80 PART ONE Physical Activity Management Program tool kit

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

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.

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

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.

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

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

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

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

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

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

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?

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.

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

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.

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)

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

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.

 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.

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

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.

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’.

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.

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.

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.

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

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

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.

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

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.

 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.

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

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

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

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.

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

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

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

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

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

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.

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

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.

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

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

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.

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

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.

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.

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

 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 )

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.)

 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

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

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

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

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
http://www.wanneroo.wa.gov.au/info/20003/council/18/city_of_wanneroo_statistics
5. Department of Sport and Recreation Volunteer Management Resources:
http://www.dsr.wa.gov.au/support-and-advice/people-development/volunteers
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:
http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act
10. Banksia Grove Community Centre Physical Activity Management Program resources
11. City of Wanneroo Healthy Communities ‘Get a Active Life’ Program Resources

80 PART ONE Physical Activity Management Program tool kit

Recommended

Recommended

More Related Content

Similar to 80 PART ONE Physical Activity Management Program tool kit

Similar to 80 PART ONE Physical Activity Management Program tool kit (20)

80 PART ONE Physical Activity Management Program tool kit