Certified Park and Recreation Professional: Session 2

1
Certified Park and Recreation ProfessionalSessi
on 2

•  

Original Presentation developed by Mike Selep
Matt Barber. Updated with IPRAs permission by
Nikki Ginger, Professional Development Manager,
Chicago Park District
2
CPRP Test PreparationChapter 3-Programming

• Michael Selep, CPRP, MPS
• Professional Services Director
• IPRA

• Matthew Barber, CPRP
• Human Resources Coordinator
• WSSRA
• Nikki Ginger, CPRP
• Professional Development Manager
• Chicago Park District

Original Presentation developed by Mike Selep
Matt Barber. Updated with IPRAs permission by
Nikki Ginger, Professional Development Manager
3
Programming Components

4
Step One Assessment

• Specific type of evaluation used prior to
  implementation
• Judges the worth of existing (deficit) services
  provided.
• Makes informed decision about future programs.

5
Target Population

• Group of individuals with common interests,
  demographics, etc.
• Used to identify needs
• Must be measureable, accessible, large enough

6
Assess Individual Needs

• Used to develop customized programming based on
  skill level
• Individuals with Disabilities
• Identify problems and needs
• Strengths and abilities
• Client expectations

7
Domains of Assessment

• Cognitive, social, physical, affective/ emotional

8
Data Collection

• Methods
• Interview/Observationthe most common
• Instruments Leisure Diagnostic Battery, Mundy
  Recreation Inventory, FLAG, Recreation Behavior
  Inventory
• Other professionals/assessments (i.e., medical,
  etc.)
• Types Objective (observable fact) or Subjective
  (personal interpretation)

9
Assess Agency Resources

• Agencys resources must also be analyzed before
  designing a program

10
Step 2 Planning
11
Planning

• Set goals/objectives, content/format, and
  attract/utilize resources
• Write purpose/goal statements, including
• Rationale for why connects mission/values
• Behavioral outcomes that will result
• Develop participant objectives
• Outcome oriented measurable
• Elements conditions, behavior, criteria
  (accuracy, time quantity)
• Benefits-based programming
• TR individualized per participant

12
Activity Analysis

• Physical What parts of the body are used?
• Social What social interaction is needed?
• Cognitive What type of thinking is needed?
• Affective/Emotional What is the psychological
  state?

13
Determine Program Content

• Animate a program design its flow
• Flow beginning, middle, climax, end

The concept of a program suggests that a
programmer will preconceive and vicariously
experience the program intended for the
participant and then select the activities
(content) and place them in the appropriate order
(animate) to orchestrate the occurrence (flow) of
the program to achieve the goals and objectives
specified.
14
Develop Individual Plans

• Goal-oriented treatment philosophy
• Varies by agency but typically includes

15
Americans with Disabilities ACT (ADA)

• Impacts ALL operations facilities, events
  services
• Disability mental or physical impairment limits
  major life activity
• CANNOT refuse participate because of the
  disability
• Must make REASONABLE ACCOMMODATION
• NO special charges
• NOT excluded from services due to inaccessible
  facilities
• Separate services operated (SRA), right to
  participate in regular services (Park District).

16
Service Delivery

• Integrate coordinate with others
• Select format instructional, league...
• Comprehensive continuum is optimal
• Develop Activities Schedule
• Develop Management Plan

Program Title Programming Philosophy Goals/Objecti
ves/Benefits Promotion Plan Financial
Plan Facility Plan Supplies Safety/Risk
Management Staffing Plan Management
Plan Policies Operation Plan Cancellation
Plan Program Evaluation Plan
17
Management Plan
18
Service Delivery

• Make arrangements negotiate prices
• Develop a plan to include individuals with
  disabilities
• Promotion
• nondiscriminatory/welcoming
• Registration Assessment
• Location Accommodation/Needs Required?
• Accommodations/Support
• Equipment, adaptations, or staffing
• Staff Training
• Disability awareness/information

19
Step 3 Implementation

• Teach Recreation Skills (general - specialty)
• Planning
• Individual ability, activity analysis
  curriculum
• Instructional Methods
• Motivation sequence/conditions of Practice
• Positioning safety

20
Provide Direct Leadership
21
Program Supervision

• Supervise Programs Special Events
• Specific general
• Complete program follow-up
• Inspections, letters, clean up, evaluations
• Individual transition planning (TR)
• Promote self-directed activities
• Facilitate participation
• Use of facilities, equipment, services, supplies
• Assure compliance standards/regulations

22
Documentation

• Program/Participant records/forms
• Program proposal type of program, market,
  location, etc.
• Supply requisition list of supplies
• Reservation form room reservation
• Maintenance work orders delivery/set-up
• Contractual services outside vendors/partners
• Accident Incident Reports
• Evaluation (after-action) post program
• Participant Registration/Reservations
• Variety of methods forms
• Customer service is key

23
Participant Interaction

• Conduct program orientation
• Safety rules, hazards policies
• Anticipated outcomes
• Adapt activities to individual
• Change rules or layout according to needs
• Modifications may be needed
• Leadership technique
• Programming format
• Physical environment
• Materials/equipment used

24
Step 4 Evaluation

• Why evaluate?
• To determine impact
• Cost-benefit analysis
• Satisfaction
• Marketing mix
• Effectiveness of the program
• Value!

25
Evaluation
26
Evaluation

• Reliability produce similar results every time
• Clear instructions
• Well-written items
• Pilot the instrument
• CONSISTENCYRELIABILITY

27
Evaluation

• Validity measuring what it is supposed to
  measure
• Construct- measuring the appropriate attribute of
  the program
• Content- items getting the intended results
• Face-appears to measure its intended target
• Usability easy to complete
• Length of time to complete (lt 15 min)
• Easy to code, score interpret
• Ensure the instrument is cost effective

28
Evaluation

• Quantitative- Focuses on converting
  information/data into numbers (i.e., Likert
  Scale)
• Qualitative- Narrative explanation of data
  (Interviews, focus groups, observations, reviews
  of documents, triangulation)

29
Evaluation

• Conducting program evaluations
• Formative During the program
• Summative After the program

? Programming Period
?
Formative Evaluation
Summative Evaluation
30
Evaluation

• Data source- Where is your information coming
  from?
• Representative Sample- Who is reflected in your
  data?
• Random Sampling- Everyone has an equal chance of
  being selected

31
Evaluation