80 part one physical activity management program tool kit

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City of Wanneroo and Edith Cowan University

Physical Activity Management Program

Banksia Grove Community Centre

2014 - Pilot Year

City of Wanneroo

Community Project Officer/Supervisor – Helen Sutherland

Edith Cowan University

Practicum Placement Coordinator/Supervisor – Dom Passalacqua

Jadon Gielingh

Brett Cole

Shaun McBurney

Charles Toweh

PART ONE - PHYSICAL ACTIVITY

MANAGEMENT PROGRAM

your instruction manual

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forward

A Partnership is formed……..

In 2014, the City of Wanneroo (COW) and Edith Cowan University (ECU) entered an exciting

new partnership.

The ECU and COW partnership was established to develop a joint venture pilot project that

would actively respond with imagination and flexibility to the health and well-being challenges

facing Western Australia and take advantage of emerging opportunities for educational

institutions to engage with the community.

Through partnership with the ECU Physical Science Department, the COW has developed an

innovative, engaging and community relevant Physical Activity Management Program that will

make a real impact on physical activity delivery and the way it is managed.

The main objectives are to:

Identify and respond to current exercise trends and challenges in COW community

centres

Help educational organisations develop sustainable practicum quality experiences and

opportunities for practicum students

Deliver quality exercise programs utilising the strengths of ECU students targeting

specific interests of the community

Physical Activity Session Feedback:

90% of participants agreed that the program had raised their knowledge on the health benefits of regular physical activity

96% of participants agreed that the program enabled them to change their physical activity habits.

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how to use your tool kit

The Physical Activity Management Tool Kit has been designed to assist students and

Supervisors to develop, implement and manage an activity program for the community.

Although the tool kit is very practical and applicable to all exercise delivery services, it is

important to keep in mind that some of the suggestions and ideas may not be appropriate to

all COW Community Centres or community situations.

Information contained within this tool kit is based on the Volunteer Management Model (see

below) developed by the Department of Sport and Recreation (DSR) “Volunteer Visions Rio

Tinto Volunteer Management Scheme 2004”.

DSR Volunteer Management Model 2004

Recruitment

Selection

Orientation

3

Training and

Development

4

Recognition

5

Retention,

Replacement

6

Recruitment

1

Selection

2

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What’s in your Tool Kit?

The Physical Activity Management Program Tool Kit contains three parts:

SYMBOLS

Underlined bold document titles can be found in the PART 3 cd -rom

Red documents in the Reference section can be found in the PART 2 booklet The red number after the document is the PART 2 booklet page number.

PART ONE – PHYSICAL ACTIVITY MANAGEMENT MADE EASY…. your instruction manual

Instruction Manual:

PART 1 –Students: Practical information, ideas and strategies for Physical

Activity Program implementation

PART 1 –Supervisors: Practical information, ideas and strategies for managing

practicum students in delivering a community exercise program

PART TWO – EXAMPLES AND TEMPLATES booklet …. The tools of the trade

Part 2 is a booklet created by previous program ECU students which contains

more than 60 templates from the pilot Physical Activity Management Program

delivered to the Banksia Grove local community.

PART THREE – CD-ROM …….don’t invent the wheel

PART 3 is a cd-rom that contains all the examples and templates from part 2, in

addition to Supervisor templates in electronic format (word or PDF). These can

be easily adapted to make them specific to your program – The number printed

next to the bold and underlined document is the resource reference.

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contents

1. PLANNING FOR MANAGING A PHYSICAL ACTIVITY PROGRAM 7

1.1 Ten Simple Steps 8

2. ROLES 13

2.1 City of Wanneroo (COW) Physical Activity Management Program Supervisor 14

2.2 Edith Cowan University (ECU) Practicum Placement Supervisor 17

2.3 ECU Students 17

3. DEVELOPING YOUR PHYSICAL ACTIVITY MANAGEMENT PROGRAM 19

3.1 Why develop a Physical Activity Management Program 20

3.2 What to include 20

4. RECRUITMENT 28

4.1 Attracting participants 29

4.2 Why students do not commit to the program 29

4.3 Matchmaking – matching students to roles 30

4.4 Recruiting program participants 30

4.5 Information Kits 30

5. SELECTION AND SCREENING 32

5.1 Application Forms 33

5.2 Interviews 33

5.3 Signed Agreements 33

5.4 Supervising and Evaluating 33

5.5 Interviewing participants 34

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6. ORIENTATION 36

6.1 Why provide an orientation 37

6.2 Methods of orientation 37

6.3 What to include 37

7. TRAINING AND DEVELOPMENT 39

7.1 Assessment / Appraisal 40

7.2 Supervisor responsibilities 41

8. RECOGNITION 43

8.1 Guidelines for recognising participants 44

8.2 Ideas to get you started 44

9. REPLACING PARTICIPANTS AND SUCCESSION PLANNING 46

9.1 Replacing program participants 47

9.2 Program completion 47

9.3 Feedback `48

9.4 Succession Planning 48

9.5 Conflict Management 49

9.6 Disciplining and Dismissing students 50

10. INSURANCE AND RISK MANAGEMENT 53

10.1 Insurance 54

10.2 Risk Management 54

REFERENCES AND WEBSITES 56

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planning for physical activity

program management

Students

Do you have action plans that set out what you will do, how you will do it, and

by whom?

Do you regularly assess the progress of your action plans?

Are your exercise sessions based on community needs and interests?

Do you alter your promotional strategies to suit those of your clients?

Supervisor

Do you spend time planning for the future needs of your students?

Do you have a budget allocated to your Physical Activity Management

Program?

Do you know your media outlet timeframes?

Do you know the weaknesses, strengths, opportunities and threats to the

Physical Activity Management Program?

How do you measure, document, evaluate and further advance your program

outcomes?

Benefits: “We were able to overcome basic barriers and gain a rapid understanding of our agendas, thus allowing us to complete all the necessary requirements and design a one of a kind health and wellness program for the Banksia Grove Community.”

Charles Toweh

ECU Program Participant 2014

ECU Testimonials 78

SECTION ONE - planning for physical activity program management

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1.1 Ten Simple Steps when planning a Physical Activity Management Program

These 10 simple steps will assist and support you in the planning process for developing,

implementing, evaluating and delivering your Physical Activity Management Program.

STEP 1 Gather Support

STEP 2 Appoint Roles

STEP 3 Plan

STEP 4 Develop and Document

STEP 5 Seek Feedback

STEP 6 Allocate a Budget

STEP 7 Promotions

STEP 8 Develop and Implement Action Plans

STEP 9 Evaluate

STEP 10 Plan for Next Program

END of the

Program

DURING the

Program

BEFORE the

start of the

Program

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STEP ONE – Gather support

A successful program relies on support and commitment from all key stakeholders. –

participants, students, community members and COW and ECU staff.

To obtain support, ensure all stakeholders have access to program information, are

represented, and have a voice in program decision making.

You must be able to justify the importance of the program, and how without this particular

exercise program 1, interests within the community would not be met.

You will need to use research 2 and community statistics 3 to support your decisions.

These requirements enable you to establish a structured approach to delivering a community

based quality exercise program.

STEP TWO – Appoint Roles

If support is given for the development of a Physical Activity Management Program, ask who

is going to drive it? This will highlight the importance of appointing students and key

stakeholder roles to address significant stages within the development and delivery of the

program.

STEP THREE– Planning 4, 5, 6

Collect information from within the community, the COW and ECU on how best to implement

the Physical Activity Management Program at the Community Centre.

STEP FOUR– Develop 7 and Document your Activity Program

Once your have collated your ideas document these in your program.

STEP FIVE - Seek Feedback

Send a draft to those involved in your planning and encourage critical feedback 8.

Physical Activity Session Feedback:

100% of participants agreed the program was held at a convenient time and place. “We can attribute this to the fact that we surveyed the population to obtain their voice on this.” ECU Student

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STEP SIX – Allocate a budget

Budgeting is a major consideration when planning. Any budget that is allocated should be

identified in the short term action plans.

Some of the expenses that might need to be considered include:

Reimbursement

Catering and social functions

Communications (e.g. Posters, Information Kits, promotional costs e.g. sms

messages, ‘Survey Monkey’)

STEP SEVEN – Promotions 9

Once your Physical Activity Management Program is finalised and documented, ensure that

you promote it to all stakeholders.

This will demonstrate your commitment to the program, as well as state how you are going to

do it.

It is significant you are mindful of the time frames and limitations associated with using the

differing media outlets 10.

STEP EIGHT – Develop and Implement Action Plans

An effective way to ensure the Physical Activity Management Program is implemented, is to

develop action plans. Ideally this would be done at the beginning of the program and well

before the busiest time. Action plans 11, 12, 13 need to state:

What you want to do.

When you want to do it

Who is going to get it done?

What resources are needed?

How you will know if it worked – performance measures

When will you review your actions

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Although the Supervisor is responsible for ensuring the program is implemented, it is not their

responsibility to complete all of the tasks required. It is the student’s directive to have program

ownership with tasks shared between all participants. For example, one student may be

responsible for developing and maintaining databases, another student ensuring promotional

deadlines are met.

STEP NINE - Evaluate

WHY EVALUATE?

To identify strengths and weaknesses

To improve the program 14

To provide useful feedback on service delivery

HOW TO EVALUATE?

Develop a survey form

Conduct ongoing and regular evaluation of the program

Conduct a ‘SWOT’ analysis of your Strengths, Weaknesses, Opportunities and

Threats

Conduct regular evaluation sessions

Use feedback sheets

Use satisfaction surveys

Conduct post exercise session interviews

STEP TEN –Plan for the next program

Ideally planning will take place at the end of the program, so you can commence your next

program recruitment process.

Communications: We had 3 reflective / update briefings daily. We obtained the following information:

1. Morning – What are we doing today? Task allocation. 2. Mid-day- Task progress. What support is

required? Problems and solutions to be shared. 3. End of Day – What we achieved. What next?

Suggestions for improvement? How can I use what I have learnt today? Issues?

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Examples and Templates from this section:

Department of Sport and Recreation Volunteer Management Resources: http://www.dsr.wa.gov.au/support-and-advice/people-development/volunteers

City of Wanneroo Population Forecasts and Community Profile

http://www.wanneroo.wa.gov.au/info/20003/council/18/city_of_wanneroo_statistics

1 Physical Activity Project Plan Banksia Grove Community Centre - City of Wanneroo 2014 Reference #

2. Banksia Grove Statistics excel template

3. Banksia Grove Population and Demographic word template

4. ECU Physical Project Planning 1

5. Initial Steps ECU Project Implementation 2

6. ECU Project Resources 3

7. ECU Physical Program Lesson Plans

8. Overview: Project wall display for discussions

9. ECU and Banksia Grove Community Centre logo

10. Media Marketing List excel template

11. Mission Action Plans template

12. Action Plans ECU Project 2014

13. ECU Project Delivery Timetable

14. BGCC Program Evaluation 2014

Communications: Using COW demographic and Banksia Grove Community Centre (BGCC) participation and community statistics, we identified the largest group of potential exercise participants as the ‘Early Years’ – families with young children.

61% of BGCC participants expressed an interest in participating in physical activity classes. 20% of this figure was attributed to mothers keen to engage in exercise classes with their children. The largest increase in persons in the local community was in the Ages 0-4 which accounted for 11.4% of the total population.

We used Survey Monkey, sms, personal contact and an established ‘Early Years’ database (270 contacts listed) to engage with these potential participants. The response from our questions requesting ‘What type of exercise program they would like to participate in?’ determined our exercise timetable and content.

Designing an exercise program voiced by the community, significantly reduced recruitment time and

enhanced our capacity to attract participants.

http://www.dsr.wa.gov.au/support-and-advice/people-development/volunteers


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Students

Do you have a Supervisor appointed with responsibility for leading the Physical

Activity Management Program?

What is your role and purpose in delivering this program?

Are all your service agreements signed and forwarded to the appropriate

personnel?

What personnel can you go to for support?

Supervisor

Is your team educated on management issues and strategies?

Do you have participants responsible for undertaking specific roles within the

program?

Do you have a stakeholder’s communications schedule?

Have your forwarded all your service documents to the appropriate personnel?

How do you create a positive learning environment?

How are you to manage this program within your time frame?

What personnel can you go to for support?

What further resources do your require prior to commencing this program?

How are you going to transition program responsibilities across to students?

Delegating: It is important students are aware of the sequential program implementation tasks provided in the ECU Participant Action Checklist 56.

We reviewed this document each day, ticking the completion box once tasks were executed.

This action provided us with a sense of achievement, independence, direction, enabled the sharing of roles and helped us identify the best person for the task.

The Action Checklist was enlarged and placed on the wall. We added our individualised coloured sticky dots to the tasks, so we all knew who was responsible for task completion. This process also enabled the sharing of responsibilities as we had a visual reminder of who was doing what.

SECTION TWO - roles

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Physical Activity Management

Program Supervisors

2.1 COW Physical Activity Management Program Supervisor

The COW Supervisor drives the Physical Activity Management Program, providing ongoing

support and a point of contact for the ECU Practicum students and ECU Practicum Placement

Supervisor.

The COW Supervisor will endeavour to ensure the student/s has appropriate experiences

during the practicum placement to develop student competencies.

Initially students will observe and then gradually take part in exercise delivery sessions,

ultimately aiming to conduct sessions independently.

Progress from observation and full supervision to an increasing amount of independence and

efficiency occurs as the student’s skills develop towards workplace standards.

It is the responsibility of the Supervisor to encourage and monitor this progression and guide

students to practice the technical skills, interpersonal professional skills and self-regulation,

they are developing in the curriculum, in a supportive and safe work environment.

The role of the Supervisor 15 is crucial in the development of the student’s professional skills

and can vary from teaching, supporting, assessing, giving feedback, role modelling, listening,

guiding, mentoring and more.

Role of the Physical Activity Management Program Supervisor

Because each program and Community Centre functions differently and has different needs,

the tasks performed by the Supervisor may need to be adapted.

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Responsibilities: 18

Organise an approximate starting and finishing date with the student/s

Confirm student attendance days and times

Provide an orientation and safety induction for the student/s

Provide a positive learning environment 19 for the student/s

Demonstrate the professional skills and competencies students are to replicate in the

work place

Monitor the student’s workload

Provide sufficient student supervision to maximise client, staff and student/s safety

Provide feedback regarding student/s professionalism, communication and workplace

skills

Assess 20 student’s performance (an interim evaluation form 21 (after 40 – 50 hours)

and a final evaluation 22 form (after 120 hours) for each student)

Provide 100% subsidised access to a COW Community Centre room for the duration

of the planning workshops and at times pre-arranged, for the set-up of the activities

Provide ECU students assistance and supervision in developing community targeted

activity programs

Promote the ECU activity program through COW marketing mediums

Provide the student with the opportunity to assist in:

Fitness and exercise appraisals

Goal setting

Fitness and exercise testing

Prescribing exercise programs to low risk clients

Delivering exercise programs to low risk clients

Demonstrating warm ups and stretching exercises

Demonstrating strength and conditioning exercises

Demonstrating the use of gym equipment and facilities

Planning and Implementing a group exercise class (e.g. fitness circuit)

Reception duties (learn necessary computer programs, fax, email and telephone skills)

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Skills and Attributes of a Supervisor

A Supervisor is more likely to be effective and enjoy their role if they exhibit personal attributes

which enable them to perform the tasks assigned and to relate well to students.

Qualifications:

The Program Supervisor must be tertiary qualified in a related health, sport, fitness, exercise,

recreation, leisure or educational field or Cert IV Fitness / Personal Training with 10 years of

experience.

A Supervisor should have or be trained in the following skills:

Communication and interpersonal skills

Be approachable

Planning and goal setting

Interviewing students

Human resource management

Rostering and organisation of students

Problem solving

Delegating tasks and responsibilities

Conflict resolution

Time management

Report writing and evaluation

This list of skills is extensive but not exhaustive. Each Supervisor and cohort of students will

bring a different set of skills, knowledge, experiences and personal attributes to this role.

Resource: School of Exercise & Health Science SPS2303 Sports Science Applications 2 (Practicum) Student

Handbook Semester 2, 2014 Edith Cowan University

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2.2 ECU Practicum Placement Supervisor 16

The Exercise and Sports Science Practicum Coordinator organises practicum placements,

providing ongoing support and is a point of contact for COW staff. They

In communication with the COW Supervisor pre-arrange each planning session and

consultations

Market the exercise programs through their own marketing mediums

Liaise with ECU students on course material and marketing requests

Recruit and coordinate the delivery of the sessions and have students available

Liaise with the COW Supervisor to complete all paperwork necessary to meet COW

engagement requirements e.g. Insurance documentation

2.3 ECU Students 17

The ECU student’s role is to:

Identify and provide exercise programs targeting COW community needs from data

analysis and discussions with ECU and the COW Program Supervisor

Assist with collecting participation data and feedback

Plan and deliver 3 or more physical activity sessions over 120 hours

Complete Student Practicum application forms

Submit a project: If a project proposal is approved the final written report must be

submitted to the COW Supervisor and the University practicum coordinator.

Complete with the COW Supervisor written progress assessment reports.

Complete with the COW Supervisor external Interim report (after 40 - 50 hours)

Complete with the COW Supervisor external Final report (after 120 hours) due at the

end of semester

Seek support and supervision if necessary by appropriate university staff

Attendance at academic visit seminar sessions

Program Commencement: The Physical Activity Management Program commenced with two ECU

students, with an additional two students joining the program in the following two weeks.

It is significant students are recruited at least three weeks prior to program commencement so initial

task distribution is shared equitably and all participants are equally engaged in the program.

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Provide the following documentation to the COW Supervisor:

A letter formalising the placement

Student expectations – knowledge and skills document

Host Supervisor expectations document

Supervisor’s information and guidelines – includes a summary of the

units completed by the student

University representative/Supervisor’s role document

Risk Management Checklist

Details on how to assess student Interim and Final Evaluation forms

Professional and skill based checklists


15. ECU Practicum Unit Outline

16. ECU School of Exercise & Health Science Student Handbook Semester 2 2014

17. ECU Log book example

18. Roles and Responsibilities ECU template

19. Learning Outcomes for Professional Practice

20. ECU Unit Assessment

21. Interim Report – External 40-50 hrs

22. Final Report – External 120 hrs

SYMBOLS

Underlined bold document titles can be found in the PART 3 cd -rom

Red documents in the Reference section can be found in the PART 2 booklet The red number after the document is the PART 2 booklet page number.



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developing your physical activity

management program

Student

Do you share leadership roles?

How do you resolve conflict and make decisions in your group?

What methods of communication will you be using for your program?

Do you follow the Department of Sport and Recreation Management Model six

progressive stages for looking after your clients?

Supervisor

Do you have a written?

Management Program?

Management Policy?

Procedures to support the Program and Policy?

Are these documents included in your Physical Activity Management Program?

Do they clearly outline how the team deals with concerns?

Are they made available, promoted and understood by all members and

stakeholders?

Are they reviewed and updated regularly?

Do you follow the Department of Sport and Recreation Management Model six

progressive stages for looking after your students?

SECTION THREE - developing your physical activity management program

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3.1 Why develop a Physical Activity Management Program

Having a clear, concise, widely available working document for your program will provide the

following benefits:

Great recruitment tool – shows potential stakeholders your program is committed and

structured to enabling good practice and quality exercise delivery

Great retention tool – shows current participants you value and are dedicated to supporting

them and the sustainability of the program

Good risk management practice – demonstrates the program has included how to

professionally manage a community Physical Activity Management Program

3.2 What to include

A successful and effective Physical Activity Management Program documents the following:

A) Mission statement

B) Objectives

C) Physical Activity Management Program Management Policy

D) Rights and Responsibilities

E) Management System

F) Management Model

Leadership: A team leader roster with a role description 35, group agreed behaviour 26, meeting norms

27, 57, and support in using a meeting agenda template 58, complimented with information for giving and

receiving critique 25 was significant in establishing a positive and non-judgemental learning environment

for students.

Students were able to place their names on the leader’s roster at a date they chose, with the stipulation

they were to lead the student group at least once, for the program duration.

This option enabled students to be responsible for the student group and delivering the program, for

one day, when they were prepared to do so.

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A) MISSION STATEMENT

A mission statement is a brief explanation of the purpose defining the efforts of students

within the program. Displaying a mission statement is a public way of showing to your user

groups that your program is committed and supportive in creating a culture that values and

respects all program participants and the roles they perform.

For example, ECU students will develop and deliver a quality health and well-being

program for the local community which will provide participants with the capacity to sustain

a healthier lifestyle.

B) OBJECTIVES

Objectives state in more specific terms what your team is doing to achieve your overall

mission. Objectives will guide the decision-making process and you can refer to the list to

ensure you are on track with your Physical Activity Management Program.

For example,

To action a quality physical health and well-being program that serves the

Banksia Grove Community and surrounding areas

To raise awareness of the importance of regular exercise

To increase physical activity participation within the community

To provide exercises, education and support for participants to be able to

continue exercising post program

C) PHYSICAL ACTIVTY PROGRAM MANAGEMENT POLICY

A policy is a statement of intent, which sets out clearly the programs views with respect to

a particular matter or course of action. A policy can also be a set of guidelines, which

outlines what a service will provide and how it will go about providing it.

Mission Statement: The Mission Statement was used to answer difficult decisions and to refocus

program direction. For example the question was asked “Do participants need handouts?” As the

Missions Statement was to ‘sustain a healthy lifestyle’, the decision was to develop handouts and to

focus on teaching participants how to exercise safely in sessions rather than to ‘just exercise’.

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Policies, in relation to this program, are used to:

Set guidelines on how the program will look after its members

State the team’s commitment to members

Provide clarity to participants and program stakeholders

Outline roles and responsibilities

Define lines of communication and accountability

Provide a structure for sound management

Ensure continuity; and

Recruit more program participants (promotes your commitment to the program

and your professional approach to management practices)

A Program policy could contain, for example, position statements on:

Grievance and disciplinary procedures

Insurance 23

Lines of responsibility

The principle of equal opportunity

Occupational Health and Safety

Privacy 24 and Confidentiality

Code of Conduct/ behaviour 25, 26

Absences 29

Communication time frames 27, 28

Clothing

Your program policies may also require support policies, which are applicable across the

program. For example, a Privacy and Confidentiality policy will cover the collection and

storage of participant and student personal contact details.

Clothing: Students are required to wear their ECU t-shirts for the duration of the program.

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Introducing the policy

Once the policy is written, you have to ensure that it does not sit unread in a filing cabinet.

If it is to be implemented properly, people need to both know it exists and understand its

purpose.

All members should receive a copy of the policy. Making it a part of your orientation

package guarantees new students will receive a copy.

Reviewing the policy

It makes sense to review and adapt the policy for every program to improve the content.

As when writing the policy, input from students and participants will help in evaluating its

relevance and usefulness. A review process helps keep the policy a living document –

even if very little is actually revised, the act of looking through it is a reminder about what

is says and underlines its importance within the program.

D) Rights and Responsibilities 18

It is important program participants clearly understand the rights and responsibilities of all

stakeholders. Once this has been documented it should be signed. This simple gesture

sends a powerful message of support and acknowledges the contributions made by

program participants towards the implementation and delivery of the program.

Communication: The student group agreed the most appropriate response time for communicating to

clients was within 2 days from the initial contact.

All team members shared this responsibility, dividing the work load according to the different

communication options available.

For example, different students were responsible for engaging with and responding to existing and

potential participants via email, Facebook, Survey Monkey, phone and sms.

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E) Management System

Database

It is essential the Physical Activity Management Program has established and effective

databases to manage the program.

These databases need to be regularly maintained and can include the following:

Participant 30

Previous program attendees 31 – student 29 and community members 32

Media 33 and promotional contacts and services

Program 34 stakeholders

When creating a database the information captured will vary dependent on the purpose of

the database. It is important when developing a community database that the following

information is included.

INFORMATION – Participant

Name, address and telephone number (email if available) – best contact

Emergency contact details;

Details of next of kin for emergencies;

Health information

Date of birth (additional measures may be necessary for older participants)

How did they find out about the program

Interests

Permission for further contact and information distribution

PRIVACY ISSUES

When collecting information on your participants and developing a system to manage that

information (i.e. Computer database) it is essential you have systems in place to keep this

information private and confidential.

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Communication

Effective communication is critical to keep your stakeholders well informed and to ensure the

lines of communication are open and a two-way process.

You will need to determine the best method, within available resources and time frames, to

communicate with your stakeholders. This may involve one or more of the following:

Newsletters and promotion

Meetings

Website

Letters

Evaluation forms

Facebook

Local newsletters

Administration

A Supervisor is necessary to coordinate the student cohort and to manage the program. Tasks

within the program should be shared amongst the group and allocated according to each

student’s interest and strengths. Rostered leadership roles 35 and responsibilities is

necessary to maintain program schedules 36 and to provide support for all participants.

Supervision: Students developed the Training Evaluation form 74 to define what characteristics they wanted to demonstrate as an instructor and what elements they believed should be present in delivering a high quality exercise session.

Two Instructors (Lead and Support) deliver the exercise classes with an observer present.

The Observers’ role is to assess the Lead Instructors’ performance using this form as a guide.

Each team member is rostered through the Observers’ role.

The Supervisor accompanies the observer, providing support for feedback and performance solutions until the observers’ skills are appropriate for independently diagnosing and interpreting best practice.

This process enabled students to have greater ownership of each other’s skill growth, in addition to further developing their leadership and management capabilities.

Phone calls

Email

Memorandums

Workshops/ discussion forums

Regional support networks

Twitter

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F) Management Model

The Physical Activity Management Program model (below) illustrates the six core components

of a sequential management procedure.

This model provides an ongoing management process, starting from recruiting all

stakeholders, managing the exercise sessions/participants, to future planning for program

sustainability.

When developing your Physical Activity Management Program, try to incorporate each of the

components into your program.

This model is a resource both for the Supervisor and student as it addresses elements

required to support student management, in addition to providing the steps for students to use

in delivering a participant based physical activity program.

Each model component has a dedicated section in this Tool Kit.

Please read through each section within this tool kit before developing your Physical Activity

Management Program.

DSR Volunteer Management Model 2004

Recruitment

Selection

Orientation

3

Training and

Development

4

Recognition

5

Retention,

Replacement

6

Recruitment

1

Selection

2

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23. ECU Resources for Student Placement Risk Management pdf

24. Statement of Confidentiality

25. Feedback Student template

26. Program Member Protection Policy

27. Meeting Norms

28. Photo permission Banksia Grove Photo Shoot

29. ECU Attendance and Program Participant Registration excel template

18. Roles and Responsibilities ECU

30. BGCC Visitor Database excel template

31. BGCC Visitor form 2014

32. Current client list 2014 Trim Reference

33. BGCC Marketing List Trim Reference

34. Contact, Website and Password List Trim Reference

35. Team Leader Timetable

36. Timetable ECU Project delivery

Inclusive Practices: The Physical Activity Management Program user group was the ‘Early Years’. To encourage families to participate in physical activities we planned exercise classes which would accommodate children.

This inclusive practice not only attracted mothers with new born babies, too anxious to use a crèche, but fathers who wished to exercise with their family.

The informal structure associated with the classes also encouraged participants, who were not comfortable exercising in a more commercial venue, to participate.

Sustainability: The major focus in planning this exercise program was for participants to be able to sustain their levels of activity post-program.

To meet these requirements, all exercises selected could be performed without equipment and in other locations.

Exercise handouts and videos demonstrating correct exercise technique were provided in all sessions.

Three students were present in each session to foster safe exercise practices.

The Pram classes provided participants with exercises to incorporate into a routine while walking with the baby in the pram.

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1. recruitment Students

Do you research and analyse demographic data and statistics to ascertain your

target physical activity group?

Do you know the Community Centre major user group?

Do you actively recruit participants based on your research?

Do you have a quality data base identifying community physical activity

interests?

Do you have a contacts data base?

Do you have a media and promotions data base?

Do you have an Information Kit to give to potential participants?

Supervisor

Do you actively recruit community and program key stakeholders?

Are all stakeholders represented within the program?

Do you seek recommendations and suggestions from all stakeholders?

Do you provide access to the Physical Activity Management Program for all

stakeholders?

Do you interview potential participants prior to program commencement?

Do you have an Information Kit to give to potential participants?

Do you ascertain, share and utilise the strengths and skills of students?

Do you shorten or adapt roles to suit individual students?

Do you consider additional volunteers to support the program?

Do you enable students to steer the program?

SECTION FOUR - recruitment

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4.1 Attracting participants

To recruit all program participants you will need to promote the program. Some reasons why

people will be interested are:

Personal satisfaction

Social contact

Opportunity to use their skills and experience

Opportunity to help others within the community

Personal and family engagement

To complete some or all of their hours for Unit SPS2303 Sports Science Applications

2 (Practicum)

Personal or business promotional opportunity

4.2 Why students do not commit to the program

Understanding why people do not commit is just as important as knowing why they do.

Some reasons for non-commitment include:

Failure to meet expectations – Often expectations are not met or students are not

matched to roles that suit their skills. When this occurs, often the student becomes

despondent and withdraws their services. This is where the pre-program interview

becomes an important tool, to establish the student’s expectations and their skill set.

Time commitment – You may find students are unable to commit for long periods or

for the full duration of the program. It is significant to recognise this possibility and to

develop strategies to cater to those who cannot commit. For example, why not allocate

two students to lead an exercise session for part of the time rather than the entire

program?

Fear of engagement – Some practicum, students may be concerned with role

execution and in leading a physical activity session. Incorporating a buddy support

network within the student cohort, complemented with a non-judgemental attitude will

assist in reducing anxiety levels.

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Failure to provide ownership - To be able to utilise your skill set and have your

abilities acknowledged is a powerful motivator for engagement. You will find if students

are allowed to make mistakes, are provided with choices and significant

responsibilities, they will become empowered and want to steer the program.

4.3 Matchmaking – matching students to roles

Each student should be matched to a role that suits:

How much time the person is prepared to contribute

Why they have chosen the Physical Activity Management Program as their practicum

Their specific skills and experience

Their own personal likes and dislikes

4.4 Recruiting program participants?

The most common ways all stakeholders will become involved in the Physical Activity

Management Program is if they are asked 37, 38, followed by knowing someone who is

involved.

The type of target group you wish to recruit will also determine where you should aim your

recruiting strategies 39. For example, if you would like to address mothers with children,

posting information on ‘Early Years’ Facebook pages is a preferred choice. Using the same

strategy for recruiting ‘Seniors’ will not be as effective due to a limited information technology

skill set.

4.5 Information Kits 40

When you approach potential participants it is important to be able to provide information about

the program and the service provided to enable the interested person to assess whether they

would like to be a part of the program. This information can be given over the phone, email,

website or in the form of an Information Kit or brochure.

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An Information Kit may contain the following material:

An introductory letter 41, giving name and contact details for the lead person

Information about the program (mission, purpose etc.) – this may be in the form of a

leaflet or flyer 42, which can then be used across other areas to promote your service

(e.g. COW Library)

The different roles available and a summary of what each role entails

The potential benefits 43, 44 of engaging in the program

Instructions on the application process – what is required to register if they do decide

to be involved

A registration or nomination form

Details about the selection process and any additional information requirements

Your Information Kit is a very useful promotion tool for your program. Try to make it as

informative as possible, however take into consideration the information you provide should

be easy to read and to understand.


37. Survey Cover letter - 11

38. Survey Monkey Banksia Grove Community Centre Survey - 12

39. Newspaper Advertisement

40. ECU Practicum Project Tasks and Outcomes

41. Booking Email Response

42. ECU Physical Activity Management Program Flyer 3

43. Quotes from Previous Program Participants

44. ECU Student Testimonials 66

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2. selection Students

Do you have documented policies and procedures for selecting your

participants?

Are these policies and procedures made available, promoted and understood

by all program participants?

What procedures do you have in place for participants who do not pass the

screening requirements?

What procedures do you have in place for participants who do not wish to have

their photos taken?

Do you have a meet and greet procedure?

Do you actively listen to your Supervisor, clients and colleagues?

Do you consider implementing program participant suggestions and requests?

Supervisor

Do you have a documented Member Protection Policy, which includes your

students?

Are these policies and procedures made available, promoted and understood

by all program participants?

Do you provide critical feedback, with students providing solutions for areas of

improvement?

Do you consider different ways to supervise and evaluate your students?

SECTION FIVE - selection

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5.1 Application forms 45

The application form provides needed contact information. The application form should also

clearly state whether other screening measures 46, 47 (e.g. Medical exam) are required.

5.2 Interviews

The interview provides an opportunity to talk to the potential participant about their

background, skills, interests and availability, and to explore the student’s suitability for the role.

5.3 Signed agreements

Photo Permission 48 and Promotion – This is a document which enables the supervisor to

publicly display and promote participants within the program

Code of Behaviour 26 – This is a set of rules that states the do’s and don’ts of participating in

the program. This can be a generic set for rules for all participants or for specific positions

Service Agreement 18 – This is a signed agreement outlining what is expected of each party

and what they can expect form the other party – Risk Management 49, 50, Practicum

Placement 51

5.4 Supervising and Evaluating

The identified level of risk associated with the program will determine the necessary degree

of supervision and evaluation. If the risk is great, it follows the student/participant will be under

close supervision.

It is recommended the Supervisor closely observes and provides critical feedback in the first

few weeks of the program, with the provision of evaluation descriptors for additional students,

to also critique the sessions. 74

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5.5 Interviewing participants

Interviewing potential participants is an important part of your selection process. It gives the

opportunity to discuss the program, the role and what will be expected of them. In return, it

gives the opportunity to find out information about the person and to determine if they are

suitable for the role.

An interview does not need to be formal. In some instance having a chat over a cup of coffee

could be sufficient, however the process you follow and the content you cover would be similar.

It is important to go through this process, even if there is only one applicant, or if you know the

applicant, as the same process should be followed for all interviews.

Outlined below is an example of how an interview process can be conducted:

PRE-INTERVIEW

Identify members of the interview panel

Prepare a list of interview questions

Prepare a record of student interview

INTERVIEW

Greet participant and begin to establish rapport

Introduce the interview panel

Discuss the history of the program and its mission

Give an overview of the role

Explain how many roles you have and how many people applied

Move through the interview questions

Give the student/participant the opportunity to ask any questions

Conclude the interview. Farewell and show appreciation for their interest

Complete record of volunteer interview

Interview: Students prepared interview questions and interviewed each other. This ensured all participants understood their role within the Physical Activity Management Program and provided the opportunity for students to experience all interview process components.

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POST-INTERVIEW

Rank the participants from the most to the lease suitable person for the role

Notify successful applicant

Notify unsuccessful applicants –endeavour to offer alternative student opportunities


45. Student Enrolment and Contact Details

46. Program Registration and Consent Form - 4

47. Pre- Exercise Screening template - 5

48. Community Photo Permission template

26. Program Member Protection Policy

49. Risk Management Checklist Agreement

50. ECU Risk Management Checklist Appendix 3

51. Practicum Placement Plan Form

18. Roles and Responsibilities ECU

74 Training Evaluation form - 6

Program Benefits: “This Practicum gave me the opportunity to try things outside my comfort zone such as group sessions, dealing with young children and public speaking. However, I am now more confident when approaching these tasks………”

“It inspired me through seeing the positive impact that the session could do not only for myself, but for the Community of Banksia Grove, participants and the relationship with ECU……”

“It has been a great opportunity that I have been provided and would do it all over again in a heartbeat.”

Shaun McBurney


ECU Testimonials 78

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3. orientation Students

Do you welcome your participants and show them your support when they start

their program?

How can you use power points and video for program orientation?

Supervisor

Do you have an orientation process and Information Kit for students?

What Physical Activity Management Program policies and procedures require

updating or review?

How much time do you allow for student orientation?

What methods do you use to ensure all program participants remain

knowledgeable on priority program documents?

How often do you revise your Orientation Kit?

Do you seek advice from your students on Orientation Kit content?

What other stakeholders would like to contribute to or access your Orientation

Kit?

Testimonial: “The Program is incredible and I would recommend that as many students try to get involved as possible….”

“It was time consuming, exhausting both mentally and physically, however it was an experience I would not trade.”

Jadon Gielingh


ECU Testimonials 78

SECTION SIX - orientation

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6.1 Why provide an orientation?

Orientation is important as it gives the participants an understanding of the program, its

direction and mission. The aim of an orientation is for participants to gain a sense of belonging,

an understanding of their role and to be acknowledged as a valued member significant to the

success of the program.

6.2 Methods of orientation

Information 52 (or Orientation Kit)

Group orientation 55

Hand-over with previous participant

6.3 What to include?

An orientation may cover the following:

Program mission statement, goals, overview

56

Code of practice

The rights of participants

The lines of authority, accountability and

communication

A guided tour of the building

To ensure the Supervisor has provided each program participant an orientation 63, allow

space for a Supervisor and participant signature on the completed Orientation/Induction

checklist.

Confidentiality: Emergency contact details for all exercise sessions, provided outside of the Community Centre, were carried by the Observer. This information was transported within a non-transparent folder.

Students ensured mass emails sent to exercise participants were delivered using the ‘bcc’ hidden address option.

All photo consent forms were noted for approval prior to all classes commencing.

Video and PowerPoint presentations 53, 54

Individual orientation

Relevant policies and procedures

57, 58, 59, 60, 61

The roles and responsibilities 62

Introductions to other participants

An introduction to risk management

and health and safety issue

Confidentiality practices

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52. Orientation Kit

53. Open Day Presentation - 64

54. Flexibility and Core Strengthening Orientation - 37

55. Generic Class Orientation - 16

56. ECU Participant Action Checklist

57. Leader Meeting Guidelines

58. Agenda template

59. Exercise Timetable template Weeks 8-14

60. Equipment & Resource Request template

61. COW Logo Guidelines

62. Pram Class Email Orientation - 27

63. ECU Site Induction Checklist

Program Benefits: “Amazing, is a word that comes to mind to describe my placement at Banksia Grove Community Centre.

Real life, transferable skills were learned, in developing a successful and sustainable Physical Activity Management Program….”

“The supported team collaboration allowed for your strengths to be utilised, whilst constructive help was always available…..”

“I had always desired to part of the growth process in setting up and refining a successful commercial enterprise model, and feel I have developed acquired skills in this area….”

“The emphasis on self-empower was evident, with so much positive feedback from our clients successfully changing their lifestyle and striving towards their goals in living a more active and healthier lifestyle…”

Brett Cole


ECU Testimonials 78

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4. training and development Student

Do you identify the needs of your participants and offer suitable training

opportunities and options?

Do you keep an accurate participant attendance database for different physical

activity sessions?

Do you plan for progression in your exercise sessions?

How do you evaluate your exercise sessions with minimum attention required

from your participants?

How do you evaluate your exercise program with minimum attention required

from your participants?

How do you measure progress?

How do you measure outcomes?

How do you motivate your participants?

What exercise timetable best suits your participants?

What other health and well-being benefits could you provide to participants in

your exercise sessions?

Supervisor

Do you cover program out of pocket costs for your students?

How do you acknowledge students’ progress?

Do you use a ‘buddy’ support training system utilising student strengths to

manage the program?

SECTION SEVEN - training and development

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Training and development is a vital component of a good physical activity and management

program, both for the exercise recipients and for the practicum students.

It is also important for students to be flexible in developing the choice of exercise options and

exercise times 64 in order to cater to the needs of busy participants.

7.1 Assessment / Appraisal 65

This gives you a chance to assess how all participants are handling the program and gives

the participants a chance to let you know about any areas of concern or extra support required.

Examples of what might be included in an appraisal discussion:

Acknowledgment of the participants progress 66 and identification of their strengths

Discussion on areas 67, 68 the participants needs to develop further

Identification of further skills required for support

Motivations of the participant – are they being met?

Feedback from the participant about the program 69, exercise session 70, role?

Identification of further support or supervision required

Setting goals for the future

The appraisal 71 whilst a formal process, should be as non-threatening as possible.

Risk Management: Whistles, mobile phones and emergency contacts were available at all exercise sessions.

Whistles were identified by the group as the “I need immediate assistance” response.

A person responsible for First Aid was rostered to be available for all exercise sessions.

Students contacted Community Centre personnel by phone on arriving and leaving outside exercise session locations.

A vehicle with car seat was available for all outside exercise sessions.

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7.2 Supervisor Responsibilities

The Supervisor is not responsible for designing and delivering the Physical Activity

Management Program. The main responsibilities 19 for the Supervisor in the area of training

are to:

Mentor 72, resource 73 and support 74 students in practising and developing their

skill sets 21, 22

Keep records of skills demonstrated by participants gained before or during their time

with the program

Review the student Practicum Plan to ensure practicum completion is within the time

frame

Inform other staff of the presence of the student and their Practicum Plan

Arrange regular Supervisor-student meetings 75 to discuss progress

Ensure systematic observation (~20 hours) at the beginning of placement for student

orientation and for students to understand the culture of the workplace

Ensure students only undertake tasks for which they have been appropriately trained

Notify ECU if the student is playing a major role in a display, tournament or promotion

*University staff would welcome the opportunity to visit at the appropriate time. Media

coverage may be provided to benefit the University, the student and the host agency

Contact the University Practicum Coordinator who will liaise with the Supervisor and

the student if industry practice is not proceeding smoothly for any party for prompt

resolution

Ensure appropriate Risk Management policies and procedures have been completed

to cover students while they are undertaking curriculum related activities in the

community - provided that they are officially enrolled in the University units related to

the activity

Establish, review, final edit and or update policies created by students prior to

implementation

Consult with participants about their exercise needs and expectations

Organise orientation session, Information Kit or hand-over with departing students

Prioritise training needs

Evaluate the cost, effectiveness and relevance of the ECU and COW Program

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64. Leaders Class Timetable - 15

65. ECU Interview Timetable Roster

66. Timetable ECU Project Delivery

67. Bummy Tummy Plan - 18

68. Bummy and Tummy Handout - 22

69. Program Feedback Form - 10

70. Session Feedback Form - 9

71. BGCC Program Evaluation 2014

19. Learning Outcomes for Professional Practicum

21. Interim Report – External 40-45 hrs

22. Final Report – External 120 hrs

72. Problems & Solutions template

73. ECU Program Lesson Overview

74. Training Evaluation form - 6

75. Project Evaluation template

Thank You:

The City of Wanneroo Healthy Communities Team provided exercise resources for the Physical Activity ManagementProgram and unconditional support for the Physical Activity Management Program Supervisor and Participants. Thank you Luke Middleton (Healthy Communities Physical Activity Development Officer), Rebecca Waddington (Healthy Communities Development Officer) and Toyah McCarthy (Coordinator Healthy Communities).

The ‘Act, Belong, Commit’ Healthy Communities Program sponsored the carry bags and water bottles gifted to all exercise participants. Thank you Rebecca Waddington.

The City of Wanneroo Communications and Events Team provided free promotions for the exercise sessions with advertisements posted on Facebook, the City of Wanneroo Website and submitted to the Wanneroo Times newspaper. They provided equipment such as pull up and tear drop banners for the Celebration Ceremony and were responsible for engaging the City of Wanneroo Mayor Tracey Roberts to speak at this gathering.

The City of Wanneroo Information Technology team provided free access to visual equipment for the Celebration Ceremony.

The City of Wanneroo Community Links Team approved the Project Plan and Project Brief documentation which was required to ignite the Physical Activity Management Program. Thank you Caroline Dewey (Community Development Officer), Toyah McCarthy (Coordinator Community Links) and Michelle Brennand (Manager Community Capacity Building) for your high interest and additional efforts in meeting signature deadlines for program commencement.

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5. recognition Student

Do you recognise and acknowledge all participants in your program?

Do you have documented policies and procedure for recognising participants?

Supervisor

Do you have an allocated budget for recognising program achievements?

Do you have a time schedule for program promotions and recognition?

Do you access all stakeholders for recognition input or contributions?

Do you provide wall space for participant and program recognition?

Do you vary methods of recognition?

Do you celebrate milestones reached in progressing through the Physical

Activity Management Program?

Thank You:

Four Edith Cowan University students commenced the Physical Activity Management Program at the Banksia Grove Community Centre in September and completed their placement November 2014.

They developed a series of four different exercise sessions for families to exercise with their children aged 0-4.

During the course of the program 240 people participated in these exercise sessions.

100% exercise participants agreed they found the Physical Activity Program Excellent/Good.

100% exercise participants agreed the Instructor was prepared, organised and clear.

Thank you Brett Cole, Jadon Gielingh, Shaun Mc Burney and Charles Toweh for your enthusiasm, skills, and additional time gifted beyond your practicum requirements to benefit and change the life

practices of a community.

SECTION EIGHT - recognition

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Program participants do not expect lots of praise or to be showered with gifts. However, when

some thanks and acknowledgement of effort is given, it is appreciated.

8.1 Guidelines for recognising participants

Be immediate – recognise efforts as soon as possible after it is given

Be specific – give personal recognition relevant to the task

Be consistent – recognise everyone and avoid showing favouritism

Be sincere – mean what you say

Be enthusiastic – being positive and upbeat will build enthusiasm in others

Be manageable – recognition strategies must be able to be budgeted for and repeated

in all programs.

8.2 Ideas to get you started

Smiling, saying hello and thank you

Exercise participant of the week

Organise recreation and socialisation opportunities

Devote a specific page on your website to all program participants

Devote wall space in the community centre for special participants

Name an event, award or object after a program participant

Publish program articles in your newsletter including key stakeholder names

Provide participants with identification badges, water bottles, merchandise

Place thank you / achievement efforts 76 on the notice board

Send get well and happy birthday cards

Provide free end of program celebrations 77,

Nominate your student/s for the ECU Practicum Award

Provide letters of reference

Collect and publish participant testimonials 78, 90

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76. Quotes from Previous Program Participants

77. Partnership Celebration Invite - 63

78. ECU Student testimonials – 66-67

90. Physical Activity Management Program Celebration Thankyou leaflet

Branding: The Physical Activity Management Program brand is ‘Empowerment.’

Using the Mission Statement as a reference, students developed this brand through writing down single

words which they felt best described the program and how they were feeling about the Physical Activity

Management Program.

Each word was considered by the team with a group consensus identifying ‘Empowerment’ as

encompassing all of their expectations and thoughts.

Empowering Participants: Exercise participants were empowered as they were provided the knowledge

and skills to self-sustain an active lifestyle. E.g. Barriers to exercising with children were addressed with

participants educated on how to accommodate their family into their physical activities.

Empowering Students: Program ownership, accountability, support, encouragement and responsibility

for significant tasks encouraged and enabled students to become empowered in developing and

delivering high quality exercise sessions.

Thank You:

ECU Practicum Coordinator/Supervisor for Exercise and Sports Science Dom Passalacqua contacted

the COW Community Project Officer to request student placement at the Banksia Grove Community. If

it was not for Dom contacting the COW this program would not have been created.

Thank you to Associate Professor Annette Raynor (ECU Head of School), Kylie Cormack (ECU Course

Coordinator) for approving and supporting the Banksia Grove Community Centre practicum placement.

Thank you to COW Community Links Community Project Development Officer Doug Middlemass for

establishing this connection with ECU.

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6. replacing participants and

succession planning Students

Do you plan for when or if your participants leave the program?

Do you collect information from participants who leave the program which

may help with retaining current and future participants?

Are you aware of the Programs grievance, discipline and dismissal

procedures?

Do you collate and provide program resources for the next group of students?

Supervisor

Do you have written procedures for?

Grievances?

Discipline?

Dismissals?

Do you plan for when you or your participants leave the program?

Do you collect information form participants who leave the program which

may help with retaining current and future participants?

Do you plan for program post promotions?

Do you have strategies to promote collaborative planning?

Do you allocate time for team discussions and reflections?

Sharing Ideas: Students used a ‘placemat’ strategy to quickly capture ideas. A key question was presented and all students wrote down as many as their ideas as possible within 30 seconds on a A3 piece of paper. All ideas were then viewed, considered and a mutually agreed decision made.

SECTION NINE - replacing participants and succession planning

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Maintaining a stable group of participants is a significant goal for all physical activity and

practicum programs.

A stable participant base:

Reduces recruiting time and costs

Provides an important sense of continuity for the community centre and the program

Reduces training resources and planning

If a participant stays with the program, however chooses to participate in a different session

or undertake a different role, they will need to be provided with an orientation to this new role,

its description and have access to the appropriate training and support. The participant

database will also need to be updated to reflect this change.

9.1 Replacing Program Participants

Participant turnover is a reality, however you may manage this replacement process if you:

Improve how you manage your remaining participants

Improve your program

Provide minimal impact on the program during the transition

Make the departing participant feel they can come back to the program if their current

situation changes

9.2 Student Program Completion

When a practicum program is finished it is important the students plan how they will ensure

resources will be provided to the next group. Where possible organise for a handover between

the old and the new student cohort.

Any files, resources, equipment, keys or other resources that belong to the program must be

securely stored and remain at the Community Centre.

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9.3 Feedback

Evaluating the reasons why a participant leaves the program or a student becomes

disinterested is invaluable for improving the Physical Activity Management Program.

One way to collect this information is with an exit interview 79. These can be formal or

informal, conducted in person, over the phone or in the form of an exit questionnaire which

the person can complete and return.

9.4 Succession Planning

Succession planning can help your program continue to thrive if key stakeholders (Supervisor)

relinquish their role.

A GOOD SUCCESSION PLAN INCLUDES:

A business plan – this does not have to be lengthy. It is a working document outlining

the programs priorities, and should be consulted regularly throughout the year

Role descriptions – this makes it easier to recruit new people to the program, and

ensures new recruiters are aware of responsibilities

Policies and Procedures Manual 80 – this outlines the day to day program tasks, and

who is responsible for carrying them out. It will also contain policies about the selection

process, health and safety issues and program management

Reporting procedures – these show the reporting lines back to the key stakeholders,

either directly or through Supervisors

Mentoring Program 81, 82, 83 – mentoring involves one person helping another person

to develop new skills. Informal mentoring is embedded within the program, however

formal mentoring is more structured and involves inexperienced, or new student to be

matched with experienced students. This is also an opportunity for past student cohorts

to provide an orientation to new student groups

A successful succession plan should allow the existing key stakeholders to walk away from

the program and not be missed.

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9.5 Conflict Management

Due to the programs’ organisational structure requiring the sharing of responsibilities, and a

collaborative effort for planning and service delivery, it is recognised there is a potential for

conflict. While in its extremes conflict can be damaging to the program, it is also recognised

that some form of conflict is necessary for a program to perform effectively.

The challenge is to get the right level of conflict within the team. Too little conflict may result

in the program stagnating, too much may lead to negative outcomes, whereas the right level

of conflict can lead to new ideas and increased motivational levels.

When the level of conflict reaches a stage where it begins to adversely affect the program it

must be addressed and resolved. There are five different ways to deal with conflict.

Avoiding (Lose-Win) – withdrawing from or suppressing the conflict. This strategy

could be used when the conflict is trivial, when emotions are running high and time is

needed to cool down, or when the potential disruption from a more assertive action -

contacting the ECU Supervisor for mediation, outweighs the benefits of a resolution

Accommodating (Lose-Win) – is placing another person’s needs and concerns above

your own. This option is most viable when the issue under dispute is not particularly

important to you or when you want to build up credits for later issues

Forcing (Win-Lose) – attempting to satisfy your own needs at the expense of the other

party. ‘Forcing’ works well when you need a quick resolution on important issues where

unpopular actions must be taken, and when commitment by others to your solution is

not critical. As this program is a practicum for students, ‘forcing’ would only be used

where a high risk decision was to be made. A significant component of this training

program is that students will make low impact mistakes and learn from these errors.

Compromising (Lose-Lose) – require each party to give up something of value. This

can be an optimum strategy when conflicting parties are about equal in power, when it

is desirable to achieve a temporary solution to a complex issue, or when time

pressures demand a quick solution

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Collaborating 72 – (Win-Win) – all parties to the conflict seek to satisfy their interests.

It is typically characterised by open and honest discussion among parties, active

listening and understanding differences, and careful deliberation over a full range of

alternatives to find a solution that is advantageous to all. Collaboration is the best

option solution, and when the issue is too important to be compromised.

9.6 Disciplining and Dismissing students 15

At some point you may be required to discipline or dismiss a student from the program. This

is a sensitive issue and a situation where procedures on grievance, discipline and dismissal

are vital.

Grievance Procedure

A grievance or complaints procedure builds an understanding that if an issue arises in the

program, it will be resolved.

Grievance Information for Students 16 (pg. 28)

Most students enjoy a meaningful learning experience during clinical placements, but

occasionally events arise that can be disconcerting. Students should voice their concerns via

the following channel of communication:

Students should firstly speak to their allocated Host Agency Supervisor

Students should secondly speak to their allocated ECU Supervisor

If the issue is not successfully resolved the student should contact the Course

Practicum Coordinator

If there are still unresolved issues, the student should approach the Undergraduate

Program Coordinator.

Should the channel of communication outlined above not resolve student concerns, there

are processes for further appeal. (Go to Student Complaints Policy

http://www.ecu.edu.au/GPPS/complaints/procedures.html )

http://www.ecu.edu.au/GPPS/complaints/procedures.html

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Disciplinary procedure

A disciplinary procedure is important to try to deal with issues before dismissing a student. It

will serve to guide your actions and respects the dignity of the student. The procedure should

be documented and made available to all students prior to program commencement.

Where a disciplinary procedure is required, the following guidelines could be adopted:

Discipline should take place as soon as possible following the incident

Advance warning should be given to a student before initiating the disciplinary action

Be consistent with any disciplinary action

Discipline should be connected with the behaviour and not with the person

Discuss the issue in a calm objective and serious manner

State the problem specifically

Keep the discussion impersonal

Allow the student to explain his or her position

Maintain control of the discussion

Obtain agreement on how mistakes can be prevented in the future

Select disciplinary action progressively and consider mitigating circumstances

There are situations that warrant instant dismissal and these should be documented

in the disciplinary procedure.

Dismissal procedure

Dismissing students is difficult for everyone, however the ECU documented procedure will

guide you through the process.

Withdrawal from practicum

Students may be withdrawn from practicum where:

Unprofessional behaviour has been demonstrated (e.g. removing client records,

falsely claiming services/non services of a client, falsifying records, non-compliance

with legal requirements, failure to work with assigned clients, breaching confidentiality

etc.)

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There is evidence that client safety cannot be assured in student care

Supervision far in excess of the normal requirements for students would seem

necessary

Action to withdraw a student would be taken following consultation between the Practicum

Coordinator, the Supervisor, the student and the Head of School. Following withdrawal for any

reason, normally a fail grade will be awarded for the unit.

Absence from practicum

Any day of absence for compassionate or sickness reasons must be certified in writing, by

relevant personnel. Unexplained or unsupported non-attendance is a breach of professional

responsibility and considered a lack of professionalism, which may result in failure of the unit.


79. Exit Interview template

80. Physical Management Program Tool Kit

81. PART TWO –Cover Page

82. PART TWO – Table of Contents

83. PART TWO – EXAMPLES AND TEMPLATES ECU The Tools of the Trade booklet

72. Problems and Solutions template

15. ECU Practicum Unit Outline

16. School of Exercise & Health Science SPS2303 Sports Science Applications 2 (Practicum) Student Handbook Semester 2, 2014 Edith Cowan University



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insurance and risk management

Students

Do your conduct risk management assessments for all activities involving

program participants?

Do you understand the Privacy Act 1988 and how it affects your program?

Do you plan for First Aid support including repositioning of participants?

Do you incorporate notification of emergency evacuation procedures into your

session orientations?

Do you plan for secure storage for all program documentation?

Do you have pre and post session risk checklists?

Do you have different risk management assessments for different exercise

sessions?

Supervisor

Does your insurance adequately cover your participants?

Do you conduct and approve all risk management assessments for all

activities involving the Physical Activity Management Program?

Do you understand the Privacy Act 1988 and how it affects your program?

Do you approve all student documentation prior to distribution?

Do you have a procedure in place for when the Supervisor is absent?

Do you have an evacuation practice with the students prior to program

commencement?

SECTION TEN - insurance and risk management

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10.1 Insurance

Appropriate and comprehensive insurance cover is vital for community services. It is the

responsibility of the Supervisor and students to be familiar with all the details of the policy

and provide details to all relevant parties.

10.2 Risk Management

WHAT IS RISK MANAGEMENT

Risk management is a process of thinking and documenting systematically all possible risks,

problems or disasters before they happen and setting up procedures 84, 85 that will avoid the

risk, or minimise its impact, or cope with its impact.

It also makes a realistic evaluation of the true level of risk and a decision regarding the

acceptability of the risk.

HOW TO MANAGE RISK?

The City of Wanneroo 86, 89 and ECU 50 have produced a resource to enable all participants

to identify and address program risks. 88

PRIVACY ACT 1988

The Privacy Act sets out thirteen National Privacy Principles which are legally binding about

how services must handle personal information.

The National Privacy Principles and guidelines for understanding the principles are available

from the Office of the Federal Privacy Commission:

Website: http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act

http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act

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When developing a Privacy Policy 87 for your program, ask yourself the following questions:

How will you collect personal information of members/students?

What happens if a member / students doesn’t want to provide you with the information

you require?

How will you keep personal information secure?

Where will the personal information be kept?

Who has access to the information and maintains the database?

Who will you disclose personal information 24 to?

What happens if a member/ student wants access to the information?

How do members / students change their personal details with you?

What happens when a member / student wants to lodge a complaint?

How often will the policy need to be updated?


84. Pre-Program Checklist - 7

85. Post Program Checklist - 8

86. COW Risk Assessment template

50. ECU Student Placement Risk Management template

88. Pram Risk assessment - 55

89. Sample: Risk Assessment – ECU Physical Program

87. Privacy Policy

24. Statement of Confidentiality

Resource: Volunteer Visions Rio Tinto Volunteer Management Scheme Department of Sport and Recreation

2004

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references and websites

References:

1. Volunteer Management Model Department of Sport and Recreation (DSR) “Volunteer

Visions Rio Tinto Volunteer Management Scheme 2004”.

2. RugbyWA Member Protection Policy 2010

3. School of Exercise & Health Science SPS2303 Sports Science Applications 2

(Practicum) Student Handbook Semester 2, 2014 Edith Cowan University

4. City of Wanneroo Population Forecasts and Community Profile


5. Department of Sport and Recreation Volunteer Management Resources:


6. Edith Cowan University Student Complaints Policy

http://www.ecu.edu.au/GPPS/complaints/procedures.html )

7. Succession planning. (2002) Team Magazine, 4

8. MacKenzie, M. (1988) Dealing with difficult volunteers. Ontario, Canada: Heritage

Arts Publishing

9. Office of the Federal Privacy Commission: Website:


10. Banksia Grove Community Centre Physical Activity Management Program resources

11. City of Wanneroo Healthy Communities ‘Get a Active Life’ Program Resources



http://www.ecu.edu.au/GPPS/complaints/procedures.html


80 part one physical activity management program tool kit

Documents

physical activity delivery

physical activity habits

community exercise program

previous program ecu

cow community centres

practicum students

community situations

dsr volunteer management