400254 Therapeutic Recreation Professional Project

400254 Therapeutic Recreation Professional Project
Spring 2018
Edition: Spring 2018

Unit Code: 400254
Unit Name: Therapeutic Recreation Professional Project
Credit Points: 10
Unit Level: 3
Assumed Knowledge: Not Applicable
Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.
Unit Coordinator
Name: Nicole Peel
Phone: (02) 4620 3232
Location: Building 24, Level 2, Room 10 Campbelltown
Email: n.peel@westernsydney.edu.au
Consultation Arrangement:
By appointment (by email only)
Note: The relevant Learning Guide Companion supplements this document
Contents
1 About Therapeutic Recreation Professional Project 2
1.1 An Introduction to this Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Unit as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . 2
2 Assessment Information 3
2.1 Unit Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.3 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.4 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.4.1 Assignments – x 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.4.2 Critical literature review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.5 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3 Teaching and Learning Activities 11
4 Learning Resources 12
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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1 About Therapeutic Recreation Professional Project
1.1 An Introduction to this Unit
The aim of this unit is for students to apply their knowledge of professional theory, practice, research and evaluation
skills to the investigation of a therapeutic recreation professional issue. Emphasis in the unit is on the development
of a research/evaluation proposal through literature review and research design outline of a program with a proposed
method of evaluation suitable for use in a community setting.
1.2 What is Expected of You
Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10
hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
Attendance
It is strongly recommended that students attend all scheduled learning activities to support their learning.
Online Learning Requirements
Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/).
You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching
and learning materials will be regularly updated and posted online by the teaching team.
Special Requirements
Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable
1.3 Changes to Unit as a Result of Past Student Feedback
The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and units of study. The survey results inform unit content and design,
learning guides, teaching methods, assessment processes and teaching materials.
You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit.
You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.
As a result of student feedback, the following changes and improvements to this unit have recently been made:
– More detailed instruction on assessment items
2
2 Assessment Information
2.1 Unit Learning Outcomes
Becoming a professional in the field of therapeutic recreation requires an understanding and appreciation of connectedness
of teaching and learning theories, and the ability to reflect on your own and peers practice. This unit
aims to assure that students have developed a suite of appropriate research and communication skills that they can
take a professional role and contribute to the quality of Therapeutic Recreation services across a range of health
and community services offering Therapeutic Recreation services for a range of diverse client populations. Upon
successfully completing this unit, student should be able to:
Outcome
1 In association with a supervisor, identify a problem for investigation in therapeutic recreation/diversional
therapy.
2 Select and critique a wide range of literature relating to a specific topic in therapeutic recreation/diversional
therapy.
3 Consider a methodology and research design for investigating the problem which has been selected. This
includes: how to start the study, refining the problem, sampling procedures, collecting the data and
suggesting ways to analyse the data and prepare a project proposal report.
4 Present the findings as a poster presentation.
2.2 Approach to Learning
This unit will be taught using online learning and face to face learning. Students are expected to undertake study
out of allocated class times.
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2.3 Assessment Summary
The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit learning
outcomes. Completion and submission of all assessment items which have been designated as mandatory or compulsory
is essential to receive a passing grade.
To pass this unit you must:
Achievement of at least 50% overall is required to pass this unit.
Item Weight Due Date ULOs Assessed Threshold
Assignments – x 4 40% Assessment 1 Part A- Week 3, Friday
17th August, 5.00pm Assessment 1 Part
B- Week 5, Friday 31st August 5.00pm ,
Assessment 1 Part C- Week 8, 21st
September 5.00pm, Assessment 1 Part
D- presentation time to be given.
1, 3 No
Critical literature review 60% Week 10 5th October Friday 5.00pm 1, 2, 3, 4 No
Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.
Feebback will provided on the student vUWS site.
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2.4 Assessment Details
2.4.1 Assignments – x 4
Weight: 40%
Type of Collaboration: Individual
Due: Assessment 1 Part A- Week 3, Friday 17th August, 5.00pm Assessment 1 Part B- Week
5, Friday 31st August 5.00pm , Assessment 1 Part C- Week 8, 21st September 5.00pm,
Assessment 1 Part D- presentation time to be given.
Submission: vUWS on Turnitin
Format: Written from and oral presentation.
Length: 500 words each
Curriculum Mode: Applied Project
Assessment 1
Critical Review 10%
500 words
Due: Weeks 3 Friday 17th August at 5pm
Using, with permission, an acquaintance of yours, conduct at least 1 leisure assessment with him/her. You must
select an assessment instrument from those available in the text book for the course or an approved assessment
tool. Familiarise yourself with the instrument selected and administer it to your volunteer. Compile and score the
instrument and develop a minimum of 3-5 Goals and Objectives in writing based upon those results. This assignment
must be completed, including a write-up of each instrument’s ease of use, value as an assessment tool, problems with
the tool, and an explanation of how you see it being used (or not used) with a specific client group, and why or why not.
Assessment 2
Critical Review 10%
500 words
Due: Week 5 Friday 31st August, 5pm
Using, with permission, an acquaintance of yours, conduct an assessment using the Leisure Diagnostic Battery (LDB).
Familiarise yourself with each instrument selected and administer it to your volunteer. Compile and score the
instrument and develop a minimum of 3-5 Goals and Objectives in writing based upon those results. This assignment
must be completed, including a write-up of each instrument’s ease of use, value as an assessment tool, problems with
the tool, and an explanation of how you see it being used (or not used) with a specific client group, and why or why not.
Assessment 3 10%
Digitalised form of assessment tool
Due: Week 8 Friday, 21st September, 5pm
The goal of this assignment is to improve upon the paper and pencil assessment instruments already available and
to use current technology in the assessment process by using Adobe or other software to develop an electronically
completed form that can be stored and saved on a laptop, iPad, iPhone or other phone or smart device with the idea
of syncing the completed form with a patient record or central database. For this assignment you may use any of the
forms in the textbook OR in the Red Book. No two people can use the same instrument. Once completed you
will demonstrate for the class how your version of the instrument will be used.
Assessment 4 10%
Presentation
10 minutes
Due: Weeks to be allocated to students in class
In groups of two you will be allocated an assessment to discuss in class during the semester. You will prepare a 10-
minute presentation for other class members with a take away maximum two-page document on how to implement
the assessment. Please note groups will be allocated assessments and weeks that you are to present.
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Resources:
Available on vUWS
Marking Criteria:
Available on vUWS
6
2.4.2 Critical literature review
Weight: 60%
Type of Collaboration: Individual
Due: Week 10 5th October Friday 5.00pm
Submission: via vUWS
Format: 12 font times new roman, 1.5 spacing.
Length: 2500 words
Curriculum Mode: Literature Review
Task Using an identified clinical problem and clinical questions you are to undertake a literature review of your
intervention that informs a study and interventions. You should utilise at least five references.
1. Aim/s, objectives (outcomes), purpose or rationale for the project
2. A statement of the problem
3. Review of relevant literature to the identified problem
4. Ways of collecting the data including questions to be asked, procedures for sampling, instruments to be used,
methods of data analysis etc
5. Ways in which the data may be treated and the techniques proposed for recording and reporting the findings.
6. Suggestions for the future
7. Include the Description of Studies Template in your review
Criteria You will be assessed on the following:
· Identification of the problem
· Statement of the problem
· Study purpose
· Background
· Hypothesis
· Methodology
· Writing style
Resources:
Available on vUWS
Marking Criteria:
Criteria Unsatisfactory Pass Credit Distinction High Distinction
Identification of the
problem
Fails to provide
information on the
problem.
Some description of
the problem, however
not fully developed.
Clear description of
the problem.
Insightful description
of the problem.
Presents a succinct,
insightful statement
of the problem.
Statement of the
problem
Does not provide a
clear description of
the research problem
or adequately
describe the research
problem.
Some description of
the research problem
included. A couple of
factors that affect the
problem have been
considered and the
problem has been
stated.
Clearly describes the
research problem.
Presents clear and
concise statements of
the problem.
The statement of the
problem demonstrates
some understanding
of the research
problem being
addressed. Some
factors that affect the
problem have been
considered.
The succinct
statement of the
problem demonstrates
a sound
understanding of
research problem
being addressed.
There is clear
demonstration of the
factors that affect the
problem.
Purpose of the study Purpose either not
well defined or does
not logically flow
from the statement of
the problem.
Has attempted to
define the purpose of
the study.
Purpose of the study
has been defined.
Clearly defined in one
or two sentences
which flow from the
statement of the
problem.
Well-articulated
purpose of the study
which flows logically
from the statement of
the problem.
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Criteria Unsatisfactory Pass Credit Distinction High Distinction
Background to the
problem. Review of
relevant problem
Literature review
Sources used
uncritically. Logical
structure is missing
/inappropriate.
Provides limited
content for the study.
Limited synthesis of
literature.
Literature is restated
with minor analysis.
Some context
provided for the
study, however lacks
critical review of the
literature, or
justification for the
study.
Provides context for
the study.
Identifies gaps in
literature thereby
providing justification
for the study.
Critical evaluation of
most sources use.
Logical structure.
The literature review
has addressed the
relevant problem with
the literature. Some
gaps identified
providing some
insight into justifying
the study.
Context for the study
clearly articulated,
identifying gaps in
the literature,
providing sound, clear
justification for the
study with critical
evaluations of all
sources used.
Logical structure is
present and has a
high coherence level.
Hypotheses Unclear or,
inappropriate
questions and or
hypotheses.
Research questions
are not fully
developed.
Research questions
are logically stated.
Research questions or
hypotheses clearly
stated.
Research questions or
hypotheses clearly
articulated.
Methodology for
researching problem
outlined
Research paradigm or
theoretical basis not
clearly articulated,
not
present or incorrect
Study design not
clearly presented
Sample size,
participant
and recruitment not
fully described
Data collection and
analysis methods
incomplete or
incorrect
Ethical considerations
unclear /not included
Three or more aspect
of methodology are
presented in a logical
order including
research paradigm,
study design, sample
size, recruitment,
data collection,
analysis methods and
ethical considerations.
Research paradigm
presented and
theoretical basis
outlined.
Study design clearly
Presented.
Sample data
collection and
analysis methods
well presented.
All aspects of the
methodology have
been presented in
sequential order
including research
paradigm, study
design, sample size,
recruitment, data
collection, analysis
methods and ethical
considerations
Data collection and
analysis methods
very well presented.
Research paradigm
and theoretical basis
clearly and concisely
articulated.
Study design is clear
and comprehensive
Sample size,
participant
and recruitment
described
Data collection and
analysis methods
clearly and concisely
articulated.
Writing style Sentence structure
conveys meaning, but
grammatical errors
are present.
Style not suited to
therapeutic recreation
or occasional
readability problems.
Sentence structure,
including
grammar, follow
general conventions
Style suited to
therapeutic
recreation, but
occasional readability
problems or errors.
Sentence structure,
Including grammar,
follow general
conventions
Style suited to
therapeutic
recreation, but
occasional
readability problems
or
errors.
Sentence structure,
including
grammar, follow
general conventions
Style suited to
therapeutic
recreation,
including person first
objective language
where appropriate.
Clearly, concisely and
well-articulated
Free of errors
Highly readable, style
suited to therapeutic
recreation.
Referencing A number of
referencing errors.
Limited number and
range of references.
A limited number and
range of references.
The variety of sources
if somewhat limited,
though has been
attempted.
Appropriate
referencing is applied,
with a few errors
using a range of
references from a
variety of sources.
Appropriate
referencing style
demonstrated both in
text and in the
reference list.
A wide range of
references from a
variety of sources,
used with minimal
errors.
Excellent referencing
skills are
demonstrated both in
text and in the
reference list.
An extensive range of
references from a
variety of sources has
been used with no
errors.
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2.5 General Submission Requirements
Submission
– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.
Turnitin
– The Turnitin plagiarism prevention system may be used within this unit. Turnitin is accessed via logging into
vUWS for the unit. If Turnitin is being used with this unit, this means that your assignments have to be
submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that
identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic
writing skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest,
Emerald and Sage)
– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student‘Ă‘Źs work or from any other source
except where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).
Self-Plagiarising
– You are to ensure that no part of any submitted assignment for this unit or product has been submitted by
yourself in another (previous or current) assessment from any unit, except where appropriately referenced, and
with prior permission form the Lecturer/Tutor/Unit Co-ordinator of this unit.
Late Submission
– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Clause 51 of the Western Sydney University’s Assessment Policy – Criteria and StandardsBased
Assessment.
Extension of Due Date for Submission
Extensions are only granted in exceptional circumstances. To apply for an extension of time, locate an application
form via the Western Sydney University homepage or copy the following link:
https://www.westernsydney.edu.au/currentstudents/current_students/forms
Application forms must be submitted to the Unit Coordinator. Requests for extension should be made as early as
possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted with
the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.
Resubmission Resubmission of assessment items will not normally be granted if requested.
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Application for Special Consideration
It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have
suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance
at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration
via the Western Sydney University website. https://www.essaybishop.com/write-my-essay/westernsydney.edu.au/currentstudents/current_students/
services_and_facilities/special_consideration2 or the Student Centre. Special Consideration is not automatically
granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you
more information on how this must be done.
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3 Teaching and Learning Activities
Weeks Activities Readings Preparation Assessments Due
Week 1
30-07-2018
Introduction to the unit Assigned readings in vUWS
Week 2
06-08-2018
Behavioural observations Assigned readings in vUWS
Week 3
13-08-2018
Evidence Based Practice and Clinical
Reasoning
Assigned readings in vUWS Assesment 1 Part A – Assignments – x 4
Week 4
20-08-2018
Applied problem solving Assigned readings in vUWS
Week 5
27-08-2018
Facilitatation techniques
Evidence based practice in assessments
Assigned readings in vUWS Assessment 1 Part B – Assignments – x 4
Week 6
03-09-2018
Appraising studies in Therapeutic
Recreation
Assigned readings in vUWS
Week 7
10-09-2018
Understanding signs and scales Assigned readings in vUWS Assessment 1 Part C – Assignments – x 4
Week 8
17-09-2018
Measuring attitudes Assigned readings in vUWS Assessment 1 Part D to be allocated
Week 9
24-09-2018
Intersession Break – Intersession Break –
Week 10
01-10-2018
Measuring participation patterns Assigned readings in vUWS Assessment 2- LIterature Review – Critical literature review
Week 11
08-10-2018
Measuring functional skills Assigned readings in vUWS Assessment 1 Part D to be allocated
Week 12
15-10-2018
Measuring outcomes QA Assigned readings in vUWS
Week 13
22-10-2018
Behavioural Analysis Assigned readings in vUWS
Week 14
29-10-2018
Strengths Based Assessments Assigned readings in vUWS
Week 15
05-11-2018
STUVAC
Week 16
12-11-2018
Week 17
19-11-2018
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the unit’s vUWS site.
11
4 Learning Resources
4.1 Recommended Readings
Additional Reading
– Burlingame, J. & Blaschko, M. Assessment Tools for Recreational Therapy and Related Fields (2010)
– Coakes, S. (2013). SPSS: Analysis without anguish: Version 20.0 for Windows. Milton, Qld.: John Wiley and
Sons Australia.
– Creswell, J.W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods
approaches (5th ed.). Los Angeles: Sage.
– DePoy, E., & Gitlin, L. N. (2016). Introduction to research: Understanding and applying multiple strategies
(5th ed.). St. Louis, Missouri: Elsevier
– Evers, J., & Boer, Fijgje de. (2013). The qualitative interview: Art and skill. The Hague, The Netherlands:
Eleven.
– Moyers, P., & Finch-Guthrie, P. L., (2016). Interprofessional evidence-based practice: A workbook for health
professionals. Thorofare, NJ, USA: SLACK
– Owen, J. (2007). Program evaluation: Forms and approaches (3rd ed.). New York: Guilford Press.
– Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (5th ed.).
Crows Nest, NSW: Allen & Unwin.
– Taylor, B., & Francis, K. (2013). Qualitative research in the health sciences: Methodologies, methods, and
processes. Oxfordshire, England; New York: Routledge.
– Taylor, S., Bogdan, R., & DeVault, M. L. (2016). Introduction to qualitative research methods: A guidebook
and resource (4th ed.). Hoboken, New Jersey: Wiley
– Veal, A. (2018). Research methods for leisure and tourism (5th ed.). Harlow, United Kingdom: Pearson
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