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Inclusive Skills Framework for Leisure Instructors

The document outlines the knowledge, competencies, and skills required for a leisure centre instructor in an inclusive setting. It lists 11 competencies along with the associated skills and knowledge needed. The competencies include adapting physical activity programs to meet participants' needs, assessing performance levels, preparing facilities for inclusion, adapting learning to meet all participants' needs, managing behavior, communicating effectively, evaluating progress, and continuing professional development. The goal is for instructors to develop these competencies to effectively lead inclusive physical activity programs.

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Danonino12
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Download as PDF, TXT or read online on Scribd

Topics covered

  • physical activity programmes,
  • special needs,
  • learning adaptation,
  • behavioral problems,
  • training management,
  • inclusive strategies,
  • disability awareness,
  • inclusive sports,
  • screening tests,
  • activity adaptation
111 views3 pages

Inclusive Skills Framework for Leisure Instructors

The document outlines the knowledge, competencies, and skills required for a leisure centre instructor in an inclusive setting. It lists 11 competencies along with the associated skills and knowledge needed. The competencies include adapting physical activity programs to meet participants' needs, assessing performance levels, preparing facilities for inclusion, adapting learning to meet all participants' needs, managing behavior, communicating effectively, evaluating progress, and continuing professional development. The goal is for instructors to develop these competencies to effectively lead inclusive physical activity programs.

Uploaded by

Danonino12
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Topics covered

  • physical activity programmes,
  • special needs,
  • learning adaptation,
  • behavioral problems,
  • training management,
  • inclusive strategies,
  • disability awareness,
  • inclusive sports,
  • screening tests,
  • activity adaptation

EIPET KNOWLEDGE, COMPETENCY & SKILLS FRAMEWORK FOR LEISURE CENTRE INSTRUCTORS

IN AN INCLUSIVE SETTING
Please find below the knowledge, competence and skills framework for a leisure centre instructor in an inclusive setting. The framework assumes prior
knowledge of other general PHYSICAL ACTIVITY PROGRAMMES instructor knowledge, competence & skill and as such refers to the aspects associated
with requirements of an all inclusive setting. Participants undertaking the EIPET module should develop the knowledge competence and skills identified in
this framework.
Competence, Skill and Knowledge are understood to mean the following:
Competence (described in terms of responsibility / autonomy)
Skills (described as cognitive or practical)
Knowledge (described as theoretical and/or factual)
Competencies
1. To adapt physical activity programmes to
reflect current conditions and
the needs of all participants with special
needs in physical activity.
2. To assess the current level of performance of
Participants with special needs in physical
activity programmes.

Skills
1.1 self evaluation in relation to the ability to
implement inclusive Physical Activity
programmes
1.2 ability to adapt programmes
2.1 ability to communicate and cooperate with
appropriate support services (APA specialist)
2.2 ability to communicate with participants,
parents/guardians
2.3 ability to motivate participants to actively
participate

Knowledge
1a. disability awareness
1b. disability sport, disability sport organizations,
relevant professional organizations
2a. appropriate screening tests
2b. communication strategies

4. Prepare all participants and facilities for


inclusion of participants with special needs.

4.1 plan appropriate activities to prepare all


participants for inclusion
4.3 adapt the environment to facilitate inclusive
physical activity programmes

4a. appropriate strategies for preparing


participants for inclusion
4b. local environment in which PHYSICAL
ACTIVITY PROGRAMMES are going to take
place
4c. appropriate adaptive equipment
5a. teaching/leading styles appropriate for
inclusion
5b. adaptation strategies
5c. individual Personal Activity Programme
5d. best practice principles for inclusion of
vulnerable adults and children in physical
activities
5e. appropriate communication strategies
5f. appropriate behavioral management
strategies
5g. health and safety issues in relation to
inclusive PHYSICAL ACTIVITY
PROGRAMMES
5h. concept of the least restricted environment

5. Adapt learning/ training in order to meet the


needs of ALL participants in inclusive physical
activity programmes.

5.1 adapt own teaching style to facilitate inclusion


5.2 acquire or adapt appropriate equipment
5.3 adapt the games and activities
5.4 ability to plan inclusive PHYSICAL ACTIVITY
PROGRAMMES lesson to ensure
appropriate learning for all participants

6. Manage participants behavior to assure the


most appropriate and safe learning/training
for ALL participants.

6.1 ability to identify and understand the causes of


behavioral problems

6a. causes and consequences of behavioral


problems
6b. appropriate behavioral management
strategies and theories

7. Communicate effectively with participants


with special needs and others involved in
supporting the delivery of inclusive physical
activity programmes.
8. Evaluate the progress of participants with
special needs in inclusive PHYSICAL ACTIVITY
PROGRAMMES in relation to his/her PAP goals
and the effectiveness of the inclusive
programme.
9. Evaluate the effectiveness of inclusive
PHYSICAL ACTIVITY PROGRAMMES
programme.

7.1 appropriate communication with participants


with SPECIAL NEEDS

7a. appropriate communication strategies for


participants with SPECIAL NEEDS
7b. modes of communication

8.1 ability to identify Special Needs in PHYSICAL


ACTIVITY PROGRAMMES
8.2 ability to use the appropriate screening tests

8a. differing methods of assessment


8b. appropriate screening tests

9.1 analysis and self reflection of inclusive


PHYSICAL ACTIVITY PROGRAMMES

9a. method of a program evaluation

10. Continue to develop own professional skills


and knowledge and that of others.
11. Advocate for the needs and rights of
participants with special needs.

10.1 ability to identify own needs for professional


development in inclusive PHYSICAL
ACTIVITY PROGRAMMES
11.1 ability to use advocacy skills

10a appropriate professional development


opportunities
11a. importance of advocacy

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