Study Area Specification
Recreation
2004 (updated 2011)
Recreation Study Area Specification 2004 (updated 2011)
© The State of Queensland (Queensland Studies Authority) 2012
Queensland Studies Authority, PO Box 307, Spring Hill, Queensland 4004, Australia
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
RECREATION
STUDY AREA SPECIFICATION
Contents
RATIONALE
1
APPROACH A: VET CERTIFICATES
3
VET certificates — Recreation Study Area Specification .................................................. 3
Certificates offered in this approach .................................................................................... 4
SIS10110 Certificate I in Sport and Recreation .................................................................. 4
SIS20110 Certificate II in Community Activities .................................................................. 4
SIS20210 Certificate II in Outdoor Recreation .................................................................... 4
Work placement ...................................................................................................................... 4
Higher qualifications .............................................................................................................. 5
APPROACH B: VOCATIONAL LEARNING
6
1 Aims .................................................................................................................................... 6
2 General objectives ............................................................................................................ 6
Acquiring ............................................................................................................................. 6
Applying ............................................................................................................................... 7
Evaluating ............................................................................................................................ 7
Appreciating ........................................................................................................................ 8
3 Course organisation ......................................................................................................... 8
3.1 Study-area core ........................................................................................................... 8
3.2 Number of hours ........................................................................................................ 12
3.3 Planning a course of study ........................................................................................ 12
3.4 Units of study ............................................................................................................. 12
3.5 Examples of programs of study ................................................................................. 21
4 Learning experiences ..................................................................................................... 22
Acquiring ........................................................................................................................... 22
Applying ............................................................................................................................. 23
Evaluating .......................................................................................................................... 23
5 Assessment ..................................................................................................................... 24
5.1 Underlying principles of exit assessment .................................................................. 24
5.2 Suggested assessment techniques ........................................................................... 26
5.3 Exit criteria ................................................................................................................. 29
5.4 Determining exit levels of achievement ..................................................................... 33
6 Resources ........................................................................................................................ 33
Text and reference books ................................................................................................. 34
World Wide Web ............................................................................................................... 34
Newspaper reports ............................................................................................................ 34
Periodicals ......................................................................................................................... 34
Electronic media and learning technology ........................................................................ 34
Organisations and community resources .......................................................................... 35
7 Language education, and quantitative concepts and skills ....................................... 36
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STUDY AREA SPECIFICATION
8 Educational equity .......................................................................................................... 37
APPROACH C: VET STRAND
39
Overview................................................................................................................................ 39
Course organisation ............................................................................................................ 39
Semester 1 and 2 .............................................................................................................. 39
Semester 3 and 4 .............................................................................................................. 39
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STUDY AREA SPECIFICATION
Rationale
Today’s technological society supports a variety of lifestyles. We have more flexible working
hours, more part-time employment and an increase in the number of people who are either
unemployed or retired. Commercialisation of leisure has developed significantly as the personal,
health and social benefits of organised recreational activities have become more apparent. This
has been reflected in the growth of employment opportunities in the sport and recreation
industry, and in the awareness that our society is carrying the burden of ever-increasing health
costs incurred by many who have inactive lifestyles. Recognition of the need for people to be
physically and socially active has led to increasing development of a recreation industry that
aims for a healthier community.
In the context of this study area specification, recreation can be described as physically active
activities, engaged in for relaxation and enjoyment, requiring exertion and human activity. Sport
is defined as an activity, often undertaken competitively, that has rules and formal organisation
and requires physical effort and skills. Sport can be recreational, or have a performance
emphasis on competition.1
The sport and recreation industry has assumed increasing importance as a source of employment
opportunities. In 2002, an estimated 11.9 million people aged 15 years and over participated in
at least one physical activity for exercise, recreation or sport, representing 77.8 per cent of the
population. More than half of this participation took place in an organised setting.2 At the end of
June 2001, there were 7147 employing organisations involved in the provision of sport and
physical recreation activities, with a paid workforce of almost 100 000 people. The size of this
workforce increased by more than 20 per cent since 1996. In the 2000–2001 financial year, the
sport and recreation industries generated an income of $8466 million.3 Data supplied by the
Department of Employment and Training4 indicates that average annual employment growth for
the recreation industry over the period 2000–2008 will be 4.78 per cent, as compared to 1.28 per
cent across all industries, making recreation the second highest of the 53 industry sub-divisions
included in their research.
Given the significance of the industry to the community and as a source of potential
employment, the Recreation Study Area Specification makes an important contribution to
enhancing students’ opportunities regarding employment, enterprise, further study, leisure and
lifelong learning. It provides a unique opportunity for students to experience the challenge and
fun of active participation in physical activity while developing beneficial vocational and life
skills. Whether these skills are oriented towards work, or personal fitness and recreation,
students will be involved in learning experiences that allow them to develop their interpersonal
abilities, enabling them to understand and use their capacities for learning and functioning in
varied situations. These activities should encourage them to appreciate and value their
1
Sport and Recreation Queensland 2004
2
ERASS Australian Sports Commission 2003
3
Australian Bureau of Statistics 2003
4
Department of Employment and Training 2001
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STUDY AREA SPECIFICATION
involvement in recreation activities, and to continue their active participation in personal and
community activities in their adult life.
The Recreation Study Area Specification has been developed for a broad range of students in
Years 11 and 12. It enables three approaches:
Approach A: Vocational Education and Training (VET) certificates
 Schools may choose a Certificate I or a Certificate II qualification. Certificate II would
usually be completed over four semesters.
Approach B: Vocational learning strand
 Schools may devise a course of study over four semesters, based on units designed to
promote vocational education as well as general knowledge and skills needed for
employment in the recreation industry.
Approach C: Strand allowing for a VET outcome
 Students complete Certificate I qualification over two semesters (preferably Semesters 1 and
2) and a course of study based on units selected from those outlined in Approach B in the
remaining two semesters.
Recreation is designed to provide students with a variety of physical, intellectual, technical,
operational and workplace skills. It encompasses learning in, about and through recreation
activities:
 Learning in recreation activities refers to experiences in which students directly acquire
knowledge and skills as a result of participating in physical activity.
 Learning about recreation activities refers to students directly acquiring knowledge as a
result of studying and participating in physical activity.
 Learning through recreation activities refers to students indirectly acquiring understandings,
capacities and attitudes as a result of studying and participating in physical activity.
The teaching and learning contexts of this study area specification also provide opportunities for
the development of the seven key competencies. In a program of study, students are involved in
communicating ideas and information in, about and through recreation activities. Recreation
activity involves students working with others and in teams. It is supported by collecting,
analysing and organising information about physical performance, planning and organising
activities, investigating solutions to problems, using suitable technologies and, where relevant,
employing mathematical ideas and techniques.5
5
The key competencies are: KC1: collecting, analysing and organising information; KC2: communicating
ideas and information; KC3: planning and organising activities; KC4: working with others and in teams;
KC5: using mathematical ideas and techniques; KC6: solving problems; KC7: using technology.
2
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STUDY AREA SPECIFICATION
Approach A:
VET certificates
VET certificates — Recreation Study Area Specification
A selection of three certificate structures are available for delivery in this approach. These
certificate qualifications are from the Sport, Fitness and Recreation Training Package.
Table 1 — Certificates from the Sport, Fitness and Recreation training package available
in this approach
Training package
Certificate I
Certificate II
SIS10 Sport, Fitness and
Recreation Training Package
SIS10110 Certificate I in Sport
and Recreation
SIS20110 Certificate II in
Community Activities
SIS20210 Certificate II in
Outdoor Recreation
The Queensland Studies Authority (QSA) can provide support for these certificates in terms of:
 advice in accordance with Australian Quality Training Framework (AQTF) standards and
guidelines
 advice on the relevant units of competency within these two certificates
 access to the units of competency via a link to the Training.gov.au (TGA) website
<www.training.gov.au>
 advice on competency-based assessment
 sample delivery and assessment strategies
 facilitating access to resources
 information on registration requirements.
This support may be accessed on the QSA website, <www.qsa.qld.edu.au>, under P-12
syllabuses & support > Vocational education & training.
To offer either of these certificates, schools must either
 register with the QSA and meet particular human and physical resource requirements for
each qualification. Relevant information is on the QSA website, <www.qsa.qld.edu.au>,
under Years 10-12 >VET — Vocational education & training
or
 work with a registered training organisation (RTO) that has this qualification in its scope of
registration. This provider could be another school, a TAFE institute, or a private provider.
The delivery of a certificate II, or a certificate I followed by a certificate II, is the preferred QSA
approach. A certificate may be delivered over four semesters. Schools may design their own
program from the training package.
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STUDY AREA SPECIFICATION
Certificates offered in this approach
SIS10110 Certificate I in Sport and Recreation
SIS10110 Certificate I in Sport and Recreation is based on units of competency selected
from the SIS10 Sport, Fitness and Recreation Training Package.
To achieve the qualification, student must achieve competence in units that meet the
qualification packaging rules.
Training packages are amended periodically to reflect the latest industry practices. For
information on certificate structure for this approach, download the latest version by going to
the Training.gov.au (TGA) website <www.training.gov.au> and locating information about the
qualification.
SIS20110 Certificate II in Community Activities
SIS20110 Certificate II in Community Activities is based on units of competency selected
from the SIS10 Sport, Fitness and Recreation Training Package.
To achieve the qualification, student must achieve competence in units that meet the
qualification packaging rules.
Training packages are amended periodically to reflect the latest industry practices. For
information on certificate structure for this approach, download the latest version by going to
the Training.gov.au (TGA) website <www.training.gov.au> and locating information about the
qualification.
SIS20210 Certificate II in Outdoor Recreation
SIS20210 Certificate II in Outdoor Recreation is based on units of competency selected from
the SIS10 Sport, Fitness and Recreation Training Package.
To achieve the qualification, student must achieve competence in units that meet the
qualification packaging rules.
Training packages are amended periodically to reflect the latest industry practices. For
information on certificate structure for this approach, download the latest version by going to
the Training.gov.au (TGA) website <www.training.gov.au> and locating information about the
qualification.
Work placement
VET programs when delivered in an institutional setting (e.g. a school) should include quality
work placement for these reasons:
 it is necessary for industry recognition of training delivered in this manner
 it provides opportunities for school students to become confident and capable in applying
off-the-job knowledge and skills to workplace standards according to the relevant training
package in actual workplace settings
 it provides opportunities for school students to acquire generic workplace competencies
(employability or generic skills) that are highly valued by employers; these skills are not
necessarily acquired in institutional settings.
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Therefore, it is strongly recommended that students undertaking these certificates be given the
opportunity for work placement. The following periods are recommended: 10 days (or
equivalent) for Certificate I and 20 days (or equivalent) for Certificate II. This could include
part-time, paid, or unpaid work.
Higher qualifications
Students who complete a Certificate II qualification should be given the opportunity to
commence a VET qualification at a higher level through either a TAFE institute or a private
provider.
Schools should form partnerships to meet the diverse vocational needs of young people:
 to identify suitable programs for the senior phase of learning
 by working with other registered training organisations (RTOs) for delivery of content and
conduct of assessment
 with business/community groups for work placement, employment opportunities and support
for professional development.
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STUDY AREA SPECIFICATION
Approach B:
Vocational Learning
1
Aims
Through its focus on the study of recreation activities, this section of the Recreation Study Area
Specification aims to allow students to acquire knowledge, skills, abilities, attitudes and values
in, about and through recreation activities, and thereby enhance their prospects of employment.
In the context of this study area specification and the senior years of schooling to which it
refers, students may be considered to have developed these skills and abilities when they are
able to:
 demonstrate active participation in physical contexts
 demonstrate the knowledge and skills essential for effective participation in the workforce, in
community organisations and in physical and recreation activities
 demonstrate the ability to select and use information to enhance learning in, about and
through physical activity
 demonstrate performances in physical activities that reflect knowledge and understanding,
attitudes and values, and a range of physical, personal, interpersonal and vocational skills
 take responsibility for the organisation, development and implementation of their learning
experiences within a framework provided by the teacher
 develop confidence in recreation contexts
 develop a responsible attitude towards the safety, health and wellbeing of self and others in
physical activity, recreation and work-related situations
 develop the ability to communicate effectively, using language accurately and appropriately
in both written and oral formats
 develop an awareness of ethical and responsible attitudes in the field of physical activity and
recreation
 experience the enjoyment, challenge, self-expression and social interaction that is possible
through engagement and informed performance in physical activity.
2
General objectives
The general objectives of Recreation are divided into the broad categories of acquiring,
applying, evaluating and appreciating.
The general objectives of acquiring, applying and evaluating refer to the process of learning in,
about and through active participation in recreation activities, while the general objective of
appreciating permeates each of the other three objectives. By the completion of the program of
study, all objectives must be covered.
Acquiring
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STUDY AREA SPECIFICATION
“Acquiring” refers to the ability to acquire knowledge, understanding and skills in, about and
through active participation in recreation activities.
At the conclusion of the program of study, students should demonstrate the acquisition of:
 physical responses and techniques which relate to performance in the selected recreation
activities
 terminology, procedures, concepts and information about the activity environments in which
they are operating
 knowledge about the benefits of recreation on holistic health
 safety and risk management principles, skills and procedures for the selected recreation
activities
 interpersonal strategies and skills for group and team activities
 communication techniques essential for the selected recreation activities.
Applying
“Applying” refers to the ability to apply knowledge, understanding and skills in, about and
through active participation in recreation activities.
At the conclusion of the program of study, students should be able to apply:
 physical responses in the selected recreation activities to enhance personal and group
performance
 procedures, concepts and strategies to manage the activity environments
 health promotion strategies
 safety and risk management principles, skills and procedures in the selected recreation
activities
 interpersonal strategies and skills that support and allow involvement in group and team
activities
 modes of communication.
Evaluating
“Evaluating” refers to the ability to evaluate knowledge, understanding and skills in, about and
through active participation in recreation activities.
At the conclusion of the program of study, students should be able to evaluate:
 personal and group techniques to improve physical performance
 decisions on management strategies that have been applied to change activity environments
 health strategies
 safety and risk management principles, skills and procedures to improve safety outcomes
 actions and performance as a member of a team or group to modify or enhance productivity
 communication methods and techniques.
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STUDY AREA SPECIFICATION
Appreciating
“Appreciating” refers to aesthetic, moral, social and health outcomes. In Recreation, such
outcomes are a result of acquiring, applying and evaluating knowledge in, about and through
active participation in recreation activities.
At the conclusion of the program of study, students should be able to appreciate:
 the value of participation in lifelong recreation activities
 the importance of ethical and responsible behaviour in physical activity and group
environments
 the value of involvement in community recreation
 the contribution of physical activity to the health of individuals and communities
 the value of productive partnerships
 the contribution that active participation in recreation activities makes to personal
development and wellbeing.
3
Course organisation
3.1
Study-area core
The study-area core is designed to allow students to recognise the benefits of recreation
activities. It is mandatory and must be integrated and progressively developed throughout the
two-year program of study. The mediums for learning experiences that develop the study-area
core are the units of study (which are based on recreation activities) chosen by the school.
The Recreation study-area core is a body of knowledge, concepts and skills that provides part of
the framework for exploring relationships between learning in, about and through recreation
activity. It allows students to recognise the benefits of recreation activities. It is progressively
developed and integrated in units of work through key learning experiences.
The basis of the study-area core is:
 Recreation, you and the community — examining the effects of recreation on individuals
and communities
 Physical activity and healthy lifestyle — investigating the role of physical activity in
maintaining good health
 Safety, risk awareness and health concerns — evaluating strategies to promote health and
safety
 Interpersonal and group dynamics — investigating personal and interpersonal skills to
achieve goals.
Details of the study-area core, including key learning experiences, appear in Table 1.
During the two-year program of study, all key learning experiences of the study-area core must
be covered to achieve a balance. Key learning experiences must appear in each unit of work.
Although the key learning experiences need not receive equal time and emphasis across the
program, students should be able to meet the general objectives of the study area through their
exploration of these experiences by the end of the course.
It is not expected that the entire study-area core should be covered within each unit (recreation
activity) chosen by the school. However, the entire study-area core must be covered during the
program of study. If only one recreation activity is chosen for the program of study, then the
entire study-area core must be developed through the learning experiences provided for that
recreation activity.
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STUDY AREA SPECIFICATION
Table 4: The study-area core [table spreads over two pages]
Study-area core
Key learning experiences
Possible topics
1. Recreation, you and the
community — examining
the effects of recreation on
individuals and communities
a) Investigate recreation within Australian society.
 The differences between leisure, play, sport and recreation
 Recreation — equity and diversity issues
 Recreation as a career path/industry
 Recreation in different countries
 Why people take an interest in recreation
b) Evaluate the role of recreation in society.
 Factors influencing people’s choice of recreational activities (social, economic,
cultural, gender and age factors)
 Classification of recreational activities
 The significance of recreation to Australian society
 The benefits of lifelong participation recreation
 The benefits of recreation to your lifestyle
 Activities to suit your personality
2. Physical activity and healthy
lifestyle — investigating the
role of physical activity in
maintaining good health
 Recreation as a factor that helps maintain psychological, emotional, social,
physical and spiritual health (e.g. coping and resilience, stress management)
a) Identify and apply strategies relevant to the
development and maintenance of physical
activity and good health.
 Role of recreation activities for disabled people and the aged
 Planning an activity program
 Diet and nutrition
 Health challenges and recreation activity
 FITT principles
 Substance use and recreation activity
 Accessing health services and health professionals
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STUDY AREA SPECIFICATION
b) Examine the value of improved personal health
to the broader community.
 Contemporary views of recreation, health, fitness and lifestyle
 Lifestyle-related diseases — mortality and morbidity
 Recreation and its contribution to lowering health costs
c) Evaluate the effectiveness of government and
non-government agencies in promoting
physical activity and good health in the broader
community.
 Role of community services and infrastructure, e.g. bikeways
 Public health policy
 Government funding or grants for recreation facilities, promotion, and access
 Role of recreation clubs
 Role of schools and school sport
3. Safety, risk awareness and
health concerns —
evaluating strategies to
promote health and safety
a) Apply an understanding of the role of rules,
laws and strategies in promoting health and
safety in a variety of contexts.
 Ideals of safety including safety precautions
 Risk management
 Codes of practice accommodating the environment
 Standards and codes of behaviour that promote health and safety
 Safety and diversity — physical and mental disabilities
 Recreation activity and the law
b) Acquire and apply skills and strategies for
prevention and treatment of harmful outcomes
in recreation activities.
 Preparation for a recreation activity
 Sports medicine
 First aid
 Community and emergency services
 Risk awareness and hazard identification
c) Investigate the effect technology will have in a
variety of recreation activities.
 The use of technology to minimise harm in a variety of recreational and
sporting activities
 Use of video to evaluate performance
 Polar watches and heart rate monitors
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4. Interpersonal and group
dynamics — investigating
personal and interpersonal
skills to achieve goals
STUDY AREA SPECIFICATION
a) Acquire and apply personal and interpersonal
skills essential for participation in recreation
activities.
 Goal setting
 Motivation
 Teamwork and cooperation
 Basic skills required in functional groups or teams
 The role of feedback
 Assertiveness
 Compromise and negotiation
 Conflict resolution
 Team games and sports
b) Apply personal and interpersonal skills in
different contexts.
 Recreation and outdoor adventure activities
 Participation as an active member of a variety of different groups and teams
including club memberships
 Roles played by various group members
c) Evaluate the role of leadership in recreation
activities.
 Leadership skills, styles and qualities
 A time to lead, a time to follow
 The need for leadership
 The difference between a leader and a manager
 Modes of communication (verbal, non-verbal, written, electronic)
d) Evaluate methods of communication.
 Communication skills and strategies
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3.2
STUDY AREA SPECIFICATION
Number of hours
This program of study requires a minimum of 55 hours per semester of timetabled school time,
including assessment. It will usually be followed over two years (a minimum of 220 hours
spread over four semesters).
This program of study consists of the study area core integrated into units of work based on
recreation activities.
3.3
Planning a course of study
Approach B of the Recreation Study Area Specification offers flexibility in structure. Schools
have the opportunity to build, consolidate and/or extend student skills through units of study,
depending on the interests and abilities of the students.
No vocational units of competency may be offered in this strand.
When devising a course, schools may select a minimum of one and a maximum of eight units
of study. Unit selection will be influenced by:
 interests, cultural backgrounds, stages of development and abilities of students
 gender considerations
 traditions and practices in the school and the community
 teaching resources and special aptitudes of staff
 facilities and equipment available
 climatic conditions.
To ensure a balance of learning in, about and through recreation activities, a minimum of 50
per cent per cent of the timetabled school time allowed for the course is to be devoted to active
participation in recreation activities.
3.4
Units of study
Topics for units of study (recreation activities) may be classified into five categories as
described in Table 2.
Table 2: Unit categories
Unit category
1. Direct interceptive activities
Characteristics of activity
 Opponents generally occupy the same defined area of play
simultaneously, are usually in equal numbers, and compete for
space on the field of play.
 In defence, direct interception occurs through:
 body contact
 blocking the passage of an opponent
 interfering with an opponent’s implements of play while these
are being manipulated by the opponent.
 In offence, direct interception occurs through:
 avoiding or using the opponent’s interceptive behaviour
 controlling the implements of play, e.g. the ball and field space.
Skills and strategies are influenced strongly by these factors.
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2. Indirect interceptive
activities
STUDY AREA SPECIFICATION
 Players intercept the implements of play or the direction of
movement of players.
 Players occupy space critical to their opponent.
 Body contact does not generally occur.
 Players cannot block an opponent’s movement or passage.
 In some of these activities, players are separated by a net.
Positioning, use of space, skills and strategies, rules and tactics are
different from those of direct interceptive activities.
3. Performance activities
 Participants perform in isolation against an existing standard on a
movement task.
 The activities provide specific challenges that are intrinsically
motivating.
 Standards of performance are commonly stated in an objective,
measurable manner thus making them accessible to spectators
who are therefore able to judge the performance
The performers have some sense of competing against others, but
it is the standard attained by the other competitors that they strive
to better.
4. Aesthetic activities
 The emphasis is on creating a performance within the allowable
constraints of the activity and the performance of the particular
skills. It is essential that performers know the criteria by which
they are to be judged
 The aesthetic form of the performance is an integral part of the
criteria and standards by which the performance is judged. The
emphasis is on the quality of performance (e.g. accuracy and
correctness) as an end in itself.
5. Pursuits
 Activities provide specific challenges that are intrinsically
motivating.
 involves use of leisure time for personal satisfaction and
enjoyment and for physical and mental health
 may be an individual or group activity
 may be passive or active, but remains a physical activity
 may or may not require skills and training
 may or may not require a designated area or venue
 involves participants and their interactions with their environment
A generic unit outline follows, demonstrating how the study-area core is delivered through a
chosen activity. Schools should use this format as a guide to devising their units of study,
considering the key learning experiences detailed in the study-area core.
Study-area core
Suggested key content/ideas
Sample learning experiences
1. Recreation, you and the
community
 Environmental issues
Students:
 Rules/regulations
 Plan/carry out/conduct the
activity, individually or in
groups, as appropriate.
Investigate the role of the
activity in Australia.
 Groups & agencies involved
in the activity
 Management, administration
& financial issues related to
the activity
 Who participates in the
activity?
13
 Practise using equipment and
first aid techniques relevant to
the activity.
 Investigate and research
issues related to the activity.
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2. Physical activity and
healthy lifestyle
STUDY AREA SPECIFICATION
 Fitness and physical abilities
required for the activity
Consider the role of the
activity as part of a healthy
lifestyle.
 Food and nutrition issues
related to preparation
for/participation in the activity
3. Safety, risk awareness and
health concerns
 Safety issues relevant to the
activity
Propose and evaluate
strategies to promote safety
and minimise risk associated
with the activity.
4. Interpersonal and group
dynamics
Acquire and apply personal
and interpersonal skills for
effective participation in the
activity, and to achieve
individual and group goals.
 Listen to guest speakers.
 Role-play various
interpersonal situations.
 Health benefits of the activity
to self and community
 Risk
assessment/management
 First aid for potential injuries
 Safety/other equipment
related to the activity
 Goal setting/motivation
related to the activity
 Teamwork
 Leadership
 Negotiation and conflict
resolution which may be
required within the activity
 Effective communication skills
 Etiquette relevant to the
activity
Example units from each of the five categories of recreation activities appear on the following
pages:
Example 1
Unit category: Direct interceptive activities
Unit: Touch
Unit description: This unit involves students in learning about, planning for and playing touch. They
will conduct a touch football competition, undertaking a risk assessment and using appropriate safety
strategies. They may be involved in coaching and/or refereeing of touch.
Study-area core
Suggested key content/ideas
Sample learning experiences
1. Recreation, you and the
community
 Rules for playing touch
Students:
 Groups & agencies involved
in the touch competitions
 participate in touch training
and skill development
activities
Investigate the role of touch
as a recreational activity in
Australia
 Management, administration
& financial issues related to
touch
 Participants in touch
14
 play in an informal touch
competition
RECREATION
2. Physical activity and
healthy lifestyle
Consider the role of touch as
part of a healthy lifestyle
STUDY AREA SPECIFICATION
 Fitness and physical abilities
required for touch
 Training principles for
improving performance in
touch
 Food and nutrition issues
related to preparation
for/participation in touch
3. Safety, risk awareness and
health concerns
Propose and evaluate
strategies to promote safety
and minimise risk associated
with playing touch and
conducting a touch
competition
4. Interpersonal and group
dynamics
Acquire and apply personal
and interpersonal skills for
effective participation in
touch, and to achieve
individual and group goals.
 investigate and research
issues related to touch in
Australia
 interact with guest speakers
such as development officers
and high level players
 practice first aid techniques
such as RICE
 Health and social benefits of
touch to self and community
 complete General Coaching
Certificate Level One
 Safety considerations for
players, spectators, and
officials of touch
 acquire and apply principles
of sport management and
administration in organisation
of a school-based touch
competition
 Risk assessment and
management of a touch
venue
 First aid for potential injuries
 Equipment used for touch
 role play various
interpersonal situations
 communicate ideas and
information to ensure
effective running of touch
competition.
 Teamwork
 Leadership
 Negotiation and conflict
resolution
 Effective communication skills
 Touch competition etiquette
 Assertiveness
Other activities, which could be the basis of units in this category, include:
6
American Football
Lacrosse
Indigenous games6
Australian Rules
Netball
In-line hockey
Basketball
Oztag
Judo
Canoe polo
Polo
Karate
Fencing
Polocrosse
Korfball
Field hockey
Rugby League
Touch
Futsal
Rugby Union
Ultimate disc
Gaelic football
Soccer
Water polo
Ice hockey
Tchoukball
Wrestling
Indoor hockey
Team (European) handball
Direct interceptive minor games
When teaching Indigenous games it is expected that liaison with local Indigenous groups occurs.
15
RECREATION
STUDY AREA SPECIFICATION
Example 2
Unit category: Indirect Interceptive Activities
Unit: Tennis
Unit description: This unit allows students to develop their skills at a community facility. They will
explore the role a community facility can have in encouraging healthy lifestyle choices through their
involvement in tennis. Students will evaluate the popularity of tennis and the reasons it remains a
sport that enjoys considerable financial support and publicity in Australia and throughout the world.
Study-area core
Suggested key content/ideas
Sample learning experiences
1. Recreation, you and the
community
 Analyse differences between
men’s and women’s tennis
Students:
 Examine possible
Investigate the position and
employment links with tennis
significance of tennis as a
in Australia
recreation activity in Australia

Research the historical
and the world.
importance of tennis in the
Australian sporting context
and predict a possible future
 Evaluate the availability of
tennis facilities for people of
varying abilities
2. Physical activity and
healthy lifestyle
Examine the role of tennis as
an activity contributing to a
healthy lifestyle
 Fitness and physical abilities
required for tennis
 Investigate ways of training
for improving tennis
performance
 Examine the effect of diet and
nutrition on tennis
performance
 Compare the funds available
to maintain tennis centres to
funds available to sports that
receive less publicity
3. Safety, risk awareness and
health concerns
Propose and evaluate
strategies to promote safety
and minimise risk associated
playing tennis and
conducting a tennis
competition.
4. Interpersonal and group
dynamics
Acquire and apply personal
and interpersonal skills for
effective participation in
tennis and to achieve
individual and group goals.
 Application of first aid skills
particular to tennis
 Examine the significant effect
improvement in technology
has had on the game of
tennis
 Risk
assessment/management of
a tennis facility
 Effective communication skills
 Tennis competition etiquette
 Conflict resolution
 Assertiveness
16
 participate in skill,
introduction and practicebased activities to improve
skills particular to tennis
 acquire and apply skills,
knowledge and strategies for
successful involvement in a
variety of singles and doubles
tennis competitions
 develop criteria to evaluate a
variety of tennis facilities
 consider the sponsorship
cycle and how it has worked
to ensure the continued
success of tennis in Australia
 analyse the evolution of
tennis racquets and what
effect, if any, this has had on
the way the game is played at
the professional and social
levels
 role-play situations requiring
conflict resolution skills and a
sense of fairness.
RECREATION
STUDY AREA SPECIFICATION
Other activities, which could be the basis of units in this category, include:
Softball
Badminton
Croquet
Batinton
Curling
Baseball
Indigenous games
Beach volleyball
Lawn bowls
Billiards
Racquetball
Bocce
Sailing
Cricket
Snooker
Squash
Table tennis
Tennis
Vigoro
Team volleyball
Indirect interceptive minor
games
Example 3
Unit category: Performance activities
Unit: Lifesaving
Unit description: This unit investigates water safety and the improvement of student awareness of
safety issues relating to various recreational water environments in Australia. The unit seeks to
promote safe participation in aquatic environments, lifesaving and resuscitation. During the unit
students will work towards obtaining their bronze medallion. Various lifesaving, lifeguard and surf
lifesaving certificate courses will be offered to the students to undertake as their skills permit.
Study-area core
Suggested key content/ideas
1. Recreation, you and the
community
 Different aquatic
environments e.g. pool,
ocean, river, lake, etc.
Recognise the different types
of water environments in
Australia and the importance
they have in our recreational
choices
 Community participation rates
in water-based activities
 Contexts of lifesaving e.g.
pool, surf
 Benefits of aquatic activities
to the community
 Role of lifesaving in allowing
effective community
participation in water-based
activities
2. Physical activity and
healthy lifestyle
Examine the contribution
lifesaving makes to enabling
people to participate in
aquatic activities as part of a
healthy lifestyle.
3. Safety, risk awareness and
health concerns
Propose and evaluate
strategies to promote water
 Water-based activities for
various groups within the
community e.g. children, the
disabled, tourists, people
recovering from injuries, etc.
 Fitness required for effective
lifesaving
 Resuscitation techniques
 Principles and techniques
involved in dry and wet
rescues
 Swim and survive sequence
broken into its five functions
17
Sample learning experiences
Students:
 participate in a variety of
water-based activities
 research statistics regarding
water-related injuries and
rescues
 evaluate a variety of activity
programs designed for waterbased activities and
determine their suitability for
the community for which they
are being implemented
 discuss and rehearse rescue
and resuscitation techniques
in a variety of contexts
 analyse and evaluate various
water safety regulations and
codes
 investigate and propose ways
to improve water safety in a
variety of contexts
 visit a variety of aquatic
environments.
RECREATION
safety and minimise risk
associated with aquatic
activities and rescues.
STUDY AREA SPECIFICATION
— water confidence, survival,
swimming techniques and
endurance
 Water safety codes and
regulations
 Weather conditions and their
effect on water safety
4. Interpersonal and group
dynamics
Acquire and apply personal
and interpersonal skills for
effective response to and
prevention of emergency
situations.
 Communication skills,
particularly as applied to
emergency situations
 Conflict resolution with
members of the public
 Assertiveness
 Negotiating skills
 Teamwork and cooperation
for effective rescue
Other activities, which could be the basis of units in this category, include:
Archery
Lifesaving
Tenpin bowling
Athletics — track and field
Rock climbing
Triathlon
Athletics — track
Rowing
Water skiing
Athletics — field
Speed skating
Weightlifting
Cycling
Orienteering
Surfboard Riding
Three-day eventing (Equestrian)
Rogaining
Skateboarding
Golf
Swimming
Example 4
Unit category: Aesthetic activities
Unit: Aerobics
Unit description: After developing a range of aerobics skills and skill combinations, students explore
movement design techniques in order to understand and appreciate the variety of employment
opportunities in this area of the fitness industry. Students investigate ways the body is socially
constructed and used in popular culture. Students reflect on how popular images, socialised beliefs
and gendered stereotypes of physical activity impact on attitudes towards and involvement in
aerobics as a recreation activity.
Study-area core
Suggested key content/ideas
Sample learning experiences
1. Recreation, you and the
community
 Groups and individuals who
participate in aerobics
Students:
Investigate aerobics as a
recreational activity in
Australia.
 Management, administration
and financial issues related to
aerobics
 Venues for aerobics
 Issues related to aerobic
participation, e.g. gender
stereotypes
18
 develop basic skills required
for aerobics either as a group
or an individual
 participate as an active
member of an aerobics squad
 visit aerobics venues
RECREATION
2. Physical activity and
healthy lifestyle
Consider how participation in
aerobics as a recreation
activity can become part of a
healthy lifestyle.
STUDY AREA SPECIFICATION
 Cardiovascular fitness
 Developing coordination
 Nutrition for effective aerobics
performance
 Maximizing fitness outcomes
 Barriers/enablers to
participation in aerobics
3. Safety, risk awareness and
health concerns
 Injury prevention, e.g. warm
up/ warm down
Propose and evaluate
strategies to promote safety
and minimise risk of injury in
aerobics participation.
 Risk
assessment/management in
an aerobics venue
 First aid for potential injuries
in aerobics
 observe safety precautions
particular to the style of
aerobics activity being
undertaken
 devise codes of practice that
can be used in the school
setting and evaluate how they
might be different to the ones
used in a community setting
 design and lead an aerobics
session. Evaluate
performance, improving
where necessary.
 research level of aerobics
participation in Australia.
 Safety related to equipment
use in aerobics, e.g. steps,
bands, etc.
4. Interpersonal and group
dynamics
Acquire and apply personal
and interpersonal skills for
effective group leadership
and participation in aerobics.
 Effective group leadership
 Oral communication skills
 Planning aerobics sessions to
accommodate individual
needs
 Listening skills
 Goal setting
Other activities, which could be the basis of units in this category, include:
Aerobics
Dressage (equestrian)
Square dance
Acrobatics
Figure skating
SkateboardingTap dance
Ballroom dance
Folk dance
Artistic gymnastics
Callisthenics
Forms in martial arts including
tai chi
Rhythmic sportive gymnastics
Circus arts
Classical ballet
Creative dance
Diving
Jazz ballet
Surfboard Riding
Yoga
Line dance
Synchronised swimming
Social dance
Trampolining
19
RECREATION
STUDY AREA SPECIFICATION
Example 5
Unit category: Pursuits
Unit: Bushwalking
Unit description: This unit involves students in planning and participating in bushwalking. Students
will acquire skills and knowledge needed for bushwalking, as well as working with others to achieve
personal and group goals.
Study-area core
Suggested key content/ideas
Sample learning experiences
1. Recreation, you and the
community
 Environmental principles and
ethics
Students:
Investigate bushwalking as a
recreational activity in
Australia: its significance,
participants and regulatory
issues.
2. Physical activity and
healthy lifestyle
 Regulations in various types
of bushwalking areas
 Groups & agencies involved
in bushwalking
 Who participates in
bushwalking?
 Fitness and physical abilities
required for bushwalking
Consider the role of
bushwalking as part of a
healthy lifestyle.
 Food for bushwalking
3. Safety, risk awareness and
health concerns
 Safety in bushwalking
Propose and evaluate
strategies to promote safety
and minimise risk in
bushwalking
 plan and carry out bushwalks,
individually or in groups
 investigate and research
issues related to bushwalking
 listen to guest speakers
 practice using equipment,
navigation and first aid
techniques
 role-play various
interpersonal situations.
 Benefits of bushwalking to
self and community
 Risk
assessment/management of
bushwalking and bushwalking
areas and conditions
 First aid for potential
bushwalking injuries
 Equipment for bushwalking
4. Interpersonal and group
dynamics
Acquire and apply personal
and interpersonal skills for
effective individual and group
bushwalking.
 Navigation and map reading
 Bushwalking etiquette
 Conflict resolution
 Assertiveness
 Negotiating skills
Other activities, which could be the basis of units in this category, include:
Boating
Cycling
Bushwalking
Fishing
Camping
Horse riding
Scuba diving
Paddling
Rock climbing (indoor and
outdoor)
Mountain biking
Snow sports
Canoeing
20
RECREATION
3.5
STUDY AREA SPECIFICATION
Examples of programs of study
Examples of how units may be organised to devise programs of study are presented below.
Recreation activities have been selected to take advantage of resources that may be near
schools.
Example 1: Suitable for a school located near a river, with an active canoeing club and
lawn bowls club nearby, and access to volleyball, basketball and athletics facilities
Semester
1
2
3
4
Unit
Time
Fishing
10 weeks
Canoeing
9 weeks
Athletics
12 weeks
Volleyball
7 weeks
Lifesaving
11 weeks
Canoeing
8 weeks
Basketball
10 weeks
Lawn bowls
5 weeks
Example 2: Suitable for a school with a sports hall and swimming pool
Semester
1
2
3
4
Unit
Time
Swimming
9 weeks
Lifesaving
10 weeks
Badminton
19 weeks
Tai Chi
10 weeks
Aerobics
9 weeks
Synchronised swimming
9 weeks
Basketball
6 weeks
Example 3: Suitable for a school located near a surf beach
Semester
Unit
Time
1
Surf lifesaving
19 weeks
2
Surf lifesaving
19 weeks
3
Surfing
19 weeks
4
Beach volleyball
19 weeks
21
RECREATION
4
STUDY AREA SPECIFICATION
Learning experiences
Learning experiences assist in achieving the objectives of the study area specification. They
should be physically oriented and should provide variety, challenge and reward, since these are
vital to maintaining student interest.
Although there is no requirement for students to complete on-the-job training in this approach
of the study area specification, schools are encouraged to offer students opportunities to
consolidate and/or develop vocational competencies through structured work experiences.
To be effective, learning experiences must:
 relate to outdoor, sport, and fitness pursuits
 suit the particular interests and abilities of students
 relate to the aims and objectives of the study area specification
 support the study-area core
 provide the basis for assessment techniques and tasks
 provide challenge and stimulation
 vary in content, duration and degree of difficulty
 include activities which incorporate a progression of skill components ranging from the
simple to the complex in a variety of contexts
 provide opportunities for the development and practice of language and communication
skills, verbal and non-verbal
 provide for a variety of learning and teaching styles
 allow for student assistance in planning and organising the activities
 allow for local community and industry involvement.
The selected recreation activities, and the subject matter relevant to these, form the basis from
which schools can develop learning experiences.
The following list provides a broad range of learning experiences:
Acquiring




engaging in recreation activities
developing techniques and physical responses
observing physical performances in recreation activities
gathering, recalling and comprehending information from sources such as books, journals,
videos, databases, websites
 involvement with visual and auditory media
 transcribing information
 using technology
22
RECREATION
STUDY AREA SPECIFICATION
Applying
 performing in recreation activities appropriate to given situations
 performing simple and complex techniques and physical responses as individuals and as
team members
 reproducing movement patterns
 practising movement patterns
 combining movement patterns to perform physical responses
 working with others and in teams
 providing for people with a diversity of needs
 providing for cultural diversity
 carrying out a range of supportive practices
 carrying out a range of entry-level skills in selected vocational modules
 using knowledge in relevant contexts
 conducting surveys
 conducting laboratory experiments
 interviewing
 summarising specific facts
 constructing charts, graphs and tables
 using technology
 organising and analysing information
 compiling reports
 communicating ideas and information
 planning and organising activities
 participating in small and large group discussions
 role-playing in simulated situations
Evaluating
 adjusting performance in recreation activities to changing situations
 combining movement patterns to form complex skills and skill combinations as an individual
and in groups
 adapting, improvising, composing and improving movement patterns appropriate to given
situations and to changing situations
 responding appropriately to given and changing scenarios
 interpreting graphs, charts and tables
 making decisions and solving problems
 using appropriate language in a variety of contexts
 communicating ideas and information in a variety of modes and genres
Through the learning experiences detailed in the general objective categories above,
development of aesthetic, moral, social and health outcomes detailed in the general objective
“appreciating” would naturally occur.
The learning experiences also provide opportunities for students to develop the seven key
23
RECREATION
STUDY AREA SPECIFICATION
competencies noted in the rationale. These key competencies (collecting, analysing and
organising information; communicating ideas and information; planning and organising
activities; working with others and in teams; using mathematical ideas and techniques; solving
problems and using technology) may be developed through the examples given above.
5
Assessment
The purposes of assessment are to provide feedback to students and parents about learning that
has occurred, to provide feedback to teachers about the teaching and learning processes, and to
provide information on which to base judgments about how well students meet the general
objectives of the course. In designing an assessment program, it is important that the assessment
tasks, conditions and criteria are compatible with the general objectives and the learning
experiences. Assessment then is an integral aspect of a course of study. It can be formative or
summative. The distinction between formative and summative assessment lies in the purpose for
which that assessment is used.
Formative assessment is used to provide feedback to students, parents, and teachers about
achievement over the course of study. This enables students and teachers to identify the
students’ strengths and weaknesses so students may improve their achievement and better
manage their own learning. The formative techniques used should be similar to summative
assessment techniques, which students will meet later in the course. This provides students with
experience in responding to particular types of tasks, under appropriate conditions. As a course
of study in an extension subject is only a year long, it is not possible to provide extensive
formative assessment. So that students can prepare it may be that feedback on any early
assessment tasks can be used in a formative sense also to assist students’ preparation for later
assessment tasks.
Summative assessment, while also providing feedback to students, parents and teachers,
provides cumulative information on which levels of achievement are determined at exit from the
course of study. It follows, therefore, that it is necessary to plan the range of assessment
techniques and instruments/tasks to be used, when they will be administered, and how they
contribute to the determination of exit levels of achievement. Students’ achievements are
matched to the standards of exit criteria, which are derived from the general objectives of the
course. Thus, summative assessment provides the information for certification at the end of the
course.
5.1
Underlying principles of exit assessment
The policy on exit assessment requires consideration to be given to the following principles
when devising an assessment program for the two-year course of study.
 Information is gathered through a process of continuous assessment.
 Balance of assessments is a balance over the course of study and not necessarily a balance
over a semester or between semesters.
 Exit achievement levels are devised from student achievement in all areas identified in the
syllabus as being mandatory.
 Assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program.
 Selective updating of a student’s profile of achievement is undertaken over the course of
study.
 Exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study.
24
RECREATION
STUDY AREA SPECIFICATION
These principles are to be considered together and not individually in the development of an
assessment program. Exit assessment must satisfy concurrently the six principles associated
with it.
Continuous assessment
The major operating principle is “continuous assessment”. The process of continuous
assessment provides the framework in which all the other five principles of balance, mandatory
aspects of the syllabus, significant aspects of the course, selective updating, and fullest and
latest information exist and operate.
This is the means by which assessment instruments are administered at suitable intervals and by
which information on student achievement is collected. It involves a continuous gathering of
information and the making of judgments in terms of the stated criteria and standards
throughout a two-year course of study.
Decisions about levels of achievement are based on information gathered, through the process
of continuous assessment, at points in the course of study appropriate to the organisation of the
learning experiences. Levels of achievement must not be based on students’ responses to a
single assessment task at the end of a course or instruments set at arbitrary intervals that are
unrelated to the developmental course of study.
Balance
Balance of assessments is a balance over the course of study and not necessarily a balance
within a semester or between semesters.
Within the strand course it is necessary to establish a suitable balance in the general objectives,
assessment techniques and instruments/tasks, conditions and across the criteria. The exit criteria
are to have equal emphasis across the range of summative assessment. The exit assessment
program must ensure an appropriate balance over the course of study as a whole.
Mandatory aspects of the syllabus
Judgment of student achievement at exit from a course of study must be derived from
information gathered about student achievement in those aspects stated in the study area
specification as being mandatory, namely
 the general objectives of acquiring, applying and evaluating and
 the study area core.
The exit criteria and standards stated for the course must be used to make the judgment of
student achievement at exit from a course of study.
Significant aspects of the course of study
Significant aspects refer to those units/electives/contexts that the school selects in accordance
with the particular structure of the strand. Significant aspects can complement mandatory
aspects or be in addition to them. They will be determined by the context of the school and the
needs of students at that school to provide choice of learning experiences appropriate to the
location of the school, the local environment and the resources available.
The significant aspects must be consistent with the general objectives of the study area
specification and complement the developmental nature of learning in the strand course.
25
RECREATION
STUDY AREA SPECIFICATION
Selective updating
In conjunction with the principle of fullest and latest information, information on student
achievement should be selectively updated throughout the course.
Selective updating is related to the developmental nature of the course of study and operates
within the context of continuous assessment. As subject matter is treated at increasing levels of
complexity, assessment information gathered at earlier stages of the course may no longer be
representative of student achievement. The information therefore should be selectively and
continually updated (not averaged) to accurately reflect student achievement.
The following conceptions of the principle of selective updating apply:
 a systemic whole subject-group approach in which considerations about the whole group of
students are made according to the developmental nature of the course and, in turn, the
assessment program. In this conception, developmental aspects of the course are revisited so
that later summative assessment replaces earlier formative information
 an act of decision-making about individual students — deciding from a set of assessment
results the subset which meets study area specification requirements and typically represents
a student’s achievements, thus forming the basis for a decision about a level of achievement.
In the application of decisions about individual students, the set of assessment results does
not have to be the same for all students. However, the subset, which represents the typical
achievement of a student, must conform to the parameters outlined in the school’s study plan
for the strand.
Selective updating must not involve students reworking and resubmitting previously graded
assessment tasks. Opportunities may be provided for students to complete and submit additional
tasks. Such tasks may provide information for making judgments where achievement on an
earlier task was unrepresentative or atypical, or there was insufficient information upon which
to base a judgment.
Fullest and latest information
Judgments about student achievement made at exit from a school course of study must be based
on the fullest and latest information available. This information is recorded on a student profile.
“Fullest” refers to information about student achievement gathered across the range of general
objectives. “Latest” refers to information about student achievement gathered from the most
recent period in which the general objectives are assessed. As the assessment program in a
strand is developmental, fullest and latest information will most likely come from Year 12.
Information recorded on a student profile will consist of the latest assessment data on
mandatory and significant aspects of the course, which includes the data gathered in the
summative assessment program that is not superseded.
5.2
Suggested assessment techniques
To assess performance levels in each criterion, a variety of assessment techniques should be
used. Examples of assessment techniques are given below. This list is not exhaustive.
Integrated task
This assessment task may consist of a number of assessment techniques completed over a
period of time and cover a range of aspects of the study-area core. An integrated task may
consist of one or more of the following:
 coaching demonstrations
 folio presentation
26
RECREATION









STUDY AREA SPECIFICATION
development of club work
coaching of teams and individuals
workplace-related situations
expedition planning
camping preparation
planning, preparation and organisation of sports carnivals or fitness programs
interviews
seminars
response to stimulus material.
Practical work may include oral response components.
These techniques could be used to measure student achievement in any or all of the three
criteria, acquiring, applying and evaluating.
Teacher observation of student performance
This technique requires teachers to observe a defined activity within a recreation activity, such
as performance of:
 physical skills in closed and open performance environments
 relevant physical skills, tactics and strategies in a recreation activity
 physical skills required to perform a recreation activity
 relevant physical skills in a recreation activity within a changing environment
 physical responses in simple and complex performance contexts
 relevant physical responses, tactics and strategies in a recreation activity
 physical responses required to perform a recreation activity
 relevant physical responses in a recreation activity within a changing environment






and:
role-playing of group or team situations, e.g. identification of group tasks and allocation of
responsibilities
applying knowledge or following industry guidelines and procedures in a workplace or
workplace-related situation
operating equipment
completing defined tasks within a designated timeline
working within a simulated or real community situation
working on team tasks.
This technique could be used to measure student achievement in any or all of the three criteria,
acquiring, applying and evaluating.
27
RECREATION
STUDY AREA SPECIFICATION
Short-response tests
These would include closed questions, that is, those to which there is a limited response or a
precise answer, and structured short-answer questions. They are mainly used as a quick,
effective method of assessing the student’s knowledge and comprehension in terms of the
acquiring objective of the program of study. However, questions can also be devised to assess
the achievement in the objectives of applying and evaluating. Some examples of this technique
include:
 questions requiring short answers or paragraph responses brief interviews.
Extended written responses
This technique would include questions requiring responses of more than one paragraph and can
be structured or open questions, that is, those having a range of possible answers. Stimulus
materials may be used to elicit responses. Examples of an extended response would be:
 research reports
 journals
 experiments
 development of personal programs.
This technique could be used to measure student achievement in any or all of the three criteria,
acquiring, applying and evaluating.
Responses to stimulus material
Stimulus materials may be used in a variety of instruments. Stimulus materials may take a wide
variety of forms. Examples of stimulus materials include:
 case studies
 newspaper, journal or magazine articles
 industry-based products, such as pamphlets and manuals
 brochures, advertisements
 cartoons
 audio or video tapes, photographs
 computer software
 films, television programs
 guest speakers from industry
 excursions.
This technique could be used to measure student achievement in any or all of the three criteria,
acquiring, applying and evaluating.
28
RECREATION
5.3
STUDY AREA SPECIFICATION
Exit criteria
The criteria on which a student will be judged on completion of a program of study are
acquiring, applying and evaluating. The exit criteria reflect the general objectives defined in
section 2. The general objective of appreciating permeates each of the other three objectives,
and as such is not separately assessed.
Acquiring
This criterion refers to acquiring knowledge, understanding and skills in, about and through
active participation in recreation activities.
It includes acquiring:
 physical responses and techniques which relate to performance in the selected recreation
activities
 terminology, procedures, concepts and information about the activity environments in which
they are operating
 knowledge about the benefits of recreation on holistic health
 safety and risk management principles, skills and procedures for the selected recreation
activities
 interpersonal strategies and skills for group and team activities
 communication techniques essential for the selected recreation activities.
Applying
This criterion refers to applying knowledge, understanding and skills in, about and through
active participation in recreation activities.
It includes applying:
 physical responses in the selected recreation activities to enhance personal and group
performance
 procedures, concepts and strategies to manage the activity environments
 health promotion strategies
 safety and risk management principles, skills and procedures in the selected recreation
activities
 interpersonal strategies and skills that support and allow involvement in group and team
activities
 modes of communication.
Evaluating
This criterion refers to evaluating knowledge, understanding, and skills in, about and through
active participation in recreation activities.
It includes evaluating:
 personal and group techniques to improve physical performance
 decisions on management strategies that have been applied to change activity environments
 health strategies
 safety and risk management principles, skills and procedures to improve safety outcomes
 actions and performance as a member of a team or group to modify or enhance productivity
 communication methods and techniques

29
RECREATION
STUDY AREA SPECIFICATION
Table 3: Standards associated with exit criteria [table spreads over 2 pages]
Acquiring
Criteria
Standard A
Standard C
Standard D
Standard E
The student:
The student:
The student:
The student:
The student:
 consistently and
successfully demonstrates
a wide range of individual
physical responses, and
identifies and recalls
interpersonal strategies for
group and team activities
 successfully demonstrates
a range of individual
physical responses and
identifies and recalls
interpersonal strategies for
group and team activities
 demonstrates a range of
individual physical
responses and identifies
and recalls interpersonal
strategies for group and
team activities
 demonstrates elementary
physical responses and
identifies strategies in the
recreation activities
undertaken
 sporadically demonstrates
physical responses
 identifies, recalls and
understands terminology,
procedures, concepts and
essential information in
and about activity
environments
 identifies, recalls and
understands terminology,
procedures, concepts and
information in and about
activity environments
 identifies, recalls and
thoroughly understands
terminology, procedures,
concepts and pertinent
information in and about
activity environments
 understands and clearly
articulates the benefits of
recreation on holistic
health and effectively
describes the principles
and procedures of safety
and risk management in
rehearsed or familiar
contexts
 demonstrates sustained
and controlled use of
textual features.
Applying
Standard B
 understands and
articulates the benefits of
recreation on holistic
health and describes the
principles and procedures
of safety and risk
management in rehearsed
or familiar contexts
 demonstrates controlled
use of textual features.
 identifies and recalls basic
information in and about
activity environments
 identifies the links between
recreation and health and
recognises procedures for
 understands the benefits of
safety and risk
recreation on holistic
management in rehearsed
health and recalls
or familiar contexts
principles and procedures
 uses textual features
for safety and risk
erratically .
management in rehearsed
or familiar contexts
 recalls basic information in
activity environments
 with assistance, identifies
links between recreation
and health, procedures
and safety in rehearsed or
familiar contexts
 intermittent use of textual
features impedes
understanding.
 uses prescribed textual
features.
The student:
The student:
The student:
The student:
The student:
 consistently applies and
successfully adapts
individual physical
responses and implements
 successfully applies and
adapts individual physical
responses, and
implements selected
 successfully applies
individual physical
responses, and
implements pre-
 applies individual physical
responses and participates
in strategies for group and
team activities
 applies individual physical
responses with teacher
guidance and participates
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RECREATION
STUDY AREA SPECIFICATION
significant interpersonal
strategies for group and
team activities
determined interpersonal
strategies for group and
team activities
 employs procedures in
activity environments
in group and team
activities
 employs procedures and
analyses strategies in
interpreting activity
environments
 employs procedures and
strategies related to
activity environments
 applies principles and
procedures that promote
holistic health and safety
and manage risk
 applies principles and
procedures related to
holistic health, safety and
risk management
 successfully applies ideas
and information in a wide
range of modes and
genres applicable to tasks.
 successfully applies ideas
and information in a range
of modes and genres
applicable to tasks.
The student:
The student:
The student:
The student:
The student:
 makes informed decisions
that enhance own
performance and that of
others in individual and
group activities
 makes decisions that
enhance own performance
and that of others in
individual and group
activities
 makes decisions that
assist own performance
and that of others in
individual and group
activities
 makes decisions when
performing in individual
and group activities
 while participating,
responds to feedback to
support individual
performance
 consistently and
successfully evaluates and
devises strategies to
effectively manage and
manipulate activity
environments
 successfully evaluates and
devises strategies to
effectively manage and
manipulate activity
environments
 evaluates strategies to
manage and manipulate
activity environments
 employs suitable
procedures and analyses
strategies in interpreting
activity environments
 applies principles and
procedures that maximise
holistic health and safety
and minimise risk
 consistently and
successfully applies ideas
and information in a wide
range of modes and
genres applicable to tasks.
Evaluating
interpersonal strategies for
group and team activities
 through evaluation,
discriminately selects
principles and procedures
that ensure holistic health
and safety
 makes decisions that
enhance meaning through
the chosen medium.
 through evaluation, selects
principles and procedures
that ensure holistic health
and safety
 makes decisions that
clarify meaning through the
chosen medium.
 evaluates principles and
procedures that affect
holistic health and safety
 makes decisions that
support meaning through
the chosen medium.
31
 applies procedures related
to health and safety
 applies elementary
information in modes and
genres.
 follows procedures in
rehearsed activity
environments
 applies procedures related
to health and safety with
teacher guidance
 information is presented.
 chooses management
strategies and applies
these to familiar activity
environments
 follows procedures that
affect health and safety
 uses the chosen medium.
 recognises management
strategies in activity
environments
 in rehearsed situations
follows procedures that
affect health and safety
 uses the chosen medium
with teacher guidance.
RECREATION
STUDY AREA SPECIFICATION
32
RECREATION
5.4
STUDY AREA SPECIFICATION
Determining exit levels of achievement
On completion of the program of study, the school is required to award each student an exit
level of achievement from one of the five categories:
Very High Achievement
High Achievement
Sound Achievement
Limited Achievement
Very Limited Achievement
The school must award an exit standard for each of the three criteria (acquiring, applying and
evaluating) based on the principles of assessment described in this study area specification. The
criteria are derived from the objectives. The standards associated with the three criteria are
described in Table 3. When teachers are determining a standard for each criterion, the standard
awarded should be informed by the extent to which the qualities of the work match the
descriptors overall.
When standards have been determined for each of the three criteria, with each criterion being of
equal importance, Table 4 indicates the minimum requirements for awarding an exit level of
achievement, with A representing the highest and E the lowest.
The seven key competencies‡‡ referred to in the rationale are embedded in the descriptors of the
standards matrix.
Table 4: Minimum requirements for exit levels of achievement
6
Very High Achievement
Standard A in two criteria, with no less than standard B in the
remaining criterion
High Achievement
Standard B in two criteria, with no less than standard C in the
remaining criterion
Sound Achievement
Standard C in two criteria, with no less than standard D in the
remaining criterion
Limited Achievement
At least two standard D results
Very Limited Achievement
Less than a D standard for any two criteria
Resources
The selection of resource material to support a course in Recreation will be governed to some
extent by local factors. It is unlikely that there are single student or teacher resources that can be
universally applied to schools’ particular programs. Schools should draw upon their own
resources and local facilities as well as from the range of resources described below.
‡‡
KC1: collecting, analysing, organising information; KC2: communicating ideas and information; KC3:
planning and organising activities; KC4: working with others and in teams ; KC5: using mathematical
ideas and techniques; KC6: solving problems; KC7: using technology.
33
RECREATION
STUDY AREA SPECIFICATION
Text and reference books
A wide variety of textbooks and resource materials that could be used as sources of information
about Recreation are available. Book suppliers can provide detailed information regarding
current publications.
World Wide Web
Many interactive and static web sites can be used to enhance a course of study in Recreation. A
particularly useful resource is PE Central: Physical Education Instructional Resources On the
Web. <http://pe.central.vt.edu/professional/instrucionalresources/index.html>
Newspaper reports
Some newspapers carry regular pages, columns and features about recreation activities. Local
papers can also be a source of useful data. The compilation of news files on particular topics can
broaden the knowledge base of students, and provide a valuable source of material for
developing assessment instruments
Periodicals
Journals and periodicals provide current, relevant information. Journals and periodicals relevant
to Recreation may include:
Australian Council for Health and Physical Education and Recreation (ACHPER) Healthy
Lifestyles Journal
ACHPER Active and Healthy Magazine
Queensland Outdoor Recreation Federation (QORF) Newsletters
Australian Journal of Outdoor Education
Australasian Parks and Leisure
Sportshorts Magazine
Sports Coach Magazine
School librarians should be able to provide assistance with identifying and locating other useful
periodicals.
Electronic media and learning technology
A wide range of videos, DVDs and television recordings are available on a variety of topics
related to recreation, such as sports, health and the environment. A variety of computer software
programs and CD-ROMs may be useful for a course in recreation, both as learning tools, to gain
access to information presented in a variety of forms, and to assist students in gaining ICT
skills. Educational program distributors and sporting organisations are able to supply updated
resource lists.
34
RECREATION
STUDY AREA SPECIFICATION
Organisations and community resources
A variety of government and community organisations may provide personnel, advice and
information to assist in constructing and implementing a course in Recreation. Some of these
include:
The Australian Council for Health and Physical
Education and Recreation, Inc. (ACHPER)
www.achper.org.au
Australian Outdoor Education Council
www.bendigo.latrobe.edu.au/ae/aoec/
Outdoor Educators’ Association of Queensland
(OEAQ)
PO Box 6178 Upper Mt. Gravatt QLD 412
Australian Sports Commission
www.ausport.gov.au
Recreation Training Queensland
www.rtq.com.au
Office of Sport and Recreation Queensland
www.sportrec.qld.gov.au
Fitness Queensland
www.fitnessqld.org.au
Queensland Outdoor Recreation Federation
www.qorf.org.au
Parks and Leisure Australia
www.parks-leisure.com.au
Queensland Bushwalking
www.bushwalking.org.au
Queensland Golf Union
www.queenslandgolf.org.au/
Queensland Camping Association
http://www.qldcamps.asn.au/
Athletics Australia
www.athletics.org.au
Queensland Rugby League
www.qrl.com.au/
Australian Soccer
www.australiansoccer.com.au
Archery Australia
http://archery.org.au/
Sunfish Queensland
http://www.sunfishqld.com.au
Queensland Orienteering Association
www.qoa.asn.au/
tread lightly! Australia
www.treadlightlyaustralia.com.au/
Australian Climbing Instructors Association
www.acia.com.au/
Professional Association of Climbing Instructors
www.paci.com.au/
Surfing Queensland
www.surfingaustralia.com.au
Climbing Australia
www.climbing.com.au
Royal Life Saving Society of Australia
www.rlssa.org.au
Surf Life Saving Association
www.slssa.asn.au
QLD Canoeing Inc.
www.canoeqld.org.au
Queensland Rugby Union
www.qru.com.au/qld/
Tennis Queensland
www.tennisqueensland.com.au
Basketball Queensland
www.basketballqld.net.au
Triathlon Queensland
www.triathlonqld.com.au/
Queensland Volleyball Association
www.qva.org.au/
35
RECREATION
7
STUDY AREA SPECIFICATION
Language education, and quantitative concepts and skills
All teachers have a responsibility for language education. For teachers of Recreation, language
education should be taught within the context of the overall syllabus rather than as a separate
area.
It is the specific responsibility of teachers of Recreation to develop and monitor students’ ability
to use the forms of language (written, spoken, symbolic) appropriate to the study area and to
school-developed topics. This entails:
 correct use of technical terms and their definitions
 correct grammar, spelling, punctuation and presentation
 development of reading skills particular to Recreation, for example, those skills necessary to
read charts, maps, tables, graphs, diagrams, electronic instruments, etc.
 ability to select and sequence relevant information in a variety of forms such as reports,
essays and seminar presentations.
Use of language (written, spoken and symbolic) is integral to all of these functions. Students
should be encouraged to use language effectively for a variety of purposes in different contexts,
and for a variety of audiences. Students should use, prepare and present communications in a
range of forms and media as suggested in the lists below.
Drawing upon sources of
information, such as:
Using language for the
purpose of:
Presenting information in
forms such as:
observations
restating information
laboratory or field notes
demonstrations
reporting a result
formal reports
experiments
giving an instruction
letters
textbooks
formulating a hypothesis
abstracts
handbooks of data
designing an experiment
précis
manuals of procedures
explaining a relationship
reviews
product brochures
arguing a proposition
oral presentations
specification sheets
proposing action
seminars
computer files
defending a position
discussions
journal articles
justifying a stand
demonstrations
magazines
evaluating an argument
charts
newspapers
developing an idea
graphs
broadcast media
interpreting a theory
sketches
advertisements
persuading
models
videos or films
describing a process
photographs
lectures
electronic media
interviews
journal entries
World Wide Web
Assessment in Recreation must include consideration of the use of appropriate language.
Teachers of Recreation have a responsibility to develop and integrate a range of abilities related
to quantitative concepts and skills. This entails being able to:
36
RECREATION
STUDY AREA SPECIFICATION
 comprehend basic concepts and terms underpinning the areas of number, space, probability,
statistics and measurement
 extract, convert or translate information given in numerical forms, diagrams, maps, graphs or
tables
 calculate and apply mathematical concepts
 use calculators and computers
 use skills or apply concepts from one problem or one study area to another.
Students are to be encouraged to develop their understanding and to learn through the
incorporation — to varying degrees — of mathematical strategies and approaches to tasks.
Similarly, students should be presented with experiences that stimulate their mathematical
interest and hone those quantitative skills that contribute to operating successfully within each
of the strands.
The distinctive nature of the study area specification may require that new mathematical
concepts are introduced and new skills developed to prepare students to cope with the
quantitative demands of their lives or to participate in a specific workplace environment. In
many cases, however, it will be a matter for teachers to encourage the use of quantitative skills
and understandings that were developed previously by their students. Within appropriate
learning contexts and experiences in Recreation, opportunities are to be provided for the
revision, maintenance, and extension of such skills and understandings.
8
Educational equity
Equity means fair treatment for all. In developing work programs from this syllabus, schools are
urged to consider the most appropriate means of incorporating the following notions of equity.
Schools need to provide opportunities for all students to demonstrate what they know and what
they can do. All students, therefore, should have equitable access to educational programs and
human and material resources. Teachers should ensure that the particular needs of the following
groups of students are met: female students; male students; Aboriginal students; Torres Strait
Islander students; students from non–English-speaking backgrounds; students with disabilities;
students with gifts and talents; geographically isolated students; and students from low
socioeconomic backgrounds.
The subject matter chosen should include, whenever possible, the contributions and experiences
of all groups of people. Learning contexts and community needs and aspirations should also be
considered when selecting subject matter. In choosing appropriate learning experiences,
teachers can introduce and reinforce non-racist, non-sexist, culturally sensitive and unprejudiced
attitudes and behaviour. Learning experiences should encourage the participation of students
with disabilities and accommodate different learning styles.
It is desirable that the resource materials chosen recognise and value the contributions of both
females and males to society and include the social experiences of both sexes. Resource
materials should also reflect the cultural diversity within the community and draw from the
experiences of the range of cultural groups in the community.
Efforts should be made to identify, investigate and remove barriers to equal opportunity to
demonstrate achievement. This may involve being proactive in finding out about the best ways
to meet the special needs, in terms of learning and assessment, of particular students. The
variety of assessment techniques in the work program should allow students of all backgrounds
to demonstrate their knowledge and skills in a subject in relation to the criteria and standards
stated in this syllabus. The syllabus criteria and standards should be applied in the same way to
all students.
37
RECREATION
STUDY AREA SPECIFICATION
Teachers may find the following resources useful for devising an inclusive work program:
Australian Curriculum, Assessment and Certification Authorities 1996, Guidelines for
Assessment Quality and Equity, Australian Curriculum, Assessment and Certification
Authorities, available through QBSSSS, Brisbane.
Department of Education, Queensland 1991, A Fair Deal: Equity guidelines for developing and
reviewing educational resources, Department of Education [Education Queensland], Brisbane.
Department of Training and Industrial Relations 1998, Access and Equity Policy for the
Vocational Education and Training System, DTIR, Brisbane.
[Queensland] Board of Senior Secondary School Studies 1994, Policy Statement on Special
Consideration, QBSSSS, Brisbane.
[Queensland] Board of Senior Secondary School Studies 1995, Language and Equity: A
discussion paper for writers of school-based assessment instruments, QBSSSS, Brisbane.
[Queensland] Board of Senior Secondary School Studies 1995, Studying Assessment Practices:
A resource for teachers in schools, QBSSSS, Brisbane.
38
RECREATION
STUDY AREA SPECIFICATION
Approach C: VET strand
Overview
Students will complete this approach in two separate parts:
A Certificate I qualification, delivered over two semesters (preferably semesters one and two)
and
An Authority-registered subject, Recreation, based on units of study selected from those
outlined in Approach B in the remaining two semesters.
Course organisation
Semester 1 and 2
Teachers should refer to Approach A of the Recreation Study Area Specification for
information regarding requirements for delivering a Certificate I.
As the certificate will be assessed using a competency-based approach, students will NOT
receive a level of achievement.
Semester 3 and 4
Teachers should refer to Approach B of the Recreation Study Area Specification for
information regarding planning the Authority-registered subject, Recreation, taking into account
the information below.
The study-area core, as described in Approach B, is mandatory and must be integrated and
progressively developed throughout the one-year program of study. The mediums for learning
experiences that develop the study-area core are the units of study chosen by the school. A
minimum of one, and a maximum of four units of study should be chosen.
To ensure a balance of learning in, about and through recreation activities, a minimum of 50 per
cent of timetabled school time allowed for the course is to be devoted to active participation in
recreation activities.
This section of the course will be assessed using the criteria and standards detailed in Approach
B of this study area specification. The school must award an exit standard for each of the three
criteria (acquiring, applying and evaluating) based on the principles of assessment described in
Approach B. An exit level of achievement must then be determined, according to the
information provided in Approach B.
39