environmental circumstances etc. Both evidence guides and range statements could be reviewed and modified to help address the increasing gap between graduate skills and work place requirements (or employment slippage). A range of individual comments were presented in relation to qualifications. The veracity of responses was not able to be substantiated due to the small number of comments received. However they have been included in Appendix 3 and it is recommended that they be subject to review in phase two activity. Specifically they relate to the development of a Certificate III and Certificate IV qualification in Interpretive Guiding, and the review of the packaging of 10 qualifications across all four packages. KEY ACTION: That further examination of 10 existing qualifications be undertaken and that consideration be made of the development of a further two qualifications in interpretive guiding Determining Requirements for Qualification General Issues 1. Highly developed communication skills are needed for all qualification levels, especially in occupations that have high levels of client contact. 2. Qualification requirements are misaligned to the training, assessment and development of volunteers. Alternative qualification pathways (e.g. skill clusters) may increase the training and assessment opportunities for volunteers within the sports and recreation industries. 3. The portability of units across Training Packages (e.g. Business Services, Community Services, Hospitality, Health and Tourism Training Packages) needs to be better defined to, for example, promote occupational convergence. 15 4. The core units underpinning the various qualifications require industry benchmarking. The number, content and scope of core units need to reflect the diversity of industries covered by the sport and recreation training packages. 5. Where there is evidence of industry convergence (e.g. tourism and guiding; community services and community recreation) qualifications pathways need to better defined and clearer articulation pathways identified. 6. Functional job analysis methodologies would better assist in identifying the composition (i.e. technical, business, and communication competencies) underpinning sport and recreation jobs. The packing rules for qualifications should be aligned with the functional requirements of job roles. 7. Qualification packaging rules may hinder trainee skill development. For example, the packaging rules allow prerequisites to be substituted for elective units. Such packaging rules can reduce the breath of skills developed as units from fewer activity areas are required to be completed. In other instances prerequisites underpin legislative requirements and should not be equivalent to electives. 8. The role of pre-requisite competency units should be reviewed. It was suggested that pre-requisites could be replaced by statements such as “people should demonstrate all underpinning knowledge and skills at the level they are being assessed at”. This was reported as being essential when skill acquisition is based on a hierarchy of competency attainment (e.g. the examples of canoeing was used in a submission). 9. “…there may be an ‘overkill’ of underpinning knowledge in some current core and outdoor recreation stream units, thereby making it more difficult for specific learners (e.g. volunteers, recreational participants, those with language and literacy problems) to achieve competency. This particularly applies to units at the Certificate II and III level where individuals would be operating under an organisation’s policies and procedures” KEY ACTION: That unnecessary pre-requisite packaging is deleted and any underpinning knowledge and skills that are essential are embedded in units Industry Specific Issues 10. The structure of qualifications (especially in the fitness industry) is a barrier to workplace training and hence employment. This is because employment within the fitness industry is mainly casual or part-time. 11. Academic knowledge gaps are evident in graduates within the fitness industry. These gaps are around anatomy, physiology and working with target populations such as older people and children. Such specialist skills should be embedded in Diploma level qualifications and articulate to allied health qualifications delivered within the tertiary sector. 12. Qualifications within the fitness industry target “low risk and apparently healthy population”. The fitness industry market segments typically show however one or more health risk factors. “Consequently, most fitness professionals are working outside their areas of competency. Although most graduates cannot apply their knowledge, they are too often over confident of their skills and abilities”. 13. Within the fitness industry employers report having too many graduates in “areas supposedly covered in basic training and the graduates having been deemed competent when they are quite obviously not”. 16 14. Within kayaking qualifications, the Sea Guide is the sector’s most relevant [commercial] qualification; however “most practicing guides actually hold only instructional qualifications”. The extent of this trend is apparent in other sport and recreation specialisations and should be scoped. 15. There is a need to provide at least two pathways with the higher level outdoor leadership qualifications. “At present the Cert IV has ‘activity’ and ‘general’ streams. I would suggest that the ‘activity’ stream needs to be further split into the ‘depth’ stream and the ‘breadth’ stream. The ‘depth’ stream is for outdoor leaders who require in depth knowledge of specific activity areas, i.e. dive instructors (no pun intended here), rafting guides, horse riding instructors etc. This ‘depth’ stream could be termed (and bracketed) “adventure tourism/guiding”. The other stream (the ‘breadth’ stream) is for those involved in outdoor leadership of camp/school type programs, where a broad knowledge of a number of areas is required. This could be bracketed as well (any ideas for a name?). This would allow an individual to be qualified in the 5 or 6 areas needed to be an employable outdoor instructor (i.e. abseiling, bushwalking, high and low ropes, canoeing/kayaking).” 16. Yachting Australia is caught between the Sport and Recreation and Maritime Training Package (TDM01). These two packages are constructed quite differently and individuals often align themselves to one package or the other. The TDM01 package has units relating to specific tasks whereas the S&R packages have a more holistic approach. The units need to have some cross over and recognition processes across the TDM01 and S&R training packages more closely aligned. KEY ACTION: That qualifications are packaged into a core and elective model, with the core of a qualification to be built around the technical or mandatory (from an industry perspective) competencies required for occupational outcomes Breadth / Narrowness of Unit Detail General Issues 1. There is a need for some competency units to clearly articulate the scope and condition in which a person is competent. The example of a single pitch abseiling guide was referred to in a submission. 2. Risk management (OH&S, outdoor recreation standards etc.) are not well embedded in Certificate I-III qualifications. 3. There are industry courses (e.g. Wilderness First Aid, Swift Water Rescue) which would benefit from the development and alignment of competency units. Industry Specific Issues 4. Within the fitness industry there is a need to align specific units of competency with the skilled use of equipment (e.g. fit balls, standard gym equipment/machines etc.) 5. Within the fitness industry skills sets that cross into the health sector are required. 6. Within the fitness industry there is a need for a unit of competency that aligns to ‘choreographed fitness classes’. 7. With respect to the martial arts, the rewording of some competency units would facilitate broader applicability across all martial arts sub sectors. 17 8. Within the diving sector, prerequisite units of competency at the Certificate II level need to be benchmarked against current industry practice. Incorporation of units from other Training Packages General Industry Issues 1. There was an identified need to import units/skills clusters from the Business Services training package to allow for specialisation in small business, management and/or sales and marketing specialisations. Pathways for the development of business skills need to be optional within existing qualification packaging rules. 2. Mutual recognition will be more easily achieved through skill sets mapping and the description of skill sets within the packages, rather than focusing on completed qualifications. 3. Leadership is an emerging skill requirement impacting all the sports and recreation training packages. 4. Sport and recreation units that focus on ‘instruction’ need to be more clearly aligned to the Training and assessment training package. (This work has been conducted by Service Skills Australia). 5. Some sport and recreation activities cross two or more training packages. Where this occurs, such as in the yachting industry, pathways that allow portability of units are a priority. 6. Specialist emergency training and managing incidents in remote areas are enterprise/association based courses. Competency statements to support best practice emergency management would assist to improve the quality and outcomes of enterprise/association courses. 7. The emerging trend for adventure based tourism/recreation activities may require that competency units are imported or developed around environmental management and interpretation. Accurate AQF Alignment General Industry Issues 1. There are more units required to gain a sport and recreation qualifications when compared with other training packages. Industry Specific Issues 2. The structure of Les Mils courses, the materials used and the assessment strategies employed are all broadly consistent with AQTF requirements. Les Mills has recently initiated a process intended to bring these training courses within AQTF guidelines and to issue Statements of Attainment that would facilitate the registration of fitness instructors working in the pre-choreographed program area. This is obviously an issue for the industry peak body. Capacity for valid, reliable and fair assessment General Industry Issues 1. There is industry concern that assessment strategies are too task and context focused, rather than focusing on the construct of competency. Concerns were raised that competency assessment needs to be undertaken across a range of 18 client groups. For example working with “male and female clients, adults and children, indoor and outdoor settings, individuals and groups, a range of group size, experienced exercisers and beginners etc”. 2. There was a perception that training packages could be redeveloped to facilitate holistic/ summative assessment practices. More specifically, it was suggested that “there is support for the inclusion of ‘holistic assessment’ units which incorporate outcomes from numerous units of competency (e.g. an entire skills set) and require ‘on the job’ assessment” 3. There is widespread industry support for state authorities auditing training outcomes. 4. Assessment guidelines were also seen as too broad for several competency units. More specifically, where a unit of competency pertains to a technical skill then assessment outcomes should be more clearly defined. Industry Specific Issues 5. Within the fitness industry employers report having to re-train graduates in “areas supposedly covered in basic training…having to gap train because graduates are …deemed competent when they are quite obviously not”.6 KEY ACTION: That the assessment guidelines be revised to reflect current DEST requirements and template. The assessment guidelines should also provide industry specific recommendations regarding the qualifications of assessors, information on designing assessment resources and advice on the contextualisation and assessment of units of competence. That the assessment guidelines be enhanced, where applicable, to ensure the environment in which assessment takes place is reflective of industries needs and expectations in particular in relation to assessment that occurs outside of the workplace. Capacity of Evidence Guides and Range Statements General Industry Issues 1. Competency is a construct and experience is often built up over long time periods or via exposure of a range of work situations, this should be captured within evidence guides. 2. “Newcomers to training packages often have difficulty wading through the language employed”. The utility of the units could be greatly enhanced by giving more direction regarding contextualisation. There seems to be a reluctance to embrace units if they do not specifically mention activities/contexts in the evidence guide. 3. Several certificate II and III qualifications have [almost] identical range statements and evidence guides. Industry Specific Issues 6 This comment was also cited in the “Determining Requirements for Qualifications” 19 4. Within the diploma of fitness, the same range statements were reported to be repeated across the different units of competency. KEY ACTION: Revise the performance criteria in every unit to reflect demonstrable activities, skills, knowledge and understanding. Imported Units of Competency Reduced duplication, increased efficiency of delivery & contribution to labour mobility General Industry Issues 1. On-line and distance learning graduates were considered less skilled than face-toface or workplace trained graduates. Employers also noted that there are “no standardisation of hours of study” across courses and that this contributes to “a 'watering-down' of academic skills in favour of competencies. Competency based training has resulted in a lack of experience in imparting knowledge but the production of lots of people who have met a specific number of competencies”. 2. Employers say that there is no consistency in training quality between training organizations. There was widespread agreement that the shorter, truncated courses … were not adequately training graduates for the fitness industry. The type, quality and rigor of assessments were also seriously questioned and employers felt that there were areas of over-kill e.g. whole assessment manuals on OH&S whilst other areas of practical experience were overlooked. Industry Specific Issues 3. Many solutions to the 'burn and churn' in the fitness industry reside with the employer. However, RTOs are guilty of raising expectations of students to unrealistic levels both in the nature and type of work available and the remuneration newly qualified fitness professionals can earn. 4. Registered Training Organisations (RTOs)… focus on the Gym Instructor/Personal Trainer pathway and ignore other possibilities such as Group Exercise and Aqua. Multi-skilling is a way for the fitness professional to avoid some of the reasons for the high turnover. 5. A range of individual comments were presented in relation to imported units of competency. The veracity of responses was not able to be substantiated due to the small number of comments received. However they have been included in Appendix 3 and it is recommended that they be subject to review in phase two activity. Specifically they relate to the inclusion, or otherwise, in sport and recreation qualifications of a. 24 Business units, b. 10 Community & Health units, c. 2 Entertainment units, d. 1 Film, TV, Radio & Multimedia unit, e. 5 Information Technology units, f. 1 Printing unit, g. 11 Tourism units and 20 h. 4 Retail units i. Rural (Horse related) units KEY ACTION: Consolidate the four training packages whilst maintaining industry specific qualifications and units of competency. In so doing, remove duplication of units in the ‘business of sport and recreation’ and also those relating to ‘employment pathways’. Within this recommendation explore the role of graduate certificates and the naming and titling of qualifications and units of competency. That qualifications have clear statements of vocational outcomes and provide suggested pathways and appropriate industry skill sets required for vocational outcomes. Gaps in availability of units of competency and or qualifications A need was identified to develop qualifications or skill sets for volunteers and other special interest groups. The number of competency units required to achieve qualifications is too overwhelming to people employed on a casual or part-time basis in the sport and recreation industries. New pathways and cross industry qualifications would be more supportive of people employed causally or on a part-time basis. An important issue for the sport and recreation industry is the scope or limits of competency. Some competency units, for example, focus on developing specialist skill outcomes (e.g. single pitch abseiling) and the limits of this competency need to be clearly defined. This is for the public benefit as well as for managing risk associated with outdoor adventure activities. Where occupational convergence was evident then so too were issues around the portability of units. Areas identified for further review included the nexus between: • Instructional competency units and the TAA training package units (whilst identified in the review, this work has already been conducted by Service Skills Australia) Leadership skills (these emerged as a skill set relevant to all the training packages) Specialist management and small business skills Community well being, health and recreation skills • • • KEY ACTION: That cross sector units of competency be considered and/or developed for functional areas of: • • • Administration Environment First Aid 21 • • • • • Risk Management Leadership and management IT/ebusiness OH&S Communication Availability of Units 1. Because of the diversity of outcomes required for different contexts, greater flexibility in the packaging of units of competencies is required with the activity specialisations 2. “The fitness training package (nor skill sets or competencies) is not appropriate as a training tool for volunteers. For the most part the volunteers are nominated and elected on the basis of their specific skills, knowledge and experience” 3. Access barriers for rural and remote areas related to the cost of delivery associated with the nominal hours required for delivery. Availability of Qualifications 1. Because of the costs associated with training, there will remain a need to identify discrete skill sets (less than a qualification) to cater for the many individuals who obtain their training in an ‘ad hoc’ manner, sometimes taking years to acquire all of the competencies to complete a qualification. Industry Specific Issues 2. The sport and recreation training packages focus on sport based martial arts and do not address recreational martial arts such as some of the cultural martial arts. 3. The fitness training package needs to offer a statement of attainment in prechoreographed fitness training. Employability skills, OH&S, language, literacy and numeracy needs Across the various industries there was a widespread concern that graduates lack employability skills. It was commonly reported that they also typically demonstrate ‘task’ relevant competence and not the spectrum of competency (i.e. role/environment skills, task management skills, contingency skills). The result is gap training being delivered by employers and/or the under-employment of new graduates. Whilst this issue is primarily about how training packages assessment strategies are being applied in the market place, it also raises the need to benchmark assessment guides and competency range statements. Service Skills Australia commissioned a review of the inclusion of employability skills in all of its sport and recreation training packages in May 2006. The output of this review are a series of spreadsheets detailing a significant body of work that needs to be undertaken at both a unit of competency and qualification level to satisfy the requirements of employability skills. Given the body of work required, it was decided to defer this work until phase two activity of the training package reviews. It is therefore recommended that this work becomes a recommended action for phase two activity and that employability skills are explicitly embedded in all units of competency, as identified in the mapping exercises. 22 KEY ACTION: That employability skills are explicitly embedded in all units of competency The existence of any bias or discriminatory aspects The phase one equity review report records the outcomes of the initial equity evaluation and includes the following recommendations: Recommendation 1: Include information in the introduction to the reviewed Training Packages about the nature of the workforce, as per the equity evaluation checklist, to recognise and positively connote the place of equity groups in the industry and their potential to play a full and significant part in the full range of occupational opportunities that exist. Recommendation 2: Ensure Steering Committee members who have access to equity representatives seek feedback from these representatives for input into the Training Package review. Recommendation 3: Ensure that stakeholders representing equity groups are consulted during the review and that consultation is timely and carried out in the most appropriate way. Recommendation 4: Ensure that units of competency do not include discriminatory wording. Recommendation 5: Ensure language, literacy and numeracy skills are covered fully and consistently in new units of competency developed for the review of the Sport, Outdoor Recreation, Community Recreation and Fitness Training Packages. Recommendation 6: Ensure units of competency take into account inclusive practices for people with a disability and consider recommendations from Disability Standards for Education 2005: Good Practice Guide for Industry Skills Councils with regard to the incorporation of advice about reasonable adjustment in units of competency. Recommendation 7: Ensure units of competency include cultural awareness skills and knowledge. Recommendation 8: Ensure units of competency do not include attributes. Recommendation 9: Ensure that relevant legislation, codes of practices and standards are specifically referred to and that the extent of knowledge is stated. Recommendation 10: Where possible, allow assessments to occur in simulated environments to open up opportunities for learners from equity groups. Recommendation 11: Consider providing advice on assessment methods for equity groups in units of competency. Recommendation 12: Include existing information on reasonable adjustment in reviewed Assessment Guidelines. Recommendation 13: Include resources/sources of information (to be developed by the equity evaluator) to do with the assessment of equity groups in the Assessment Guidelines. 23 KEY ACTION: Incorporate checklist recommendations from the equity review into phase two activity. Mutual recognition with UK, New Zealand and meeting relevant international standards Fitness There is currently mutual recognition of registration schemes for the Health and Fitness sectors across the UK, Australia and New Zealand. Fitness is the only sector in the two countries that has a registration scheme for professionals recognised by employers. The vision is to have world standards for the Health and Fitness sector. In conjunction with Fitness Australia and Fitness NZ, Skills Active (which is the registration body for fitness professionals in the UK) has established the Confederation of Registers of Exercise Professionals. Other countries including Canada, South Africa and China are keen to join this Federation. A European Qualification Structure in Fitness (EQSF) was adopted by a number of countries in the mid to late 1990s, but the expertise did not exist then to revise and test the programme and only a limited number of countries adopted the framework. The sector has developed rapidly since then and is now focused on becoming more professional. There are new demands and an urgent need for a revised and updated minimum qualification, assessment and verification structure which can be recognised and endorsed throughout Europe. At the same time, this new framework must meet the constantly evolving new demands within the industry. The European Health and Fitness Association’s Eurofit-Quality Standard project built on the previous EQSF experience in the creation of a new harmonised qualification framework for the health and fitness sector which can be implemented and monitored across Europe. The new framework, EQF-Fitness, will help to: • • • • • • Allow training providers across Europe to match their courses to the agreed European industry standard Facilitate employers to recognise instructors trained and qualified to agreed European industry standard Increase mobility of health and fitness professionals across Europe Promote “best practices” in health and fitness instruction and training across Europe Guarantee quality of fitness instruction, of training centres and of qualification systems across Europe Improve customer confidence in fitness instruction Other sectors In those sectors without registration schemes it will be harder for SkillsActive to recognise foreign qualifications on behalf of the sector and in turn be recognised by employers. 24 In 2001 initial benchmarking was attempted with UK, Australia, and NZ with representatives coming together in NZ following a preliminary meeting in Sydney the previous year. Sports Coaches UK, and the governing bodies of canoeing and Rugby League were involved in this meeting. Rugby league may have come to an agreement on the recognition of their respective coaching qualifications. National occupational standards exist for fitness, the outdoors, coaching, officiating, sports management, administration and sports therapy in the UK (NVQs). These standards are also used extensively in the design and approval of other qualifications, including higher education. It is intended that they will be used in the design of any national registration scheme. Proposed action SkillsActive wish to ensure that their standards are world class and wish to map them to our Training Packages. This in itself would not provide mutual recognition in any one area but would assist both countries in ensuring that these frameworks are based on world best practice. This is a mapping exercise and should not be too difficult. SkillsActive would like to work with Service Skills on the hard part which is working towards mutual recognition of qualifications and reciprocal agreements. This is a lengthy process and will require ongoing work. Other issues for consideration include endorsement of qualifications, higher education programs and influencing degree outcomes and careers advice for the sector. We would also need to consider what other bodies would need to be involved and quality assurance of qualifications A two stage approach is proposed: • • An exercise to map/benchmark/compare competencies (UK NOS with Australian Training Packages) Explore what action plan would need to be put in place and who would need to be involved if there is to be a more formal recognition of qualifications and/or professional memberships obtained in one country or the other Outcomes The overall outcomes for such an approach are two fold as follows: • • Allow for global mobility of sport and recreation workers Ensure that our education and training systems are world best practice Recommendations It is recommended that Service Skills work with Skills Active and SFRITO in both the benchmarking activity and any subsequent mutual recognition work. It is further recommended that communications be maintained with Skills Active and SFRITO and that initial support for, the identification of priority areas and a work plan for the development of mutual recognition policies be developed through peak body and industry consultation. 25 Flexibility and relevance of packaging and customisation advice The review process identified several issues relating to qualification packaging rules. As previously noted, general issues were raised with regards to the need for qualifications to better capture employability skills. The fitness industry, for example, is characterised by the need to build rapport, communicate effectively with clients and provide appropriate performance feedback to clients. Graduates were seen to generally lack the ‘emotional intelligence’ to work effectively with a diversity of client groups. Peak bodies also recognized the value of sport and recreation training packages. Where units of competency were available, these were generally embraced as the preferred industry training and assessments standards. However to facilitate seamless training and professional recognition systems, there is a need to realign and benchmark the content of some competency units. These ‘clusters’ should be named and described in the next generation packages. Across all the sports and recreation training packages ‘qualifications’ and skills sets targeting the training and assessment of volunteers were reported as lacking. There was significant discussion around alternative qualifications pathways for volunteers such as skills clusters and the need for training in essential skills such as risk management. Industry specific concerns were also raised around qualification packaging rules. It was noted that qualifications typically target full-time workers. The fitness industry, for example, is characterised by casual employment. This industry is characterised by skill shortages. These, coupled with rapid industry growth, are creating an environment which supports condensed training courses aimed at meeting industry employment demand. Graduates from such courses however typically lack the skill level and knowledge required by the industry. A vicious cycle between industry growth, skill shortages and poor training outcomes is emerging. Where courses are industry or vendor based, peak bodies were generally keen to have competency standards developed to facilitate a more seamless career, training and assessment structure for sport and recreation participants. Packaging General Industry Issues 1. Where registration with a peak body is a requirement for practice then industry certification (e.g. by Australian Canoeing and the National Outdoor Leader Registration Scheme) should be used to guide amendments to clusters of units of competency for each activity specialisation and/or amendments to individual units of competency or development of new units. 2. The packaging rules around co and pre-requisites were identified as being too complex. 3. The packaging rules for lower level certificates (I and II) were identified as too complex. Customisation advice General Industry Issues 1. The advanced diploma qualifications are not easily customised to meet the needs of various enterprises. 26 2. Users generally perceived that Certificate I-IV qualifications were easily customised. 3. The pre-requisites however were seen by some people as a barrier to customising the packages. 4. Within some specialisations (e.g. basketball) there are coaching qualifications but no units for career orientated participation Meeting enterprise needs General Industry Issues 1. “The Training Package review offers a major opportunity for identification of discrete skill sets which align to industry certification and or specific skill requirements for defined job roles. This includes skill sets which align to industry certification provided by both volunteer organisations (e.g. Scouts) as well as peak industry bodies such as Australian Canoeing, Australian Professional Ski Instructors, etc. and the National Outdoor Leader Registration Scheme (NOLRS).” 2. Employers say that there is no consistency in training quality between training organizations. There was widespread agreement that the shorter, truncated courses … were not adequately training graduates for the fitness industry. The type, quality and rigor of assessments were also seriously questioned and employers felt that there were areas of over-kill e.g. whole assessment manuals on OHS whilst other areas of practical experience were overlooked.7 3. On-line and distance learning graduates were considered less skilled that face-toface or workplace trained graduates. Industry Specific Issues 4. For a small, though significant and growing section of the fitness industry the large multi-national, multi-centre chains of fitness centres - leadership change may emerge as a more urgent issue to be addressed. However, the fitness industry in the main is still comprised of small business - owner operator centres locally based and centred. For most, the global market and economy will have little baring on their business strategy or decisions except where these may impact at the personal level e.g., raising interest rates, disposable income of potential members or clients and more telling, a skill shortage in workers. 5. Within the fitness industry there was a general agreement amongst employers that many graduates lack employability skills. As well as the basic skills that employers require such as competency in the use of specific equipment, program development, postural alignment, anatomy and physiology, research skills etc. “Employers also feel that graduates have a little knowledge in a wide range of areas but not much understanding or depth in any of them. There is a general complaint that graduates lack life experience, many graduates over-estimate their abilities and the range of potential clients they are able to work with and lack practical application to the extent that the potential for injury of clients is high if the recent graduate is not closely supervised regardless of whether they are qualified at the Certificate III or IV level”. 6. In the fitness industry there is an emerging trend of gyms and fitness centres being owned and run by 'business' people who have little or no experience in the 7 First referenced in the section Increased Efficiency of Delivery 27 fitness industry. Typically, Gym Instructors or Personal Trainers may have filled this role after several years as a technician. There may be a case for developing this business area as a separate programme independent of any technical fitness industry knowledge or skill. Capacity to meet industry needs Current Industry Specific Issues 1. The fitness industry has a well developed professional development /continuing education system that require registered fitness professionals to maintain their registration through updating their knowledge and skills. The use of new and emerging equipment or technologies is currently catered for within this continuing education system. 2. Addressing the skill shortage is the most immediate issue facing the fitness industry. Apart from changes noted elsewhere, the internationalisation of qualifications is vital. This means there needs to be national acceptance of equivalency of overseas qualifications and a reciprocal acceptance of Australian qualifications overseas. If this is not possible then access to the RPL process that all those with qualifications outside the national training package must gain, needs to be made simpler (standardised), more transparent and cheaper. This must be achieved without compromising standards that are currently considered world class. 3. In general, employers are not in favour of 'skill sets' for Fitness Professionals. Employers are clear they want a full certification for employment purposes. However, the ability to add a specialty or extra skills at a later date is also considered important, but only after having completed the original full qualification. Future General Industry Issues 1. RTOs focus on the Gym Instructor/Personal Trainer pathway and ignore other possibilities such as Group Exercise and Aqua. Multi-skilling is a way for the fitness professional to avoid some of the reasons for the high turnover. 2. The following emerging skill sets were identified via the web survey: a. Adventure tourism b. Aged care fitness training c. Marine tourism Skills, specializations and Clusters Taxonomy or Nomenclature 1. There is a growing demand for an easy and descriptive way to define the skills required by those who have leadership responsibility in outdoor adventure activities. This nomenclature is required by land managers, insurance agencies, Education Departments and employers. KEY ACTION: 28 Work with peak bodies/registration bodies to explicitly label clusters or sets of competencies that align to a registration/ industry certification/ licensing authority, insurance and volunteer outcome of relevance to a particular sector. Implementation Advice on Small business General Industry Issues 1. Casual, part time workers and volunteers were identified as a market segment for which skill set training and assessment could be targeted. Capacity for implementation within the school sector The sports and recreation training packages were also viewed as important workforce entry pathways for young people. These pathways are facilitated by VET in schools. From the employers perspective concerns were also raised around age and risk management issues. Young trainees may [theoretically] be competent, but many employers felt life experience and on the job experience were lacking in young graduates. Age was an issue for some employers because it was associated with an increase in ‘risk’ in the delivery of outdoor recreational pursuits. General Industry Issues 1. The current packaging rules for the certificates I and II are too complex and the range of skills too broad for introducing learners to a career pathway in the sport and recreation industry. 2. Within the VET sector the training packages were sometimes difficult to implement because of risk management related issues and a lack of widely endorsed activity standards. 3. The sport and recreation training packages were identified as important workforce entry and career pathway for students. These training packages build transferable and life skills which assist you people to participate meaningly in the workplace. Its capacity to meet current and future industry skill needs There is a need to re-evaluate packaging so that fitness qualifications can keep pace with industry change drivers (e.g. health risk factors and increasing rates of chronic illness). Submissions from the fitness industry identified that instructors are increasingly developing programs for clients with complex health needs (the aged, people with disabilities, children etc.). Working with health risk factors requires a greater understanding of human anatomy, physiology, nutrition and the broader fields of allied health. There is a need for qualifications to ‘cross over into the health sector’ and for competency units to be realigned to capture increasing job role complexity. Another trend driving qualification and packaging requirements is the ‘branding’ of fitness programs (e.g. Les Mills). The Les Mills franchise model, for example, is increasing the demand for fitness instructors with qualifications in pre-choreographed programming. This skill set however lies outside of the training package. Incorporation into the training package would facilitate the registration of the choreographed fitness specialisation. 29 A need to enhance leadership skills was also seen a priority in the outdoor recreation industry. This would improve the quality of outdoor experiences for customers and assist in managing industry risk. Skill shortages were prevalent across niches in the sport and recreation industries. For example the specialist fitness instructors and outdoor tour guides. This is in part due to the change drivers shaping these industries. The fitness industry, for example, is becoming more ‘health risk factor’ focused and there is a need for continuing professional development of instructors. Tour guiding is also an emerging niche market resulting from a greater awareness of environmental issues. Industry submissions identified that unit portability, importing units, identifying skill clusters, developing new qualification etc. would also increase labour mobility. Submissions also identified a need for training packages to cater for volunteers and casual labour employment patterns. The range of solutions offered by submissions included creating pathways that support cross- and multi-skilling, identifying skill sets or clusters, the development of new competency units and improved career pathways. Within the fitness industry training packages were seen as a strategy for supporting bimodal industry growth trends. On the one hand small fitness centre operators require skills in small business and marketing. On the other hand fitness centre corporatisation requires the development of high level management skills. There is evidence of alternative fitness business models such as franchising fitness programs and centres that cater for niche markets such as the aged and disabled. There was a trend for sports and entertainment industries to merge. This will require athletes to better manage their careers, sports development officers to adopt new marketing strategies and sports administrators to work collaboratively with public relations and other businesses specialists. KEY ACTION: That Service Skills Australia continue to work with its industry partners and state & territory network members to influence Government agencies in relation to the provision of appropriate funding for sport and recreation recognised skill sets as well as qualifications. That Service Skills Australia develop and implement an extensive marketing strategy to industry and appropriate stakeholders to promote the changes to the Sport & Recreation Packages. Industrial Awards and Licensing Schemes & Australian Apprenticeships There was a common view from both submissions and workshops that many employers still do not understand their obligations with apprenticeships and traineeships and this may detract for developing quality sport and recreation graduates. Industry Specific Issues 1. Fitness Australia registration is considered the license to work in the industry. Registration is based on the outcomes of the Fitness Training Package and reflects the completion of each level of certification and the specialty units available. Employers have embraced this registration scheme… although 30 registration remains a 'voluntary' registration (except in the ACT) Fitness Australia represents over 15000 Fitness Professionals through its National Registration Scheme and has achieved about 65%-70% penetration of the industry, all as a voluntary system. This cannot then be said to be restrictive to the delivery of the fitness training package. General Industry Issues 2. Many employers lack an understanding of the traineeship and apprenticeship system. For example, many employers are unaware that under traineeship or apprenticeship schemes they are responsible for training the applicant. Many employers still believe that traineeship or apprenticeships are akin to work experience. 3. Participants were split on the issue of having a minimum age for both training and employment. Nevertheless, there was strong support for having a minimal age limit set at 18 or completion of year 12, as young trainees lack life experience and lack of understanding of risk may affect work performance. However, there was also an acknowledgement that an individual's level of maturity is an important factor and discrimination of the basis of age is illegal. 4. It is clear that the review (or more correctly the implementation of recommendations emanating from Industry’s feedback to the packages) provides Service Skills Australia with an ideal opportunity to re-engage with the industry and further promote formally recognised national training to the sport & recreation sectors. The previous key actions are provided to support this opportunity. It is also realised that while marketing to industry and influencing Government is important of equal criticality is the upskilling and support of deliverer’s of the revised training packages. KEY ACTION: Provide professional development for trainers, assessors and State Training Authority regulators upon the release of the training package. Develop support materials to assist the implementation of the training package, including materials for equity groups. 31 Industry Context for the Review The sport and recreation sector is dynamic and characterised by a vast range of activities and services commonly broken down into the following four sectors - community recreation, fitness, outdoor recreation and sport. Sport and recreation plays an important role in the social fabric of Australian society, as a complement (or driver in the supply chain) to other sectors such as tourism, retail and hospitality. The most popular participation sports and physical activities in Australia are aerobics, golf, swimming, walking for exercise and tennis. The most popular spectator sports in Australia (measured by attendances and television audiences) are Australian Rules football, rugby league, rugby union, cricket, basketball, golf, soccer, motor vehicle racing, and tennis.8 The sport and recreation sector is also very much in the business of providing experience for consumers. Events such as the Melbourne Commonwealth Games bring together sport, tourism and hospitality and retailing and personal services, to provide a total experience. Fitness centres offer not only gym type activities, but have incorporated retail and personal service functions into the experience. In overall economic terms the sport and recreation sector remains a relatively small contributor to the national economy: • • Represented 0.3% of Australia’s Gross Domestic Product in 2004 -05 9 In 1998-99, Australians spent 11.7% of household expenditure on recreational goods and Services10. After adjusting for price changes, the average total weekly household expenditure on sports and recreation was virtually unchanged between 1993-94 and 1998-99. Expenditure on recreation continues to be the fourth largest household expenditure item behind food and non-alcoholic beverages, transport and current housing costs11 The income for the sector was $8.8 billion during 2004-0512. The total employment in the sports and recreation sector at the end of June 2005 was 111,519 people. In addition to this employment figure, there were 181,832 volunteers in this sector during the month of June 200513. • • The sport and recreation sector can be summarised by the following: • At the end of June 2005 there were over 9,256 businesses in the sports and physical recreation sector14. 8 IBISWorld Industry Report, Sports and Services to Sports nec in Australia P9319, 8 February 2005 9 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 10 SRTA, Sport and Recreation National VET Plan 2003-2005 11 ABS, 6530.0, Household Expenditure Survey 12 13 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 32 • 'For profit' organisations accounted for 54.1% of the total employing organisations, while 'not for profit' and government organisations accounted for 39.4% and 6.5% respectively15. During 2004-05, income generated by businesses/organisations engaged in sports and physical recreation services was $8,820.5m. The highest income was recorded by sports and physical recreation clubs, teams and sports professionals ($1,884.1m or 21.4% of total income) and sports and physical recreation administrative organisations ($1,531m or 17.4% of total income)16. The industry value added for the sports and physical recreation industries in 200405 was $388.8m and an operating profit margin of 6.9%17. • • Forecast employment growth for the sport and recreation industry is strong at 4% for the period to 2005-618. The total forecast growth for sport and recreation services to from 2003-04 to 2010-11 is 21%.19 Key drivers of skill demand Desktop research was undertaken to identify emerging trends which are impacting on the sport and recreation industry and will ultimately shape the demand for skills and labour. These trends are broadly related to public health, labour market structure and changing customer preferences. Their impacts are becoming evident in the blurring of industry boundaries (e.g. adventure tourism), the need to restructure job roles (e.g. occupational mismatch in the fitness industry) and emerging issues around continuing professional development. Ultimately drivers that reshape industry dynamics result in the need to realign sport and recreation training packages. The following section provides a high level overview of significant drivers impacting on sport and recreation industries. Ageing Population The impact of ageing population is well documented and identified as a broad industry change driver. As the population ages there will be an increase the demand for health services as well as remedial fitness and recreational interventions. Businesses within the fitness and recreation markets have already started to respond this market trend. 14 15 16 17 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 ABS, 8686.0 - Sports and Physical Recreation Services, Australia, 2004-05 18 ANTA, Executive Summary: National VET Plan for industry: Sport & Recreation Industry, May 2006 http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/anta/ documents/s/sport_recreation_final_version_exec_summary_pdf.htm 19 Monashef Version 2.72, 17/Nov/2003, Melbourne Australia 33 Labour Market The sport and recreation industries (like retail) are career or labour market entry points for young school leavers. Many people enter the industry to work casually or part time while studying and never intend to stay in the industry. Factors such as employment conditions (e.g labour casualisation), and a lack of career pathways also may contribute to high industry attrition rates. From an employers perspective ‘revolving door training’ is expensive, time consuming and prohibitive. Volunteer Labour The sport and recreation industry relies heavily on volunteer labour. Patterns of volunteering are however changing. Set time and regular basis volunteering patterns are gradually being replaced by ‘project based’ and skill development reciprocity volunteering. Customer Preferences The fitness and recreation preferences of customers are changing from activity based sports to entertainment and adventure pursuits. The ‘experience economy’ is resulting in emerging industries within the recreation and tourism sectors. There is also an emerging trend away from organised physical activity towards sedentary leisure pursuits. This will impact on the demand for commercially based fitness and recreational services. Labour Market Information The Australian New Zealand Standard Classification of Occupations20 (ANZSCO) is a skillbased classification which encompasses all occupations in the Australian (and New Zealand) work force. In ANZSCO, occupations are classified according to two main criteria; skill level and skill specialization. The occupations covered by the Sport & Recreation Training Packages are represented by the following three ANZSCO classification areas (ASCO Codes in brackets): 1. Fitness Instructors and Related Workers (Unit Group 6396) This includes the following occupations: • • Fitness Instructor Outdoor Adventure Leader (6396-11) (6396-13) 2. Sportspersons, Coaches and Related Support Workers (Unit Group 3993) This includes a range of occupations including: 20 ANZSCO was released in September 2006 by the Australian Bureau of Statistics. Labour force data however is reported in ASCO codes. ASCO codes are mapped to ANZSCO codes in the following publication; 1220.0 ANZSCO - Australian and New Zealand Standard Classification of Occupations, First Edition, 2006 http://www.abs.gov.au/AUSSTATS/abs@.nsf/allprimarymainfeatures/4AF138F6DB4FFD4BCA2571E200096BAD ?opendocument (accessed 21 November, 2006) 34 • • • • • • • • • • • • Jockey Golfer Footballer Other Sportsperson Gymnastics Coach Tennis Coach Swimming Coach Horse Riding Coach Other Sports Coach Sports Development Officer Sports Umpire Other Sports Official (3993-11) (3993-13) (3993-15) (3993-17) (3993-19) (3993-21) (3993-23) (3993-25) (3993-27) (3993-29) (3993-31) (3993-35) 3. Sport and Recreation Managers (Unit Group 3391) This includes the following occupations: • • Fitness Centre Manager Other Sports Centre Manager (3391-11) (3391-13) Many people work in an unpaid capacity within the sport, recreation and fitness sectors in leadership, development and supportive roles such as coach, sports official and sports umpire. Employment in these sectors focusing mainly on centre management roles and fitness instructors (this term encompasses many outdoor activity based pursuits). The Department of Employment and Workplace Relations provides labour market information in the following synopsis about these three occupational areas21: • Fitness Instructors Job prospects for Fitness Instructors are “very good”. Employment growth for Fitness Instructors to 2010-11 is expected to be strong. Employment in this large occupation (25,200 in February 2006) rose very strongly in the past five years, and in the long-term (ten years). Fitness Instructors have a relatively low proportion of full-time jobs (32 per cent). For Fitness Instructors working full-time, average weekly hours are 43.5 (compared to 39.7 for all occupations) and earnings are low. Unemployment for Fitness Instructors is below average. The vacancy level for Fitness Instructors is “very high”. Vacancies arising from job changing (Fitness Instructors changing employers) are expected to provide 31 per cent of vacancies, compared with 63 per cent from job openings (Fitness Instructors leaving the occupation) and 6 per cent from new jobs (employment growth for Fitness Instructors). - - 21 http://jobsearch.gov.au/joboutlook/printerfriendly.aspx?ASCOCode=2555 (Accessed 23rd November 2006) 35 • - Sportspersons, Coaches and Sporting Officials Job prospects for Sportspersons, Coaches and Sporting Officials are “good”. Employment growth for Sportspersons, Coaches and Sporting Officials to 201011 is expected to be strong. Employment in this large occupation (24,600 in February 2006) rose moderately in the past five years, and rose strongly in the long-term (ten years). Sportspersons, Coaches and Sporting Officials have a relatively low proportion of full-time jobs (38 per cent). For Sportspersons, Coaches and Sporting Officials working full-time, average weekly hours are 46.5 (compared to 39.7 for all occupations) and earnings are below. Unemployment for Sportspersons, Coaches and Sporting Officials is average. Sportspersons, Coaches and Sporting Officials are mainly employed in Sports. The vacancy level for Sportspersons, Coaches and Sporting Officials is “very high”. Vacancies arising from job changing (Sportspersons, Coaches and Sporting Officials changing employers) are expected to provide 58 per cent of vacancies, compared with 36 per cent from job openings (Sportspersons, Coaches and Sporting Officials leaving the occupation) and 6 per cent from new jobs (employment growth for Sportspersons, Coaches and Sporting Officials). Sport and Recreation Managers Job prospects for Sport and Recreation Managers are “average”. Employment growth for Sport and Recreation Managers to 2010-11 is expected to grow slightly. Employment in this medium occupation (8400 in February 2006) rose strongly in the past five years, and rose moderately in the long-term (ten years). Sport and Recreation Managers have an above average proportion of full-time jobs (85 per cent). For Sport and Recreation Managers working full-time, average weekly hours are 45.9 (compared to 39.7 for all occupations) and earnings are average - in the fifth decile. Unemployment for Sport and Recreation Managers is average. Sport and Recreation Managers are employed across several industries including: Sports; Accommodation; Government Administration; and Other Recreation Services. The vacancy level for Sport and Recreation Managers is “average”. Vacancies arising from job changing (Sport and Recreation Managers changing employers) are expected to provide 60 per cent of vacancies, compared with 37 per cent from job openings (Sport and Recreation Managers leaving the occupation) and 3 per cent from new jobs (employment growth for Sport and Recreation Managers). - - • - - - 36 Review Methodology This report brings together a range of research processes. Included in this report are a series of ‘external’ activities conducted as separate activities to examine specific issues. These were: • • • • A first phase equity review of the four packages; A style guide review of a representative sample of units of competency and qualifications; An external review of the incorporation of employability skills in the existing training packages A report on an ongoing project into mutual recognition and international portability of units of competency and qualifications. This review also included a series of secondary research. Namely a review of previous published reports into the training packages and literature providing industry context to the review process, secondary data on training package uptake statistics sourced from the National Centre for Vocational Education Research. In addition to all the above a series of primary data collection methodologies was employed. This included: 1. Job Analysis (n=95) Using the Competency Navigator benchmarking existing skill sets, identify emerging skill sets and building a functional profile of industry job roles. 2. Surveys (n=107) Web based survey to identify the reliability and validity of units of competency, range statement, assessment strategies and qualification alignment with the AQF. 3. Stakeholder Submissions (n=17) Peak sporting and recreation bodies, employers and other key stakeholders were invited to provide submissions that address issues within the scope of the Service Skills brief in relation to the training package review process. For many this involved separate research and data collection with their respective constituents. 4. Focus Groups (n - attendees = 233) Focus groups were held in the capital cities of every State and Territory of Australia (with an additional workshop also held in Cairns). These focus groups provided feedback on the validity of issues that arose as a result of the review process. State / Territory Victoria Western Australia Northern Territory Tasmania Number of Workshop Participants 53 26 19 10 37 New South Wales Australian Capital Territory South Australia Queensland Total Number of Participants Data Analysis 46 15 29 35 233 As indicated above the ‘data collection’ stage of the review consisted of various methodologies. The purpose of this approach was to be as inclusive and open to feedback as possible within the resources available. From an analysis perspective, however, this created significant challenges since responses were varied and often of different ‘data type’. For example, due to survey design considerations of a web survey, it is preferable to seek ‘tick box’ answers, whereas in a focus group setting, or submission from a peak body a fuller text is often yielded. It was well understood that this situation would occur and so different issues were covered by multiple methodologies to enable responses from one source to be cross referenced with responses from another. Table 1 outlines the specific issues covered, the methodologies used to gather information on each and the scope of the findings sought. The analysis of the multiple data sources was conducted using a qualitative software package called Nvivo. This software allows for multiple data types to be searched and cross referenced according to a thesaurus of themes and terms inputted by the research team. Both the thesaurus and raw frequency data from this analysis is included in Appendix 1 and Appendix 2 respectively. Table 1: A matrix listing questions, data collection methodologies and scope of the information collected. The following issues must be considered in relation to the development of revised Training Packages when addressing the Key Requirements: The technical content and structure of units of competency; Agreed methodology Scope Job analysis, Web survey Stakeholder workshop Submission Both a high level and more detailed analysis of units are required. Priority should be made to analysing units identified through the job analysis component of the methodology. Where problematic units are identified through web survey, and the problem is identified as being due to ‘size’ of units, some ‘drill down’ is The size of units of competency and their utility for implementation, assessment and effect on portability; Web survey Submission 38 required. Improved clarity, layout, design, documentation of standards and instruction; Desktop review re the training package developers handbook against the criteria set out in section 1 of the October 2005 Training Package Developers handbook 95% Confidence Level, 10% Interval, sample size of 89 units of competency (UoC), 26 qualifications randomly chosen from sub populations: Sport: 15 SRX UoC and 5 Generic Quals Sport 32 SRS UoC and 11 Quals OR 32 UoC and 4 Quals CR 5 UoC and 3 Quals F 5 UoC and 3 Quals The relationships of qualifications, ease in determining requirements for qualifications, breadth/narrowness of unit detail, incorporation of units and qualifications from other Training Packages, accurate AQF alignment and capacity for valid, reliable, and fair assessment and training – especially with respect to the capacity of the Evidence Guides and Range Statements; The incorporation of units of competency from other endorsed Training Packages to reduce duplication, increase efficiency of delivery, and assist people’s mobility in the labour market; Gaps in availability of units of competency and or qualifications; Job analysis, Web survey Stakeholder workshop Desktop review – re the training package developers handbook. Submission Service Skills has completed work to retemplate the units of competency to current standards. Where problematic units are identified change requirements need to be documented. Job analysis Stakeholder workshop Where units are identified through job analysis, some ‘drill down’ of utility to the sport and recreation industry is required. Where gaps are identified through job analysis, some ‘drill down’ of exact requirements is to be conducted. Consortia to incorporate work commissioned by Service Skills on the incorporation of employability skills. Job analysis Submission Incorporation of employability skills, OH&S and whether language, literacy and numeracy needs are addressed and aligned to appropriate qualifications; Service Skills contracted an external literacy and numeracy reviewer. 39 The existence of any bias or discriminatory aspects; Identification, and where relevant, incorporation of national or international technical or other standards, including those of the International Standards Organisation (ISO) and Standards Australia (SAA) Analysis of the Training Package in terms of mutual recognition with UK, New Zealand and meeting relevant international standards; Flexibility and relevance of packaging and customisation advice, particularly related to enterprise needs across large, medium and especially small companies; Service Skills contracted an external equity reviewer. Desktop research Submission A general overview is required. Desktop research Submission A general overview is required. Job analysis Web survey Desktop research Review of discussion paper Submission This issue has been raised in the discussion paper. The consortia are required to review feedback to this paper. Advice on implementing the Training Package in small businesses; Stakeholder workshop An independent variable ‘size of business’ was incorporated into the job analysis. Post analysis of data was incorporated into the review. A commentary rather than in depth analysis is required. Its capacity for implementation within the school sector to facilitate pre-vocational pathways and school to work transition; Its capacity to meet current and future industry skill needs; Stakeholder workshop Web survey Desktop research Analysis of discussion paper Job analysis Submission from NSO/PB The structure of the Training Package and its userfriendliness, presentation and Web survey Data collection did not include State Training Authorities. Service Skills responsible for consulting 40 acceptance; Identification of the general issues related to industrial awards including the industrial coverage for Australian Apprenticeships and their pathways to qualification outcomes covered by the Training Package; Levels of uptake and industry support for the Training Package; Stakeholder workshop Submission with them. General commentary and identification of key industrial instruments that impact on the industry is required. Desktop research, Input from consortia Statistical commentary (not analysis) is required. If possible commentary should include non AVETMISS data. Removal of any barriers to implementation. Web survey, Stakeholder workshop 41 Training Package Take-up • Of the 3 major occupations within the sport and recreation sector, 2 operate at skill levels commensurate with a certificate IV or Diploma under the Australian Qualifications System. The sector is over-represented by a workforce with no post school qualifications. Employment by Qualification Level, Sport and Recreation, 2003-04 % 70 60 50 40 30 20 10 0 Higher degree P o st-graduate B achelo r degree Undergraduate diplo ma A sso ciate Diplo ma Skilled vo catio nal B asic vo catio nal No po stscho o l qualificatio n • Sport & recreation All industries Note: Monash data w ere unavailable for the ABS Australian Standard Classification of Education (ASCED) Source: Monash Centre of Policy Studies Participation in Training The uptake of training package qualifications has remained relatively steady over the last 3 years (of available data). Certificate II qualifications comprise the majority of training delivery across all four sectors. Australian apprentices comprised 10% of all course enrolments in 2005. 42 Table 2: Take Up of Training Package Qualifications 2003 2005 National Training Package & Qualification 2003 SRC - NATIONAL COMMUNITY RECREATION INDUSTRY SRC10201 - CERTIFICATE I IN COMMUNITY RECREATION SRC20201 - CERTIFICATE II IN COMMUNITY RECREATION SRC20204 - CERTIFICATE II IN COMMUNITY RECREATION SRC30201 - CERTIFICATE III IN COMMUNITY RECREATION SRC30204 - CERTIFICATE III IN COMMUNITY RECREATION SRC30301 - CERTIFICATE III IN COMMUNITY RECREATION (INSTRUCT) SRC40201 - CERTIFICATE IV IN COMMUNITY RECREATION SRC40204 - CERTIFICATE IV IN COMMUNITY RECREATION SRC50201 - DIPLOMA OF COMMUNITY RECREATION TOTAL SRF - NATIONAL FITNESS INDUSTRY SRF20201 - CERTIFICATE II IN FITNESS SRF30201 - CERTIFICATE III IN FITNESS SRF30204 - CERTIFICATE III IN FITNESS SRF40201 - CERTIFICATE IV IN FITNESS SRF40204 - CERTIFICATE IV IN FITNESS TOTAL SRO - NATIONAL OUTDOOR RECREATION INDUSTRY SRO10103 - CERTIFICATE I IN SPORT AND RECREATION SRO10199 - CERTIFICATE I IN SPORT AND RECREATION SRO20103 - CERTIFICATE II IN SPORT AND RECREATION SRO20199 - CERTIFICATE II IN SPORT AND RECREATION SRO20203 - CERTIFICATE II IN OUTDOOR RECREATION SRO20299 - CERTIFICATE II IN OUTDOOR RECREATION SRO20303 - CERTIFICATE II IN OUTDOOR RECREATION (MULTIPLE 130 610 0 270 0 70 250 0 50 1380 2130 4900 0 1480 0 8500 0 1090 30 1700 30 720 0 Course Enrolment 2004 330 780 0 450 0 50 210 0 30 1840 2100 5220 0 2070 0 9380 110 1020 250 1370 590 660 0 2005 180 730 600 360 50 10 90 ‘c’ ‘c’ 2020 1520 3840 1620 1510 560 9060 200 460 820 1030 1220 540 30 National Apprentices in Training 2003 0 100 0 100 0 10 ‘c’ 0 0 200 10 170 0 120 0 310 0 0 40 450 ‘c’ 20 0 2004 0 50 0 180 0 ‘c’ 30 0 0 260 10 290 0 140 0 450 0 0 230 350 20 20 0 2005 0 30 ‘c’ 120 ‘c’ 0 ‘c’ 0 0 160 ‘c’ 300 50 120 10 480 0 0 210 300 20 10 ‘c’ 43 National Training Package & Qualification 2003 ACTIVITIES SRO30103 - CERTIFICATE III IN SPORT AND RECREATION SRO30199 - CERTIFICATE III IN SPORT AND RECREATION SRO30203 - CERTIFICATE III IN OUTDOOR RECREATION SRO30299 - CERTIFICATE III IN OUTDOOR RECREATION SRO30303 - CERTIFICATE III IN OUTDOOR RECREATION (MULTIPLE ACTIVITIES) SRO40103 - CERTIFICATE IV IN SPORT AND RECREATION SRO40199 - CERTIFICATE IV IN SPORT AND RECREATION SRO40203 - CERTIFICATE IV IN OUTDOOR RECREATION SRO40299 - CERTIFICATE IV IN OUTDOOR RECREATION SRO50103 - DIPLOMA OF SPORT AND RECREATION SRO50199 - DIPLOMA OF FACILITY MANAGEMENT SRO50203 - DIPLOMA OF OUTDOOR RECREATION SRO50299 - DIPLOMA OF OUTDOOR RECREATION SRO60103 - ADVANCED DIPLOMA OF SPORT AND RECREATION SRO60199 - ADVANCED DIPLOMA OF SPORT AND RECREATION TOTAL SRS - NATIONAL SPORT INDUSTRY SRS20203 - CERTIFICATE II IN SPORT (CAREER-ORIENTED PARTICIPATION) SRS20299 - CERTIFICATE II IN SPORT (CAREER ORIENTED PARTICIPATION) SRS20303 - CERTIFICATE II IN SPORT (COACHING) SRS20399 - CERTIFICATE II IN SPORT (OFFICIATING) SRS20403 - CERTIFICATE II IN SPORT (OFFICIATING) SRS30203 - CERTIFICATE III IN SPORT (CAREER-ORIENTED PARTICIPATION) SRS30299 - CERTIFICATE III IN SPORT (CAREER ORIENTED PARTICIPATION) ‘c’ 650 20 810 0 0 490 20 970 10 440 0 140 0 220 7330 Course Enrolment 2004 180 520 300 380 0 130 410 150 510 40 320 70 180 0 190 7370 2005 580 200 870 180 80 530 10 610 220 170 150 140 120 70 50 8260 National Apprentices in Training 2003 30 320 ‘c’ 50 0 0 30 ‘c’ 30 0 0 0 0 0 0 970 2004 70 260 20 40 ‘c’ 80 50 10 10 0 ‘c’ 0 0 0 0 1150 2005 320 70 30 20 20 160 40 30 ‘c’ 0 ‘c’ 0 0 0 0 1230 0 60 30 30 0 40 0 20 90 20 ‘c’ ‘c’ 40 0 110 80 140 ‘c; 10 100 0 ‘c’ 80 0 10 ‘c’ 20 ‘c’ 40 20 10 10 ‘c’ 50 10 80 10 50 ‘c’ 10 70 ‘c’ 44 National Training Package & Qualification SRS30303 - CERTIFICATE III IN SPORT (COACHING) SRS30399 - CERTIFICATE III IN SPORT (COACHING) SRS30499 - CERTIFICATE III IN SPORT (OFFICIATING) SRS30503 - CERTIFICATE III IN SPORT (ATHLETE SUPPORT SERVICES) SRS30599 - CERTIFICATE III IN SPORT (TRAINER) SRS30601 - CERTIFICATE III IN SPORT (MASSAGE THERAPY) SRS40203 - CERTIFICATE IV IN SPORT (COACHING) SRS40299 - CERTIFICATE IV IN SPORT (COACHING) SRS40399 - CERTIFICATE IV IN SPORT (DEVELOPMENT) SRS40403 - CERTIFICATE IV IN SPORT (ATHLETE SUPPORT SERVICES) SRS40503 - CERTIFICATE IV IN SPORT (DEVELOPMENT) SRS50299 - DIPLOMA OF SPORT (COACHING) SRS50399 - DIPLOMA OF SPORT (DEVELOPMENT) SRS50401 - DIPLOMA OF SPORT (MASSAGE THERAPY) SRS50403 - DIPLOMA OF SPORT (ATHLETE SUPPORT SERVICES) SRS50503 - DIPLOMA OF SPORT (DEVELOPMENT) TOTAL 2003 0 260 ‘c’ 0 ‘c’ 80 0 70 760 0 0 50 550 70 0 ‘c’ 2000 Course Enrolment 2004 ‘c’ 120 ‘c’ 90 0 50 0 110 720 70 0 30 520 30 60 110 2080 2005 40 20 ‘c’ 140 0 30 120 ‘c’ 310 220 360 0 180 10 70 370 2310 National Apprentices in Training 2003 ‘c’ 20 ‘c’ 0 0 0 0 10 ‘c’ 0 0 0 0 0 0 0 150 2004 ‘c’ 30 ‘c’ 0 ‘c’ 0 ‘c’ 20 ‘c’ ‘c’ 0 0 0 0 0 0 200 2005 50 20 0 0 0 0 ‘c’ 10 0 ‘c’ ‘c’ 0 0 0 0 0 320 Source: National 2003 - 2005 VET provider collections Notes: Due to confidentiality reasons 'c' represents figures 1 to 4 inclusive, due to rounding some figures may not sum 45 Appendix 1: Data Mapping Thesaurus for Qualitative Data Analysis All sources of data (submissions, web surveys, workshop feedback) were entered into Nvivo for qualitative analysis. The analysis involved searching and organising the various data sources according to the thesaurus of terms listed below. The findings from this exercise are mapped to key issues (as outlined in the table of contents for this report) and presented within appendix 1. Concept Source Web Survey Workshops Submissions Determining Requirements for Qualification Job Analysis Competency Analysis Thesaurus Qualifications Packaging Rules Diploma Certificate Statement of Attainment Web Survey Relationships of Qualifications Qualifications and Packaging Workshops Submissions Breadth / Narrowness of Unit Detail Job Analysis Competency Analysis Competency Element Performance Criteria Unit Range Statement Web Survey Incorporation of units from other Training Packages Workshops Submissions Job Analysis Competency Analysis Web Survey Accurate AQF Alignment Submissions Job Analysis Competency Analysis Alignment Crossover Boundary AQF Refer to Appendix 3 46 Concept Source Web Survey Thesaurus Assessment Valid Reliable Fair Capacity for valid, reliable and fair assessment Workshops Submissions Job Analysis Competency Analysis Capacity of Evidence Guides and Range Statements Reduced Duplication Increased Efficiency of Delivery Web Survey Range Statements Web Survey Competency Analysis Web Survey Duplication Documentation Imported Units of Competence Workshops Submissions Labour Employability Skills Skill Shortages Contribution to People’s Mobility in Labour Market License Award Industry Job Employ Gaps Availability of Units Web Survey Job Analysis Units 47 Concept Source Web Survey Workshops Submissions Thesaurus Qualifications VET Education Availability of Qualifications School Tertiary Trainee Apprenticeship Career Web Survey Packaging Rules Packaging Workshops Submissions Job Analysis Competency Analysis Web Survey Assessment Packaging Rules Range Statements Web Survey Submissions Web Survey Submissions Web Survey Business Industry Business Industry Business Industry Flexibility and Relevance Customisation advice Workshops Submissions Enterprise Needs Small Businesses Enterprise Needs Medium Sized Companies Enterprise Needs Large Companies Submissions 48 Concept Source Web Survey Thesaurus Business Industry Advice on Small business Submissions Web Survey Workshops Submissions Capacity within schools Prevocational pathways Job Analysis Competency Analysis VET School Career Training Apprentice Web Survey Workshops Submissions School to Work Transitions Job Analysis Competency Analysis VET School Career Training Apprentice Implementation Submissions Industrial Awards Industry Awards Licensing General Issues Web Survey Australian Apprenticeships Qualification Outcomes Submissions Employability Skills Training Apprentice School VET 49 Capacity to meet industry needs Web Survey Current Web Survey Future Skills, specializations and Clusters Submissions Taxonomy Skill Set Cluster Submissions Nomenclature Skill Set Cluster Industry Context for the Review Web Survey Submissions User friendliness Usability Layout Clarity Design Documentation Training Package Structure Web Survey Submissions Presentation Usability Layout Clarity Design Documentation Web Survey Submissions Acceptance Usability Layout Clarity Design Documentation 50 Appendix 2: Data Responses Results The following matrices contain the frequency of key themes for the submissions, workshop notes and web survey. Career Thesaurus Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop PHM Apprentice or apprenticeship 0 0 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 Trainee 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 Career 0 0 0 0 0 7 0 0 5 0 3 0 0 0 0 0 0 51 Western Australia Workshops Web Survey Responses Victoria Workshop Yachting Australia Totals 0 1 0 1 5 0 7 2 0 11 0 4 0 0 19 Competency Thesaurus Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop PHM Competency 0 9 2 2 0 18 0 2 4 0 7 0 0 9 0 0 4 Element 0 1 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 Performance AND criteria 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 Key competency 0 0 0 0 0 19 0 0 10 0 0 0 0 0 0 0 0 Prerequisite 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 Requisite 0 4 0 1 0 7 0 0 1 0 0 0 0 1 0 0 1 52 Western Australia Workshops Web Survey Responses Victoria Workshop Yachting Australia Totals 4 21 12 1 95 1 5 0 0 11 0 2 0 1 4 5 22 14 0 70 0 5 0 0 8 1 10 0 0 26 Competency Thesaurus continued… Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop PHM Specialization OR Specialisation 0 0 0 0 0 3 0 0 0 0 0 0 0 3 0 2 0 Range AND Statement 0 0 0 0 0 14 0 0 6 0 0 0 0 2 0 0 0 Technical 0 1 1 0 0 6 0 0 1 0 0 0 3 0 0 0 0 Unit 0 9 3 4 0 15 0 0 5 0 9 0 3 8 0 3 11 Assessment 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 53 Western Australia Workshops Web Survey Responses Victoria Workshop Yachting Australia Totals 3 12 3 0 26 0 7 0 3 32 0 1 9 2 24 7 59 5 9 150 0 0 0 0 0 Education Thesaurus Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop Training Package review PHMT (2) Educational Sectors 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Tertiary 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 Schools 0 0 0 0 0 2 0 1 0 0 15 0 0 3 0 0 2 VET 0 1 0 4 0 0 0 0 0 0 0 0 1 0 0 1 0 54 Western Australia Workshops Web Survey Responses Victoria Workshop Yachting Australia Totals 0 0 0 0 0 1 0 0 0 2 2 29 0 0 54 0 9 0 0 16 Qualifications Thesaurus Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop Training Package review PHMT (2) Western Australia Workshops Cluster 0 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 1 1 Elective 0 2 0 0 0 3 0 0 0 0 1 0 0 0 0 0 1 0 Core 0 2 0 1 0 7 0 0 2 0 7 0 1 3 0 1 2 2 Skill AND Set 0 3 0 0 0 50 0 2 7 0 14 0 8 9 0 0 0 8 Stream 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 55 Web Survey Responses Victoria Workshop Yachting Australia Totals 1 0 0 6 9 3 1 20 27 2 0 57 42 15 0 158 0 0 0 0 Qualifications Thesaurus continued… Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop Training Package review PHMT (2) Western Australia Workshops Diploma 0 0 1 0 0 5 0 2 0 0 1 0 0 2 0 0 0 0 Statement AND Attainment 0 0 0 0 0 4 0 0 1 0 0 0 0 0 0 0 1 0 Packaging AND Rules 0 0 0 0 0 20 0 0 0 0 17 0 0 0 0 0 0 12 Qualification 0 2 2 0 0 21 0 3 5 0 18 0 2 6 0 4 3 6 56 Web Survey Responses Victoria Workshop Yachting Australia Totals 21 1 0 33 2 0 0 8 0 0 0 49 31 4 8 115 Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop Training Package review PHMT (2) Western Australia Workshops Web Survey Responses AQF 0 0 0 0 0 0 0 0 0 0 6 0 1 0 0 0 0 1 1 AQTF 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 RTO 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Assessment 0 2 1 2 0 17 0 0 3 0 5 0 0 4 0 1 6 2 5 57 Victoria Workshop Yachting Australia Totals 2 1 12 0 0 0 0 0 0 1 5 54 Workplace Thesaurus Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop Training Package review PHMT (2) Western Australia Workshops Web Survey Responses Business 0 0 0 1 0 11 0 0 1 0 5 0 3 0 0 2 0 2 34 Award 0 0 5 6 0 0 0 0 1 0 0 0 0 0 0 1 0 0 1 Employ 0 1 0 0 0 6 0 0 1 0 1 0 0 0 0 0 0 0 4 Employability Skills 0 2 4 2 0 38 0 0 6 0 10 0 8 6 0 3 7 8 27 Industry 0 10 1 1 0 56 0 4 17 0 22 0 1 17 0 8 2 9 46 58 Victoria Workshop Yachting Australia Totals 3 0 62 0 1 11 4 1 11 14 2 11 18 3 11 Workplace Thesaurus continued… Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop Training Package review PHMT (2) Western Australia Workshops Web Survey Responses Labour 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 License OR Licence 0 0 0 1 0 3 0 0 10 0 0 0 0 0 0 0 0 0 0 skill AND shortage (refined search) 0 0 0 0 0 9 0 0 0 0 0 0 0 5 0 0 0 2 9 job AND analysis 0 0 0 0 0 7 0 0 4 0 3 0 2 1 0 1 0 3 3 59 Victoria Workshop Yachting Australia Totals 0 0 0 0 0 14 2 0 27 2 1 27 Training Package Thesaurus Source Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop PHM Western Australia Workshops Web Survey Responses Victoria Workshop Design 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Clarity 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 Design 0 2 0 0 0 4 0 0 3 0 0 0 0 0 0 0 0 0 3 0 Layout 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 Usability 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 60 Yachting Australia Totals 0 0 Source 0 3 Performance 0 0 0 0 0 2 0 0 0 0 4 0 0 1 0 1 0 0 2 0 1 11 0 12 Duplication 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 4 0 0 5 1 3 0 0 Documentation 0 0 0 0 0 2 0 0 0 0 2 0 0 0 0 0 0 0 4 0 1 9 Miscellaneous Training Package Consultation Response AMPTO Australian Canoeing Australian Canoeing Award Scheme Letter BWA Response to SSA Fitness Australia Focus Groups September 2006 Australian Golf Academy Kinect Australia Les Mills Asia Pacific Pt1 Les Mills Asia Pacific Pt2 MAIRC MCovi Bushwalking NSW Northern Territory Workshop OCA Submission TAFE NSW Tasmanian Workshop PHM Western Australia Workshops Web Survey Responses Victoria Workshop Yachting Australia Totals 61 Appendix 3: Concerns with Units of Competency Sport and Recreation Unit Comments – specific units ID S08 103 103 3 Unit Code SRFFIT005B SRFFIT008B SRFFIT010B SRFFIT014A Unit Title Apply basic exercise science to exercise instruction Utilise a broad knowledge of exercise science in exercise planning, programming and instruction Utilise a broad range of fitness equipment Provide advice to clients on the application of basic anatomy and physiology to fitness programs Provide nutrition advice to clients in accordance with recommended guidelines Demonstrate simple kayaking skills Demonstrate simple kayaking skills to a high standard Apply inland kayaking skills on Grade 3 water Plan outdoor recreation activities Apply rafting skills on Grade 4 rapids Comment This should not be competency based. It should be a graded subject. It is the underpinning knowledge that's needed to write a safe effective program for Relevant This should be called Functional Anatomy or Advanced Anatomy for Fitness Instructors. This should be graded not competency based. Utilise A Broad Range of Fitness Equipment: Equipment maintenance should be removed from the elements. This is done enough in CIII and most fitness centres pay technicians to come in and repair equipment and to do anything other than basic maintenance. This unit is exceptionally large and is not consistent with the level of other CIII units Relevant Marginal relevance. Fitness role limited to presentation of the class This should not be competency based. It should be a graded subject. It is the underpinning knowledge that's needed to write a safe effective program for [clients] At the basic level, skill are split into 2 units, kyk 001 & 002. At the white water level there is only 1 unit kyk004. This poses problems as a person who is deemed "personally proficient" on grade 2 water awarded the same unit as a person who is " proficient" At the basic level, skill are split into 2 units, kyk 001 & 002. At the white water level there is only 1 unit kyk004. This poses problems as a person who is deemed "personally proficient" on grade 2 water awarded the same unit as a person who is " proficient" At the basic level, skills are split into 2 units, kyk 001 & 002. At the white water level there is only 1 unit kyk004. This poses problems as a person who is deemed "personally proficient" on grade 2 water awarded the same unit as a person who is " proficient" Plan outdoor recreation activities not relevant to SROSCB001A Scuba Dive in Open Water to a Maximum Depth of 18 Metres Take out "roll consistently in 1m surf" This is not totally necessary for an assistant sea kayak guide at cert 3 level. Many good existing assist guides are not competent rollers in 1 metre surf. 103 62 62 62 92 42 SRFFIT015A SROKYK001A SROKYK002A SROKYK004A SROODR002A SRORAF003B 62 ID 92 91 80 80 80 3 84 99 Unit Code SROSCB013A SROWWR004B SRSMAR002A SRSMAR004A SRSMAR009A SRXEVT002B SRXFAD001A SRXINU004A Unit Title Instruct SCUBA diving skills [unit not found] Collect fundamental information on the philosophy and structure of the martial arts industry Teach or develop the basic skills of martial arts Teach or develop the intermediate skills of Jjujitsu Organise meeting/event and provide on-site meeting/event management services Provide First Aid Promote compliance with laws and legal principles Implement and monitor the organisation's Occupational Health and Safety policies, procedures and programs Coordinate work and work priorities in a sport and recreation organisation. Comment SROSCB013A Instruct Scuba Diving should only be able to teach student level not professional level ie Dive master. there is a need to ensure more experienced instructors teach dive master in the SSI system the trainer must be a minimum of Dive Control Sp The unit descriptor does not state what skill in river rescue need to be instructed. Is it basic rescue e.g. self rescue or advances mechanical advantage systems? This Module is almost identical to SRSMAR003A, they should be combined into one module to reduce administrative burdens whilst still maintaining content. Should in the core movements have the headings as examples only such as falling techniques, body movements, blocking, punching and kicking rather than list specific kicks and punches as these are not basic movements to all styles of martial arts, eg Judo Should be modified to take out the lists of specific techniques as these are not the same in all styles of JuJitsu. Leave the headings, such as Throwing techniques (as appropriate to style). There are many different family styles and modern styles. SRXEVT002B covers all the outcomes of this subject and more and yet they are both in the Cert IV event stream Although titled "Provide First Aid" this unit is basically a resuscitation unit. It would be more beneficial to have this titled as "resuscitation" as jobs such as lifeguard, swim teacher etc require the words "resuscitation" to be shown on the Statement Not relevant enough to students at this level. The necessary skills can be obtained through the OH&S, 1st Aid, Risk and SRXINU002 A units 3 SRXOHS002B 7 SRXORG003A This unit is exceptionally large and is not consistent with the level of other CIV units Coordinate work and work priorities in a sport and recreation organisation. Hey! I had to do this for a Group Fitness certificate, where most people are hired as casuals to come in, run a class, and leave. Removing the children and adolescents and older adults units from specialties in the Certificate IV to compulsory section of certificate III. The low risk apparently healthy population descriptor needs to be updated to take into consideration the gym membership many of which may not fit that descriptor S06 SRSCOA008A Customise coaching to include children 63 ID S06 Unit Code Unit Title SRSCGP005A Customise coaching to include children S08 S06 SRFCHA001A Plan and deliver exercise for children and young adolescents Plan and deliver exercise for moderate risk children and young adolescents SRFFSP004A S06 S06 SRCCRO009B Conduct a recreation program for older persons SRFSPP001A S09 S09 S09 SRSMAR006A SRSMAR006A SRSMAR006A Plan and deliver advanced exercise to specific populations Teach or develop the intermediate skills of aikido Teach or develop the intermediate skills of kung fu Teach or develop the intermediate skills of taekwondo Comment Not relevant. Fitness role limited to presentation of the class Removing the children and adolescents and older adults units from specialties in the Certificate IV to compulsory section of certificate III. The low risk apparently healthy population descriptor needs to be updated to take into consideration the gym membership many of which may not fit that descriptor Be moved from being a specialty to the core of Cert III Removing the children and adolescents and older adults units from specialties in the Certificate IV to compulsory section of certificate III. The low risk apparently healthy population descriptor needs to be updated to take into consideration the gym membership many of which may not fit that descriptor Where say SRFCHA001A, SRFOLD001 are concerned it seems logical that the specific adaptations required for these two demographics be incorporated into the individual units of competence rather than being in addition to them. Removing the children and adolescents and older adults units from specialties in the Certificate IV to compulsory section of certificate III. The low risk apparently healthy population descriptor needs to be updated to take into consideration the gym membership many of which may not fit that descriptor Not relevant. Fitness role limited to presentation of the class Removing the children and adolescents and older adults units from specialties in the Certificate IV to compulsory section of certificate III. The low risk apparently healthy population descriptor needs to be updated to take into consideration the gym membership many of which may not fit that descriptor The specific Populations unit at the Certificate III level be removed. It was felt that this unit was a potential danger as the Fitness Professional is unable to recognise that the information given is background information and does not train them to deal with clients with special needs whether this is the elite athlete, pregnant woman or older adult with multiple pathologies. We believe that the following units of competency should be removed from the Training package. The rational for the above is that the current units severely limit the utility of the qualification at this level and that to include a competency for all martial arts disciplines would be nigh on impossible. Amending the current SRSMAR005A Teach or develop the intermediate skills of the martial arts is the preferred option. 64 ID S09 S09 S09 S09 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 Unit Code SRSMAR006A SRSMAR006A SRSMAR006A SRSMAR006A SRXFAD002A SRXGCSO04A SRXGCST03A SRXINU002A SRXINU003A SRXRIK001A SRFFIT001B SRFFIT003B SRFFIT004B SRFFIT006B Unit Title Teach or develop the intermediate skills of jujitsu Teach or develop the intermediate skills of judo Teach or develop the intermediate skills of ninjutsu Teach or develop the intermediate skills of tai chi Provide advanced first aid response Meet client needs and expectations Process client complaints Apply sport and recreation law Analyse participation patterns in specific markets of the leisure and recreation industry Undertake risk analysis of activities Provide orientation to clients prior to undertaking a fitness program Undertake client induction and screening Develop basic fitness programs Use and maintain core fitness industry equipment Comment Relevant Marginal relevance This unit has no relevance for community instructors Not relevant. Fitness role limited to presentation of the class Not relevant Not relevant Not relevant Not Relevant. Fitness role limited to presentation of the class Not Relevant Not relevant. Programs are developed by Les Mills International This unit has no relevance for community instructors Relevant. Equipment for LM classes is basic apart from RPM S08 S08 SRFGYM001B SRFSPP002A SRXGRO003A Instruct fitness activity skills to a client using fitness equipment Develop and apply an awareness of specific populations to exercise delivery Provide leadership to groups Minimal relevance. Equipment for LM classes is basic apart from RPM Not Relevant This unit has no relevance for community instructors Relevant S08 65 ID S08 Unit Code Unit Title SRFAQA001B S08 Instruct water based fitness classes for low risk clients SRFGEX001A S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 SRFGYM002B SRCAQU001B SRCAQU003B SRCAQU003B SRCAQU004B SRCAQU006B SRCAQU007B SRCAQU008B SRCAQU009B SRCAQU010B SRXCAI004B SRXCAI005B Plan and instruct a group exercise class Customise gym instructional skills to include specific areas of expertise current in the fitness industry Monitor pool water quality Operate aquatic facility plant and equipment Respond to an aquatic emergency using basic water rescue techniques Maintain pool water quality Supervise clients at an aquatic facility or environment Respond to an aquatic emergency using advanced water rescue techniques Apply the principles of movement in water to aquatic activities Instruct water familiarisation, buoyancy and mobility skills Instruct water safety and survival skills Plan a session or program for participants Conduct a sport and recreation session for participants Comment Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to LM classes The current pre-requisite packaging arrangements seem to be inequitable. There are no pre-requisites to either the Group Exercise or Aqua specialties at Cert III Not relevant. Club management responsible for facilitation of classes Partially relevant The current pre-requisite packaging arrangements seem to be inequitable. There are no pre-requisites to either the Group Exercise or Aqua specialties at Cert III Not Relevant. Fitness role limited to presentation of classes Not relevant. Fitness role limited to presentation of GF class Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant to studio classes. Could be covered in an aqua variant of a limited group fitness course. Not relevant. Planning of class provided by Les Mills Relevant 66 ID S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 Unit Code SRXCAI006B SRXCAI007B SRSCGP002A SRSCGP006A SRSCGP007A SRFCFP001A SRCCRD003B SRCCRD005B SRCCRO007B SRXEMR001A SRXEMR003A SRXEVT001B SRXFAC003B SRXRES001B SRXRES002B SRXGRO001A SRFGEX002A SRSSPA008A Unit Title Organise a sport and recreation program Conduct a sport and recreation program Include special interest groups or people with special needs Customise coaching to include mature aged athletes Customise coaching to include athletes with a disability Deliver an approved community fitness program to promote wellbeing Promote access, equity and diversity in community recreation Apply the principles and issues of volunteering Operate in accordance with accepted instructional practices, styles and legal Respond to emergency situations Administer oxygen in an emergency situation Events and facilities Coordinate guest/delegate registrations at venue Implement facility maintenance programs Educate the public on the safe use of a sport and recreational resource Improve client awareness and implementation of environmental management practices Facilitate a group exercise Customise instructional skills to include specific group fitness activities current in the fitness industry Develop and maintain volunteer Comment Not relevant. Group Fitness program responsibility of management Not relevant. Group Fitness program responsibility of management Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of GF class Marginal relevance. GF instructor needs to be aware of equity issues Not relevant. Fitness role limited to presentation of GF class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Partially relevant. Planning of class provided by Les Mills Not relevant to presentation of GF classes 67 ID S08 S08 Unit Code SRSSPA009A SRFGYM002B Unit Title participation Develop practices to conduct effective club management Customise gym instructional skills to include specific areas of expertise current in the fitness industry Utilise an understanding of motivational psychology with fitness clients Provide exercise for fitness industry clients with special requirements Plan and deliver exercise for older adults Comment Not relevant to presentation of GF classes Whilst there are 10 pre-requisites units from the steam units for the Gym unit. Most employers would deem the pre requisites for Gym unit necessary for both the Aqua and Group Exercise instructors In the children and adolescent module there are 3 pre-requisite at cert IV stream SRFFIT012B, SRFFIT011B which, given that the SPRCHA001A units deals with “low risk apparently healthy populations and that similar units are covered at Cert III SRFFIT004B, SRFFIT005B, SRFSPP002A would seem to be somewhat of an overkill In the children and adolescent module there are 3 pre-requisite at cert IV stream SRFFIT012B, SRFFIT011B which, given that the SPRCHA001A units deals with “low risk apparently healthy populations and that similar units are covered at Cert III SRFFIT004B, SRFFIT005B, SRFSPP002A would seem to be somewhat of an overkill Be moved from being a specialty to the core of Cert III AGA students are unable to access 40 rounds per year of authorised events. Even The PGA does not make its own trainees play this number of yearly events with the average number 25 and even less with trainees living in more isolated areas. The assessment period of six sessions biannually with a minimum of three months between each assessment means that a student must enrol for three years. This may be applicable to a workplace delivery but not to a mixed mode delivery as used by the AGA. AGA students are unable to access 40 rounds per year of authorised events. Even The PGA does not make its own trainees play this number of yearly events with the average number 25 and even less with trainees living in more isolated areas. The assessment period of six sessions biannually with a minimum of three months between each assessment means that a student must enrol for three years. This may be applicable to a workplace delivery but not to a mixed mode delivery as used by the AGA. AGA students are unable to access 40 rounds per year of authorised events. Even The PGA does not make its own trainees play this number of yearly events with the average number 25 and even less with trainees living in more isolated areas. The assessment period of six sessions biannually with a minimum of three months between each assessment means that a student must enrol for three years. This may be applicable to a workplace delivery but not to a mixed mode delivery as used by the AGA. S08 SRFFIT012B S08 SRFFIT011B S08 SRFOLD001B SO4 SRSGLF008A Teach and/or develop the advanced skills of golf SO4 SRSGLF009A Apply the advanced tactics and strategies of professional golf in a competitive situation SO4 SRSGLF010A Undertake advanced appraisal and alteration of equipment in golf 68 ID Unit Code Unit Title SO4 SPRSGLF011A Perform the advanced skills, tactics and strategies of professional golf in a competitive situation. Comment AGA students are unable to access 40 rounds per year of authorised events. Even The PGA does not make its own trainees play this number of yearly events with the average number 25 and even less with trainees living in more isolated areas. The assessment period of six sessions biannually with a minimum of three months between each assessment means that a student must enrol for three years. This may be applicable to a workplace delivery but not to a mixed mode delivery as used by the AGA. Sport and Recreation Unit Comments – general comments on groups of units ID Unit – Skill Set Area Comment Compulsory units on interpretation so that adventure/recreation guides can also deliver some basic interpretation of the natural environment. It is important to keep interpretive guiding within the Sport and Recreation TP as the Core/stream modules. Might a module (elective) on interpreting art and architecture be helpful in addition to interpreting history? Units need to be developed on interpreting plants, animals, geology and ecology. Current units are vague regarding competencies, with no clarity on level of underpinning knowledge required. Compulsory units on plant/animal identification. Should be considered for those specialising in interpretation of the same. Separate units for each category would cater to a greater range of needs, be more flexible and clearer for prospective employers to see what exactly has been learnt. Include interpretive modules within the stream of all Outdoor Recreation courses at a level appropriate to the qualification. Modules within the interpretive guiding skill areas need to have clearer learning out comes but still allow flexibility to meet the needs of employer in different areas of the industry. Include option of pulling in electives from Outdoor Recreation skill areas for guides whose focus is interpretation but who may be interpreting, for example, in coves or in the bush. Write new competencies for Aboriginal and TSI culture to better reflect current standards regarding who is able to interpret what; how to gain permission to interpret AB and TSI culture acknowledging traditional ownership and perhaps interpreting traditional use of plants/animals. Consultation with Aboriginal representatives is essential to this process. A core module on understanding developmental stages (both physical and Cognitive would greatly assist practitioners in both Outdoor Recreation and Interpretive Guiding in understanding and meeting the needs of different age groups when develop and deliveri8ng programs. Guiding in a socially diverse environment should be a core module in both outdoor recreation and interpretation. There is no requirement for those taking the aqua units at Cert III or IV to have any watermanship/rescue skills which employer expect their aqua instructors/trainers to have. S12 Units on Interpretation S12 Interpretative guiding S12 S12 S08 S06 Aboriginal and TSI Culture Developmental stages Guiding in a Socially diverse environment Aqua units 69 ID S08 S08 S06 S06 Unit – Skill Set Area Units relating to moderate risk clients Watermanship and rescue skills Medical Language and reporting Group Exercise Comment Aqua unit in certificate III be deleted and the Aqua unit from Certificate IV be transferred to Certificate III Working with moderate risk clients be introduced at Certificate IV level, Watermanship and rescue skills be re-introduced as co-requisites for the Aqua units Medical language and reporting be introduced at Certificate IV to facilitate communication between the Fitness Professional and allied and medical health professionals The Group Exercise unit should include gentle exercise for older adults as a class type Imported Unit Comments - specific units ID S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 74 Unit Code BSBADM307A BSBADM308A BSBADM309A BSBADM310A BSBCMN301A BSBCMN302A BSBCMN304A BSBCMN305A BSBCMN307A BSBCMN308A BSBCMN312A BSBFLM303A BSBMKG301A BSBMKG302A BSBMKG303A BSBMKG403A Unit Title Organise schedules Process payroll Process accounts payable and receivable Maintain a general ledger Exercise initiative in a business environment Organise personal work priorities and development Contribute to personal skill development and learning Organise workplace information Maintain business resources Maintain financial records Groups Support innovation and change Contribute to effective workplace relationships Research the market Identify marketing opportunities Draft an elementary marketing audit report Analyse market data Comment Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant to choreographed group fitness instruction. Main business/occupation is outside Fitness industry Not relevant to choreographed group fitness instruction. Main business/occupation is outside Fitness industry Not relevant to choreographed group fitness instruction. Main business/occupation is outside Fitness industry Not relevant to choreographed group fitness instruction. Main business/occupation is outside Fitness industry Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant to choreographed group fitness instruction. Main business/occupation is outside Fitness industry Marginal relevance. Not constant part of a formal work team Not relevant to presentation of GF classes Not relevant to presentation of GF classes Not relevant to presentation of GF classes Far too advanced 70 ID S08 S08 S08 S08 S08 S08 S15 S15 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 S06 S08 S08 S08 S08 Unit Code BSBSBM301A BSBSLS301A BSBSLS303A BSBSLS304A BSBSLS305A BSBSLS306A BSBCMN305A BSBFLM303A CHCAC17A CHCAC1C CHCAC2C CHCAC3C CHCAC4B CHCDIS1C CHCDIS2C CHCDIS5C CHCYTH1C CHCYTH2C CUEFOH03B CUEFOH06B CUFMEM12A ICAITU012C ICAITU013C Unit Title Research business opportunities Develop product knowledge Present a sales solution Secure prospect commitment Support post-sale activities Self–manage sales performance Organise workplace information Contribute to effective workplace relationships Support the older person to maintain their independence Provide support to an older person Provide personal care Orientation to aged care work Assist in the provision of an appropriate environment Orientation to disability work Maintain an environment designed to empower people with disabilities Contribute to positive learning Work effectively with young people Provide care and protection for young people Provide seating and ticketing advice Manage venue services Update web pages Design organisational documents using computing packages Integrate commercial computing packages Comment Not relevant to presentation of GF classes Not relevant to presentation of GF classes Not relevant to presentation of GF classes Not relevant to presentation of GF classes Not relevant to presentation of GF classes Not relevant to presentation of GF classes This unit has no relevance for community instructors This unit has no relevance for community instructors Not relevant. Aged population not currently part of Les Mills demographic this is a specialty area that could be attended to separately if required. Not relevant. Aged population not currently part of Les Mills demographic this is a specialty area that could be attended to separately if required. Not relevant. Aged population not currently part of Les Mills demographic this is a specialty area that could be attended to separately if required. Not relevant. Aged population not currently part of Les Mills demographic this is a specialty area that could be attended to separately if required. Not relevant. Aged population not currently part of Les Mills demographic this is a specialty area that could be attended to separately if required. Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Marginal relevance. Youth not currently a key part of Les Mills demographic Marginal relevance. Youth not currently a key part of Les Mills demographic Not relevant. Fitness role limited to presentation of the class Not relevant. Fitness role limited to presentation of the class Not relevant to presentation of GF classes Not relevant. Not required to present choreographed group fitness class Not relevant to presentation of GF classes 71 ID S08 S15 S15 S08 S08 S08 S08 S08 S08 S08 S08 S08 S08 39 S08 S08 S08 S08 S08 Unit Code ICAITU126B ICAITU006C ICAITU126B ICPMM65DA THHADG01B THHADG03B THHBFB04B THHBFB05B THHBFB08B THHBFB11B THHCOR01B THHCOR02B THHGHS01B THTFME03A THTFME03A WRRI5A WRRM3B WRRS3B WRRSS10B Unit Title Use advanced features of computer applications Operate computing packages Use advanced features of computer applications Create web pages with multimedia Analyse and report on gambling machine data Provide responsible gambling services Provide table service of alcoholic beverages Operate cellar systems Provide room service Develop and update food and beverage knowledge Work with colleagues and customers Work in a socially diverse environment Follow workplace hygiene procedures Develop and update event industry knowledge Develop and update event industry knowledge General administration Maintain and order stock Coordinate merchandise presentation Coordinate sales performance Recommend sporting products and services Comment Not relevant This unit has no relevance for community instructors This unit has no relevance for community instructors Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes Hospitality Not relevant to presentation of GF classes In events and facilities stream, pre req's are knowledge of tourism industry, knowledge of hospitability industry. Not relevant. Fitness role limited to presentation of the class Not relevant. Main business/occupation is outside the fitness industry Not relevant. Main business/occupation is outside the fitness industry Not relevant. Main business/occupation is outside the fitness industry Not relevant. Main business/occupation is outside the fitness industry Imported Unit Comments – general comments on groups of units ID 50 50 S01 Training Package / Groups of Units BSB01 BSB01 BSB01 BSB01 Comment As they are structured, most of the business units are a waste of time. It could be covered in two units for about 25 hours. Not exactly size [is an issue] but time allocation Specific business units for the Aquatic and Recreation industry need to be developed rather than utilising the Business Training Package Core Units. Streamline the Core/stream modules to eliminate repetition of similar learning outcomes; use modules specifically developed for this industry, rather than borrowing from the business sector. 72 ID Training Package / Groups of Units BSB01 Comment The use of BSB units for the S &R sector has proved less than successful and requires significant contextualisation. It is a pity that it seems to be dominated by Business studies units – I suspect it is easier to transfer to the sport and recreation training packages without customisation then producing their own? – I agree that sport is a business but let’s not throw the “baby out with the bath water” and just blindly follow all business units. It seems that the importance of some “real” specific recreation units (i.e. Leisure units) have either disappeared or diminished in their importance. Is a clear example of units that can be used across Training Packages? Any of the finance units -having to do all those units is ridiculous, over kill and no one in our industry in their right mind would think this is necessary - ok if they want to concentrate on finance but the detail and breadth of this group of compulsory In an Outdoor Recreation context could be considered. Units relate to people employed to handle thoroughbred or standard bred horses in a racing stable environment and at training tracks etc. Use in a recreation setting makes these units difficult to interpret S16 S12 30 S12 BSB01 First Aid FNS04 Units relating to young people RGRH Units 73 Appendix 4: Comments relating to Qualifications Qualification Advanced Diploma in Sport & Recreation Comments / Issues People not having to deliver it have an opinion on it with their “Rubber stamping” of it – for every unthinking letter of recommendation from sports organisations I could counter it from people saying how inflexible and unwieldy it really is. Only a handful more units and people are eligible to get a Diploma in Accounting such is the ridiculously heavy emphasis on financial units that must be done It is difficult to deliver given the very heavy emphasis on compulsory specialisation streams Cert III Sport Cert III/IV Outdoor Recreation Certificate II and Certificate III in Career Oriented Participation Certificate II in Community Recreation Certificate III and a Certificate There is no ‘one size fits all’. Currently there are twenty SRSMAR (martial arts) units in the Sport training package addressing sporting martial arts and three SRCSDF (self defence) units in the Community Recreation package with some limited ability to import units into qualifications as electives. This is problematic at AQF 3 The Core Movements section at Certificate III level is very prescriptive and technique specific which does not take into account varying disciplines and their structures and differences. This is not acceptable as different groups within the same broad styles may decided to add or neglect certain techniques not to mention change the order of importance and education learning curve of these techniques. Some of the largest sectors of the martial arts industry are not currently able to access the Certificate III qualification. This would include Karate and Muay Thai, two of the largest single discipline sectors. It also excludes some other sectors of the martial arts that it must only cover, at best, approximately 20% of the arts included in the general term martial arts The only martial arts styles currently referred to in the Certificate III are kung fu, ninjutsu, jujutsu, aikido, judo and tae kwon do. It is our recommendation that there should be no specific martial or combat arts referred to, therefore not leaving any art or style out. Currently interpretation is one Stranded course of the Cert IV in Outdoor Recreation which causes major difficulties in branding – prospective interpretation students do not look under “Outdoor Recreation” in course guides as they think it only refers to adventure guiding. . The courses do not effectively cater to the needs of environmental educators or cultural educators. Outdoor skills such as bushwalking and risk management are not taught to a level appropriate for the many guides leading interpretive walks in natural areas. Add an all sports to the Certificate II and Certificate III in Career Oriented Participation qualifications. At the very least, make this stream available to the martial arts community to facilitate a traineeship stream for budding professional fighters / athletes at this level. The combat sports are global and there are now a growing number of professional athletes in this field., Australia holds a disproportionate number (in reference to our population) of world championships and Olympic medals in combat sports It is our opinion that the current qualifications need to be broadened, particularly at AQF2 and AQF3. Particularly: Add a Certificate II in Community Recreation (instructor) qualification for assistant martial arts instructors not involved in sporting based organisations; Develop a Certificate III and a Certificate IV in Interpretive Guiding. Core modules and possible stream to be shared with Outdoor Recreation. Cert III for those working under supervision or in limited, familiar environments and Cert IV for those working independently and or in a range of 74 Qualification IV in Interpretive Guiding Certificate III in Community Recreation Community Recreation Qualification Diploma in Facility Management Diploma of Event Management Comments / Issues environments. Broaden the Certificate III in Community Recreation (instructor) qualification for martial arts instructors not involved in sporting based organisations; Provision of a clear pathway from Aquatic Cluster Unit (Skill sets) courses to the full community Recreation qualification (we are not confident that it Recreation is the right name for the course as it seems to be confused in the marketplace alongside Fitness, outdoor Recreation and Sport), Aquatics and Recreation may be more appropriate. Provision of a Diploma in Facility Management qualification offering a clear career pathway. extra core units which are different to other S&R core units Employer groups are very specific that full qualifications should be completed before going on to the next level. Further, they suggested that not only should a full certificate be completed but that there should also be a period of post qualification work experience required before proceeding to the next qualification. Fitness Australia hold that qualification nesting should be investigated in this review to ensure that the full certification is required before moving on to a higher qualification. If each qualification is a pre-requisite of the next, many of the unit prerequisite issues would be solved. The common view amongst licensees and Instructors and it is a view shared by LMAP, is that the cost and content of Certificate III in Fitness are both deterrents for many who would otherwise be interested and able to conduct classes in the les Mills Programs. The cost is seen as too high and much of the content is seen as irrelevant to or unnecessary in the presentation of Les Mills programs. Units relevant to choreographed group fitness instruction 11, units partially or marginally relevant to choreographed group fitness instruction 7 We are concerned that the practical effects of the inappropriate imposition of Certificate III in fitness as a prerequisite for presenting choreographed group fitness classes are as follows; people who might be interested to present choreographed group fitness classes on a casual basis are deterred from doing so by the requirement to hold a certificate III in Fitness Certificate III in fitness can and does lead some of those who hold the qualification to pretend to an expertise beyond that which the content and depth of the course can sustain. We have been made aware of instances where advise provided on the basis of a Certificate III qualification in regards the choice, execution and frequency of exercise would, if followed, expose the client to the risk of adverse health and fitness outcomes. The Fitness industry feels there is a need to Personal Trainers to have Small Business Management skills rather than the generic business skills previously included in the core of the Training Package. Industry sees this as an add-on course for those with some experience who want to go on to running their own businesses. Currently too many finish Certificate III and or IV and rush into setting themselves up as Independent Personal Trainers but do not have the skills to be successful resulting in a failure of the business and a loss to the Fitness Industry of a potentially skilled technician. Qualification Nesting SRF30201 Cert III Fitness SRF30201/SRF 40201 Cert III/IV Fitness 75 Qualification SRF30206 Certificate III in Fitness SRF40201 Cert IV Fitness SRF40201 Cert IV Fitness SRO30204/SRO 40204 Cert III/IV Outdoor Recreation Comments / Issues Concern : “too much time is spent on administration at the expense of “hands on” experience“ Suggestion: minimum number (for example 100) of hours of practical [fieldwork] hours after [completing] a Cert 3 and before beginning Cert 4 minimum. The older adults module should be remove from Certificate IV in Fitness as a specialty and placed into the compulsory units of Certificate III in Fitness There was agreement from many employers that working with children should not be a specialty at Certificate IV. These employers are involved in having school groups attend programmes in their centres and have difficulty in finding appropriately qualified fitness professionals to cater for the school groups. There are no specific stand-alone courses suitable for interpretive guides at either Cert III or IV level. Students wishing to study interpretive guiding at Cert III level must also complete a skill area such as canoeing, abseiling or bushwalking (at a higher degree of difficulty than is usually required in interpretive activities). After explanation, (i.e. the vocational outcome of the Diploma of Fitness, dealing with moderate risk clients from a range of pathologies, under the supervision of medical and/or allied health professionals), there was reluctant agreement that this was a useful role but full agreement that Personal Trainers were already undertaking this role. Therefore the employers as a whole saw no use for this outcome. They indicated they would prefer that they have the direct contact with the other medical professions. The question raised was "what's the point of the Diploma"! SRF50206 76 Appendix 5: Organisations who provided input into this review 4WD SA Above and below adventure co & ORIC Acacia Learning Solutions Academy of Career Training Accreditation and Approval Services Unit Ackland Business Services Active Ageing Adelaide Nautical College Inc AFL Sportsready Aquatic and Recreation Institute Association of Horsemanship, Safety & Edu. Association of Marine Park Tour Operators Athletics SA Ausport Australasian Golf Academy Australian Association of Exercise and Sports Science (AAESS) Australian Canoeing Australian Centre for Advanced Studies Australian Dragon Boat Federation Australian Golf Academy Australian Institute Australian Institute of Fitness (AIF) Australian Institute Pty Ltd. Australian National Four Wheel Drive Council Australian Pilates Method Association Australian Training Company AUSTSWIM Avondle College Balance Training Service Basketball Australia Basketball Queensland Basketball SA BIITE Blacktown Leave Centre Blacktown Leisure Centre Body Quest Box Hill Institute of TAFE Bushwalking Australia Inc Bushwalking Federation Busselton Senior High School Busselton SHS Central TAFE Central TAFE and Fitness WA Challenger TAFE Charttes Training Advisory Council Council on the Ageing SA Curriculum Council Curriculum Services Support Network Darrilyn Wood DEC Parks and Wildlife 77 DEET Defence - Army Adventurous Training Wing Department of Sport and Recreation Dept Employment Training and the Arts Dept Housing &Sport Dept of Education and Training SWS region Dept. Employment Training and the Arts Drysdale Institute of TAFE Tasmania East Gippsland TAFE Eastwork inc Edmund Park Elizabeth College Equals International Fairfield City Council Fitnation Fitness Australia Fitness Consultant Fitness NSW Fitness NT Fitness NT Fitness Queensland Fly In Fly Out Fitness Future Now Get Going Stay Active Program GippSport Go Ride A Wave Greater Shepparton City Council Guides Queensland Guides Queensland/ Duke of Edinburgh’s Award H20 Pro Pty Ltd Holmesglen Horse SA Horse Safety Australia House of Sport and recreation Infinity Martial Arts/Intl College of Martial Arts Int. College of Martial Arts International College of Kenshusei International Institute of Training Australia Interpretation Australia Assoc Jobs Plus Judo Kinect Kinect Australia Les Mills Asia Pacific Life be in it NT Marist Youth Care Martial Arts Industry Representative Council Inc MLC National College of Fitness and Sports NORLS North Sydney Central Coast Health NSW Sports Federation Inc NTOEC 78 OE North Queensland OEG Office of Post Compulsory Education & Training Office of Recreation & Sport ORC Origin Pilates Origin Pilates Outdoor Council of Australia Outdoor Recreation Industry Council of NSW Outdoors WA Palmerston City Council Parks and Leisure Australia (WA) Pilates House Power Education Power Education Institute Qld Outdoor Recreation Federation Quality Assurance Services Directorate Quality Branch Queensland Studies Authority Randwick College TAFE Recreation SA Recreation Training Queensland Regency TAFE Royal Life Saving Society of Australia (NT) Royal Life Saving Society of Australia Rosny College Royal Life Saving Society of Australia (SA) Royal Life Saving Society of Australia (NSW) Sarah Redfern High School Scouts Victoria Scuba Schools International (Australia) Skills Formation Strategy South West Regional College of TAFE (Bunbury) Southbank Institute of TAFE Souts Australia NSW Branch Sport & Recreation Tasmania Sport and Recreation Queensland Sport SA Sportsworld Fitness Sportsworld Fitness SSSA Sunshine Coast Institute of TAFE Surf Lifesaving Australia Swan TAFE Swinburne TAFE Illawarra Institute TAFE NSW TAFE Tasmania TAFESA TAFESA North The Confederation of Bushwalking Clubs NSW Inc The Outlook Training and Education Centre 79 The Tops Conference Centre The Worklab Trinity Anglican School Tropical North Queensland Institute of TAFE Uni SA University of Ballarat University of WA Sport and Recreation Association Verve VicNORD Victoria Park Pool-City of Sydney Victorian CMM Victorian YMCA Volleyball SA VU WA Sports Federation Warringah Aquatic Centre Warringah Council Warriuka School Adventure Camping Water Exercise Training Service (WETS) Wollongong City Council Yachting Australia YMCA YMCA Institute of Education and Training 80