facilitation

session planning and stuff

'Participant characteristics and capabilities'

The physical abilities, skills, knowledge, experience levels, and personal attributes of individuals, which activity leaders must assess and consider.

1. Age

2. Physical capabilities, injuries and medical conditions

3. Level of experience in the recreation activity

4. Older people

5. People with disability

Methods of assessing participant characteristics and capabilities

Observation and questioning

(Pre-activity screening, discussion with parents/guardians/carers)

'Session objectives'

The goal(s) for participants to achieve as a result of participating in the session.

'Safety procedures'

Established protocols and precautions that ensure participant safety during recreation sessions, including emergency protocols, equipment use guidelines, and risk management strategies.

'Safe areas and boundaries'

Physical limits or parameters established for activities to ensure participant safety, prevent interference between different activities, and maintain appropriate supervision.

'Communication protocols'

Established procedures and methods for communicating during activities, including how participants should signal difficulties, ask questions, or communicate with activity leaders and other participants.

Three tips for giving clear INSTRUCTIONS.

1. Get the participants attention

2. Arrange the group so they can see and hear

3. Speak clearly and concisely

4. Limit the information

5. Focus on the things you want to see

6. Don't ask, tell

Three tips for providing clear DEMONSTRATIONS.

1. Ensure participants can see you and are free from distractions

2. Highlight the key points of the task

3. Try not to highlight the things not to do

4. Finish by demonstrating the correct skill or action

5. Break the skill or action down into 3-4 key parts

'Facilitate'

The process of helping a group of people work together effectively to achieve their goals.

Three methods for seeking participant feedback.

1. Written survey or questionnaire

2. Verbal questioning

3. Thumbs up - thumbs down rating

4. Interview

5. Observation

Three pieces of session documentation.

1. Attendance lists

2. Participant details

3. Session plan

4. Session details (e.g., weather, location, etc.)

5. Participant feedback

6. Incident reports

7. Session evaluation

Four inclusions in a session introduction.

1. Introduction

2. Overview of the session's activities

3. Safety briefing

4. Ice-breakers and team-builders

5. Questions and clarifications

What does CHANGE IT stand for and what is it used for?

C - Coaching (instructional) style

H - How you score/win (success)

A - Area

N - Numbers

G - Game/Activity rules

E - Equipment

I - Inclusion

T - Time

Adjusting session activities to suit participant needs.

Five types of recreational sessions and one example of each.

1. Non-instructional, non-competitive physical activity programs for leisure

2. Games-based activities

3. After-school and holiday care programs

4. Creative programs

5. Social interaction programs

Four roles and responsibilities of activity leaders.

1. Session planning

2. Session execution

3. Participant engagment

4. Safety and risk management

5. Communication

6. Problem solving

Four roles and responsibilities of activity support staff.

1. Participant assistance

2. Logistics and setup

3. Feedback and observations

4. Emergency support

Phases of activity sessions

1. Introduction and safety briefing

2. Activity

3. Wrap up

Five factors to consider in session evaluation

1. Suitability of physical environment and availability of suitable resources

2. Structure and timing

3. Suitability of activities and resources for session objectives

4. Participant feedback

5. Leader communication

'Non-instructional activities'

Activities where the primary focus is on participation, enjoyment, and social interaction rather than formal instruction or skill development. The emphasis is on the recreational experience rather than performance improvement.

'Support staff'

Personnel who assist activity leaders by providing additional supervision, participant support, equipment management, or other assistance.

'Record keeping procedures'

The systematic documentation of session details, participant information, incident reports, and evaluations.

'Sequencing and pacing'

The strategic ordering and timing of activities within a session to create logical progression, maintain engagement, and ensure participant safety and comfort.

'Corrective instruction'

Specific guidance provided to participants to improve technique, address safety concerns, or modify behaviour.

'Games-based activities' (and one example)

Recreational activities structured around games that promote enjoyment, participation, and social interaction. (Tag, scavenger hunt, team-building games, board games)

'Creative programs' (and one example)

Recreational sessions that focus on creative expression, such as arts and crafts, music, drama, or other artistic activities. (Art classes, music or dance lessons, craft sessions)

'Social interaction programs' (and one example)

Activities designed primarily to facilitate interaction, communication, and relationship-building among participants. (Getting-to-know-you, team-building sessions)

'Rapport'

The positive, trusting relationship established between an activity leader and participants, characterised by mutual understanding, respect, and open communication.

'Group cohesion'

The sense of unity, belonging, and connection among participants in a recreation session.

'Suitability'

The appropriateness of physical environments, resources, activities, and communication approaches for specific participant groups and session objectives. Assessing suitability is an important part of planning, delivering, and evaluating sessions.

'Hazards in outdoor locations'

Things that could potentially cause participants harm in outdoor environments where activities may take place, including natural features, weather conditions, wildlife, or terrain challenges.

Teaching vs training vs coaching

Teaching - knowledge transfer

Training - skill development

Coaching - enhance performance and personal development

Four things to check when checking and preparing the physical environment.

1. Site safety

2. Suitability for activities

3. Accessibility

4. Resource availability

Four hazards in the external environment.

1. Terrain and ground conditions

2. Water hazards

3. Flora and fauna

4. Inadequate facilities

5. UV exposure

6. Group management in open spaces

Four hazards relating to equipment.

1. Equipment malfunction

2. Improper equipment use

3. Insufficient safety gear

4. Poor equipment fit

5. Outdated or damaged equipment

6. Overestimating participant ability

Two methods of checking equipment.

1. Visual inspection

2. Test the items (test working condition)

Three details to cover in safety briefings.

1. Safety procedures

2. Safe behaviour (including rules, equipment use and use of protective equipment)

3. Safe areas and boundaries

Three ways to check participant understanding of instructions.

1. Tell you what you just told them.

2. Show you what you just told them.

3. Ask them specific questions about the task.

4. Give thumbs up/down based on understanding.

Three leadership styles (and one sentence summary).

Autocratic - leader makes all decisions.

Democratic - group input but leader makes final decision (or shared decision).

Laissez-faire - no input from leader.

Three tips for providing effective feedback.

1. Be positive and encouraging

2. Focus on specifics

3. Use constructive language

4. Connect feedback to objectives

5. Encourage self-reflection

6. Set achievable goals

Four ways to facilitate effective group interaction.

1. Establish clear objectives and rules

2. Encourage inclusiveness

3. Foster an environment where participants feel comfortable sharing opinions and ideas

4. Use ice-breakers and team-building activities

5. Guide the group, but don't dominate

6. Regularly provide constructive feedback

7. Manage conflicts sensitively

Four methods to help improve participant technique.

1. Demonstrate proper technique

2. Verbal instructions

3. Break down the technique

4. Use visual aids

5. Hands-on corrections

6. Individual feedback

7. Video analysis

8. Use props and equipment