Contents...2017/09/13 · 1. SPF/N4001 (Planning and executing a play session for young people) 2....

Qualifications Pack – Physical Activity Trainer

SECTOR: INFORMATION TECHNOLOGY- INFORMATION TECHNOLOGY ENABLED SERVICES

(IT-ITES)ces Helpdesk Attendant

Introduction

Contents 1. Introduction and Contacts..………………….P.1

2. Qualifications Pack……………………….……..P.2

3. Glossary of Key Terms …………………….….P.3

4. OS Units……………………..……………………….P.5

5. Annexure: Nomenclature for QP & OS .P. 32

6. Assessment Criteria ……………………………P. 34

7.

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SECTOR: SPORTS

SUB-SECTOR: Organised Sports

OCCUPATION: PHYSICAL TRAINING

REFERENCE ID: SPF/Q4004

ALIGNED TO: NCO-2015/3423.0200

Brief Job Description: A physical activity trainer is also known as Sports Teacher, or Physical Education (PE) Teacher or Physical Training (PT) Teacher. Individuals in this role are involved in conducting play activities, coaching, mentoring and training of children at primary level. His/Her responsibilities include implemention and delivery of an appropriately broad, balanced, relevant and differentiated physical education curriculum for students and preparing and inducting students for competitive sports. S/he needs to ensure that students are physically active within the physical education class. The physical education teacher also has the responsibility to help direct and guide opportunities for physical activity within the school outside the physical education class.

Personal Attributes: The person in this role must be active, fit and possess good knowledge of rules and other technical aspects of a variety of sports that can engage groups of children in fun filled play activities. S/he should be patient and creative to involve children in various forms of physical activity. He should be a strong motivator to enable all inclusive Games/ Physical Education class/ session. In addition, the individual must have stamina to be able to conduct consecutive PE sessions for different classes in the same day, maintain personal hygiene and have an understanding of child protection and safeguarding standards.

QUALIFICATIONS PACK - OCCUPATIONAL STANDARDS FOR SPORTS INDUSTRY

OS describe what

individuals need to do, know and understand in order to carry out a particular job role or function

OS are

performance standards that individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding

SPEFL-SC

Awfis, First Floor, L-29,

Outer Circle, Connaught

Place New Delhi- 110001

Email: [email protected]

Qualifications Pack For Physical Activity Trainer

2

Qualifications Pack Code SPF/Q4004

Job Role Physical Activity Trainer

Credits (NSQF) TBD Version number 1.0

Sector Sports Drafted on 21/01/2016

Sub-sector Organised Sports Last reviewed on 10/01/2017

Occupation Physical Activity Trainer Next review date 10/01/2019

NSQC Clearance on Not Applicable

Job Role Physical Activity Trainer (in school and organized environment)

Role Description

A physical activity trainer is involved in conducting play activities, coaching mentoring and training of children in school and is responsible for delivery of a broad, balanced, relevant and differentiated physical education curriculum for students. and preparing and inducting students for competitive sports.

NSQF level

Minimum Educational Qualifications

Maximum Educational Qualifications

4

Class 12th

NA

Training (Suggested but not mandatory)

Trained in at least two sport disciplines and basic knowledge of of a range of sports and play activities

Experience

Should have participated / performed in any sport at any levels of competition. Proficiency in any outdoor sport is desirable.

Applicable National Occupational

Standards (NOS)

Compulsory:

1. SPF/N4001 (Planning and executing a play session for

young people)

2. SPF/N0107 (Develop nutritional strategy)

3. SPF/N0101 (Communicate effectively)

4. SPF/N0111 (Maintain an environment protecting and

safeguarding children)

5. SPF/N0103 (Execute sports and recreational events)

6. SPF/N0108 (Maintain Health, hygiene and safety standards)

7. SPF/N0112 (Provide First Aid)

Performance Criteria As described in the relevant OS units

Job

Det

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3

Keywords /Terms Description

Sector

Sector is a conglomeration of different business operations having similar businesses and interests. It may also be defined as a distinct subset of the economy whose components share similar characteristics and interests.

Sub-sector Sub-sector is derived from a further breakdown based on the characteristics and interests of its components.

Occupation Occupation is a set of job roles, which perform similar/related set of functions in an industry.

Function Function is an activity necessary for achieving the key purpose of the sector, occupation, or area of work, which can be carried out by a person or a group of persons. Functions are identified through functional analysis and form the basis of OS.

Job Role Job role defines a unique set of functions that together form a unique employment opportunity in an organization.

OS OS specify the standards of performance an individual must achieve when carrying out a function in the workplace, together with the knowledge and understanding they need to meet that standard consistently. Occupational Standards are applicable both in the Indian and global contexts.

Performance Criteria Performance Criteria are statements that together specify the standard of performance required when carrying out a task.

NOS NOS are Occupational Standards which apply uniquely in the Indian context.

Qualifications Pack Code Qualifications Pack Code is a unique reference code that identifies a qualifications pack.

Qualifications Pack Qualifications Pack comprises the set of OS, together with the educational, training and other criteria required to perform a job role. A Qualifications Pack is assigned a unique qualification pack code.

Unit Code Unit Code is a unique identifier for an Occupational Standard , which is denoted by an ‘N’.

Unit Title Unit Title gives a clear overall statement about what the incumbent should be able to do.

Description Description gives a short summary of the unit content. This would be helpful to anyone searching on a database to verify that this is the appropriate OS they are looking for.

Knowledge and Understanding

Knowledge and Understanding are statements which together specify the technical, generic, professional and organizational specific knowledge that an individual needs in order to perform to the required standard.

Organizational Context Organizational Context includes the way the organization is structured and how it operates, including the extent of operative knowledge managers have of their relevant areas of responsibility.

Technical Knowledge Technical Knowledge is the specific knowledge needed to accomplish specific designated responsibilities.

Def

init

ion

s


4

Keywords /Terms Description

NOS

National Occupational Standards

NVEQF National Vocational Education Qualifications Framework

NVQF National Vocational Qualifications Framework

OS Occupational Standard(s)

QP Qualifications Pack

Acr

on

yms

SPF/N4001 Plan and execute a play session for young people

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Overview

This unit is about planning and executing a play session for young people/children.


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Unit Code SPF/N4001

Unit Title (Task) Planning and executing a play session for young people

Description This unit is about the performance outcomes, skills and knowledge required to develop fundamental perceptual motor skills of participants. It requires the ability to plan, conduct and evaluate drills and activities for novice or beginner participants

Scope This OS unit/task covers the following:

plan and design a session

deliver the session

facilitate children’s play, learning and physical activity

Performance Criteria (PC)

Element Performance Criteria

Plan and design a session

To be competent, the user/individual on the job must be able to: PC1. assess readiness of participants and select activities and drills with

consideration to stage of physical growth and maturity (age and understanding). PC2. identify and assess constraints and risks associated with delivering the training

session. PC3. incorporate inclusive practices in session design. PC4. identify and confirm resources and specific learner support requirements for

the training. PC5. develop delivery methods and practice schedules appropriate to learning a

physical skill and to needs of different participants. PC6. keep activities aligned to the yearly objectives of the academic session

Deliver the session PC7. engage children in discussion (as appropriate) of their play and learning PC8. explain rules for safe play to children and implement them PC9. use routines to undertake intentional teaching and seek opportunities for

spontaneous learning PC10. use experiences, resources and materials flexibly to meet children’s individual

preferences and to prompt extensions of play PC11. encourage maximum participation from the participants without being

imposing or forceful. PC12. select coaching methods appropriate to participant needs and to

development of physical skills and to match novice participant characteristics. PC13. present, sequence and pace information according to needs of participants

and session timeframe. PC14. apply presentations and clear communication methods that are suited to

learning needs of participants. PC15. observe and monitor progress and manage group behavior to promote

cooperation and good relationships.

Facilitate children’s play, learning and physical activity

PC16. follow child’s lead in play and participate when invited. PC17. initiate play, motivate and invite the child to participate. PC18. interact with children showing enthusiasm, playfulness and enjoyment. PC19. respond to children’s reactions to play environments to ensure each child

remains motivated, interested and positively challenged. PC20. establish routine with children so as to support them in remaining safe. PC21. identify modifications to future sessions based on observation, self analysis

and feedback.

Knowledge and Understanding (K)

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A. Organizational Context (Knowledge of the company / organization and its processes)

The user/individual on the job needs to know and understand: KA1. legislation and organisational policies and procedures to enable safe and

appropriate conduct of all coaching activities KA2. organizational procedure for training for the relevant sport KA3. organizational guidelines for scheduling training sessions KA4. minimum physical training requirement for the sport mandated by the

organization KA5. industry best practice equipment and safety requirements, including risk

management principles KA6. organisational policies and procedures to enable all coaching activities

B. Technical Knowledge

The user/individual on the job needs to know and understand: KB1. thorough understanding of the rules of the sport KB2. ability to play the sport at a basic required level KB3. understanding of training curriculum KB4. ability to structure trainings according to requirements of sports players KB5. administration of basic first aid and injury management. KB6. basic anatomy and physiology. KB7. perceptual motor skills required to play a selected sport. KB8. physical, psychological and social characteristics of children and related stages

for learning and coaching activities to enable the development of appropriate program.

KB9. learning principles and delivery methods appropriate to developing fundamental perceptual motor skills of junior learners.

KB10. skill development progression and regression activities suited to individuals and groups.

KB11. coaching techniques and methods of maintaining focus and engagement of learners.

KB12. behaviours and abilities of learners which may indicate learner difficulties. KB13. session design and techniques for the recognition and resolution of

inappropriate behaviours. KB14. sport-specific equipment and resource requirements. KB15. coaching styles and practices applicable to a range of ages and learning

abilities. KB16. identify the roles and responsibilities of coaches and support personnel

according to specific sport or activity skills and best practice principles. KB17. determine coaching styles appropriate to competition and participation. KB18. obtain information on game centred and technique centred approaches to

coaching. KB19. identify a range of strategies to apply information sourced to role as a coach.

Skills (S)

A. Core Skills/ Generic Skills

Writing Skills

The user/ individual on the job needs to know and understand how to: SA1. write and plan the session schedule

Reading Skills

The user/individual on the job needs to know and understand how to: SA2. ability to read and comprehend modules on standard training procedures

Oral Communication (Listening and Speaking skills)

The user/individual on the job needs to know and understand how to: SA3. communicating in a clear and polite manner with players


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SA4. instruct players with clear and easy to understand instructions of the sport SA5. maintain good working relationship with players, other coaches,

administrators and parents SA6. present and place presentations according to characteristics of junior players SA7. use age-appropriate terminology to support coaching SA8. actively listen and question to obtain information and to provide a summary of

information

B. Professional Skills

Decision Making

The user/individual on the job needs to know and understand how to: SB1. decide the training load and frequency

SB2. select activites

Plan and Organize

The user/individual on the job needs to know and understand how to: SB3. design a program with safe activities that stimulate young learners to develop

fundamental perceptual motor skills SB4. identify potential constraints and risks SB5. confirm resource requirements

Customer Centricity

The user/individual on the job needs to know and understand how to: SB6. interact with all relevant stakeholders- parents, officials and players in an open

and patient manner

Problem Solving

The user/individual on the job needs to know and understand how to: SB7. recognise and accommodate the needs of individual learners of different age

groups and ability levels SB8. maintain engagement and enthusiasm of young learners SB9. apply techniques to manage inappropriate behaviour

Analytical Thinking

The user/individual on the job needs to know and understand how to: SB10. support effective time management to deliver coaching activities within

timeframes SB11. analyse personal coaching style SB12. identify opportunities for improvement

Critical Thinking

The user/individual on the job needs to know and understand how to: SB13. monitor learning progress of participants and modify activities accordingly SB14. assess constraints and risks associated with the session and structure session

to provide appropriate skill progression and regression to suit style of learning SB15. apply risk and incident management procedures SB16. identify improvement to sessions based on feedback obtained from

participants and others SB17. deliver safe coaching according to organisational policies and procedures,

relevant legislation and codes of behaviour.


9

NOS Version Control

NOS Code SPF/N4001

Credits(NSQF) TBD Version number 1.0

Industry Sports Drafted on 11/06/2016

Industry Sub-sector Organised Sports Last reviewed on 17/05/2017

Occupation Physical Activity Trainer Next review date

SPF/N0107 Developing nutritional strategy

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Overview

This unit is about developing nutritional strategy.


11

Unit Code SPF/N0107

Unit Title (Task) Developing nutritional strategy

Description This unit is about providing information to support the athletes to apply the principles and practices of nutrition for achieveing peak performance in the relevant sporting activity.

Scope This os unit/task covers the following:

analyse information

liaise with coaching and other support staff

provide information to athletes

assist athletes to implement nutritional strategy

evaluate the effect of nutritional practices on the performance of athletes



Analyse information To be competent, the user/individual on the job must be able to: PC1. collect and analyse relevant and current information from a range of sources in

relation to the principles of sports nutrition for training and performance. PC2. identify support personnel and resources available to assist athletes with

nutritional issues. PC3. assess athlete’s information needs in relation to nutrition for peak

performance in relevant sporting activity.

Liaise with coaching and other support staff

PC4. provide coaching and or other staff with the diet information they need to monitor and evaluate the training strategy

PC5. work in a team with coaching staff and other experts to review and improvise the dietary and nutritional needs of the athlete

PC6. consult with other sports nutritional personnel, if need be, to identify the specific nutritional requirements for training and performance in the sporting activity.

PC7. identify nutritional practices to enhance peak performance in the sporting activity.

PC8. confirm scope of authority with key personnel in relation to role within sport structure

Provide information to athletes.

PC9. assess nutrition needs and preferences of athletes in relation to sporting activity.

PC10. inform athletes of the nutritional requirements for peak performance in the relevant sporting activity.

PC11. present information to athletes in a style appropriate to the needs of the athletes and the coaching setting.

PC12. use appropriate activities and learning experiences to deliver information. PC13. check understanding of athletes regarding nutritional requirements for peak

sporting performance using appropriate approaches and encourage athletes to clarify information.

PC14. encourage athletes to seek advice and support from identified nutritional support personnel

Assist athletes to implement nutritional strategy

PC15. monitor if the nutritional strategy is followed before, during and after training and competition

PC16. select implementation strategies to enhance peak performance in the sporting activity in consultation with the athlete and nutritional support personnel.

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PC17. assist and support athletes to implement selected strategies in training and competition according to organisational policies and procedures.

PC18. monitor implementation of nutritional practices during training or competition according to organisational policies and procedures.

PC19. identify symptoms associated with eating disorders and refer athletes to sports physician or accredited sports dietitian.

PC20. refer athletes who have symptoms of nutritional deficiencies and eating disorders to nutritional support personnel for treatment.

Evaluate the effect of nutritional practices on the performance of athletes.

PC21. analyse the performance of athletes in competition situations. PC22. review effectiveness of strategies in consultation with athletes and support

staff and make adjustments where required.


A. Organizational Context (Knowledge of the organization and its processes)

The user/individual on the job needs to know and understand: KA1. organisational policies and procedures to enable athletes to implement

strategies regarding nutritional practices in a professional and supported manner

KA2. the anti-doping rule violations and ensure not violating any of NADA/WADA regulations the principle of strict liability

KA3. the categories of banned substances and why these are banned in sport KA4. the standard operating procedures (SOPS) are for drug testing, KA5. duty of care towards an athlete and athletic care KA6. adherence to codes of conduct KA7. complying to laws of confidentiality KA8. occupational health and safety


The user/individual on the job needs to know and understand: KB1. nutritional guidelines to enable the provision of accurate information about the

principles and practices of nutrition for peak performance to athletes KB2. five food groups in order to assist athletes to identify and balance nutritional

requirements for peak performance KB3. principles and practices of nutrition for peak performance relevant to specific

activity or sport to enable appropriate advice and support to be provided to athletes in specific settings

KB4. training and competition diets and dietary nutrients in order to advise athletes on correct eating for optimal performance

KB5. nutritional supplementation principles in order to assist athletes to develop appropriate supplements to their diets

KB6. body weight monitoring methods in order to assist athletes to monitor their weight effectively

KB7. safe weight loss and weight gain principles in order to support athletes to adopt principles of nutrition to gain and maintain a weight for peak performance

KB8. principles of hydration and fluid replacement practices in order to correctly advise athletes to maximise performance

KB9. information sources regarding principles and practices of nutrition for peak performance.

KB10. break down the nutritional strategy into:

food group

hydration

preparation


13

quantity

timing

supplementation (banned or approved) KB11. understand the sport and the physique requirement of the athlete KB12. the benefit of a balanced diet which fuels performance against taking

nutritional supplements KB13. the types of information that the coaching staff may need to evaluate athlete’s

training KB14. types of improvements that can be made to the nutritional strategy KB15. importance of nutrition to an athlete’s performance KB16. energy demands and particular nutritional needs of the athlete KB17. effects of lifestyle, likes and dislikes when developing a nutritional strategy KB18. check for banned substances KB19. be aware of the risks associated with the use of supplements from an anti-

doping perspective

Skills (S)


Writing Skills

The user/ individual on the job needs to know and understand how to: SA1. prepare documents/ reports SA2. write down goals and objectives of the athlete SA3. note down health history and lifestyle habits of the athlete SA4. prepare a nutrirional strategy specific to meet the requirements of the athlete SA5. make a note of the ailments or allergies that the trainee might be going through SA6. improvise the diet plan

Reading Skills

The user/individual on the job needs to know and understand how to: SA7. ability to read and understand safety guidelines SA8. ability to read and understand guidelines laid for the banned substances SA9. use literacy skills to read, interpret and follow organisational policies and

procedures, follow sequenced written instructions


The user/individual on the job needs to know and understand how to: SA10. build rapport with athletes and support personnel SA11. must councel the athlete on why a specific diet plan is being recommeneded SA12. motivate athletes to stick to the nutritional strategy before, during and after

competition and training SA13. convey information effectively to the coaching or other staff related to the

athlete SA14. fulfil the job role including questioning techniques, active listening, clarifying

information and consulting with supervisors as required SA15. consult with relevant personnel to implement review recommendations SA16. knows instruments of getting information fromt the athlete i.e. through

discussions or open questions


Decision Making

The user/individual on the job needs to know and understand how to: SB1. decide if the diet plan needs to be changed or stopped

Plan and organise


14

The user/individual on the job needs to know and understand how to: SB2. organise a session with the coach and the athlete to discuss the nutritional

strategy

Customer Centricity

The user/individual on the job needs to know and understand how to: SB3. keep the health history and other client related information safe SB4. follow code of confidentiality and not discuss participants’ diet plans with any

other person SB5. negotiate appropriate strategies to enhance peak performance with athletes and

seek feedback on their effectiveness

Problem Solving

SB6. improvise diet plans or change the nutritional strategy if not affecting the clients positively

SB7. recognise nutritional issues and refer these to appropriate support personnel.

Analytical Thinking

SB8. analyse the exercise/workout schedule of the athlete/client and prepare a chart accordingly

SB9. assess the impact of the diet plan recommended

Critical Thinking

SB10. access, analyse and convey information about the principles and practices of nutrition for training and peak performance to athletes

SB11. assess effectiveness of nutritional practices to enhance performance and to modify accordingly


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NOS Version Control

NOS Code SPF/N0107

Credits(NSQF) TBD Version number 1.0 Industry Sports Drafted on 11/06/2016 Industry Sub-sector Organised Sports Last reviewed on 17/05/2017 Occupation Physical Activity Trainer Next review date 18/06/2019

SPF/N0101 Communicate effectively

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Overview

This unit is about effectively communicating with others in a sport environment.


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Unit Code SPF/N0101

Unit Title (Task) Communicate effectively

Description This OS unit is about the skills required to communicate with others in a sport environment. It applies to individuals who undertake a variety of roles in any sport such as officials, coaches and administrators.

Scope

The unit/ task covers the following:

develop effective working relationships

use a range of communication mechanisms

deal with issues and problems that arise



Develop effective working relationships

To be competent, the user/individual on the job must be able to: PC1. identify own responsibilities and duties in relation to others and undertake

activities in a manner that promotes cooperation and good relationships. PC2. practise high standards of personal presentation according to organisational

guidelines and specific requirements for particular duties or situations. PC3. seek assistance from colleagues when required to fulfil responsibilities and

duties. PC4. offer assistance to colleagues when required. PC5. encourage, acknowledge and act upon constructive feedback provided by others.

Use a range of communication mechanisms

PC6. conduct communication with others in a polite, professional and friendly manner.

PC7. use language and tone appropriate to a given situation in both written and spoken communication.

PC8. use appropriate non-verbal communication in all situations. PC9. show sensitivity to cultural and social differences. PC10. use active listening and questioning to facilitate effective two-way

communication. PC11. select appropriate medium of communication for the particular audience,

purpose and situation, taking into consideration characteristics of each medium and relevant factors involved.

Deal with issues and problems that arise

PC12. respect differences in personal values and beliefs and their importance in the development of relationships.

PC13. identify any linguistic and cultural differences in communication styles and respond appropriately.

PC14. identify potential problems and conflict likely to be encountered in the sport environment and devise strategies to deal with these issues.

PC15. seek assistance from others when issues, problems and conflict arise and suggest possible ways of dealing with them or refer them to relevant others.



The user/individual on the job needs to know and understand: KA1. organisational policies and work procedures, roles and responsibilities. KA2. sporting organisation requirements specific to chosen role.

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The user/individual on the job needs to know and understand: KB1. characteristics, uses and conventions of different types of communication

mediums. KB2. teamwork principles. KB3. different types of communication strategies.

Skills (S)


Writing Skills

The user/ individual on the job needs to know and understand how to: SA1. write reports and complete documentation.

Reading Skills

The user/individual on the job needs to know and understand how to: SA2. read and comprehend rules and regulations of the organization. SA3. read and interpret the standard operating procedures.


The user/individual on the job needs to know and understand how to: SA4. culturally appropriate communication skills to relate to people from diverse

backgrounds and people with diverse abilities. SA5. meeting personal presentation standards according to organisational

requirements.

B. Professional Skills Decision Making

The user/individual on the job needs to know and understand how to: SB1. identify and deal with conflict situations, complaints and misunderstandings within scope of responsibility.

Plan and Organize

The user/individual on the job needs to know and understand how to: SB2. review meetings with stakeholders like parents, officials and players, if needed.

Costumer Centricity

The user/individual on the job needs to know and understand how to: SB3. communicate and enhance interpersonal skills including active listening and

questioning to obtain information to request advice, receive feedback and build relationships with others

Analytical Skills

The user/individual on the job needs to know and understand how to: SB4. choose a method of communication when confronted by situation of conflict.

Problem Solving Skills

The user/individual on the job needs to know and understand how to: SB5. identify strategies to prevent misunderstandings and conflict.

Critical Thinking Skills

The user/individual on the job needs to know and understand how to: SB6. develop effective relationships with others in the sport environment SB7. provide support to others to ensure goals are met SB8. seek feedback from others and taking appropriate action SB9. select the right communication mechanisms when interacting with others SB10. apply appropriate conflict resolution techniques.


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NOS Version Control

NOS Code SPF/N0101





Back to QP

SPF/N0111 Maintain a safe environment to protect and safeguard children

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Overview

This unit is about maintaining a safe environment for protecting and safeguarding children.


21

Unit Code SPF/N0111

Unit Title (Task) Provide safe environment protect and safeguard children

Description This OS unit is about maintaining good health, hygiene and safety standards.

Scope


create a safe environment for play

implement principles of child protection

travel with children safely



Create a safe environment for play

To be competent, the user/individual on the job must be able to: PC1. assist in the provision of safe areas, resources and materials for facilitating play PC2. set up a safe environment that is non-threatening, challenging, stimulating and

promotes a sense of belonging PC3. assist in the provision of unhurried opportunities for both group and individual

play activities and experiences indoors and outdoors PC4. implement sun protection procedures PC5. ensure tools, equipment, toys and games are appropriate to the age of the child PC6. select, check and maintain equipment to ensure safety PC7. set up the environment to ensure safety PC8. check area for hazards and implement risk reduction strategies PC9. ensure fire exits are kept unobstructed PC10. ensure disposal of waste materials occurs in a safe and hygienic way PC11. ensure cleaning materials are stored safely PC12. implement infection control procedures where required PC13. ensure adequate food and drinks are served appropriate to age and

developmental status and as per organisation’s mandate

Implement principles of child protection

PC14. perform work requirements according to legal, political and community expectations of child protection work

PC15. demonstrate understanding of the child protection system, roles and responsibilities of key agencies and stakeholders

PC16. recognize if the child is subject to abuse or neglect PC17. include all young people in the activity without any biases

Travel with children safely

PC18. implement procedures for safety on excursions/day trips/competitions PC19. supervise children as closely as required for their ages, abilities, the contexts PC20. monitor children's behaviour during travel and reinforce safe, appropriate

behaviour PC21. ensure same sex teacher/trainer must accompany children



The user/individual on the job needs to know and understand: KA1. organisation’s child protection policy KA2. basic first – aid and CPR knowledge KA3. organisational policies and procedures to enable conduct of safe work activities

and reporting of unsafe practices or equipment KA4. consultative processes to manage and monitor health and safety issues to

enable active participation in maintaining a safe environment for children and

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young people KA5. risk-assessment and identifying potential hazards processes to enable

contribution to a safe workplace


The user/individual on the job needs to know and understand: KB1. designing tools and methodology to understand the specific learning needs,

abilities, IQ, quantitative and qualitative aptitude KB2. application of first aid and CPR KB3. standard practices for ensuring safety for all the participants, self and staff KB4. availability and usage of emergency equipment like fire extinguishers, AEDs and

first-aid box etc. KB5. precautionary rules to follow for conducting a safe play environment KB6. preparing grids and playing areas for various games and activities KB7. marking of safe and unsafe zones KB8. well versed with rules of the planned activities KB9. groups management skills KB10. how to plan a session considering physical and emotional safety of all

participants KB11. use of emergency and communication equipment.

Skills (S)


Writing Skills

The user/individual on the job needs to know and understand how to: SA1. write session plans SA2. list down the equipment needed to conduct the play session

Reading Skills

The user/individual on the job needs to know and understand how to: SA3. organisational safety program, policies and procedures SA4. read and understand child protection policy of the organisation


The user/individual on the job needs to know and understand how to: SA5. give clear instructions to the participants to avoid any confusion SA6. alert relevant personnel during emergencies SA7. report actual or potential hazards and incidents SA8. report about unsafe or damaged equipment SA9. talk to children in appropriate tone, volume and positive body language

C. Professional Skills

Decision Making

The user/individual on the job needs to know and understand how to: SB1. decide if the activity area is conducive for organizing activities for children SB2. decide on activities that promote a child’s learning and experience SB3. decide on age based activities

Plan and organize

The user/individual on the job needs to know and understand how to: SB1. organize safe equipment and other resources for the conduct of the session SB2. organize children in group sizes appropriate for a safe session

Customer Centricity

The user/individual on the job needs to know and understand how to: SB3. pay utmost attention to each child in the group


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SB4. listen patiently to children’s feedback, complaints or remarks SB5. ensure the session planning considers physical, emotional, social and

psychological safety aspects SB6. ensure children adhere to rules and respect each other during the play

Problem Solving

The user/individual on the job needs to know and understand how to: SB7. interrupt in session if the safety of any participant is compromised SB8. apply strategies for a safe play environment

Analytical Thinking

The user/individual on the job needs to know and understand how to: SB9. plan the session to achieve the objective in the stipulated time available

Critical Thinking

The user/individual on the job needs to know and understand how to: SB10. think of ways to reduce any kind of threat or challenge in the activity area SB11. ensure all people, staff and volunteers, adhere to the child protection policy


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NOS Version Control

NOS Code SPF/N0111



Industry Sub-sector Organised Sport Last reviewed on 10/02/2017


Back to QP

SPF/N0103 Execute sport and recreation events

25

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Overview

This unit is about executing sports and recreation events.


26

Unit Code SPF/N0103

Unit Title(Task) Execute sport and recreation events

Description This unit is about the ability to plan, setup and conduct an event, supervise the event team, and monitor and evaluate the event outcomes.

Scope The OS unit/task covers the following:

identify event scope

plan the event

coordinate implementation of the event

evaluate the event



Identify event scope To be competent, the user/individual on the job must be able to:

PC1. confirm purpose, objectives, budget and timeline of event with organisation management.

PC2. determine event resource requirements. PC3. finalise event components, program or competition format consistent with

the reaquirements of the relevant body. PC4. determine participation targets, selection and entry criteria. PC5. arrange event time and venue in the context of other scheduled and

competing events or activities. PC6. identify potential event team members.

Plan the event PC7. prepare budget in line with allocated funds. PC8. establish event team and clarify roles and responsibilities of team members. PC9. identify and seek required approvals to meet regulatory requirements. PC10. develop systems and procedures in consultation with event team. PC11. design event activities considering waste minimisation and efficient

resource utilisation. PC12. prepare competition draw or event schedule and distribute, as required. PC13. identify event specific risks and prepare risk management strategy. PC14. develop contingency and critical incident procedures. PC15. develop event coordination plan with documented tasks, responsibilities

and timelines. PC16. organise promotional materials to generate interest and publicity

Coordinate

implementation of

the event

PC17. provide participants with required information. PC18. organise event briefings for all associated staff and volunteers. PC19. ensure health, safety and security procedures are integrated into event

procedures. PC20. oversee event setup according to prearranged operational requirements. PC21. identify discrepancies and deficiencies, and take required remedial action. PC22. monitor event operation through observation and communication with

event team members. PC23. implement contingency plans, as required. PC24. ensure event break down is completed according to agreements with

contractors and event team.

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PC25. process results, communicate outcomes to participants and submit results to relevant body, as required

Evaluate the event PC26. determine event evaluation criteria prior to event in consultation with organisation management.

PC27. use a variety of evaluation methods to obtain feedback. PC28. conduct an event debrief with event team. PC29. analyse delivery of the event against evaluation criteria. PC30. document event outcomes and recommendations for future similar events

for organisation management.


A. Organizational Context (Knowledge of the company / organization and its processes)

The user/individual on the job needs to know and understand: KA1. organizational procedure for holding competitions and events KA2. type of the sporting arena in the organization KA3. dimension of the field of play KA4. availability and usage of budgets


The user/individual on the job needs to know and understand: KB1. thorough understanding of the rules of the sport KB2. formats of sports competitions and events KB3. various techniques of the sport KB4. administration of basic first aid KB5. types of equipment available

Skills (S)

A. Core Skills/

Generic Skills

Writing Skills

The user/ individual on the job needs to know and understand how to: SA1. prepare documentation for the event that includes pre event, during event

run sheet and post event reports

Reading Skills

The user/individual on the job needs to know and understand how to: SA2. read the flow of the event SA3. read the rules and format


The user/individual on the job needs to know and understand how to: SA4. communicating the rules and format in a clear and asserrive manner SA5. instruct players with clear and easy to understand instructions of the sport SA6. maintain good clear communication with various memebers of the team SA7. respond to queries that one may recieve

B. Professional

Skills

Decision Making

The user/individual on the job needs to know and understand how to: SB1. prepare an event running sheet and monitor event timing SB2. finalise the budget and other finances

Plan and Organize


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The user/individual on the job needs to know and understand how to: SB3. procure equipment,human resource and logistics SB4. utilise software and equipment for event organisation

Costumer Centricity

The user/individual on the job needs to know and understand how to: SB5. keep activites conducive to the participatory age group

Problem Solving

The user/individual on the job needs to know and understand how to: SB6. prepare contingency plans for the event

Analytical Skills

The user/individual on the job needs to know and understand how to: SB7. analyze the needs of running a sporting event SB8. function within budget limitations

Critical Thinking Skills

The user/individual on the job needs to know and understand how to: SB9. prepare a contingency plan SB10. undertake risk assessment


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NOS Version Control

NOS Code SPF/N0103





SPF/N0108 Maintain Health, Hygiene and Safety Standards

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Overview This unit is about maintaining health, hygiene and safety standards.


31

Unit Code SPF/N0108

Unit Title (Task) Maintaining Health, Hygiene and Safety Standards

Description This OS unit is about maintaining good health, hygiene and safety standards

Scope


observe health and safety procedures

follow general cleanliness and personal hygiene practices

respond to emergency situation



Observe health and safety procedures

To be competent, the user/individual on the job must be able to: PC1. identify relevant organisational policies and procedures. PC2. follow and maintain safety procedures to achieve a safe work environment PC3. identify and report damaged items and equipment and other safety issues to

designated personnel PC4. identify potential manual-handling risks and manage tasks PC5. report work-related incidents and accidents to designated personnel PC6. identify damaged items and equipment and notify appropriate personnel.

Follow general cleanliness and personal hygiene practices

PC7. develop a routine of personal cleanliness practices in preparation for work and to maintain customer confidence in organisational service.

PC8. check and adjust personal cleanliness during service periods to maintain health of self and others.

PC9. check cleanliness of uniform and personal protective equipment for contamination during service periods and adjust to maintain health of self and others.

PC10. follow organisational procedures to ensure hygienic personal contact in the course of work duties.

PC11. prevent the spread of micro-organisms by washing hands at appropriate times. PC12. identify and address workplace hygiene hazards within scope of own role, and

report any unresolved hazards that may affect the health of self and others.

Respond to emergency situation

PC13. ensure that you have the necessary information about sources of help, support and information

PC14. use communication systems during the emergency PC15. select and use emergency equipment where appropriate PC16. follow instructions from appropriate personnel during an emergency PC17. apply appropriate first-aid/ CPR procedures where required



The user/individual on the job needs to know and understand: KA1. contingency management techniques KA2. basic first – aid and CPR knowledge KA3. organisational policies and procedures to enable understanding of rights and

responsibilities of employers and employees KA4. organisational policies and procedures to enable conduct of safe work activities


enable active participation in maintaining a safe workplace

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KA6. risk-assessment processes to enable contribution to a safe workplace KA7. potential hazards in the workplace to enable identification.


The user/individual on the job needs to know and understand: KB1. application of first aid and CPR KB2. standard practices for ensuring safety of self and others KB3. availability and usage of emergency equipment like fire extinguishers, AEDs and

first-aid box etc. KB4. precautionary rules to follow for maintaining health and hygiene standards KB5. hygiene hazards when handling food and food contact surfaces KB6. use of emergency and communication equipment.

Skills (S)


Writing Skills

The user/individual on the job needs to know and understand how to: SA1. write incident report SA2. language and literacy skills to identify and interpret safety signs and symbols

Reading Skills

The user/individual on the job needs to know and understand how to: SA3. read hygiene documents and safety procedures SA4. organisational safety program SA5. read and follow emergency related policies and procedures


The user/individual on the job needs to know and understand how to: SA6. report emergency situations SA7. follow instructions and procedures during emergencies SA8. report actual or potential hazards and incidents SA9. report about unsafe or damaged equipment

D. Professional Skills

Decision Making

The user/individual on the job needs to know and understand how to: SB1. respond appropriately to an emergency situation

Plan and organize

The user/individual on the job needs to know and understand how to: SB2. self-management skills to meet organisational Health and Safety responsibilities

Customer Centricity

The user/individual on the job needs to know and understand how to: SB3. coordinate customer movement away from the emergency

Problem Solving

The user/individual on the job needs to know and understand how to: SB4. identify an emergency situations and respond safely and promptly SB5. identify unsafe work practices SB6. apply strategies for a safe work environment

Analytical Thinking

The user/individual on the job needs to know and understand how to: SB7. risk assessment of different situations

Critical Thinking

SB8. self-management skills to identify and meet OHS responsibilities


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NOS Version Control

NOS Code SPF/N0108

Credits(NSQF) TBD Version number 1.0 Industry Sports Drafted on 20/04/2017



SPF/N0112 Provide First Aid

34

------------------------------------------------------------------------------------------------------------------------------------------

Overview This unit is about providing first aid.


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Unit Code SPF/N0112

Unit Title (Task) Provide First Aid

Description This OS unit is about maintaining good health, hygiene and safety standards

Scope


respond to an emergency situation

apply appropriate first aid procedures

communicate details of the incident

evaluate the incident and own performance



Respond to an emergency situation

To be competent, the user/individual on the job must be able to: PC1. recognise an emergency situation PC2. identify, assess and manage immediate hazards to health and safety of self and

others PC3. assess the casualty and recognise the need for first aid response PC4. assess the situation and seek assistance from emergency response services, if

required

Apply appropriate first aid procedures

PC5. perform cardiopulmonary resuscitation (CPR) PC6. provide first aid in accordance with established first aid principles PC7. obtain consent from casualty where possible and display respectful behaviour

towards casualty PC8. use available resources and equipment to make the casualty as comfortable as

possible PC9. operate first aid equipment according to manufacturer’s instructions PC10. monitor the casualty’s condition and respond in accordance with first aid

principles

Communicate details of the incident

PC11. accurately convey incident details to emergency response services PC12. report details of incident to workplace supervisor as appropriate PC13. maintain confidentiality of records and information in line with statutory

and/or organisational policies

Evaluate the incident and own performance

PC14. recognise the possible psychological impacts on self and other rescuers involved in critical incidents

PC15. participate in debriefing to address individual needs



The user/individual on the job needs to know and understand: KA1. basic first – aid and CPR knowledge KA2. organisational policies and procedures to enable understanding of rights and

responsibilities of employers and employees KA3. organisational policies and procedures to enable conduct of safe work activities


enable active participation in maintaining a safe workplace KA5. risk-assessment processes to enable contribution to a safe workplace KA6. potential hazards in the workplace to enable identification.

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The user/individual on the job needs to know and understand: KB1. application of first aid and CPR KB2. standard practices for ensuring safety of self and others KB3. availability and usage of emergency equipment like fire extinguishers, AEDs and

first-aid box etc. KB4. know rule of PRICE in first aid KB5. use of emergency and communication equipment.

Skills (S)


Writing Skills

The user/individual on the job needs to know and understand how to: SA1. write incident report SA2. language and literacy skills to identify and interpret safety signs and symbols

Reading Skills

The user/individual on the job needs to know and understand how to: SA3. read first aid kit usage instructions SA4. check expiry dates of items in the first aid kit SA5. read and follow emergency related policies and procedures


The user/individual on the job needs to know and understand how to: SA6. report emergency situations SA7. follow instructions and procedures during emergencies SA8. report actual or potential hazards and incidents SA9. report about unsafe or damaged equipment


Decision Making

The user/individual on the job needs to know and understand how to: SB1. respond appropriately to an injured player

Plan and organize

The user/individual on the job needs to know and understand how to: SB2. self-management skills to meet organisational Health and Safety responsibilities

Customer Centricity

The user/individual on the job needs to know and understand how to: SB3. coordinate customer movement away from the emergency

Problem Solving

The user/individual on the job needs to know and understand how to: SB4. identify an emergency situations and respond safely and promptly SB5. identify unsafe work practices SB6. apply strategies for a safe work environment

Analytical Thinking

The user/individual on the job needs to know and understand how to: SB7. if the person should be referred for higher medical treatment

Critical Thinking

SB8. selection of appropriate first aid procedure


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NOS Version Control

NOS Code SPF/N0112

Credits(NSQF) TBD Version number 1.0 Industry Sports Drafted on 21/09/2016



Qualifications Pack for Physical Activity Trainer

Annexure

Nomenclature for QP and NOS

Qualifications Pack

[ABC]/ Q 0101

Occupational Standard An example of NOS with ‘N’

[ABC] / N 0101

Q denoting Qualifications Pack Occupation (2 numbers)

QP number (2 numbers)

9 characters

N denoting National Occupational Standard Occupation (2 numbers)

OS number (2 numbers)

9 characters

Back to top

[Insert 3 letter code for SSC]

[Insert 3 letter code for SSC]


39

The following acronyms/codes have been used in the nomenclature above:

Sub-sector Range of Occupation numbers

Generic NOSs 01-09

Community Sports 10-19

Outdoor Recreation 20-29

Fitness 30-39

Sports 40-49

Sequence Description Example

Three letters Industry name SPF

Slash / /

Next letter Whether QP or NOS N

Next two numbers Occupation code 01

Next two numbers OS number 01


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PERFORMANCE CRITERIA

Job Role: Physical Activity Trainer

Qualification Pack: SPF/Q4004

Sector Skill Council: Sports, Physical Education, Fitness and Leisure Skill Council

Guidelines for Assessment 1. Criteria for assessment for each Qualification Pack will be created by the Sector Skill Council. Each Performance Criteria (PC) will be assigned marks proportional to its importance in NOS. SSC will also lay down proportion of marks for Theory and Skills Practical for each PC 2. The assessment for the theory part will be based on knowledge bank of questions created by the SSC 3. Individual assessment agencies will create unique question papers for theory part for each candidate at each examination/training center (as per assessment criteria below) 4. Individual assessment agencies will create unique evaulations for skill practical for every student at each examination/training center based on this criteria 5. To pass the Qualification Pack , every trainee should score a minimum of 70% in aggregate. 6. In case of successfully passing only certain number of NOS's, the trainee is eligible to take subsequent assessment on the balance NOS's to pass the Qualification Pack

Marks Allocated

SPF/N4001 Planning and executing a play session for young people

Total Marks

Out Of Theory Practical

Plan and design a session

PC1. assess readiness of participants and select activities and drills with consideration to stage of physical growth and maturity (age and understanding).

200 10 3 7

PC2. identify and assess constraints and risks associated with delivering the training session.

10 3 7

PC3. incorporate inclusive practices in session design.

10 3 7

PC4. identify and confirm resources and specific learner support requirements for the training.

10 3 7

PC5. develop delivery methods and practice schedules appropriate to learning a physical skill and to needs of different participants.

10 3 7


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PC6. keep activities aligned to the yearly objectives of the academic session

10 3 7

Deliver the session

PC7. engage children in discussion (as appropriate) of their play and learning

10 3 7

PC8. explain rules for safe play to children and implement them

10 3 7

PC9. use routines to undertake intentional teaching and seek opportunities for spontaneous learning

10 3 7

PC10. use experiences, resources and materials flexibly to meet children’s individual preferences and to prompt extensions of play

10 3 7

PC11. encourage maximum participation from the participants without being imposing or forceful.

10 3 7

PC12. select coaching methods appropriate to participant needs and to development of physical skills and to match novice participant characteristics.

10 3 7

PC13. present, sequence and pace information according to needs of participants and session timeframe.

10 3 7

PC14. apply presentations and clear communication methods that are suited to learning needs of participants.

10 3 7

PC15. observe and monitor progress and manage group behavior to promote cooperation and good relationships.

10 3 7

Facilitate children’s play, learning and physical activity

PC16. follow child’s lead in play and participate when invited

10 3 7

PC17. initiate play and invite the child to participate

10 3 7

PC18. interact with children showing enthusiasm, playfulness and enjoyment

5 1 4

PC19. respond to children’s reactions to play environments to ensure each child remains interested, challenged but not frustrated

10 3 7

PC20. establish routine with children so as to support them in remaining safe

5 2 3


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PC21. identify modifications to future sessions based on observation, self analysis and feedback

10 3 7

TOTAL 200 60 140

Marks Allotted

SPF/N0107 Developing nutritional strategy Total Marks


Analyse information

PC1. Collect and analyse relevant and current information from a range of sources in relation to the principles of sports nutrition for training and performance.

100 6 2 4

PC2. Identify support personnel and resources available to assist young athletes with nutritional issues.

5 1 4

PC3. Assess athlete’s information needs in relation to nutrition for peak performance in relevant sporting activity.

7 3 4

Provide information to

athletes.

PC4. Assess nutrition needs and preferences of athletes in relation to sporting activity.

8 3 5

PC5. Inform athletes of the nutritional requirements for peak performance in the relevant sporting activity.

5 1 4

PC6. Present information to athletes in a style appropriate to the needs of the athletes and the coaching setting.

5 1 4

PC7. Use appropriate activities and learning experiences to deliver information.

4 1 3

PC8. Check understanding of athletes regarding nutritional requirements for peak sporting performance using appropriate approaches and encourage athletes to clarify information.

6 2 4

PC9. Encourage athletes to seek advice and support from identified nutritional support personnel

6 2 4


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Assist athletes to implement

nutritional strategy

PC10. Monitor if the nutritional strategy is followed before, during and after training and competition

6 2 4

PC11. Select implementation strategies to enhance peak performance in the sporting activity in consultation with the athlete and nutritional support personnel.

6 1 5

PC12. Assist and support athletes to implement selected strategies in training and competition according to organisational policies and procedures.

5 1 4

PC13. Monitor implementation of nutritional practices during training or competition according to organisational policies and procedures.

6 2 4

PC14. Identify symptoms associated with eating disorders and refer athletes to sports physician or accredited sports dietitian.

6 2 4

PC15. Refer athletes who have symptoms of nutritional deficiencies and eating disorders to nutritional support personnel for treatment.

7 2 5

Evaluate the effect of

nutritional practices on the performance of

athletes.

PC16. Analyse the performance of athletes in competition situations.

6 2 4

PC17. Review effectiveness of strategies in consultation with athletes and support staff and make adjustments where required

6 2 4

TOTAL 100 30 70

Marks Allotted

SPF/N0101 Communicating effectively Total Marks


Develop effective working relationships

PC1. Identify own responsibilities and duties in relation to others and undertake activities in a manner that promotes cooperation and good relationships.

50 3 1 2


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PC2. Practise high standards of personal presentation according to organisational guidelines and specific requirements for particular duties or situations.

3 1 2

PC3. Seek assistance from colleagues when required to fulfil responsibilities and duties.

3 1 2

PC4. Offer assistance to colleagues when required.

3 1 2

PC5. Encourage, acknowledge and act upon constructive feedback provided by others.

3 1 2

Use a range of communication mechanisms

PC6. Conduct communication with others in a polite, professional and friendly manner.

3 1 2

PC7. Use language and tone appropriate to a given situation in both written and spoken communication.

4 1 3

PC8. Use appropriate non-verbal communication in all situations.

4 1 3

PC9. Show sensitivity to cultural and social differences.

4 1 3

PC10. Use active listening and questioning to facilitate effective two-way communication.

4 1 3

PC11. Select appropriate medium of communication for the particular audience, purpose and situation, taking into consideration characteristics of each medium and relevant factors involved.

4 1 3

Deal with issues and problems that arise

PC12. Respect differences in personal values and beliefs and their importance in the development of relationships.

3 1 2

PC13. Identify any linguistic and cultural differences in communication styles and respond appropriately.

3 1 2

PC14. Identify potential problems and conflict likely to be encountered in the sport environment and devise strategies to deal with these issues.

3 1 2


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PC15. Seek assistance from others when issues, problems and conflict arise and suggest possible ways of dealing with them or refer them to relevant others.

3 1 2

50 15 35

Marks Allotted


Total Marks


Create a safe environment for play

PC1. assist in the provision of safe areas, resources and materials for facilitating play

100 5 2 3

PC2. set up a safe environment that is non-threatening, challenging, stimulating and promotes a sense of belonging

5 2 3

PC3. assist in the provision of unhurried opportunities for both group and individual play activities and experiences indoors and outdoors

5 2 3

PC4. implement sun protection procedures 5 2 3

PC5. ensure tools, equipment, toys and games are appropriate to the age of the child

5 2 3

PC6. select, check and maintain equipment to ensure safety

5 2 3

PC7. set up the environment to ensure safety

5 2 3

PC8. check area for hazards and implement risk reduction strategies

5 2 3

PC9. ensure fire exits are kept unobstructed

5 2 3

PC10. ensure disposal of waste materials occurs in a safe and hygienic way

5 2 3

PC11. ensure cleaning materials are stored safely

5 2 3

PC12. implement infection control procedures where required

5 2 3

PC13. ensure adequate food and drinks are served appropriate to age and developmental status and as per organisation’s mandate

5 2 3


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Implement principles of child protection

PC14. perform work requirements according to legal, political and community expectations of child protection work

5 2 3

PC15. demonstrate understanding of the child protection system, roles and responsibilities of key agencies

5 2 3

PC16. recognise the impacts of child abuse and neglect in the processes of investigation and assessment

5 2 3

Travel with children safely

PC17. implement procedures for safety on excursions

5 2 3

PC18. supervise children as closely as required for their ages, abilities, the contexts

5 2 3

PC19. monitor children's behaviour during travel and reinforce safe, appropriate behaviour

5 2 3

PC20. ensure same sex teacher/trainer must accompany children

5 2 3

TOTAL 100 40 60

Marks Allotted

SPF/N0103 Execute sports and recreation events Total Marks


Identify event scope

PC1. Confirm purpose, objectives, budget and timeline of event with organisation management.

50 1 0 1

PC2. Determine event resource requirements.

2 1 1

PC3. Finalise event components, program or competition format consistent with the requirements of the relevant body.

2 1 1

PC4. Determine participation targets, selection and entry criteria.

2 1 2

PC5. Arrange event time and venue in the context of other scheduled and competing events or activities.

2 1 1

PC6. Identify potential event team members..

2 1 1


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Plan the event PC7. Prepare budget in line with allocated funds.

3 1 2

PC8. Establish event team and clarify roles and responsibilities of team members.

2 1 1

PC9. Identify and seek required approvals to meet regulatory requirements.

2 1 1

PC10. Develop systems and procedures in consultation with event team.

2 1 1

PC11. Design event activities considering waste minimisation and efficient resource utilisation.

2 1 1

PC12. Prepare competition draw or event schedule and distribute, as required.

2 1 1

PC13. Identify event specific risks and prepare risk management strategy.

1 0 1

PC14. Develop contingency and critical incident procedures.

1 0 1

PC15. Develop event coordination plan with documented tasks, responsibilities and timelines.

1 0 1

PC16. Organise promotional materials to generate interest and publicity

1 0 1

Coordinate implementation

of the event

PC17. Provide participants with required information.

2 1 1

PC18. Organise event briefings for all associated staff and volunteers.

1 0 1

PC19. Ensure health, safety and security procedures are integrated into event procedures.

1 0 1

PC20. Oversee event setup according to prearranged operational requirements.

1 0 1

PC21. Identify discrepancies and deficiencies, and take required remedial action.

1 0 1

PC22. Monitor event operation through observation and communication with event team members.

1 0 1


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PC23. Implement contingency plans, as required.

4 2 2

PC24. Ensure event break down is completed according to agreements with contractors and event team.

2 1 1

PC25. Process results, communicate outcomes to participants and submit results to relevant body, as required

3 1 2

Evaluate the event

PC26. Determine event evaluation criteria prior to event in consultation with organisation management.

1 0 1

PC27. use a variety of evaluation methods to obtain feedback.

1 0 1

PC28. Conduct an event debrief with event team.

1 0 1

PC29. Analyse delivery of the event against evaluation criteria.

2 1 1

PC30. Document event outcomes and recommendations for future similar events for organisation management.

1 0 1

Total 50 9 41

Marks Allotted

SPF/N0108 Health, Hygiene and Safety Standards Total Marks


Observe health and safety procedures

PC1. identify relevant organisational policies and procedures.

100 5 2 3

PC2. follow and maintain safety procedures to achieve a safe work environment

7 3 4

PC3. identify and report damaged items and equipment and other safety issues to designated personnel

10 4 6

PC4. identify potential manual-handling risks and manage tasks

5 2 3

PC5. report work-related incidents and accidents to designated personnel

5 2 3

PC6. identify damaged items and equipment and notify appropriate personnel.

5 2 3


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Follow general cleanliness and personal hygiene practices

PC7. develop a routine of personal cleanliness practices in preparation for work and to maintain customer confidence in organisational service.

5 2 3

PC8. check and adjust personal cleanliness during service periods to maintain health of self and others.

5 2 3

PC9. check cleanliness of uniform and personal protective equipment for contamination during service periods and adjust to maintain health of self and others.

5 2 3

PC10. follow organisational procedures to ensure hygienic personal contact in the course of work duties.

7 3 4

PC11. prevent the spread of micro-organisms by washing hands at appropriate times.

6 2 4

PC12. identify and address workplace hygiene hazards within scope of own role, and report any unresolved hazards that may affect the health of self and others.

5 2 3

Respond to emergency situation

PC13. ensure that you have the necessary information about sources of help, support and information

5 2 3

PC14. use communication systems during the emergency

5 2 3

PC15. select and use emergency equipment where appropriate

5 2 3

PC16. follow instructions from appropriate personnel during an emergency

5 2 3

PC17. apply appropriate first-aid/ CPR procedures where required

10 4 6

TOTAL 100 40 60

Marks Allotted

SPF/N0112 Provide First Aid Total Marks


Respond to an PC1. recognise an emergency situation 100 7 3 4


50

emergency situation

PC2. identify, assess and manage immediate hazards to health and safety of self and others

7 3 4

PC3. assess the casualty and recognise the need for first aid response

7 3 4

PC4. assess the situation and seek assistance from emergency response services, if required

7 3 4

Apply appropriate first aid procedures

PC5. perform cardiopulmonary resuscitation (CPR)

7 3 4

PC6. provide first aid in accordance with established first aid principles

7 3 4

PC7. obtain consent from casualty where possible and display respectful behaviour towards casualty

7 3 4

PC8. use available resources and equipment to make the casualty as comfortable as possible

7 3 4

PC9. operate first aid equipment according to manufacturer’s instructions

6 2 4

PC10. monitor the casualty’s condition and respond in accordance with first aid principles

7 3 4

Communicate details of the incident

PC11. accurately convey incident details to emergency response services

6 2 4

PC12. report details of incident to workplace supervisor as appropriate

7 3 4

PC13. maintain confidentiality of records and information in line with statutory and/or organisational policies

6 2 4

Evaluate the incident and own performance

PC14. recognise the possible psychological impacts on self and other rescuers involved in critical incidents

6 2 4

PC15. participate in debriefing to address individual needs

6 2 4

TOTAL 100 40 60

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