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Title / Demonstrate knowledge of theories and processes associated with instructing in the outdoors
Level / 4 / Credits / 4
Purpose / This unit standard is intended for people who instruct others in outdoor recreation environments.
People credited with this unit are able to: demonstrate knowledge of learning theories and group processes; produce activity plans for instructing groups in outdoor activities; produce instruction plans for groups learning outdoor activity skills; and develop an evaluation process and tool.
Classification / Outdoor Recreation > Outdoor Management
Available grade / Achieved
Guidance Information
1Definition
For assessment purposes the term activity refers to a trip, expedition, or series of sessions for an outdoor activity.
2For assessment purposes an instruction plan must cover the skills to be taught; the sequence of teaching, resources, or conditions required to teach the skills; and any notes that may help to guide the instructor.
Outcomes and performance criteria
Outcome 1
Demonstrate knowledge of learning theories.
Performance criteria
1.1Learning styles are identified and their implications for instructing are explained.
Rangestyles may include but are not limited to – visual, auditory, kinaesthetic.
1.2Experiential learning models are described.
Rangemodels may include but are not limited to – adventure wave and cycle.
1.3The components, purpose, and use of sequential learning are explained.
Outcome 2
Demonstrate knowledge of group processes.
Performance criteria
2.1The stages of group dynamics are identified and explained.
Rangestages include but are not limited to – forming, storming, norming, performing, reforming.
2.2A minimum of six factors are identified and their influence on group processes are described.
Rangefactors may include but are not limited to – communication barriers, size of group, age, level of interest and knowledge, ownership, level of skill, attitudes, hierarchy, time pressures, culture, task and process orientation.
2.3Personalities and roles within a group are identified and their potential impact on the group described.
Rangepersonalities and roles may include but are not limited to – competitor, joker, saboteur, martyr, victim.
2.4Ways of creating ground rules and their importance are described.
2.5The influence of conflict and consensus on group functioning is outlined in terms of the positive and negative effects on the group.
2.6Strategies are identified for managing conflict in a group.
Rangestrategies may include but are not limited to – accommodation, avoidance, compromise, enforcement, collaboration (minimum of four).
2.7Strategies are identified for reinforcing effective group functioning.
Outcome 3
Produce activity plans for instructing groups in outdoor activities.
Rangeevidence is required of a plan for each of two different group profiles in different locations.
Performance criteria
3.1Overall objectives are identified taking into consideration the needs of the profiled participants.
Rangeoverall objectives may include but are not limited to – personal, group, employer, instructional, participatory (minimum of four).
3.2People factors are identified and incorporated into the development of the outdoor activity plan.
Rangepeople factors include but are not limited to – group management strategies, responses requiring contingency plans, activity sequencing based on participant needs.
3.3Equipment factors are identified and incorporated into the development of the outdoor activity plan.
Rangeequipment factors may include but are not limited to – availability, suitability, safety, contingency for identified problems (minimum of three).
3.4Environment factors are identified and incorporated into the development of the outdoor activity plan.
Rangeenvironment factors may include but are not limited to – suitability, safety, contingency, allowing the objectives to be met (minimum of four).
Outcome 4
Produce instruction plans for groups learning outdoor activity skills.
Rangeevidence is required of two plans of at least one hour duration for each of the two group profiles.
Performance criteria
4.1The instructional objectives and the skills requiring instruction are identified based on the profiled group.
Rangegroup profile may include but is not limited to – age, culture, gender, health, ability, confidence, experience, emotional and intellectual needs, group size, learning styles (minimum of five).
4.2The instruction plans are prepared to meet the needs and learning styles of participants.
Rangeinstruction plans include but are not limited to – sequential learning techniques.
Outcome 5
Develop an evaluation process and tool.
Performance criteria
5.1An evaluation process is identified.
5.2Factors that require evaluation are identified.
Rangefactors include but are not limited to – self, participants, planning, instructional, leadership.
5.3An evaluation tool for a selected activity is developed.
Rangeevaluation tool may include but is not limited to – questionnaire, continuum.
Replacement information / This unit standard and unit standard 20144 replaced unit standard 5488.This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 29 October 2004 / 31 December 2021
Revision / 2 / 26 January 2007 / 31 December 2021
Rollover and Revision / 3 / 20 August 2010 / 31 December 2021
Review / 4 / 23 November 2017 / 31 December 2021
Consent and Moderation Requirements (CMR) reference / 0099
This CMR can be accessed at
Skills Active AotearoaSSB Code 101576 / New Zealand Qualifications Authority 2018 / / New Zealand Qualifications Aut