Elements and Performance Criteria

Characteristics of a culture

community structure

dominant and subordinate cultural styles

ethnicity

family

industrialisation

life cycle

living patterns

religion

urban/rural settlement

values, beliefs, ethics and routines

way of life, pattern of living

Cultural and educational policies, plans and procedures

corporate policy

government policies

immigration

organisational commitment

policies of community groups

religion

Culture and leisure today
Australian culture

increasingly shaped by overseas influences

shaped by English institutions, eg, cricket, rugby

Hollywood, pop music, the media empire, multi-national companies, eg, Sony, Coca-Cola, McDonalds, Nike, Toyota, Nintendo

influenced by capital heartlands of today, ie, America, Europe, Japan

problematic question of national cultural identity
domination by the commercial sector
global culture
nation building/national identity
popular culture as opposed to traditional arts-based idea of culture sport as health
sport as entertainment
sport as culture, global sports culture

Outcomes of leisure education

attitudinal change

cater for trends and future needs

develops professionals in the field

ideological supremacy

increases the range of leisure activities available, eg, video production, computer use

learning to play

long-term behaviour

more understanding of leisure and the problems in the industry

preparing for more leisure in the future

self expression

skill and personal development

Education opportunities

education programs delivered by organisation

education programs delivered external to the organisation

partnership arrangements to deliver education programs

Processes for leisure education

learning skills

leisure planning

multidisciplinary approach to learning, gives greater breadth

needs analysis

non-vocational education as leisure, eg, judo, flower arranging, Shakespeare training needs in this field

Sources

articles, eg, newspapers, industry magazines and newsletters, academic journals

government agencies, eg, Australian Bureau of Statistics

government departments at all levels

Internet

interviews soliciting feedback from participants

media monitoring, eg, television and radio

health and medical research

questionnaires soliciting feedback from participants

surveys soliciting feedback from participants

Critical aspects of evidence to be considered
Assessment must confirm integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
determine market segments of non-participants based on cultural issues
develop and implement cultural and educational strategies to increase participation
measure participation rates
monitor and manage the impact of changes in cultural and educational trends

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRXINU004A Promote compliance with laws and legal principles
SRXINU009A Apply an understanding of psychology to expand participation in a leisure and recreation service
SRXINU010A Apply an understanding of sociology to expand participation in a leisure and recreation service

Required knowledge and skills
Required knowledge
A basic understanding of definitions, roles and characteristics of culture
A basic understanding of the factors shaping identity such as belief systems, shared norms, values and ideas, common purpose, patterns of communication, rituals, sentiments, traditions, common heritage, structure of power and inequalities effect cultural styles, tastes and symbols, identity of nation, communities, individuals
Required skills
Strong research skills to identify cultural and education factors relating to participation levels
Analytical skills to identify and evaluate opportunities
Strong communication skills to solicit and disseminate information
Ability to select and use appropriate technology

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
literature and texts including current journals and articles
Human resources - assessment of this competency will require
human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should
be competent in this unit but preferably be competent in the unit at the level above
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A
involvement with teachers with whom the candidate must liaise

Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment
This unit of competency must be assessed in the context of sport or recreation in Australia. For valid and reliable assessment the sport or recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Communicating ideas and information
To implement and document plans (2)

Collecting analysing and organising information
Determining market segments of non-participants based on cultural and education factors (3)

Planning and organising activities
To source data and disseminate outcomes (2)

Working with others and in teams
Involvement with leisure participants and leisure providers (1)

Using mathematical ideas and techniques
Not applicable (0)

Solving problems
To review and modify strategies where necessary (3)

Using technology
Using research databases, the Internet and other sources to collate market intelligence (1)