Unit Outline
ESP322
Organisation in Community Sport and Recreation
Semester 2, 2026
Louise Padgett
Faculty of Education
Arts and Society (Portfolio)
CRICOS Provider Code: 00586B
Unit Coordinator
Louise Padgett
Email: Louise.Padgett@utas.edu.au
 
What is the Unit About?
Unit Description
The benefits of being physically active are significant for both individuals and the whole community. It is critical, therefore, that a concerted effort is made to increase the physical activity levels and to provide opportunities for all Tasmanians to be physically active as part of their everyday life (Tasmanian Physical Activity Plan, 2011-2021). 
Health professionals can be involved in organising and managing physical activity in a range of contexts. One such context is the community – sport, physical activity, health, and recreation. This context requires the professional to demonstrate organisational and administrative skills. Professionals working within these environments are expected to identify clearly stated objectives as well as plan and administer valuable and worthwhile experiences for the participants. In doing so they need to select challenging activities/events, arrange suitable equipment and facilities, and ensure that safety requirements are met. Another important consideration is the strategic deployment of human resources for events/carnivals. This unit focuses on the development of knowledge and skills for the organisation of sport, physical activity, health, and recreation activities within the community. In addition, this unit will provide students with the opportunity to better understand physical activity in community settings and gain “hands-on” experience in planning and implementing community based physical activity experiences. 
Against this background, the unit will provide students with the opportunity to better understand physical activity in community settings and to gain some “hands-on” experience in planning and implementing community based physical activity experiences. 
Intended Learning Outcomes
As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.
On completion of this unit, you will be able to:
1
Identify, analyse, interpret patterns of community participation in physical activity, sport, and recreation, and respond to these patterns through appropriate program development.
2
Recognise and understand the range of settings in which physical activity, health, and sport programs can occur, and demonstrate the ability to interact and engage others within these settings.
3
Plan and implement a community based physical activity, health, or sporting program, carnival, or event that supports participation and learning.
4
Plan and implement safety practices in conducting a physical activity, health, or sporting program, carnival, or event. Plan to cater for high needs groups.
5
Evaluate a physical activity, health, or sporting program, carnival, or event to learning and outcomes.
Alterations as a result of student feedback
 
 
 
Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
On Campus
Lecture (On Campus)
A face to face session will be held on Mondays, weeks 1,5,6,7,8, from 12-3 at Rivers Edge – Inveresk.
3
Weekly
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
 
 
 
How will I be Assessed?
 
For more detailed assessment information please see MyLO.
Assessment schedule
ASSESSMENT TASK #
ASSESSMENT TASK NAME
DATE DUE
WEIGHT
LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:
Models for Physical Activity Participation - Volunteer participation
Week 3
20 %
LO1
Assessment Task 2:
Exam
Week 8
30 %
LO1, LO2, LO3, LO4, LO5
Assessment Task 3:
Plan, Organise, Evaluate, and Reflect an Event
Week 12
50 %
LO1, LO2, LO3, LO4, LO5
 
Assessment details
Assessment Task 1: Models for Physical Activity Participation - Volunteer participation
Task Description:
Models for PA participation – Volunteer participation
Our greatest assets are our Volunteers. Without a great team and strong support, events do not prosper. This task will provide an opportunity for you to view and reflect on an event looking in from a volunteer’s perspective.

Volunteer for a local community sport, event or recreation activity. You may need to help in the lead up, during and after your chosen activity. Reflect on your event using a reflective tool (SWOT/POOCH or other). Suggest three modifications and or adaptations and justify why these suggestions would be advantageous to adopt for the success of this event. Use behaviour change models, theories and credible literature evidence to justify your chosen suggestions.
Your chosen reflection tool table is not included in the word count. Ensure your reflection tool explores the event not you and your involvement.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 6.3, 7.4
Task Length:
1000 words
Due Date:
Week 3
Weight:
20 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Breadth of review of literature (20%)
LO1
2
Understanding of one theoretical model and its use with physical activity programs/interventions (20%)
LO1
3
Recognition of evidence to support the adoption of a theoretical model to increase physical activity (20%)
LO1
4
Identification and brief justification for possible selection of particular model (20%)
LO1
 
Assessment Task 2: Exam
Task Description:
The structure of this test will be 10 short answer questions, based on the content of the unit readings, theoretical models underpinning physical activity participation, content delivered in the workshops, and the application of this content knowledge to a variety of community contexts.

This scenario test will incorporate the application of approaches, methods, and techniques that may have been used in the planning, implementation, and evaluative phases of your program/event.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 6.4
Task Length:
2 hrs; 1000 words
Due Date:
Week 8
Weight:
30 %
 
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Identify, analyse, and interpret patterns of community participation in physical activity, sport, and recreation (20%)
LO1
2
Recognise and understand the range of settings in which physical activity, health, and sport programs can occur (20%)
LO2
3
Plan an event based on physical activity, health, or sporting program, that supports participation and learning (20%)
LO3
4
Identify safety practices in conducting a physical activity, health, or sporting program, carnival, or event. Plan to cater for high needs groups (20%)
LO4
5
Evaluate a physical activity, health, or sporting program, carnival, or event (20%)
LO5
 
Assessment Task 3: Plan, Organise, Evaluate, and Reflect an Event
Task Description:
Each student is required to choose an event.

1. Provide a detailed plan for their chosen program/event, including the details of their role(s), and justification for the approach used in organising.
2. The plan must be implemented during the semester with a target audience. You may choose to work within a group to aid Country Gold, Parasport, create a new event or any other community event that needs support.
3. Each student will be required to write an evaluation of their program/event, including evaluation of the plan and delivery and their input to achieve set goals and outcomes..
4. You need to use evidence that you gather along the way including evidence from: an evaluation tool/mechanism, feedback from the organisation, literature, and anecdotal comments from the participants within your program.
5 From the report you will be required to reflect and identify three key strengths and limitations with a clear action plan of how you will address limitations into the future.
6. Your evaluation must include an analysis of your program with justification and reflection.

Your evaluation must also contain a Supervisor Assessment Form which provides feedback and evaluation of your individual (student) performance from external supervision. This form cannot be completed by a group member.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.5, 1.6, 4.1, 4.3, 6.3, 7.1, 7.2, 7.3, 7.4
Task Length:
2000 words (an appendix of supporting documents can be attached and is not counted in this word count)
Due Date:
Week 12
Weight:
50 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Program organisation and organisational structure
LO3
2
Target group profile, group identification, and justification for how your program will benefit this group
LO4
3
Theoretical background/approach to program
LO1, LO2
4
Detailed proposed outcomes
LO1, LO2, LO3
5
Program contents and timeline
LO1, LO3
6
Safety considerations and risk management strategy
LO4
7
Justification of evaluation method and tool
LO5
8
Explanation of whether outcomes were met
LO5
9
Content appropriateness and effectiveness
LO5
10
Changes and modifications
LO5
11
Organisational and participant feedback
LO5
12
Strengths and limitations
LO5
13
Academic literacy
LO5
 
 
 
How your final result is determined
To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.
Academic progress review
The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.
Submission of assignments
Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.
Academic integrity
Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.
Requests for extensions
If you are unable to submit an assessment task by the due date, you should apply for an extension.
 
A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.
 
The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.
Late penalties
Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.
 
Review of results and appeals
You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.
 
 
 
Required Resources
Required reading materials
There is no prescribed text for this unit. 
 
Recommended reading materials
Recommended Readings are set by the Unit Coordinator as readings that will be useful for this Unit to develop your knowledge and understanding of teaching and course-specific content.  If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials. 
Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website. 
Brown, D.R., Heath, G.W., & Martin, S.L. (2010). Promoting physical activity: A guide for community action (2nd ed.). Champaign, IL: Human Kinetics. 
Bull, F., Bauman, A., Bellew, B., & Brown, W. (2004). Getting Australia active 2. Available from http://www.nphp.gov.au/publications/a_z.htm#g 
Gillentine, A., & Craw, R. B. (2005). Foundations of sport management (2nd ed.). Morgantown, WV: FIT. 
Heart Foundation (2014). Blueprint for an active Australia: Government and community actions to increase population levels of physical activity and reduce sedentary behaviour in Australia, 2014-2017 (2nd ed).  Heart Foundation Australia. 
Masteralexis, L. P., Barr, C. A., & Hums, M. A. (2012). Principle and practice of sport management (4th ed.). Boston, MA: Jones and Bartlett. 
McDonnell, I., Allen, J., & O’Toole, W. (2010). Festival and special event management (5th ed.). Qld: John Wiley & Sons. 
Mullin, B. J., Hardy, S., & Sutton, W. A. (2007). Sport marketing (3rd ed.). Champaign, IL: Human Kinetics. 
Pedersen, P.M., Parks, J.B., Quarterman, J., & Thibault, L. (2011). Contemporary sport management (4th ed.). Champaign, IL: Human Kinetics. 
Premier’s Physical Activity Council. (2011). Tasmania’s plan for physical activity 2011- 2021. Tasmanian Government, Hobart. 
Willmott, T.J., Pang, B., & Rundle-Thiele, S. (2021). Capability, opportunity, and motivation: an across contexts empirical examination of the COM-B model. BMC Public Health, 21. https://doi.org/10.1186/s12889-021-11019-w
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: A new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42. https://doi.org/10.1186/1748-5908-6-42
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
 
Other required resources