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1st4sport Level 3 Diploma in Sport and Physical Activities

Applied General Qualification

Qualification Specification Version 3: 30 June 2016

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:

The Learner Portfolio

The Delivery, Assessment and Quality Assurance Approach

Please note that the assessment briefs and marking schemes contained in this specification are provided as a sample, enabling the grading process to be understood.

Product ref: QS L3DSPA V3

© Coachwise Ltd, 2016

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval

system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

1st4sport Qualifications is recognised as an awarding organisation by the UK regulators Ofqual, Qualifications Wales, CCEA and SQA Accreditation.

1st4sport is brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport

nationwide.

National/Qualification Accreditation Number: 601/7671/4

Qualification regulation start date: 09 September 2015

Specification publication dates: V1 September 2015: Original specification

V2 January 2016: Specification and Purpose Statement edited and updated in line with new style. Deliver Physical Education and School Sport unit LO 4 and AC’s 4.2-4.4 have been amended to better reflect the unit. Added caveat regarding the assessment brief. Amended typo in Apply Psychology for sport and physical activity unit from 75%

externally assessed to 60% V3 June 2016: Added marking scheme caveat and amended the copyright page. Amended Unit 6 Deliver physical education and school sport to reflect the

1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF). Amended AC 1.3, 2.5, added further mandatory delivery content to LO3 and amended the TQT for the unit. Amended the TQT for the qualification. Amended QCON 3.6 Assessment Process Amended typos in document.

mailto:[email protected]

http://www.1st4sportqualifications.com/


Contents

List of contents Page

Qualification Purpose Statement

Regulation dates

Overview

Progression

Market and Support

1

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

QCON 1.2 Qualification administrator

QCON 1.3 Qualification coordinator

QCON 1.4 Qualification tutors

QCON 1.5 Qualification assessors

QCON 1.6 Qualification invigilators

QCON 1.7 Qualification internal quality assurers

QCON 1.8 Qualification delivery sites, facilities and environment

QCON 1.9 Qualification equipment and clothing

QCON 1.10 Qualification materials

QCON 1.11 Qualification fees

7

Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

QCON 2.2 Learner enrolment, agreement and registration period

QCON 2.3 Learner eligibility and pre-requisites

QCON 2.4 Learner eligibility and barriers to access

QCON 2.5 Learner inductions

16


List of contents Page

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and assessment hours

QCON 3.2 Training and assessment programme

QCON 3.3 Assessment specification

QCON 3.4 Awarding Grades

QCON 3.5 Assessment eligibility

QCON 3.6 Assessment process

QCON 3.7 Invigilation Arrangements

QCON 3.8 Eligibility of learners for special consideration

QCON 3.9 Eligibility of learners for certification

QCON 3.10 Reassessments

20

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal Quality Assurance strategy

QCON 4.2 Internal Quality Assurance sampling

QCON 4.3 Internal Quality Assurance interventions

QCON 4.4 External moderation conditions

28

1st4sport Commitment to External Quality Assurance 30

Communications and Contacts 32

Appendix A: Unit and Assessment Specifications 33

Apply Physiology to sport and physical activity 33

Apply Nutrition to sport and physical activity 40

Apply Psychology for sport and physical activity 46

Develop communities through sport and physical activity 57

Design and deliver sport and physical activity programmes 66

Deliver physical education and school sport 78

Apply Research methods for sport and physical activity 102

Enterprise and innovation in the sport and active leisure industry 107

Appendix B: Glossary of Assessment Terminology 115

Product ref: QS L3DSPA V3 Page 1 of 117

Qualification Purpose Statement: 1st4sport Level 3 Diploma in Sport and Physical Activities

Regulation Details

Qualification details

Qualification title Qualification No. Level1 GLHs2 TQT3

1st4sport Level 3 Diploma in Sport and Physical Activities 601/7671/4 3 750 1120

Operational start date 01 September 2016

Review date 30 September 2019

Registration Period 3 Years

Overview

Introduction

This qualification is solely awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England and CCEA in Northern Ireland and by Qualifications Wales in Wales. It has been approved by the Department for Education as an Applied General qualification for inclusion in the 16-19 Performance Tables. The qualification and its components are listed on the Register of Regulated Qualifications; component details are contained within Appendix A of this specification.

Objective

This qualification provides a benefit to learners by developing knowledge, understanding and skills required to establish an academic and/or career pathway within the sport and physical activity sector. Successful learners will be eligible to progress to higher education or alternatively they will be able to source employment within the sector. Learners will develop the knowledge understanding and skills required to plan, deliver and evaluate sport and physical activity programmes within a physical education, school sport and a community setting; applying scientific knowledge related to physiology, nutrition and psychology. Finally, learners will develop key transferable research skills whilst also being offered the opportunity to understand and engage with innovation and enterprise within the sector. The qualification structure and content is designed specifically to enable successful learners to contribute to local and national initiatives prioritising on active and healthy lifestyles in line with the Sport England Participation Agenda and other health and active lifestyle initiatives.

1 This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm 2 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course. 3 Total Qualification Time. TQT for a specific qualification is defined as the total number of notional hours required to achieve the qualification

http://ec.europa.eu/eqf/home_en.htm


Structure

This qualification consists of eight mandatory units. Learners must successfully complete all eight mandatory units to achieve the qualification.

Unit title Unit aim Unit Ref No. Assessment Type Level GLH TQT

Apply Physiology to sport and physical activity

The aim of this unit is to assess the structure and function of the various internal systems and how they respond, in both the short and long-term, to sport and physical activity. The musculoskeletal, cardiovascular, circulatory and respiratory systems will all be examined.

D/507/8126

Externally assessed

3

120

150

Apply Nutrition to sport and physical activity

The aim of this unit is to assess the learner’s understanding of the links between nutrition, health, physical activity and performance in sport. Learners will be assessed on the fundamental knowledge of nutrition including healthy diet, dietary requirements of the general population and develop an understanding of the influence of nutrition on sport and physical activity performance levels.

H/507/8127

Externally assessed

3

90

120

Apply Psychology for sport and physical activity

The aim of this unit is to investigate the various psychological factors that affect the performance of an individual when participating or performing within a sport or physical activity. This unit will explore the relationship between performance and personality, the effect of motivation on performance, the relationship between aggression and performance, the impact of arousal, stress and anxiety and performance and the ways through which we can change our behaviour towards exercise and physical activity.

T/507/8133

Internally assessed / Externally assessed

3

120

150

Develop the community through sport and physical activity

The aim of this unit is to consider the benefits of participating in sport and the importance of providing opportunities for individuals to engage in sport and physical activity. It also evaluates the reasons that obstruct access to participation and strategies that can be implemented to overcome barriers, encourage and motivate participants to get involved and the benefits.

K/507/8128

Internally assessed /Externally assessed

3

60

90


Design and deliver sport and physical activity programmes

The aim of this unit is to discuss the roles and responsibilities of the coach and assesses the learner’s ability to design, plan, deliver and evaluate a coaching programme.

M/507/8129

Internally assessed

3

120

150

Deliver physical education and school sport

The aim of this unit requires the learner to show that they can effectively plan, conduct and evaluate Physical Education and School Sport (PESS) activity programmes in line with school policy and procedure and taking account of the national curriculum across the key stages.

H/507/8130

Internally assessed

3

120

280

Apply Research methods for sport and physical activity

The aim of this unit is to enable learners to understand how to plan and conduct research in sport and physical activity. Learning will cover how to produce a research proposal, how to use data collection and analysis methods to conduct research in a particular domain within sport or physical activity and how to report research outcomes in an appropriate and professional format.

K/507/8131

Internally assessed

3

60

90

Enterprise and innovation in the sport and active leisure industry

The aim of this unit is to enable learners to understand the impact of enterprise in sport and active leisure on the community; supporting local and national initiatives. It also enables learners to understand how to develop their own enterprise activities as a response to a perceived gap in local and national markets. Learners will understand how to initiate and engage in enterprise, offering innovative solutions to existing enterprises or businesses through employer engagement.

M/507/8132

Internally assessed

3

60

90


Training and assessment

Achievement of the qualification is normally through attendance on a programme of learning and assessment. The learning programme can be delivered over one year full time or two years in conjunction with other level 3 qualifications. It consists of 750 guided learning hours and it has been developed to meet the Department of Education Applied General Qualification requirements. Learners will also have the opportunity for engagement with an employer, which could be in the form of work placement in a school, sports club, leisure facility, community activity programme, sports development unit, sports camp or a project in conjunction with a local sports or physical activity organisation. This will develop employability skills and to enable learners to gain an invaluable insight into the working environment. The assessment specification requires learners to:

complete written examination covering the learning outcomes and assessment criteria of Apply Physiology to sport and physical activity This will be externally assessed by 1st4sport

complete written examination and a case study covering the learning outcomes and assessment criteria of Apply Nutrition to sport and physical activity This will be externally assessed by 1st4sport

complete internally assessed project work, including a presentation, and externally assessed case study for Apply Psychology for sport and physical activity

complete an internally assessed presentation and externally assessed case study for Develop the community through sport and physical activity

complete a portfolio of evidence consisting of written tasks, report, assignments, research project, practical demonstration and synoptic assessment for Design and deliver sport and physical activity programmes, Deliver physical education and school sport, Apply research methods for sport and physical activity, Enterprise and innovation in the sport and active leisure industry.

Learners will be awarded a grade of Pass, Merit or Distinction, assuming they successfully complete all assessments. Grades are calculated using a matrix system.

Progression

Entry routes for learners

Prior to registration for the qualification learners are required to:

be accurately identified

be at least 16 years of age

be able to communicate effectively in English4 (this includes listening, speaking, reading and writing). It is recommended that learners hold five GCSEs grades A*-C or 9-4 or the 1st4sport Level 2 Diploma in Sports Coaching and Instructing Physical Activities, which provides direct progression onto this qualification. It would be beneficial for learners to have studied human biology/physiology or physical education previously, but this is not essential.

4 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


Exit routes for learners: education

General Exit Routes: This qualification can help to support progression to higher education in the areas of sports science, sports and exercise studies, sports coaching, leisure management, sports development or initial teacher training. Higher education institutions may require learners to achieve additional level 3 qualifications in order to meet their entry requirements. Alternatively learners may look to progress to a HND or foundation degree rather than progressing straight to an undergraduate programme. 1st4sport-specific Exit Routes: Learners who complete this qualification successfully may progress onto the following applied general qualification offered by 1st4sport (depending on overall academic performance):

1st4sport Level 3 Diploma in Sports Performance and Excellence (16 – 19 Performance Tables, applied general category) Alternatively, learners may progress onto a range of 1st4sport Level 3 vocational qualifications including:

1st4sport Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport

1st4sport Level 3 Certificate in Leisure Management

1st4sport Level 3 Certificate in Coaching (in the context of a specific sport)

Exit routes for learners: employment

Learners could also move into employment in the Sport and Active Leisure industry, in roles related to the delivery of PE and School Sport, sports coaching, instructing, leading or delivering physical activity programmes in the wider community. It is essential to note that learners are not able to lead activities autonomously until they are 18 years old. The 1st4sport Level 3 Diploma in Sport and Physical Activities provides an access route to several Advanced Level Apprenticeships including Supporting Teaching and Learning in Physical Education and School Sport, Sports Development and Leisure Management.

Market and Support

Target Audience: Learners

The qualification is designed for post-16 learners who have an active interest in the sport and active leisure sector and want to study a qualification, with opportunities to apply theory into practice. It is suitable for learners who wish to continue their studies in higher education in a sport or teaching related subject or to seek employment in the sport and active leisure sector. This qualification sits within a progressive suite of technical and applied general qualifications offered by 1st4sport. The 1st4sport Level 3 Diploma in Sport and Physical Activities has been written for the post-16 learner, to be studied alongside A Level and/or other technical qualifications. It is recommended that learners hold five GCSEs grades A*-C or 9-4 or the 1st4sport Level 2 Diploma in Sports Coaching and Instructing Physical Activities, which provides direct progression onto this qualification. It would be beneficial for learners to have studied human biology/physiology or physical education previously, but this is not essential.


Target audience: centres

The qualification is designed to be delivered through a range of centres which include (but is not limited to) schools, colleges and training providers. The qualification has been approved by The Department for Education and has been included within the 2018 16-19 Performance Tables: Applied General Category.

Target Audience: employers

The qualification is designed to support progression into employment in the active leisure, sport and physical activity industry; supporting development pathways of employees and volunteers. Employers who offer apprenticeship and trainee opportunities may use this qualification as part of the recruitment criteria.

Alternatives:

For learners without five GCSEs grades A*-C or 9-4 it is recommended that they complete the 1st4sport Level 2 Diploma in Coaching Sports and Instructing Physical Activities prior to progressing onto this qualification. This qualification is part of a suite of qualifications offered by 1st4sport which includes a Technical Award for 14-16 learners, a Technical Certificate and two Applied General qualifications. For learners who are currently training within a sports performance programme or who have an interest in working or studying in the area of sport performance of elite athletes rather than participation level sport, the 1st4sport Level 3 Diploma in Sport Performance and Excellence, which is also recognised as an Applied General qualification, would be more appropriate than this qualification. A list of our available qualifications can be found at www.1st4sportqualifications.com/our_qualifications

Support: Educational Institutions

A list of Higher Education Institutions who recognise the value of this qualification, and who will recognise this qualification when considering entry applications can be viewed here. This list is regularly updated as additional support is received.

Support: Professional Bodies

The qualification is supported by the Association for Physical Education (AfPE) and sports coach UK (scUK). AfPE is the sole physical education subject association in the UK. AfPE are committed to being the representative organisation of choice for people and organisations delivering or supporting the delivery of physical education in schools and in the wider community. AfPE objectives focus on the up skilling of the PE and sport workforce, advocacy work with government agencies and supporting the needs of the members. scUK is the UK's technical agency for coaching, established as a charity more than 30 years ago to promote for the public benefit the education of sports coaches, youth and community sports leaders, physical education teachers and other people engaged in the teaching and encouragement of sporting skills.

https://www.gov.uk/government/publications/2018-performance-tables-technical-and-vocational-qualifications

https://www.gov.uk/government/publications/2018-performance-tables-technical-and-vocational-qualifications

http://www.1st4sportqualifications.com/our_qualifications

http://www.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/1st4sport-level-3-diploma-in-sport-and-physical-activities/

http://www.afpe.org.uk/

http://www.sportscoachuk.org/


Qualification Approval Conditions

1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied, which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum5:

An appointed Qualification Administrator

An appointed Quality Coordinator

At least one appropriately qualified Tutor to conduct training/deliver learning

At least one appropriately qualified Assessor to conduct assessment

At least one appropriately trained Examination Invigilator to invigilate examinations

At least one appropriately qualified Internal Quality Assurer (IQA) to conduct internal quality assurance6

A minimum of one invigilator must be present up to a maximum of 30 learners for written examinations

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System7. Each member of staff must be named and linked to the qualification and role. Current CV and certificates must be uploaded into Athena for each staff member. This information must be current at all times and include as a minimum:

An appointed Qualification Administrator

An appointed Quality Coordinator

At least one appropriately qualified Tutor

At least one appropriately qualified Assessor

At least one appropriate training examination invigilator

At least one appropriately qualified Internal Quality Assurer (IQA)

Evidence: ratios

Must be evidenced through:

course/programme/examination attendance registers for staff and learners

course/programme authorisation requests to 1st4sport

IQA sampling plans and reports.

5 One person may fulfil a number of the required roles. The tutor and assessor is often the same person. 6 Internal quality assurers must not tutor, assess or invigilate on a course where they are completing the internal verification. 7 To gain access to Athena, please request this via [email protected].



QCON 1.2 Qualification administrator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification administrator responsible for timely, accurate qualification administration activities. All administration activities must comply with the 1st4sport Position Statement: Qualification Administration.


course authorisation and any related activities

learner registration and any related activities

learner certification and any related activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.


qualification resource records (staff, sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.


QCON 1.4 Qualification Tutor

Conditions Evidence: initial competence

For the delivery of taught sessions, centres are required to recruit and deploy a qualified tutor who must:

hold a recognised teaching qualification or have equivalent teaching experience

hold a relevant higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, under graduate degree, masters degree)

show evidence of keeping up to date with best practice and developments in the provision of sport and physical activity (CPD)

show current evidence of continuing professional development in tutoring/training

receive an appropriate induction to the 1st4sport Level 3 Diploma in Sport and Physical Activities

Delivery of Deliver physical education and school sport unit

knowledge and experience of delivering KS1 and 2 national curriculum PE and School Sport sessions

Tutors are responsible for the delivery of the learning programme. They must have attended a qualification induction by the centre to orientate them into the learning and assessment programme for this qualification.


CV detailing: sport and physical activity qualifications and experience through paid

and voluntary roles current of industry knowledge through membership of relevant bodies,

research or visits to relevant sports performance programmes/projects to observe and discuss current practice with staff (this may be through a brief overview of activities undertaken)

certificate for teaching qualification, accepted qualifications include: Level 4 Certificate in Education and Training (QCF); Level 5 Diploma in Education and Training (QCF); Level 3/4 Certificate in Teaching in the Lifelong Learning Sector (QCF) (CTLLS); Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF) (DTLLS); Post Graduate Certificate in Education; relevant Teaching Degrees with QTS

certificate for a higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, under graduate degree, masters degree)

Evidence: ongoing competence


recorded standardisation attendance and activities]

internal quality assurance reports and action responses

external quality assurance reports and action responses (Athena).


QCON 1.5 Qualification Assessors


The recognised centre is required to recruit and deploy a qualified assessor who should:

hold a recognised vocational assessor qualification or has equivalent experience

hold a relevant higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, under graduate degree, masters degree)

show current evidence of continuing professional development (CPD) in assessment and quality assurance

show current evidence of keeping up to date with best practice in the sport and physical activity industry (CPD)


Assessment of Deliver physical education and school sport unit


Assessors are responsible for the conduct of valid and reliable assessments in accordance with the 1st4sport Delivery, Assessment and Quality Assurance Approach.


CV detailing: sport and physical activity qualifications and experience through paid

and voluntary roles current of industry knowledge through membership of relevant bodies,

research or visits to relevant sport and physical activity programmes/projects to observe and discuss current practice with staff (this may be through a brief overview of activities undertaken)

certificate for assessor qualification. Accepted assessing qualifications include: Level 3 Award in Assessing Vocationally Related Achievement (QCF), Competence in the Work Environment (QCF); Level 3 Award in Assessing Competence in the Work Environment (QCF); Level 3 Certificate in Assessing Vocational Achievement (QCF); A1 Assess candidate performance using a range of methods and A2 and familiar with current assessing NOS/standards; D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence and familiar with current assessing NOS/standards, or QTS with relevant assessing experience

certificate for a higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, under graduate degree, masters degree).



recorded standardisation attendance and activities

assessment records




QCON 1.6 Qualification Invigilators


The recognised centre is required to recruit and deploy a trained invigilator who should:

receive an appropriate induction into examination invigilation practice NB. Invigilators must not be current enrolled learners at the recognised centre. A relative, friend or peer of any learner sitting an examination must not be the sole invigilator, but may be part of an invigilation team


record of examination invigilation practice induction.



recorded attendance at examination invigilation practice update meetings




QCON 1.7 Qualification Internal Quality Assurers


The recognised centre is required to recruit and deploy a qualified internal verifier who should:

holds a recognised Internal Quality Assurance qualification or relevant quality assurance experience

hold a relevant higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, undergraduate degree, masters degree)

show current evidence of continuing professional development (CPD) in assessment and quality assurance

show current evidence of keeping up to date with best practice in the sport and physical activity industry (CPD)


Verification of Deliver physical education and school sport unit


The Internal Quality Assurer is responsible for the consistency of standards across all assessments. The Internal Quality Assurer should observe each Assessor conducting assessments at regular intervals. The reliability, validity and authenticity of evidence must be checked during these observations.


CV detailing: sport and physical activity qualifications and experience through paid and

voluntary roles current of industry knowledge through membership of relevant bodies,

research or visits to relevant sports performance programmes/projects to observe and discuss current practice with staff (this may be through a brief overview of activities undertaken)

internal quality assurance certificate. Accepted qualifications include: Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); V1 Conduct internal quality assurance of the assessment process + familiar with current internal quality assurance NOS/standards; D34 Internally verify the assessment process + familiar with current internal quality assurance NOS/standards, or QTS status with relevant verification experience.

certificate for a relevant higher level sport or physical activity related qualification (eg. Level 4, HND, foundation degree, under graduate degree, masters degree).



recorded standardisation activities

internal quality assurance records (implementation of sampling and reports)

external quality assurance reports and action responses (Athena)


QCON 1.8 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with health and safety regulations and have in place appropriate access arrangements. All training and/or assessment sites must include the following facilities:

A practical space to be used for learning and assessment activities

A theory space which may include a classroom. This must contain multimedia facilities such as data projector and laptop, flip chart and pens.

Examination facilities. These must have:

minimum levels of outside noise no display material that may aid learners a reliable clock. Where two or more clocks exist, these must display

the same time centre number and start and finish times of the exam clearly on

display for learners seating arranged in a manner to prevent learners overlooking fellow

learners, ideally on separate desks signs displayed to alert others to an exam in progress

a secure room for the storage of examination question papers and other confidential material8

Learning programme delivery, assessment and examinations should only take place in environmental conditions where the level of light and temperature are appropriate to the needs of participants and learners.


inventories and dynamic risk assessments

internal quality assurance reports

external quality assurance reports (Athena).

8 Clarification on the requirements for the storage of examination question papers and other confidential material can be found on Athena


QCON 1.9 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice. The recognised centre must ensure that all learners and persons being taught wear appropriate apparel for the activities they are undertaking.


pre-course instructions on clothing to learners

inventories and dynamic risk assessments

internal quality assurance reports

external quality assurance reports (Athena)

QCON 1.10 Qualification materials9

Conditions Evidence: materials

The recognised centre is required to ensure that the Tutor/Assessors have the following materials available:

1st4sport Qualification Specification

1st4sport Delivery, Assessment and Quality Assurance Approach

1st4sport Qualification Examination Timetable The materials provided by 1st4sport to facilitate the assessment are provided to promote consistency of assessment standards across centres over the life of the qualification. Centres can use appropriate and credible alternatives as agreed with the 1st4sport External Quality Assurer. The recognised centre is also required to ensure that learners are provided with the a 1st4sport Learner Portfolio which includes the:

1st4sport Pre-standardised Assessment Tasks and Materials


pre-course instructions to learners

inventories

1st4sport assessment tasks which are assessed and annotated in accordance with the 1st4sport Delivery, Assessment and Quality Assurance Approach


external quality assurance reports and action responses (Athena)

9 The qualification workforce is required to ensure the confidentiality of the Delivery, Assessment and Quality Assurance Approach at all times. This must not be shared with the

learners or third party who are not part of the qualification workforce under any circumstances.


QCON 1.11 Qualification fees10

Conditions Evidence: fees

The recognised centre is required to pay a £140 (+ VAT where applicable) learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. Additional fees for external reassessment may also apply. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification (where appropriate); this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre. These fees have been established through a process of benchmarking against other awarding organisations operating within this sector, and with careful consideration of the continued pressure on, and the real terms budget cuts to, school finances. There is no cost for centre recognition and qualification approval. External quality assurance activity costs are incorporated within the learner registration and certification fee. These factors combined ensure cost-effective, yet quality driven, provision for our recognised centres


pre-course marketing tools

pre-course instructions through communications to learners

course authorisation requests to 1st4sport and related payment logs

10 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack

service for additional £5 fee per learner (plus VAT where this is applicable).


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: course programme

Recognised centres should utilise the 1st4sport centre portal11 to authorise courses, register and certificate learners. All qualification administration activities must be conducted in accordance with the 1st4sport Position Statement: Qualifications Administration


course authorisation records, related updates and communications

learner registration records, related updates and communications

learner certification records, related updates and communications

QCON 2.2 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected and initial assessment of learner’s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in accordance with the Learner Agreement/Contract and the code of conduct

understand that the registration period for this qualification is 36 months, in which time they must complete all aspects of their learning and assessment including reassessments.

attend all components of the learning and assessment programme (unless other arrangements have been made related to RPL)

comply with recognised centre policy and procedure

comply with the qualification conditions, 1st4sport policy, position statements and related processes


learner application forms or web based application services

signed learning agreements/contracts12

11 To gain access to this system the centre needs register interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected] 12 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.



QCON 2.3 Learner Eligibility and Pre-requisites

Conditions Evidence: pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration are considered. The initial assessment outcomes must be recorded during the application process. Prior to registration learners are required to:

be accurately identified13

be 16 years of age or over

be able to communicate effectively in English14 (this includes listening, speaking, reading and writing).

It is recommended that learners hold five GCSEs grades A*-C or 9-4 or the 1st4sport Level 2 Diploma in Sports Coaching and Instructing Physical Activities, which provides direct progression onto this qualification. It would be beneficial for learners to have studied human biology/physiology or physical education previously, but this is not essential. As there are no qualification entry requirements, centres are encouraged to include an initial assessment designed to ensure that learners are capable of achieving the required standards


learner records containing personal data which includes their title, name, date of birth, address, gender, nationally, ethnicity, disability and access needs

learner identity check details containing the type of proof, the reviewer’s name and the date confirmed

GCSE or equivalent qualification certificates (where achieved) records of activities to check understanding of the English language (where

this is deemed to be necessary).

13 The identify check must be completed in the course induction 14 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


QCON 2.4 Learner Eligibility and Barriers to Access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 201015 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include:

age – individuals under the age of 16 are not permitted to attend this qualification. No adjustments to this barrier can be applied.

race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied.

disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being

pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.

Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements.


learner application forms or web-based application services reasonable adjustment requests (Athena) and clearly implemented

arrangements.

15 There are no barriers to access on the ground of marriage, religion or belief, sex, sexual orientation or gender transformation.


QCON 2.5 Learner Inductions


The recognised centre is required to provide an effective qualification/course induction to all learners which introduces:

the individual members of the centre’s workforce and what their role will be

the centre’s policies and procedures which as a minimum must cover:

- health and safety - equality and diversity - data protection - child/vulnerable adult safeguarding - appeals - complaints - malpractice/maladministration

information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans

links to National Occupational Standards and functional skills (where these exist)

the position of the qualification in relation to others and any progression opportunities

any quality assurance (IQA or EQA) activities that are scheduled.


induction attendance registers and records

policy booklets or signposts

induction documentation


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: inductions

Pre-standardised assessment materials are provided within the 1st4sport Level 3 Diploma in Sport and Physical Activities Learner Portfolio. Guidance on how to use these materials is provided within the 1st4sport Level 3 Diploma in Sport and Physical Activities Delivery, Assessment and Quality Assurance Approach. This is aligned to the recommended guided learning hours for the qualification which are approximately 750 hours depending upon learners’ needs. The total qualification time for this qualification is 1020 hours. The additional qualification hours consist of directed study and independent study time. In doing so the recognised centre must ensure that the nine mandatory units are completed.


marketing tools (where these exist)

Learning and Assessment Programme per course

timetables to include private study time, and homework schedules

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course length

The recognised centres are required to use the recommended outline programme of training and assessment options, adapting only where necessary to meet the specific needs of individual learners. In delivering the programme of training and assessment, centres are required to ensure that they use the detailed tutor, assessor, verifier guidance’s as provided by 1st4sport. In delivering the programme the following must be considered:

all learning outcomes

all assessment opportunities and the assessment criteria

learner’s individual needs

the learners’ registration period (36 months)

1st4sport Qualification Examination Timetable


Learning and Assessment Programme per course

course administration records


QCON 3.3 Assessment Specification

Conditions Evidence: assessment

The 1st4sport Level 3 Diploma in Sport and Physical Activities is to be assessed by an appropriately qualified assessor, and quality assured by appropriately qualified internal and external quality assurers. Prior to an assessment taking place, the assessor will thoroughly brief learners on the requirements as outlined in the qualification. Learners will then be assessed against the assessment criteria and assessment requirements of the qualification only. All assessment evidence once complete should be stored in the Assignment Portfolio and the outcomes recorded on the Record of Achievement (RoA). All assessments must meet the Assessment Requirements for the 1st4sport Level 3 Diploma in Sport and Physical Activities contained within Appendix A of this specification. A high level summary of the assessment requirements is given below. Internally assessed units are assessed and graded by the recognised centre and centres must grade these in accordance with the grading criteria provided per Learning Outcome, Assessment Task and Unit by 1st4sport. Externally assessed units are assessed by 1st4sport using a mark scheme and grade boundaries. 41.6% of the total GLH for the qualification is externally assessed. Learners are able to achieve a Pass, Merit or Distinction in each unit and their individual unit grades all contribute to the calculation of the learner’s overall qualification grade. Assessments should be marked in accordance with the 1st4sport Position Statement: Technical Qualification Assessment Parameters


a record of learners attendance and achievement of each unit, the assessor and completion dates

completed record of achievement

assessed and annotated assessments contained within the 1st4sport Assignment Portfolios in line with the 1st4sport Delivery, Assessment and Quality Assurance Approach




Unit Assessment Synopsis

Apply Physiology to sport and physical activity Externally assessed via one written examination consisting of short answer questions.

Apply Nutrition to sport and physical activity Externally assessed via one written examination combining short answer questions and a case study.

Apply Psychology for sport and physical activity Internally assessed via project work, including a presentation (40%) Externally assessed via case study examination (60%)

Develop communities through sport and physical activity Internally assessed via presentation (50%) Externally assessed via case study examination (50%)

Design and deliver sport and physical activity programmes Internally assessed written report and delivery of a series of coaching sessions

Deliver physical education and school sport Internally assessed via a portfolio of evidence and delivery of a series of PE and school sport sessions

Apply Research methods for sport and physical activity Internally assessed via a research project

Enterprise and innovation in the sport and active leisure industry Internally assessed via three assignments, including a business report


QCON 3.4 Awarding grades

Conditions Evidence: Assessment Grading

A learner’s performance in all units is subject to grading at Pass, Merit or Distinction. Detailed grading information per unit can be seen within the Unit and Assessment Specifications in Appendix A of this specification and should be used to establish learners’ point score per unit. The Grade awarded per unit will be converted to points to allow the overall grading of the qualification to be established using the following points system:

Unit Title Pass Merit Distinction

Apply Physiology to sport and physical activity (120 GLH) 3 points 4 points 5 points

Apply Nutrition to sport and physical activity (90 GLH) 2 points 3 points 4 points

Apply Psychology for sport and physical activity (120 GLH) 3 points 4 points 5 points

Develop communities through sport and physical activity (60 GLH)

1 points 2 points 3 points

Design and deliver sport and physical activity programmes (120 GLH)

3 point 4 points 5 points

Deliver physical education and school sport (120 GLH) 3 point 4 points 5 points

Apply Research methods for sport and physical activity (60 GLH) 1 point 2 points 3 points

Enterprise and innovation in the sport and active leisure industry (60 GLH)

1 point 2 points 3 points

The total number of points achieved over the breadth of the qualification units will be used to determine the learners overall qualification grade as follows:

Fail Pass Merit Distinction

Points Range 0 - 16 17 - 20 21 - 28 29 – 33


assessment records grading evidence 1st4sport exam result transcripts


QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification. Centres must be mindful of published examination dates for externally assessment.


Programme of Learning and Assessment

registers and/or records of attendance

QCON 3.6 Assessment Process

Conditions Evidence: assessment process

The recognised centre is required to ensure that the assessment process is managed effectively and ensures:

assessment plans and schedules are communicated to all affected

assessment briefings are completed with reference to the format of the assessment, what is expected of learners and the assessment criteria being used

the external assessment is conducted in line with the 1st4sport Delivery, Assessment and Quality Assurance Approach

the internal assessment is conducted in line with the assessment brief, assignment portfolio and the assessment criteria as stipulated in the 1st4sport Delivery, Assessment and Quality Assurance Approach

assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.

Must be evidenced though:

records of attendance and achievement per unit, the assessor who conducted the assessment and completion date

assessed and annotated learner packs, where utilised, or an alternative documented assessment system

assessor communications to administrators




QCON 3.7 Invigilation Arrangements

Conditions Evidence: assessment process

The recognised centre is required to have in place examination invigilation arrangements which includes instructions to invigilators and include, but are not limited to the following:

invigilators must be trained in their duties

all invigilation personnel must give the examination their full attention. Other tasks must not be carried out when invigilation is taking place

invigilators must be able to be observe all learners within the examination room at all times

a minimum of one invigilator must be present up to a maximum of 30 learners for written examinations, increasing to one invigilator up to a maximum of 20 learners for practical examinations. Cover must be available should an invigilator need to leave the examination

invigilators must not be current enrolled learners at the recognised centre. A relative, friend or peer of any learner sitting an examination must not be the sole invigilator, but may be part of an invigilation team

a signed record of the seating plan and a register of attendance for each examination is stored for 3 years

four standardisation activities are conducted annually and are focussed on assessment and internal quality assurance

internal quality assurance adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IQA interventions and vice-versa.

Must be evidence through:

a current examination invigilation arrangements document uploaded into the Documents section of Athena

internal quality assurance report templates



QCON 3.8 Eligibility of Learners for Special Consideration


The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.


special consideration requests (Athena)

implementation of the arrangements.

QCON 3.9 Eligibility of Learners for Certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have successfully completed all pre-requisites, assessment requirements and who have been confirmed by the tutor/assessor as eligible for certification are certificated. Where a quality assurance sampling plan requires an intervention to be conducted, learners must be made aware that the assessment decisions which have been confirmed to them are subject to quality assurance outcomes.


assessment tracking and records

the assessor communications to the qualification administrator

administrator communications to learners



certification requests to 1st4sport.


QCON 3.10 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of one opportunity to re-sit or resubmit the appropriate assessment component within their period of registration (36 months). External Reassessment Reassessment of externally assessed material must be through the learners retaking the relevant examinations in examination windows as detailed in the 1st4sport Qualification Examination Timetable. Learners will be permitted one external reassessment opportunity per failed examination. Centres may be required to pay an additional reassessment fee per learner. Internal Reassessment Reassessment of internally assessed material must be of a new assessment/assignment that covers the same criteria as the original assessment but must be a different assessment brief ie it must be a new piece of work. The repeated submission of corrected assessment material is not permitted. Learners will only be permitted one internal reassessment opportunity per failed assessment. All reassessments must be conducted in accordance with the assessment specification per unit. Recognised centres may levy additional charges for conducting reassessments


re-assessment plans, tracking and records

Programme of Learning and Assessment per course

records of attendance and achievement per unit, the assessor who conducted the assessment and completion date

assessed and annotated learner portfolios or an alternative documented assessment system

completed observation checklists

assessor communications to administrators




Section Four: Internal Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence: strategy

The recognised centre is required to have in place an internal Quality Assurance strategy which includes strategic objectives which include, but are not limited to the following:

all personnel with internal quality assurance responsibilities are suitably qualified to undertake this role and have not had involvement in the training or assessment at a programme where they are conducting verification activities

a selected sample of learner evidence and assessor feedback from 25% of registered learners is internally quality assured from 100% of the programmes authorised

all assessors and all types of assessment (including direct observation of assessment practice) are internally quality assured across all active assessment sites, over a twelve month period

standardisation activities are conducted regularly (minimum of four activities annually) and are focussed on assessment and internal verification

internal quality assurance adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IQA interventions and vice-versa.

Must be evidence through:

a current internal quality assurance strategy document uploaded into the Documents section of Athena

an internal quality assurance sampling plan template

internal quality assurance report templates


QCON 4.2 Internal Quality Assurance Sampling

Conditions Evidence: sampling activities

The recognised centre is required to develop and implement sampling plans in accordance with the internal quality assurance strategic objectives.


internal quality assurance sampling plans



QCON 4.3 Internal Quality Assurance Interventions

Conditions Evidence: internal verification reports

The recognised centre is required to ensure internal quality assurance interventions across all tutors/assessors at all sites is in line with the sampling plans include:

observation of assessments

sampling of assessment evidence

learner interviews (face to face/via telephone)

standardisation activities and/or meetings.




QCON 4.4 External Moderation

Conditions Evidence: internal quality assurance reports

1st4sport Qualifications may request Internally assessed work is sent to the Moderator. The samples to be moderated will be agreed with the centre. When requested, the Moderator will reassess the work against the assessment criteria. The marks will either be accepted or adjusted. If necessary, further samples may be requested from the centre.


external moderation reports and action responses

external moderation reports and action responses (Athena).


1st4sport Commitment to External Quality Assurance External quality assurance is an integral part of the 1st4sport quality assurance arrangements. Our External Quality Assurers (EQAs) are the key mechanism in the establishment and monitoring of recognised centres and qualification approval status. External Quality Assurers are trained and deployed to ensure they can effectively monitor recognised centre activity against the 1st4sport Centre Recognition and Qualification Approval Conditions developed to encompass appropriate statutory regulation the expectations of the qualification. In deploying our EQAs we expect that they comply with our established External Quality Assurers Code of Conduct (refer to www.1st4sportqualifications.com for details).

External Quality Assurance Objectives for this Qualification External quality assurers manage and monitor recognised centre activity via the conduct of visits and/or desk-based reviews reporting on compliance with our recognition conditions and the qualification approval conditions for this qualification, contained within this specification. The numbers of visits/reviews are based upon the following objectives. EQAs approved to externally quality assure the delivery of this qualification are required to:

conduct an initial visit to brand new applicant centres before recognition and approval status is granted

confirm direct claims status at the end of the first course for both brand new and existing centres who have just achieved qualification approval status for this qualification

apply a risk based approach to conducting external quality assurance visiting every centre at least once per annum, adopting a risk based approach to identify centres where additional external quality assurance interventions are required

The quality assurance objectives are developed to support our risk-based approach to monitoring. Therefore, if a recognised centre complies totally with our requirements, less monitoring may be completed. However, if a centre does not comply and sanctions are applied, our Business Excellence Team will review the situation and may instruct an EQA to monitor more frequently to facilitate future compliance and to reduce risks posed to our awarding function, the integrity of the qualifications and to protect the interests of our learners. In these cases the EQAs will conduct direct claims status visits to determine whether the centre have achieved their actions. In addition to the above confirmed objectives, there will be times when it is deemed appropriate that a systems visit to a centre is conducted. This is generally directed at large national centres, however may also be required at the request of the Business Excellence Team as a control mechanism by which to prevent any adverse circumstances from occurring and also contributes to our approach to the management of risk.

http://www.1st4sportqualifications.com/


1st4sport Sanctions Matrix 1st4sport Qualifications are committed to ensuring compliance across the delivery of our qualifications. To do this we have established the 1st4sport Centre Recognition and Qualification Approval Criteria and Conditions to which all recognised centres are obliged to comply. In deploying the following matrix in accordance with the 1st4sport Centre Recognition and Qualification Approval Criteria and Conditions we aim to prevent, mitigate and manage any adverse effects related to non-compliance. All instances of non compliance will be reviewed in accordance with our standardised, systematic incident management process16. In doing so we will determine whether non compliance resulted from maladministration or malpractice.

Compliance level

Advers

e E

ffects

Full compliance Part compliance Non-compliance Major non-compliance

Comprehensive evidence, a

condition has been met Some evidence, a condition is

nearly met Minimal evidence, a condition

has not been met No evidence, a condition has

not been met

No adverse effects No Sanction

NO ACTIONS

No adverse effects on learners, the qualification

integrity or 1st4sport’s awarding function

No Sanction

L1 ACTIONS TO BE COMPLETED

Adverse effects on learners and/or the qualification

integrity but no adverse effects to 1st4sport’s awarding

function

Sanction: Suspension of registration or certification

L2ACTIONS TO BE COMPLETED

Adverse effects on learners, the qualification integrity

and/or 1st4sport’s awarding function

Sanction: Approval statuses suspended

L3 ACTIONS TO BE COMPLETED

16 Where it is determined that there is an irretrievable breakdown in the delivery of a specific qualification, which severely impacts on learners, the qualification integrity and/or 1st4sport’s awarding

function, qualification approval status will be withdrawn. Furthermore, in the event that it is determined that there is an irretrievable breakdown in the management of the centre and/or the delivery of all qualifications which severely impacts on learners, the qualification integrity and/or 1st4sport’s awarding function centre recognition status will be withdrawn


Communications and Contacts In an effort to reduce the costs of qualifications 1st4sport aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

The Chartered Institute for the Management of Sport and Physical Activity (CIMSPA)

Website: cimspa.co.uk Enquiries e-mail: [email protected] Telephone: 01509 226474

Skills Active The Sector Skills Council for Active leisure, Learning and Well-being

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 020-7632 2000

The Association for Physical Education (afPE)

Website: afpe.org.uk Enquities email: [email protected] Telephone: 01905-855 584

The Register of Regulated Qualifications:

The full list of regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link.17

The Office of the Qualifications and Examination Regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education

Website: education.gov.uk

The Department for Business Innovation and Skills (BIS)

Website: bis.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk

17 Any changes to qualifications will be communicated with recognised centres via various means of communications.

http://www.cimspa.co.uk/


http://www.skillsactive.com/


http://www.afpe.org.uk/


http://register.ofqual.gov.uk/Search?category=Qualifications&query=1st4sport&sort=-None&filters%5b0%5d=status%2BAvailable%20to%20learners

http://ofqual.gov.uk/

https://www.gov.uk/government/organisations/department-for-education

https://www.gov.uk/government/organisations/department-for-business-innovation-skills

https://www.gov.uk/government/organisations/skills-funding-agency


Appendix A: Unit and Assessment Specifications

Unit title: Apply physiology to sport and physical activity

Unit aim

This unit will assess the structure and function of the various internal systems and how they respond, in both the short and long-term, to sport and physical activity. The musculoskeletal, cardiovascular, circulatory and respiratory systems will all be examined.

Unit level: 3

Guided Learning Hours (GLH): 120 Total Qualification Time (TQT): 150

Assessment specification:

One externally set, externally assessed short answer examination lasting 90 minutes to be completed in an invigilated environment

Assessment grading scale:

Fail/Pass/Merit/Distinction

Learning outcomes The learner will:

Assessment criteria The learner can:

Mandatory Delivery content SA

1

know the structure and function of key anatomical systems utilised in sport and physical activity

1.1

describe the structure of the skeletal system

Axial and appendicular skeleton

Number of bones

Names of bones

Types of bones long short flat irregular Sesamoid Sutural

Joints Fixed or immovable slightly movables Freely movable joints

Structure of bone Compact tissue Cancellous tissue known as "spongy"





1

know the structure and function of key anatomical systems utilised in sport and physical activity (cont)

1.2

explain the key functions of the skeletal systems

Functions shape and support movement protection storage of minerals production of blood cells Storage of energy

1.3

describe the structure of the muscular system

names of muscles

location

origin and insertion

shape and size

muscle contraction

muscle types cardiac smooth skeletal

muscle fibre types slow twitch fast twitch

sarcomere structure Myofibril: A cylindrical organelle running the length of the muscle

fibre, containing Actin and Myosin filaments. Sarcomere: The functional unit of the Myofibril, divided into I, A

and H bands. Actin: A thin, contractile protein filament, containing 'active' or

'binding' sites. Myosin: A thick, contractile protein filament, with protrusions known

as Myosin Heads. Tropomyosin: An actin-binding protein which regulates muscle

contraction. Troponin: A complex of three proteins, attached to Tropomyosin.

sliding filament theory





1


1.4

explain the key functions of the muscular systems

movement Abductor - moves a limb away from the midline Adductor - moves a limb towards the midline Extensor - increase the angle at a joint - extends a limb Flexor - decreases the angle at a joint - flexes a limb Pronator - turns a limb to face downwards Supinator - turns a limb to face upwards Rotator - rotates a limb Sphincter - closes an orifice of opening

Posture

Circulation of blood

Body heat

1.5

describe the structure of the cardiovascular system

Cardiac structure Endocardium, pericardium, myocardium atriums/ventricles atrio-ventricular (tricuspid and mitral) valves semi-lunar valves septum vena cava aorta bundle of His sinoatrial node

cardiac system cardiac cycle cardiac output

Vascular system pulmonary and systemic circuit arteries and arterioles veins and ventricles capillaries Blood (red and white blood cells) Plasma

blood pressure – definition, measurement, contraindications of exercise





1


1.6

explain the key functions of the cardiovascular system

Functions Transport: nutrients, gases, waste products Protection: infection and blood loss Thermoregulation Fluid Balance changes in cardiac output during exercise

1.7

describe the structure of the respiratory system

Upper respiratory tract Nose, mouth and nasal cavity Pharynx larynx

lower respiratory tract trachea bronchi bronchioles

lungs alveoli diaphragm

1.8

explain function of the respiratory system

pulmonary ventilation

exchange of gases: external respiration, internal respiration

1.9

describe the organisation and function of the nervous system

general functions of: central nervous system peripheral nervous system (somatic, autonomic, enteric)

function of a neuron,

role of the motor unit,

neuromuscular adaptations associated with exercise,

benefits of improved neuromuscular coordination/efficiency to exercise performance

role of the autonomic nervous system in sport and physical activity:





2

understand anatomical system responses during sport and physical activity

2.1

explain the response of the musculoskeletal system to sport and physical activity

Immediate responses: Increased motor unit recruitment Increased fuel metabolism and by-product production Increased oxygen consumption Increased muscle temperature muscle fibre micro tears increased synovial fluid production increased joint temperature (reducing viscosity of synovial fluid) increased range of movement use of energy systems (aerobic, lactic, anaerobic)

Adaptations over time: Increased bone density Increased ligament strength Increased muscle strength Increased muscle size (hypertrophy) Increased numbers of mitochondria

2.2

explain the response of the cardiovascular system during sport and physical activity

Immediate Responses Increased heart rate Increased stroke volume Increased cardiac output Increased blood flow Increased blood pressure Decreased blood oxygen content Vasodilation/vasoconstriction to redirect blood flow to working

muscles

Adaptations over time Increased Heart size (hypertrophy) Reduced resting heart rate Increased stroke volume Reduced resting Blood pressure Increased red blood cell count Increased capillary bed density





2

understand anatomical system responses during sport and physical activity (cont)

2.3

explain the response of the respiratory system during sport and physical activity

Immediate Responses Increased breathing rate Increased breathing depth

Adaptations over time Increased vital capacity Increased respiratory muscular strength (intercostals, diaphragm) Increased number/diameter of alveoli capillaries

3

know how to conduct field based fitness assessments

3.1

identify a range of field based fitness assessments

Field based fitness assessments Beep / Bleep Shuttle Run/ Multi Stage Fitness Test Sprint (RAST) Test Cooper Run Bruce Test Illinois Agility Test Sit and Reach Calf Flexibility Test Vertical Jump Test Standing Long Jump Handgrip Strength Press-up Test Sit-up Test Skinfold Test Step Test

3.2

describe testing methods for a range of field based fitness assessments

3.3

explain how to interpret field based fitness assessment data


Unit Grading Specification

Details Assessment Component

% Awarded Grade awarded Points awarded for overall qualification grade

Learner’s grades for this unit will be determined by the completion of an externally assessed examination. Examination questions are allocated marks as outlined within each exam paper and related marking scheme. The sum of the marks constitute the overall grade for the unit as outlined in the table to the right. Centres will receive an overall mark for the examination and case study, and the point score awarded towards the achievement of the qualification. Points must then be allocated to the overall unit grade using the points system also contained here within the table to the right. There is a total of 5 points available within this unit. These should then be used to calculate the final qualification grade.

Examination

<40% Fail 0

40% - 59% Pass 3

60% - 69% Merit 4

>70% Distinction 5


Unit title: Apply nutrition to sport and physical activity

Unit aim

This unit assesses the learner’s understanding of the links between nutrition, health, physical activity and performance in sport. Learners will be assessed on the fundamental knowledge of nutrition including healthy diet, dietary requirements of the general population and develop an understanding of the influence of nutrition on sport and physical activity performance levels.

Unit level: 3 Guided Learning Hours (GLH): 90 Total Qualification Time (TQT): 120


One externally set, externally assessed examination including short answer questions and case studies lasting 90 minutes to be completed in an invigilated environment


Fail/Pass/Merit/Distinction




1

understand the requirements for and the principles of a balanced diet

1.1

differentiate between key nutritional terms

diet healthy eating nutrition balanced diet

1.2

clarify common terminology used in nutrition

UK dietary reference values (DRV) recommended daily allowance (RDA) recommended daily intake (RDI) glycemic Index

1.3

explain the nutritional information required when dealing with a variety of individuals

individuals affected by: obesity diabetes eating disorders children young people adults pregnancy

elderly food allergies – nuts, celiac,

diary, eggs, fruit food intolerances – lactose,

wheat, e-numbers





1

understand the requirements for and the principles of a balanced diet (cont)

1.4

compare the main energy systems required for sport and physical activity

ATP-PCr System

Glyolytic System

Oxidative System

Slow glycolysis

Krebs cycle

Electron transport chain

Beta oxidation

Lactic Acid production

1.5

explain how to obtain energy balance for participation in sport and physical activity

energy input energy output resting metabolic rate dietary thermogenesis physical activity basal metabolic requirements body composition/somatotype

2

understand the role of nutrients for participation in sport and physical activity

2.1

analyse the role of macronutrients

Macronutrients:

Why we need carbohydrates, Carbohydrates are the body’s main source of fuel. Carbohydrates are easily used by the body for energy. All of the tissues and cells in our body can use glucose for energy. Carbohydrates are needed for the central nervous system, the

kidneys, the brain, the muscles (including the heart) to function properly.

Carbohydrates can be stored in the muscles and liver and later used for energy.

Carbohydrates are important in intestinal health and waste elimination.

Carbohydrates are mainly found in starchy foods (like grain and potatoes), fruits, milk, and yogurt. Other foods like vegetables, beans, nuts, seeds and cottage cheese contain carbohydrates, but in lesser amounts.





2

understand the role of nutrients for participation in sport and physical activity (cont)

2.1

analyse the role of macronutrients (cont)

Types of Carbohydrates Simple and Complex how the body produces energy from carbohydrates how the body stores carbohydrates

Why do we need protein Growth (especially important for children, teens, and pregnant

women) Tissue repair Immune function Making essential hormones and enzymes Energy when carbohydrate is not available Preserving lean muscle mass

how the body produces energy from protein how the body stores protein

Why do we need fat Normal growth and development Energy (fat is the most concentrated source of energy) Absorbing certain vitamins ( like vitamins A, D, E, K, and

carotenoids) Providing cushioning for the organs Maintaining cell membranes Providing taste, consistency, and stability to foods

how the body produces energy from fat how the body stores fat





2.2

analyse the role of micronutrients

what are micronutrients – vitamins and minerals where can they be found - source vitamins, E, C, B, D, B12 minerals Folic acid betacarotene calcium, iron immune system antioxidants

2

understand the role of nutrients for participation in sport and physical activity (cont)

2.3

analyse the role of fluid in maintaining hydration levels

Dependent on: intensity of exercise duration of exercise temperature and humidity of the environment body chemistry sweat dehydration timings and quantities electrolytes and sports drinks

3

understand the nutrients required and the use of supplements in sport and physical activity

3.1

explain the relationship of macronutrients to sport and physical activity

intensity of the exercise

duration of the exercise

fitness level

pre-exercise diet

fatigue

fuelling and timings

3.2

explain the relationship of micronutrients to sport and physical activity

3.3

evaluate the use of legal supplements in order to meet nutritional requirements

types of supplements

guidelines for supplement use

contamination

side effects





4

be able to produce nutrition plans in order to assist participation in sport and physical activity

4.1

evaluate energy expenditure of different sports and physical activities

sport/physical activity type

intensities

duration

4.2

develop a plan to improve performance in sport and physical activity

food types

timings – pre-during-post

quantities

food preparation/method of cooking



Details Assessment Component

% Awarded Grade awarded Points awarded for overall qualification grade

Learner’s grades for this unit will be determined by the completion of an externally assessed examination. Examination` questions are allocated marks as outlined within each examination paper and related marking scheme. The sum of the marks achieved constitute the overall grade for the unit as outlined in the table to the right. Centres will receive an overall mark for the examination and case study, and the point score awarded towards the achievement of the qualification. Points must then be allocated to the overall unit grade using the points system also contained here within the table to the right. There is a total of 4 points available within this unit. These should then be used to calculate the final qualification grade.

Examination

<40% Fail 0

40% - 59% Pass 2

60% - 69% Merit 3

>70% Distinction 4


Unit title: Apply Psychology for sport and physical activity

Unit aim

This unit will investigate the various psychological factors that affect the performance of an individual when participating or performing within a sport or physical activity. This unit will explore the relationship between performance and personality, the effect of motivation on performance, the relationship between aggression and performance, the impact of arousal, stress and anxiety and performance and the ways through which we can change our behaviour towards exercise and physical activity.

Unit level: Level 3 Guided Learning Hours (GLH): 120 Total Qualification Time (TQT): 150


Internally assessed via project work, including an presentation (40%) Externally assessed via case study examination (60%)


Fail, Pass, Merit, Distinction




1

understand the impact of personality on participant engagement with sport and physical activity

1.1

rationalize the most effective approaches used to study personality

Personality definition

Personality structure

Personality approaches - a range of sport and physical activity settings, individuals and teams should be used to explain the: Psychodynamic Approach (Conscious V Unconscious, Structural

Model - Sigmund Freud 1923, Psychological Types - Carl Jung 1971, Psychosocial Stage Theory - Erik Erickson 1963 )

Trait Approach (Gordon Allport, Raymond Cattell, Hans Eysenck 1960-1970)

Situation Approach derived from Social Learning Theory, Albert Bandura, 1977)

Interactional Approach (Kurt Lewin, 1935)





1

understand the impact of personality on participant engagement with sport and physical activity (cont)

1.2

conduct personality profiling and analyse individual’s differences

Ethics (informed consent, confidentiality)

Principles of testing, measurement error and interpretation of findings

Personality profiling advantages, disadvantages and performance predictions

Personality profiling methods: Observation Interviews Pre-validated inventories:

o Profile of Mood States, POMs (Douglas M. McNair, Maurice Lorr, and Leo F. Droppleman, 1971)

o Eysenks’ Personality Questionnaire (Hans Jürgen Eysenck & Sybil B. G. Eysenck 1975)

o Trait State Confidence Inventory (Robin Vealey, 1986) o Sixteen Personality Factor Questionnaire (16PF) Raymond B.

Cattell 1993

2

understand the impact of motivation on participant engagement with sport and physical activity

2.1

critique motivational views

Motivation definition (direction and intensity of effort)

Trait centred view of motivation

Situation centres view of motivation

Interactional view of motivation

2.2 exploit motives for participation

Intrinsic motives for participation Extrinsic motives for participation

2.3

rationalise the most effective achievement theories

Achievement motivation definition (Atkinson & McClelland – 1953)

Achievement Motivation Theories: Need achievement theory (David McClelland 1961) Attribution Theory (Fritz Heider 1958, Bernard Weiner, 1985) Achievement Goal Theory (Duda 1993, Dweck 1986, Mauhr & Nicholls

1980, Nichols 1984, Roberts 193) Competency Motivation Theory (Weiss & Chumeton 1992, Harter 1998)

2.4

evaluate motivational theories and apply techniques to enhance performance

Operant conditioning (Burrhus Skinner 1938):

Social learning theory (Albert Bandura, 1977)

Cognitive Evaluative Theory (Edward Deci 1975)

Self determination theory (Edward Deci and Richard Ryan, 2002)

https://en.wikipedia.org/wiki/Hans_J%C3%BCrgen_Eysenck





3

understand the impact of stress, anxiety and arousal on participant engagement with sport and physical activity

3.1

evaluate theories which underpin the relationship between stress, anxiety amotivational theornd arousal; identifying the impact on performance

Drive theory (Spence and Spence, 1966)

Inverted U Hypothesis (Landers & Boutcher 1998)

Catastrophe Model. Hardy and Frazey (1987)

Individual Zones of Optimal Functioning (Hanin, 1997, 2000)

Multi dimensional Anxiety Theory (Martens et al 1990)

Flow (Mihaly Csikszentmihalyi (1990)

Theory of Attentional and Personal Style (Robert Nideffer, 1976a)

3.2

measure anxiety and arousal and levels

Physiological measures - heart rates, respiration, skin conductance

Psychological measures - self reports, validated inventories: Test of Attentional and Interpersonal Style (TAIS) (Robert Nideffer,

1976) Sport Competition Anxiety Test (SCAT) (Martens 1977) Competitive state anxiety Inventory-2 (Martens, Burton, Vealey,

Bump & Smith, 1990)

3.3

design relevant coping strategies

Proactive coping strategies: developing pre performance routines managing expectations building confidence (Self Efficacy Theory, Bandura 1977).

Reactive coping strategies creating resilience managing internal self-talk developing attention and focussing triggers





4

understand skill acquisition and psychological skills training for sport and physical activity

4.1

consider learning theories in order to promote skill acquisition

Information processing (memory and models)

Stages of learning (Paul Fitts and Michael Posner, 1967)

Learning theories: Cognitive Learning Theory Associative Learning (operant conditioning, classical conditioning) Motor Learning (Closed Loop Theory, Adams, Schema Theory,

Schmidt, Ecological Theory, Karl Newel 1991)

4.2

tailor a psychological skills training programme to an individual

Psychological skills training definition

Psychological skills assessment and profiling of individuals

Psychological skills training programme phases (education, acquisition, practice)

Psychological skills training strategies: Goal setting:

o Types of goals - outcomes, process, mastery, competitive, task orientated,

o Time scales - Short, medium, long term goals o Goal setting principles (SMARTER)

Self-talk: o Types, positives negative o Uses – arousal controls self confidence, pre-performance

routines as focussing strategy Arousal control:

o Relaxation techniques – progressive muscle relaxation, mid to muscle, breathing control, autogenic training

o Energising techniques – increasing breathing rate, influencing self confidence, imagining

Imagery o Definition o types – visual, auditory, kinaesthetic o Uses – Familiarisation (stimulated recall), motivation (imagine

achieving goals), skill acquisition and perfection, Reduce negative thought reduction, refocusing, pre performance routines)





5

understand the impact of group dynamics on participant engagement with sport and physical activity

5.1

analyse the impact of group and team dynamics

Team development, Tuckman 1965 (forming, storing, norming performing)

Competitive and cooperation

5.2

evaluate factors which impact upon team cohesion

Team cohesion:

individual contributions and social loafing social cohesion task cohesion

Team climate (social support, proximity, distinctiveness, fairness, similarities)

5.3

analyse the impact of effective leadership in teams

Leadership definition and theories:

Leadership styles

Leadership theories - a range of sport and physical activity settings, individuals and team examples should be used to explain the:

Trait approach Behavioural approach Interactional approach Multi-dimensional model

5.4

consider the impact of effective communication upon team dynamics

Communication process

Sender, Message, Encode, Channel - verbal or non verbal mechanisms, Decode, Feedback, Noise

Verbal Communication

face to face, via telephone (groups and individuals) Non verbal Communication

eye contact, facial expressions, body posture, use of arms and legs, clothing

The communication process should be considered in the context of roles within the active leisure remit. Also in the content of participation in individual and team sports and in delivering sport or physical activity sessions.


Assessment Brief 1: Personality Profiling and Team Dynamics Case studies

The learner is required to undertake directed preparation and research prior to sitting this external assessment. It is structured in two parts, each part contains an open book case study, under invigilated conditions. A total of two hours is allocated for the assessment. Part 1: Preparation work (four weeks prior to the assessment): The learner is required to meet with a participant from a sport within a club, and also with one who is involved in physical activity in a community or fitness environment. For each participant the learner is required to: 1. Conduct personality profiling on each participant using a range of methods; analysing the outcomes 2. Evaluate the personality of each participant using a range of approaches Controlled assessment: The learner will be provided with an unseen case study, which is applied to one of the type of participants profiled. Using the information already gathered for points 1 and 2, the learner is required to apply the following: 3. participant motives 4. motivational views 5. motivational achievement 6. motivational theories and related motivational techniques 7. how relevant motivational techniques could be used to enhance performance Part 2: Preparation work (two weeks prior to the assessment): The learner will be provided access to video footage of a sports team, provided by 1st4sport. Controlled assessment: The learner will be provided with an unseen case study, which the learner is required to use their observations from the sports team video in order to apply the following:

team’s dynamics and the impact on participation and performance

team cohesion

leadership within the team

communication and relationships

communication effectiveness using a sociogram This assessment covers Learning Outcomes 1, 2 and 5


Learning Outcomes Pass criteria Merit Criteria Distinction Criteria

LO1: Understand the impact of personality on sport or physical activity performance

The learner must compare and contrast two personality approaches The learner must conduct personality profiling on two participants

The learner must compare and contrast three personality approaches The learner must conduct personality profiling on two participants using three methods.

The learner must compare and contrast three personality approaches; The learner must conduct personality profiling on two participants using four methods.

LO2: Understand the impact of motivation in sport and physical activity

The learner can identify participant motives and how to exploit these to enhance performance or maintain participation. The learner can compare and contrast two motivational theories The learner can compare and contrast two motivational achievement theories,

The learner can describe a participant motives, and how to exploit these motivations to enhance performance or maintain participation.

The learner can compare and contrast three motivational theories; The learner can compare and contrast three motivational achievement theories,

The learner can describe and critique participant motives and how to exploit these motivations to enhance performance or maintain participation. The learner can compare and contrast four motivational theories The learner can compare and contrast four motivational achievement theories,

LO5: Understand the impact of group dynamics in sport and physical activity

The learner can identify the dynamics of the team, The learner can evaluate two factors which appear to be impacting upon team cohesion. The learner can evaluate leadership within the team using a relevant theory/model to support evidence. The learner can discuss the communication process within the team, identifying any key relationships. The learner has produced a basic sociogram.

The learner can analyse the dynamics of the team The learner can evaluate three factors which appear to be impacting upon team cohesion. The learner can evaluate leadership within the team, using two relevant theories/models to support evidence. The learner can discuss the communication process within the team, identifying any key relationships and key relationship breakdowns. The learner has produced a more advanced sociogram with all key components identifiable.

The learner can critique the dynamics of the team The learner can evaluate four factors which appear to be impacting upon team cohesion The learner can evaluate leadership within the team, using at least three relevant theories to support evidence. The learner can critique the communication process within the team, identifying any key relationships and key relationship breakdowns. The learner has produced a more advanced sociogram with all key components identifiable.

NB: this is an overview of the grading criteria that external assessments will be graded against.


Assessment Brief 2: Skill Acquisition Presentation

The learner is required to use their own personal experiences as a regular participant in sport or physical activity18. Part One: The learner must:

1. Use examples from their own personal experiences in order to evaluate theories which underpin the relationships between stress, anxiety and arousal.

2. Measure their own anxiety and arousal levels using relevant assessments tools

3. Design a personal coping programme; providing a justification for the choice of strategies contained within the programme. Part Two The learner must: 1. Evaluate their own physical skills; outlining areas of strength and areas for development 2. Outline how you could apply a range of learning theories to address areas for improvement

3. Conduct a personal psychological skills assessment, to identify areas of mental strength and areas for improvement

4. Design a personal psychological skills training programme

This assignment should be delivered in a fifteen minute power point presentation.

18 Those learners who do not participate regularly in sport or physical activity must source a participant through which they can complete this assignment.



LO3: Understand the impact of stress, anxiety and arousal in sport and physical activity

The learner can identify examples from their own personal experiences and evaluate against two theories which underpin the relationship between stress, anxiety and arousal. The learner can measure anxiety and arousal levels using two relevant assessment tools. The learner can design a basic personal coping programme, providing a justification for the choice of strategy or strategies.

The learner can identify examples from their own personal experiences and evaluate against three theories which underpin the relationship between stress, anxiety and arousal.

The learner can measure anxiety and arousal levels using three relevant assessment tools. The learner can design a personal coping programme, providing a justification for the choice of strategy or strategies as well as identifying weaknesses in other choices.

The learner can identify examples from their own personal experiences and evaluate against four theories which underpin the relationship between stress, anxiety and arousal.

The learner can measure anxiety and arousal levels using two relevant assessment tools. The learner can design an advanced coping programme, critiquing the chosen strategies as well as others in pursuit of selecting an appropriate strategies.



LO4: Understand skill acquisition and psychological skills training for sport and physical activity

The learner can identify a basic set of physical skills, outlining the key areas of strength and areas for improvement from their own experiences. The learner can consider and discuss two learning theories in an effort to address areas for improvement. The learner can conduct a basic personal psychological skills assessment test in order to identify strength and areas for improvement The learner can design a basic personal psychological skills training programme, incorporating all key elements.

The learner can identify an advanced set of physical skills, outlining the key areas of strength and areas for improvement from their own experiences. The learner can consider and discuss three learning theories in an effort to address areas for improvement. The learner can conduct an appropriate personal psychological skills assessment test in order to identify strength and areas for improvement. The learner can design an appropriate personal psychological skills training programme, incorporating all key elements.

The learner can describe a detailed set of physical skills, outlining the key areas of strength and areas for improvement from their own experiences. The learner can consider and discuss four learning theories in an effort to address areas for improvement. The learner can conduct an appropriate personal psychological skills assessment test in order to identify strength and areas for improvement. The learner can design an advanced personal psychological skills training programme, incorporating all key elements.



Details Learning Outcomes Grade awarded Points per grade

Learners grades for this unit must be determined though completion of their assignments. Each assessment is mapped to the learning outcomes of this unit. Grades must then be allocated in accordance with the grading criteria aligned to each learning outcome. 1st4sport will provide grading information for LO1, 2 and 5 following the marking of the external assessment. Where two learning outcomes are contained within a single assignment two grades must be awarded and recorded on the grading record. Points must then be allocated using the following points system contained here within the table to the right. There is a total of 15 points available within this unit. Should a learner present evidence that crosses the boundary of Pass/Merit or Merit/Distinction, assessors should make a judgement as to whether the evidence deserves the higher or lower point score. Following the awarding of points per LO, assessors should use the following table below to award an overall grade for the unit:

LO1: Understand the impact of personality on sport or physical activity performance

Fail 0

Pass 1

Merit 2

Distinction 3

LO2: Understand the impact of motivation in sport and physical activity

Fail 0

Pass 1

Merit 2

Distinction 3

LO3: Understand the impact of stress, anxiety and arousal in sport and physical activity

Fail 0

Pass 1

Merit 2

Distinction 3

LO4: Understand skill acquisition and psychological skills training for sport and physical activity

Fail 0

Pass 1

Merit 2

Distinction 3

LO5: Understand the impact of group dynamics in sport and physical activity

Fail 0

Pass 1

Merit 2

Distinction 3

Unit Grading Contribution to Overall Qualification Grade

Points achieved Grade Awarded Points awarded for overall qualification grade

0 – 4 Fail 0

5 – 8 Pass 3

9 – 13 Merit 4

13 - 15 Distinction 5


Unit title: Develop the community through sport and physical activity

Unit aim

This unit considers the benefits of participating in sport and the importance of providing opportunities for individuals to engage in sport and physical activity, the reasons that obstruct access to participation in sport and physical activity and strategies that can be implemented to overcome barriers, encourage and motivate participants to get involved.



One internal assessment and one externally set, externally assessed case study to be completed in an invigilated environment Assessment 1 – Internal, Presentation – 50%, (LO1 and LO2) Assessment 2 – External, Case study on organising an event – 50% (LO3)


Fail / Pass / Merit / Distinction



Mandatory Delivery content SA19

1

understand the reasons which impact on participant engagement with sport and physical activity in the community

1.1

identify and explain reasons for participation in sport and physical activity

Physical: physical capability/fitness, body shape, weight management

Psychological: stress relief, feelings of enjoyment, developing friendships and support networks, habit (long term engagement)

1.2

explain the social benefits of sport and physical activity initiatives to local communities

bring different ages and cultures together for a common purpose

tackle community issues – reducing youth crime, anti-social behaviour, improve support networks for vulnerable groups

raise positive profile of an area/community/service

reduce burden on NHS services

signpost to other services

19 SA= the Learning Outcome is included within the synoptic assessment assignment





1

understand the reasons which impact on participant engagement with sport and physical activity in the community (cont)

1.3

explain perceived barriers to access in sport and physical activity

Gender: perceptions of male/female sports, traditional roles (mothers looking after children), attitudes to activity

Age: increasing age leads to need for less intense activities, difficulty in transitioning between competitive sport to physical activity, challenge of starting new activity in later life

Socio-economic: perceived cost of regular participation in activity – equipment, fees, kit,

Ethnicity, culture: sport and physical activity is not ‘normal’ for some cultures and/or genders within cultures, requirement to respect religious beliefs and traditions, religious practice can affect ability to participate safely eg Ramadan

Disability: Lack of provision, lack of appropriately qualified and trained personnel to support delivery

Fitness levels: perception that you need to be fit already to join in with established classes/clubs/activities

Previous negative experiences: fear of failure based on previous experience, experience of low quality provision gives negative stigma to any physical activity

Inexperience: concerns over ‘looking foolish’

Travel/ location: additional travel requirement will discourage some participants

Timing/ work commitments/family commitments – work-life balance, shift work, single parent families





1

understand the reasons which impact on participant engagement with sport and physical activity in the community (cont)

1.4

explain how perceived barriers to participation can be overcome

Gender: marketing of activities specifically aimed at under-represented gender, use of gender-specific sessions, use of mixed-gender sessions

Age: use of sessions aimed at different age groups

Socio-economic: Concessionary rates, equipment provided, pay and play (rather than monthly subscription)

Ethnicity, culture: sessions targeting specific population groups eg women only sessions

Disability: raise awareness of coaches and provide CPD to enable them to ensure sessions are inclusive, taking activity to the participant

Fitness levels: sessions aimed at different fitness/experience levels

Previous negative experiences: fear of failure based on previous experience, experience of low quality provision gives negative stigma to any physical activity

Inexperience: taster sessions, beginner sessions

Travel/ location: consider transport links when setting up sessions, ensure facilities are accessible

Timing/ work commitments/family commitments: schedule sessions at a range of times, provision of a crèche facility





2

understand methods used to increase participant engagement with sport and physical activity in the community

2.1

evaluate traditional approaches to increasing participation in sport and physical activity

Approaches to include:

taster sessions

open day

after school clubs provided by local sports clubs and/or schools

holiday camps

advertising in GP/chemists, discounts, membership offers

provision of child care to increase accessibility

club membership

junior development programmes

school visits

2.2

compare innovative methods of increasing participation in sport and physical activity

Use of Apps to instruct, motivate and record participation and progress

Joint memberships – exploiting the benefit of training with a friend

Use of discount provider – Groupon, Wowcher – to block book access to provision

24-7 gyms/facilities to meet lifestyles

Advertising through use of Cookies/social media

Family sessions

Drop in sessions (pay and play)

Street Games and other social/youth engagement projects

Unusual/unconventional venues

Adapted games

Outdoor expeditions

20 SA= the Learning Outcome is included within the synoptic assessment assignment





2

understand methods used to increase participant engagement with sport and physical activity in the community (cont)

2.3

describe sports development interventions required to recruit and maintain high levels of participation in sport and physical activity programmes

Personal Skills of successful recruitment/retention of participants:

Good leadership

Diplomacy

partnership working

coaching skills

good motivator, positive attitude, energetic

people orientated, friendly

fair play

equal opportunity minded, doesn’t pre judge, Interventions to increase recruitment/retention of participants:

Engagement of a sports development officer. Role includes promoting participation through: providing links between schools, clubs and communities providing opportunities for sport facilitating competitions securing facilities seeking funding liaising between sports providers and sponsors engaging with minority and underrepresented groups

Making sessions fun

creating competition

encouragement

providing opportunities for progression (eg. school-club links)

recognition of achievement, praise, positive reinforcement, medals, trophies,

delegating tasks/responsibility (team captain, cheerleader, supporter),

getting parents/friends, family involved





3

understand how to plan and review a sport and active leisure event used to increase participant engagement with sport and physical activity in the community

3.1

explain the planning process for an event

Considerations:

historical data (if similar events have taken place previously)

Budget income sources – entry fee, rent for concession stands, fundraising expenditure – facility hire, equipment hire, marketing, prizes, transport,

staffing

Action plan: responsibilities, timescales

Promotion & marketing: how and when

Partnership working

Resources: personnel (ticketing, entrance, officials (referees, marshalls), refreshments, prize givers, clean up), facility requirements, equipment requirements, first aid provision, transport

Health and safety: facility, equipment, personnel, attendees (participants, spectators)

Contingency planning to cover a range of scenarios: weather, building access, lack of personnel, lack of participants, lack of ticket sales, emergency action plans

3.2

explain the evaluation process for an event

Aspects to review:

Success of the event: money raised, attendance, people singed up to newsletters, future events/activities

Areas for improvement: lessons learnt during planning and running of the event

Legacy of event: increased participation numbers in regular activity, comparison of attendance figures with previous and/or similar events

Feedback from participants and spectators


Assessment Brief 1: Internally Assessed Presentation

The learner is required to deliver a 15 minute presentation on the following areas: The social benefits of participant engagement with sport and physical activity (including for the participant and the community) Strategies and interventions used to increase participant engagement with sport and physical activity (including the skills required to engage participants

and communities, national and local initiatives, barriers to access and mitigation of these, traditional and innovative methods, increasing access)


LO1: Understand the reasons impacting on participant engagement with sport and physical activity in the community

Learner explains a minimum of two participant-based and two community-based social benefits. Learner accurately explains a minimum of five barriers to participant engagement with sport and physical activity, and realistic strategies described to overcome the barriers

Learner explains a minimum of two participant-based and three community-based social benefits. Explanation must include the immediate and ongoing benefits

Learner accurately explains a minimum of seven barriers to participant engagement with sport and physical activity, and realistic strategies described to overcome the barriers

Learner explains a minimum of three participant-based and three community-based social benefits. Explanation includes the immediate and ongoing benefits

Learner accurately explains a minimum of nine barriers to participant engagement with sport and physical activity, and realistic strategies described to overcome the barriers

LO2: Understand methods used to increase participant engagement with sport and physical activity in the community

Learner details a minimum of one local and two national initiatives, including target market and the impact achieved

Learner evaluates a minimum of three traditional approaches to encourage participant engagement and compares a minimum of three innovative approaches. Comparison can be either between traditional and innovative, or between the identified innovative approaches

Explain three key interventions that can lead to increased participation, providing information as to why these are successful and the skills needed to implement them

Learner details a minimum of two local and three national initiatives, including target market and the impact achieved

Learner evaluates a minimum of four traditional approaches to encourage participant engagement and compares a minimum of four innovative approaches. Comparison can be either between traditional and innovative, or between the identified innovative approaches

Explain four key interventions that can lead to increased participation, providing information as to why these are successful and the skills needed to implement them

Learner details a minimum of two local and three national initiatives, including target market and the impact achieved

Learner evaluates a minimum of five traditional approaches to encourage participant engagement and compares a minimum of five innovative approaches. Comparison can be either between traditional and innovative, or between the identified innovative approaches

Explain four key interventions that can lead to increased participation, providing information as to why these are successful and the skills needed to implement them


Assessment Brief 2: Externally Assessed Case study

Learners are required to complete a pre-standardised case study under invigilated conditions for 1 hour 30 minutes. The case study will require the learner to plan a sport or physical activity event. This plan will need to include:

Budget

Action plan: responsibilities, timescales

Promotion & marketing: how and when

Partnership working

Resources required

Health and safety considerations

Contingencies

Proposed evaluation methods The case study will be externally assessed by 1st4sport qualification and centres will be informed of the mark, grade and point allocation for LO3 awarded to learners.


LO3: Understand how to plan and review a sport and active leisure event used to increase participant engagement with sport and physical activity in the community

40%

60%

70%




Learner’s grades for this unit must be determined through completion of their internally assessed presentation and their externally assessed case study based examination. Grades should be allocated in accordance with the grading criteria aligned to the three learning outcomes for this unit. As a result, the learner should receive three grades, one for each. Centres should note LO3 is worth twice as many points as LO1 and LO2 and will contribute 50% to the unit grade awarded.

Points must then be allocated to each of the three grades using the points system contained here within the table to the right. There is a total of 20 points available within this unit. Should a learner present evidence that crosses the boundary of Pass/Merit or Merit/Distinction, assessors should make a judgement as to whether the evidence deserves the higher or lower point score.

Following the awarding of points per learning outcome, assessors should use the following table below to award an overall grade for the unit. This should then be used to calculate the overall qualification grade.

LO1: Understand the reasons impacting on participant engagement with sport and physical activity in the community

Fail 0

Pass 3

Merit 4

Distinction 5

LO2: Understand methods used to increase participant engagement with sport and physical activity in the community

Fail 0

Pass 3

Merit 4

Distinction 5

LO3: Understand how to plan and review a sport and active leisure event used to increase participant engagement with sport and physical activity in the community (Grade and point award to be provided by 1st4sport following the marking of the externally assessed case study)

Fail 0

Pass 6

Merit 8

Distinction 10



0 – 11 Fail 0

12 – 15 Pass 1

16 – 18 Merit 2

19 – 20 Distinction 3


Unit title: Design and deliver sport and physical activity programmes

Unit aim This unit discusses the roles and responsibilities of the Coach and assesses the learner’s ability to design, plan, deliver and evaluate a coaching programme.



Two internal assessments Assessment 1 – Written Report on the Role of the Coach (LO1) Assessment 2 –Design and deliver a sports and activity programme, with observation of coaching delivery (LO2 and LO3)






1

understand the role of the coach and others in planning and delivering sport and physical activity programmes

1.1

explain the roles and responsibilities associated with planning and delivering a sport and physical activity programme

The Role of the Programme coach:

role of the lead/ head/ coach in the programme and sessions and the strategies to manage others in the coaching environment.

Code(s) of Conduct that may impact on the coach and others.

How to coach within boundaries of the appropriate code(s) of conduct.

Developing and following a coaching philosophy.

ethos of the participant-centred approach

role of the coach in encouraging the pursuit of a healthy lifestyle

prohibiting and understanding performance enhancing drugs and other illegal substances.

assessing individual participant needs to ensure coaching is inclusive (disability/ impairment).

Methods to develop participant(s)’ confidence and self esteem.

opportunities to develop participants socially.

The importance of being a positive role model.

Career progressions and pathways in sport





1

understand the role of the coach and others in planning and delivering sport and physical activity programmes (cont)

1.1

explain the roles and responsibilities associated with planning and delivering a sport and physical activity programme (cont)

The Responsibilities of the Programme coach:

The overarching legal and sport-specific responsibilities of the role.

How to ensure coaching practice is equitable.

The impact of organisational procedures.

How to promote an understanding the rules of sport, positive promotion of the roles of officials in sport.

The importance of operating within own level of competence and experience and managing others within their level of competence.

The importance of maintaining confidentiality of participants’ personal details.

How to encourage and empower participants.

The technical and tactical requirements of sport.

The principles of needs-led coaching. The Roles and Responsibilities of Others:

The breadth of roles in support of coaching to include: Assistant Coach Strength and Conditioning coach Sports Officials Physiotherapist Nutritionist Sports psychologist Physician Parents

How to operate within a coaching team

How to ensure positive relationships with others who may be involved with the provision of sport and physical activity to include: All coaching support roles listed above club officials administrators grounds staff

facility staff





2

be able to plan and deliver a sport and physical activity programme

2.1

understand the process of planning sport and physical activity programmes

Components of a sports coaching programme to include:

different cycles that make up a sports coaching programme to include:

Macro (annual ) planning - an annual plan that works towards peaking for the goal competition of the year

Meso cycle - a phase of training with a duration of between 2 – 6 weeks. The end of a phase of training should correspond with the end of a mesocycle , but there may be more than one mesocycle in any one phase

Micro cycle - typically a week because of the difficulty in developing a training plan that does not align itself with the weekly calendar. Each microcycle is planned based on where it is in the overall macrocycle

preparation (pre-season) split into two sub-phases: general preparation(working on general fitness

levels) and specific preparation (working on higher intensity speed and power work and then in to skill related fitness)

a base creation phase, objective is to attain previous training state longest phase of periodization

competition (in-season) may contain a few main competitions each containing a pre-competitive

and a main competition Within the main competition, an uploading phase and a special

preparatory phase may be included

transition (post-season) used to facilitate psychological rest, relaxation and biological regeneration

as well as to maintain an acceptable level of general physical preparation phase normally lasts 3–4 weeks (perhaps longer) but should not exceed

five weeks under normal conditions active rest – low level aerobic work may be sports specific





2

be able to plan and deliver a sport and physical activity programme (cont)

2.1

understand the process of planning sport and physical activity programmes (cont)

Different factors to consider when developing a sports coaching programme to ensure the effective integration of all phases setting of appropriate goals of the overall programme and its component

phases selecting activities and resources that will facilitate the achievement of

programme goals communication of information about the programme including roles,

responsibilities and expectations to participants and others involved in its delivery

maintaining the health and safety of all those involved in the programme through effective risk assessment and management

how the programme will be monitored and refined as it develops, including the potential use of using contingency plans

identifying fixed points when participants’ progress should be reviewed and evaluated throughout the programme

consideration of barriers to participation and participant development and the identification of when reasonable adaptations to programme design, delivery methods and coaching styles may be required





2


2.2

design a sport and physical activity programme to meet participants’ needs

Through combination of theoretical delivery and practical application: Identification and analysis of evidence and sources of information that need to

be collated to design the programme Identifying the demands of [sport] to inform the programme design the aims and aspirations of the participant(s) involved including the

participant(s) current and desired levels of performance. Identifying how the participant(s)’ age and stage of development affects the

content of coaching programmes and sessions. Identifying how participant(s)’ stage of development impacts on the coaching

environment. Identifying what influence training and competition have throughout the

different stages of development Identifying the key aspects of an effective coaching environment for the

chosen sport and physical activity planning the programme in relation to recreation or competition and the

training cycles - level of participation (recreational, competitive league etc). Recognition of possible barriers to participant development and reasonable

adaptations to programme design, delivery methods and coaching styles that may be required

Setting out and agree programme goals with participants and others to cover skill acquisition, physical conditioning and mental preparation

Explaining to others their roles and responsibilities. Planning the focus and priority of each stage of the sports coaching

programme Incorporating the principles and processes in the context of the sport involved

in planning and periodisation Developing methods for evaluating performance that are safe, valid and

reliable. Planning a schedule for the evaluation of the programme and share with

participants and others





2


2.3

manage the implementation and delivery of a safe and equitable sport and physical activity programme

share and agree roles and responsibilities of participants and others Ensure participants and others have access to equipment and facilities to meet

their needs Manage risk, and monitor participants and others according to health and

safety requirements of the programme Maintain regular communication with participants and others Adapt coaching and leadership style to meet the needs and varied learning

styles of the participants and others Develop skill acquisition, physical conditioning and mental skills within the

programme and individual activity sessions, integrating them effectively within the programme

Continually monitor and review the programme Modify the programme to ensure sessions meet the programme goals if

required Evaluate the participants progress with them and others at agreed points

during the programme Utilise others to support the participant development and welfare and when to

seek specialist advice on participants needs and potential that cannot be met to a competent person or agency

Provide support and feedback to others involved in the programme





3

be able to evaluate a sport and physical activity programme

3.1

evaluate a sport and physical activity programme, sessions and coaching practice

How to evaluate a sports coaching programme, sports coaching sessions and

cycles including: Analysis of evidence from the programme, cycles and sessions Review and justification of the coaching and delivery methods selected

and their importance during the planning of the programme The involvement of others in the evaluation Identifying and implementing recommendations for improvement from the

evaluation process The effective recording and communication of evaluation outcomes

3.2

apply self reflection to a personal development plan

How to develop a realistic and relevant Personal Development Plan, and who

to involve in this process Identifying others to provide feedback on own performance and how to analyse

this constructively The importance of taking account of your organisational objectives when

evaluating your own performance and the performance of others and to develop them

Source opportunities for continual professional development Record evidence of continual updating and recording of personal action plans.


Assessment Brief 1: Written Report on The Role of the Coach

Learners are required to produce a written report which discusses the roles, responsibilities and expected behaviours of a coach responsible for planning a sport and physical activity programme. Learners should evaluate their own coaching practice against the expected level of conduct. Learners should include:

codes of conduct and coaching philosophy working with other key personnel, their responsibilities and managing coaching teams participant relationships and their engagement in the planning process performance profiling – it’s benefits, use and optimum timing to inform the planning process managing health and safety in the coaching environment


LO1: Understand the role of the coach and others in planning and delivering sport and physical activity programmes

Learner describes a number of roles and responsibilities typical of a coach. Learner refers directly to Codes of Conduct for information relating to expected behaviours and relationships with participants Key personnel are identified and their responsibilities to the coach are given Learner explains the importance of including the participant in the planning process to ensure goals are appropriate to their aims Learner explains the use of performance profiling, identifying benefits it brings to the planning process Learner explains how health and safety can be managed, referring to health and safety checks and the completion of a physical activity questionnaire (Par-Q)

Learner explains the roles and responsibilities typical of a coach Learner refers to Codes of Conduct and uses these to explain their approach to engaging in appropriate relationships with participants Key personnel are identified and their responsibilities to the coach are given. Learner also considers additional support that may be required to support the programme Learner explains the importance of including the participant in the planning process to ensure goals and expected commitment to training are agreed Learner explains the use of performance profiling, identifying benefits it brings to the planning process and how it can be used to assess progress throughout, or at the end of, the programme Learner explains how health and safety can be managed, including the use of risk assessment and mitigation, and the use of a physical activity questionnaire (Par-Q)

Learner explains the roles and responsibilities typical of a coach Learner refers to Codes of Conduct and uses these to explain their approach to engaging in appropriate relationships with participants Key personnel are identified and their responsibilities to the coach are given. Learner also considers additional support that may be required to support the programme Learner explains the importance of including the participant in the planning process to ensure goals and expected commitment to training are agreed, and the learner has a feeling ownership over the programme Learner explains the use of performance profiling, identifying benefits it brings to the planning process and how it can be used to assess progress throughout, or at the end of, the programme Learner explains how health and safety can be managed, including the use of risk assessment and mitigation, the use of a physical activity questionnaire (Par-Q) and ongoing monitoring the health and fitness of participants


Assessment Brief 2: Design and Deliver a Sports or Physical Activity Coaching Programme

The learner is required to:

Design and plan a Sports or Physical Activity Coaching Programme for a participant or a team, which should be based upon the outcome of the performance profile developed incorporating: - technical ability - tactical awareness - physiological capability

- psychological - lifestyle/ wellbeing

The performance profile information should be accompanied by an explanation of how the profiled aspects affect overall performance levels (physiology, nutrition, psychology)

produce a detailed plan of a Sports or Physical Activity Coaching programme and discrete cycle or phase (mesocycle) associated with an aspect of the Sports or Physical Activity Coaching Programme including identified evaluation and/or review dates

produce a minimum of 16 coaching session plans within the discrete cycle or phase associated with an aspect of the Sports or Physical Activity Coaching Programme. Sessions should last a minimum of 30 minutes, not including warm up/cool down activities

deliver a minimum of 8 coaching sessions within the discrete cycle or phase, evidencing delivery appropriately. The delivery of a minimum of 2 sessions must be observed by an appropriately qualified assessor against a pre-standardised observation checklist.

provide a rationale for the content within one of the observed coaching sessions

evaluate all aspects of the programme, cycles and sessions

evaluate own performance as a coach NB. This assessment forms the synoptic assessment for this qualification. Learners will be expected to draw on learning and skills they have completed in other units, contextualising learning to the requirements of this assessment. This is indicated within the ‘SA’ column of the individual unit specifications.



LO2: Be able to plan and deliver a sport and physical activity programme

Performance profile: covers all five areas at an overview level Goal Setting: goals are SMART, have been set in consultation with learner and are based on performance Annual Programme: includes three mesocycles (preparation, competition, transition) of appropriate length and training focus/intensity Mesocycle: develops overview content from annual plan into more detailed content Session Plans: detail session information (venue, staff, equipment, aims), activities to be delivered and duration. Progressions identified. Minimum 16 to be developed Delivery: Delivery log including health and safety information, dates, times and venues for delivery are provided for a minimum of 8 sessions Observed delivery: session learner achieves all 22 mandatory criteria and 6/12 additional criteria in each observation

Performance profile: covers all five areas in detail focussing solely on results Goal Setting: goals are SMART, have been set in consultation with learner and are based on performance Annual Programme: includes three mesocycles (preparation, competition, transition), at least one of these is split into smaller phases (eg general and specific preparation identified) of appropriate length and training focus/intensity Mesocycle: develops overview content from annual plan into more detailed content, includes where additional coaching support is required Session Plans: detail session information (venue, staff, equipment, aims), activities to be delivered and duration. Adaptations and progressions identified. Minimum 16 to be developed Delivery: Delivery log including health and safety information, dates, times and venues and session evaluations for delivery are provided for a minimum of 8 sessions Observed delivery: session learner achieves all 22 mandatory criteria and 8/12 additional criteria in each observation

Performance profile: covers all five areas in detail benchmarking results wherever possible Goal Setting: goals are SMART, have been set in consultation with learner and are based on performance Annual Programme: includes three mesocycles (preparation, competition, transition), at least two of these is split into smaller phases (eg general and specific preparation identified) of appropriate length and training focus/intensity Mesocycle: develops overview content from annual plan into more detailed content, includes where additional coaching support is required Session Plans: detail session information (venue, staff, equipment, aims), activities to be delivered and duration. Adaptations and progressions identified. Minimum 16 to be developed Delivery: Delivery log including health and safety information, dates, times, and venues, session evaluations and changes to future sessions identified as a result of evaluation are provided for a minimum of 8 sessions Observed delivery: session learner achieves all 22 mandatory criteria and 10/12 additional criteria in each observation


LO3: be able to evaluate a sport and physical activity programme

Production of an evaluation schedule: learner clearly identifies when programme and mesocycle evaluations will take place Evaluation: Evaluation occurs as per schedule. Evaluation considers progress made by participant (opinion based, rather than re-profiling), content and own coaching delivery, evaluation is based on learner’s perspective with little or no consideration given to feedback from others

Production of an evaluation schedule: learner clearly identifies when programme and mesocycle evaluations will take place and who will be involved Evaluation: Evaluation occurs as per schedule. Evaluation considers progress made by participant (using re-profiling performance and comparing results), content and own coaching delivery, evaluation is based on feedback from participants involved in the programme delivery.

Production of an evaluation schedule: learner clearly identifies when programme and mesocycle evaluations will take place and who will be involved Evaluation: evaluation occurs as per schedule. Evaluation considers participant (using re-profiling performance and comparing results, and through discussion with participant) content and own coaching delivery, evaluation is based on feedback from participants and others involved in the programme delivery. Learner creates a personal development plan based on their evaluation of their performance




Learner’s grades for this unit must be determined through completion of two assignments. Grades should be allocated in accordance with the grading criteria aligned to the three learning outcomes for this unit, which are aligned to each assessment accordingly. As a result, the learner should receive three grades, one for each learning outcome. Points must then be allocated to each of the three grades using the points system contained here within the table to the right. There is a total of 15 points available within this unit. Should a learner present evidence that crosses the boundary of Pass/Merit or Merit/Distinction, assessors should make a judgement as to whether the evidence deserves the higher or lower point score. Following the awarding of points per learning outcome, assessors should use the following table below to award an overall grade for the unit. This should then be used to calculate the overall qualification grade.

LO1: Understand the role of the coach and others in planning and delivering sport and physical activity programmes

Fail 0

Pass 3

Merit 4

Distinction 5

LO2: Be able to plan and deliver a sport and physical activity programme

Fail 0

Pass 3

Merit 4

Distinction 5

LO3: be able to evaluate a sport and physical activity programme

Fail 0

Pass 3

Merit 4

Distinction 5



0 – 8 Fail 0

9 – 10 Pass 3

11 – 13 Merit 4



Unit title: Deliver Physical Education and School Sport

Unit aim

This unit requires the learner to show that they can effectively plan, conduct and evaluate Physical Education and School Sport (PESS) activity programmes in line with school policy and procedure and taking account of the national curriculum across the key stages.



Two internal assessments Assessment 1:,Portfolio of short tasks. (LO1, LO2, LO3, LO4) Assessment 2: Portfolio of evidence Preparing, delivering, reviewing contribution to four linked PE sessions. Two sessions to be observed by assessor. This must be delivered and assessed in a real school environment. (LO5, LO6, LO7)






1

understand how to establish professional relationships with children, young people and adults in physical education and school sport

1.1

explain the principles of developing positive relationships with children, young people and adults

effective communication in developing positive relationships with children, young people and adults

the principles of relationship building with children, young people and adults

different social, professional and cultural contexts may affect relationships and the way people communicate

1.2

explain how to communicate with children, young people and adults

the skills needed to communicate with children and young people

how to adapt communication with children and young people for: the age of the child or young person the context of the communication communication differences

the main differences between communicating with adults and communicating with children and young people

how to adapt communication to meet different communication needs of adults

how to manage disagreements with children, young people and adults





1.3

interpret relevant legislation, guidelines policies and procedures relating to safeguarding children and vulnerable adults, confidentiality and sharing information, including data protection

Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people.

child protection within the wider concept of safeguarding children and young people.

how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people.

when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.

the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information

how the processes used by recognised centre comply with legislation that covers data protection, information handling and sharing.

the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this

situations when confidentiality protocols must be breached

1.4

explain the importance of working in partnership with other organisations to safeguard children and young people

the importance of safeguarding children and young people.

the importance of a child or young person centred approach.

what is meant by partnership working in the context of safeguarding.

the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed.





1.5

explain the importance of ensuring children and young people’s safety and protection in the work setting.

Importance of ensuring children and young people are protected from harm within the work setting.

policies and procedures that are in place to protect children and young people and adults who work with them.

ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected.

how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.

1.6

how to respond to evidence or concerns that a child or young person is at risk from abuse

the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.

the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of recognised centre.

the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged.

different types of bullying and the potential effects on children and young people.

the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place.

how to support a child or young person and/or their family when bullying is suspected or alleged.





1.7

how to work with children and young people to support their safety and wellbeing

how to support children and young people’s self-confidence and self-esteem.

the importance of supporting resilience in children and young people.

The importance of working with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.

ways of empowering children and young people to make positive and informed choices that support their well being and safety.

the risks and possible consequences for children and young people of being online and of using a mobile phone.

ways of reducing risk to children and young people from: social networking internet use buying online using a mobile phone.

2

understand child and young person development in physical education and school sport

2.1

describe the expected pattern of development for children and young people from birth - 19 years.

the sequence and rate of each aspect of development from birth – 19 years.

the difference between sequence of development and rate of development and why the difference is important.

2.2

explain the factors that influence children and young people’s development and how these affect practice

how children and young people’s development is influenced

by a range of personal factors how children and young people’s development is influenced

by a range of external factors how theories of development and frameworks to support

development influence current practice.





2.3

demonstrate how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.

how to monitor children and young people’s development

using different methods. reasons why children and young people’s development may

not follow the expected pattern. how disability may affect development. how different types of interventions can promote positive

outcomes for children and young people where development is not following the expected pattern

2.4

explain the importance of early intervention to support the speech, language and communication needs of children and young people

the importance of early identification of speech, language and

communication delays and disorders and the potential risks of late recognition.

how multi agency teams work together to support speech, language and communication.

how play and activities are used to support the development of speech, language and communication.

2.5

explain the potential effects of transitions on children and young people’s development

how different types of transitions can affect children and young

people’s development. the effect on children and young people of having positive

relationships during periods of transition.





3

understand schools as organisations

3.1

summarise the structure of education from early years to post-compulsory education

Entitlement, provision and characteristics of:

early years education different schools types in relation to educational stage(s) and

school governance post 16 options for young people and adults

roles and responsibilities of national and local government for education policy and practice

role of schools in national policies relating to children, young people and families

strategic purpose of: school governors senior management team other statutory roles eg. SENCO teachers support staff roles

role of others who may work with a school and how these may impact on the work of schools: educational psychologists organisations working with children and young people

how the ethos, mission, aims and values of a school may be reflected in working practices

methods of communicating a school’s ethos, mission, aims and values

the laws, legislation and codes of practice affecting work in schools

roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including:

o general bodies such as the Health and Safety Executive o school specific regulatory bodies

policies and procedures relating to staff, pupil welfare, teaching and learning, equality,

diversity and inclusion, parental engagement development and communication

3.2

explain the wider context in which schools operate

3.3

explain how schools are organised in terms of roles and responsibilities

3.4

outline school ethos, mission, aims and values

3.5

summarise the legislation affecting schools

3.6

explain the purpose of school policies and procedures





4

know how to support assessment for learning in physical education and school sport

4.1

explain the purpose and characteristics of assessment for learning

Through combination of theoretical delivery and practical application:

roles of the teacher and the learning support practitioner in assessment of learners’ achievements

difference between formative and summative assessment

characteristics of assessment for learning

importance and benefits of assessment for learning

how assessment for learning can contribute to planning for future learning carried out by: the teacher the learners the learning support practitioner

information required to support assessment for learning

suitable language and examples when discussing personalised learning goals and criteria for assessing progress with students

assessment opportunities and strategies to gain information and make judgements about how well learners are participating in activities and the progress they are making

how to provide constructive feedback to learners to help them understand what they have done well and what they need to develop

how to provide opportunities and encouragement for learners to improve upon their work

use information gained from monitoring learner participation and progress to help learners to review their learning strategies, achievements and future learning needs

how to listen carefully to learners and positively encourage them to communicate their needs and ideas for future learning

how to support learners in using peer assessment and self-assessment to evaluate their learning achievements and provide feedback including: reflecting on their learning identifying progress they have made identifying emerging learning needs identifying strengths and weaknesses of their learning strategies how

to improve them learner participation and progress in the learning activities learners’ engagement in and response to assessment for learning learners’ progress in taking responsibility for their own learning

how to use the outcomes of assessment for learning to reflect on and improve own contribution to supporting learning

4.2

describe how to use assessment strategies to promote learning

4.3

describe how to support learners in reviewing their learning strategies and achievements

4.4

describe how to contribute to reviewing assessment for learning





5

be able to plan a Physical Education and School Sport Programme

5.1

design and plan a High-Quality Physical Education and School Sport activity programme to promote achievement in Physical Education

Through combination of theoretical delivery and practical application: structure and content of a Physical Education and School Sport

annual programme of activity. Content to consider: the National Curriculum Programme of Study for Physical

Education extra-curricular physical activity pupil(s’) development/ Key Stage pupil(s’) progress and attainment goals linked to other areas of the National Curriculum contingencies to address a variety of scenarios

how to develop an outline plan for a unit of work from within the annual programme

how to develop individual session plans that: consist of challenging outcomes to meet high expectations

corresponding to the stage, abilities and needs of pupils help pupils to achieve goals against Physical Education

stated aims ensure that planned activities are consistent with agreed Safe

Practice in Physical Education and School Sport are progressively linked

how to review and revise the planned activities, and the scope of people to include in the process

sources of information and resources to support the planning process

how to select and access resources needed to deliver planned sessions, ensuring resources meet with the accepted guidelines for Safe Practice in Physical Education and School Sport

how to review the programme in a safe, valid and reliable manner how to develop a review schedule for the programme how to review and revise the review schedule with a teacher,

pupils and others

5.2

identify and access resources to support the delivery of a High-Quality Physical Education and School Sport programme

5.3

plan for the review of a High-Quality Physical Education and School Sport programme





6

be able to deliver a Physical Education and School Sport Programme

6.1

establish and maintain relationships with pupils and others involved in the delivery of the Physical Education and School Sport Programme


how to summarise information about the programme to teachers, pupils, parents and others (e.g. other coaches or facility management)

how to coordinate the allocation of resources and brief others on their responsibilities and contributions to the programme

how to implement the resources needed to deliver sessions from within the Physical Education and School Sport annual programme of activity

how to ensure others understand and apply the guidelines for Safe Practice in Physical Education and School Sport when working with pupils

how to establish positive relationships with pupils and others

how to apply communication styles appropriate to: pupil(s) others delivery of the programme

how to provide opportunities for pupils to enjoy the learning experience

how to manage pupils’ engagement with each other effectively and fairly, in a way appropriate to their needs

how to adapt own delivery to suit the changing environment and pupil(s’) needs and abilities

how to implement the Physical Education and School Sport annual programme of activity

how to allocate activities to pupils in a way that is appropriate to them and is likely to maximise learning

how to provide demonstrations that are technically correct

how to explain the activities in a way appropriate to the pupils' level of understanding

how to apply motivational techniques to help pupils achieve goals against Physical Education stated aims

how to implement methods to check pupils’ understanding

how to demonstrate how to support a range of abilities to enable pupils to learn and participate effectively

6.2

deliver a High-Quality Physical Education and School Sport programme





6.3

review pupil(s’) progress during the implementation of the Physical Education and School Sport programme

how to apply the principles of inclusion to meet a range of learner’s

needs

how to evaluate pupil(s’) performance using methods identified in the evaluation plan

how to compile information on the evaluation of pupil(s’) progress and attainment

how to empower pupils to evaluate and recognise their achievements

how to demonstrate how to give appropriate, positive and timely feedback

how to evaluate pupil(s’) progress in a fair and equitable manner

how to identify and agree improvements to the programme as a result of the review activities

how to record evaluations in a format that will allow them to be shared

how to diagnose goals and components of the Physical Education and School Sport programme that may need to be adapted

how to develop contingency plans

how to justify and agree modifications to goals and programmes with teacher(s), pupil(s) and relevant others

how to explain resource implications as a result of modifications made

how to introduce the modifications to teacher(s), pupil(s) and relevant others, appropriate to their needs

how to monitor the impact of improvements made and modify the programme as necessary

6.4

explain how to modify the Physical Education and School Sport programme in response to feedback and changes in needs





7

be able to review the delivery of a Physical Education and School Sport programme

7.1

monitor the implementation of a High-Quality Physical Education and School Sport programme


how to explain the importance of the reviews to teacher(s), pupil(s), parent(s) and others and encourage them to contribute

how to evaluate the implementation of the programme based on a pre-planned review schedule

how to collect and record monitoring information at planned points throughout the programme

how to check that information collected is valid and reliable

how to collate the information in a way that will help it to be analysed

how to analyse the information and feedback to determine: whether the programme met its intended goals whether the programme challenged and set high expectations for all

learners whether the content, structure, breadth and balance of the programme

were appropriate the appropriateness of resources whether the programme was safe and promoted positive behaviours

towards learning own performance and the contributions of others

how to treat confidential information appropriately

the impact recommendations for improvement will have on future programmes

how to reflect on all aspects of own current teaching/ coaching and learning practice throughout the programme

how to develop and record a personal action plan that will help improve own teaching/ coaching and learning practice for identified areas

how to identify development activities that can contribute to a personal action plan

how to participate in development activities to improve own personal teaching/ coaching and learning performance

the typical skills and knowledge required of other adults supporting learners

how to evaluate learning resources that could support the development of other adults supporting learners

how to explain the provision of development guidance and support to other adults supporting learners within own level of expertise

how to provide development and support in a manner, level and pace appropriate to other adults supporting learners’ needs

how to evaluate the outcomes of the development and support provided

how to provide feedback to other adults supporting learners on their performance and contributions

how to identify relevant people who may be able to provide advice on issues outside own area of competence or authority

7.2

monitor and review own contributions to the Physical Education and School Sport programme

7.3

provide assistance in the development of other adults supporting learners


Technical Syllabus for Deliver Physical Education and School Sport This syllabus should be read in conjunction with the Unit Specification for Deliver Physical Education and School Sport and the National Curriculum Programme of Study for Physical Education.

Topics Components Key Points

Balance Static balance

Dynamic balance

Rotational balance

Head

Core

Base

Counter Balance

Balance on

Stability

Posture

Centre of gravity (CoG)

Base of support

Where is your head?

Use all your senses

Core strength

Moving forces (adapt width of base appropriately)

Agility

Start and stop

Change direction

High and low

Reactions

Programmed/sequenced

Random

Change of speed

Equal and opposite forces

Overcoming inertia

Coordinate body limbs

Where do we apply force?

Maintain stability

Brain to limb training

Limit your choices

Coordination

Own body (limb control)

Unilateral body moves

Bilateral body moves

Cross-lateral body moves

Hand–eye

Striking

Sending

Receiving

Interception

Control (speed accuracy)

Internal

External

Brain instruction to limbs

Simple to complex

Crossing the midline

Chain reaction

Big to small limbs

Long levers (generate force)

Lever speed for force

Differentiating forces

Speed relationship to accuracy

Eyes for tracking

Understanding object travel path (identify peaks)



Travel

Forwards

Backwards

Side

Fast

Slow

Walking

Running

Skipping

Multi-directional

Creeping and crawling

Apply principles of agility, balance and coordination (ABCs)

Coordinate limbs for efficiency of technique

(mechanics of movement)

Spatial awareness

Maintain stability at speed

Link travel moves to specific sports

Benefits to coordination and early child development

Jump

High

Long

Preparation

During motion

Landing

Generating force

Static

Dynamic

Take off

Apply ABC’s

Generating force

Angle of accent

Movement within CoG base

Movement outside CoG for distance

Use of limbs to maximise force

Loading and unloading muscles

Landing for recovery

Send

To a static target

To a moving target

Long

Short

Head

Arms

Feet

Racket (striking implement)

Over arm

Underarm

Body direction

Base

Different objects

Preparation

Release

Apply ABCs

Differentiating force

Different flight options

Speed relationship to accuracy

Eyes focused on target or not?

(progression for deception)

Choose right target (when sending to a moving target)

Appropriate extension in preparation

Follow through

Recovery

Communicate



Receive

Eyes

Hands

Feet

Base

Head

Preparation

Recovery

Spatial awareness

Base

Different objects

High

Low

Apply ABCs

Understanding object travel path (identify peaks)

Focus eyes for tracking

Make a base for stability on receiving

Cushion impact (understanding the force

Appropriate body shape

Decision making on use of correct limbs (left or right or both etc)

Strike

Body part

Implement

Direction

Accuracy

Power

Preparation

Contact

Follow through

Recovery

Spins

Apply ABCs

Focus eyes

Balanced ready position

Understanding long levers and speed of action on force

Spatial awareness

Understanding how the object will react to the point of contact (direction trajectory speed and potential spin)

Net/wall games

Over a barrier

Variety of rackets

Bounce

Volley

Rebound

Teamwork

Decision making

Spins

Tactics

Accuracy

Movement

Preparation

Recovery

Reactions

Apply ABCs

Understanding long levers and speed of action on force

Chain reaction

Understanding how the object will react to the point of contact (direction trajectory speed and potential spin)

How to move efficiently and appropriately


Where to apply force to change direction

Ready positions

Maintain stability by applying balance principles

Brain to limb training

Limit your choices



Invasion Games

Sending

Receiving

Movement

Teamwork

Spatial aware

Tactics

Communication

Targets

Different objects to use

Direction change

Decision making

Jumping

Apply ABCs

Spatial awareness

How to move efficiently and appropriately


Where to apply force to change direction

Maintain stability by applying balance principles

Coordinate movements with others (team and opposition)

Understand people are targets

Focus on relevant cue (eg watch your player to mark not the ball)

Striking and Fielding Games

Sending

Receiving

Striking

Tactics

Travelling

Jumping

Different movements

Teamwork

Communication

Decision making

Apply ABCs

Spatial awareness

Positional awareness

Balanced ready position (strike or receive)

Focus on relevant cue

(fielder eye on ball not players running between wickets)

Understand effect of angles of trajectory when sending an object

Athletics

Starting

Accelerating

Sending

Body coordination

Flexibility

Reactions

Jumping

Running

Tactics

Power

Strength

Speed

Apply ABCs

CoG on edge of base just before start

CoG outside base immediately after

Low to high

Power in throws and jumps generated from lower limbs

Accuracy mainly affected by upper body limbs and core

Speed helps lateral jumps

When jumping an object try to keep hips flat

Creative Movement

Rhythm

Body coordination

Spatial aware

Free expression

Spatial awareness

Strength

Balance

Tumbling

Apply ABCs

Core strength very important


Flexibility

Coordination of objects and bodies


Assessment Brief 1: Internally assessed Portfolio of short tasks

The learner is required to complete a number of pre-standardised short tasks covering;

communication with children, young people and adults child and your person development schools as organisations support assessment for learning

The tasks and exemplar answers will be provided by 1st4sport. Assessors are required to assess learners work and grade against the detailed assessment guidance provided for this assessment portfolio. Grading outcomes from the assessment of the portfolio should then be converted into points to calculate the unit grade and overall qualification contribution point score.


LO1: Understand how to establish professional relationships with children, young people and adults in physical education and school sport

Learner can identify how to develop positive relationships, employing a basic collection of principles to reinforce understanding. Learner can outline relevant legislation, police and procedures, while explaining the importance of working with other organisations to further ensure the safety of children and young people. Learner can explain in sufficient detail the importance of ensuring safety, the ways to respond to evidence or concerns and ways to work with children and young people to support their safety. Understanding is reinforced by the occasional example relevant to the area.

Learner can discuss how to develop positive relationships, employing an advanced collection of principles to reinforce understanding. Learner can identify benefits to developing positive relationships. Learner can discuss relevant legislation, police and procedures, while explaining the importance of working with other organisations to further ensure the safety of children and young people. Examples of organisations and situations which require partnerships are identified. Learner can discuss in detail the importance of ensuring safety, the ways to respond to evidence or concerns and ways to work with children and young people to support their safety, with relevant examples throughout.

Learner can discuss how to develop positive relationships, employing a robust collection of principles to reinforce understanding. Learner can identify benefits to developing positive relationships for both practitioner and participant. Learner can discuss relevant legislation, police and procedures, including weaknesses, while explaining the importance of working with other organisations to further ensure the safety of children and young people. Examples of organisations and situations which require partnerships are discussed in detail. Learner can discuss in detail the importance of ensuring safety, the ways to respond to evidence of concerns and ways to work with children and young people to support their safety, with relevant examples throughout.


LO2: Understand child and young person development in physical education and school sport

Learner can identify the expected pattern of development, while explaining in adequate detail a range of factors that influence these developments. Learner can adequately demonstrate how to monitor development, identifying suitable intervention methods. Learner can discuss the key points relating to the importance of early intervention and the potential effects of transitions on the individual.

Learner can discuss the expected pattern of development, while explaining in detail a range of factors that influence these developments. Factors include both personal and external factors. Learner can demonstrate how to monitor development, describing suitable intervention methods and when these should be deployed. Learner can discuss a range of points relating to the importance of early intervention, across at least two areas, and the potential effects of transitions on the individual.

Learner can discuss the expected pattern of development, while explaining in detail a range of factors that influence these developments. Factors include both personal and external factors, and points are supported by relevant theories and frameworks of development. Learner can demonstrate in advanced detail how to monitor development, describing a range of intervention methods, when these should be deployed and by whom. Learner can discuss a range of points relating to the importance of early intervention, across a number of areas, including speech, language and communication and the potential effects of transitions on the individual.


LO3: Understand Schools as organisations

Learner can adequately summarise the structure of education, explaining how organisations operate both within the wider context and in terms of roles and responsibilities. Roles and responsibilities discussed are limited, with few examples provided. Learner can outline a school’s ethos, aim and values, identifying a small collection of examples to support these statements. Learner can identify the legislation affecting schools and explain how these impact on and shape school policies and procedures.

Learner can summarise the structure of education, explaining how organisations operate both within the wider context and in terms of roles and responsibilities. Roles and responsibilities discussed are in detail, with a number of examples demonstrating how this works in action. Learner can outline a school’s ethos, aim and values, identifying a varied collection of examples to support these statements. Learner can identify and discuss the legislation affecting schools, potentially identifying any limitations, and explain how these impact on and shape school policies and procedures. Learner can discuss a full range of typical school policies and procedures.

Learner can summarise and critique the structure of education, discussing in detail how organisations operate both within the wider context and in terms of roles and responsibilities. Learner contrasts roles and responsibilities between different types of school organisation (i.e. private and public). Roles and responsibilities discussed are in detail, with a number of examples demonstrating how this works in action. Learner can outline and discuss a school’s ethos, aim and values, identifying a varied collection of examples to support these statements. Learner can identify whether these are typical and unique aims and objectives, discussing the advantages and disadvantages of both. Learner can identify and discuss the legislation affecting schools, identifying any limitations, and discuss how these impact on and shape school policies and procedures. Learner can discuss a full range of typical school policies and procedures and suggest policies and procedures which may be required in the future.


LO4: know how to support assessment for learning in physical education and school sport

Learner can explain the purpose and characteristic of assessment for learning in adequate detail, demonstrating how an assessment strategy or two assessment strategies promote learning. Learner can adequately describe how to support learners, identifying achievements and progress. Learner can discuss in basic detail how to use outcomes of assessment for learning to reflect on own contribution

Learner can discuss the purpose and characteristic of assessment for learning in adequate detail, identifying the importance and benefit. Learner can demonstrate how deploy at least three assessment strategies to promote learning. Learner can describe in detail how to support learners, identifying achievements and progress. Learner can discuss how to use outcomes of assessment for learning to reflect on own contribution

Learner can discuss the purpose and characteristic of assessment for learning in adequate detail, identifying the importance and benefit and the roles and responsibilities of those involved. Learner can demonstrate how to deploy at least four assessment strategies to promote learning. Learner can describe in detail how to support learners, identifying achievements, progress, strengths and weaknesses. Learner can discuss how to use outcomes of assessment for learning to reflect on own contribution


Assessment Brief 2: Internally assessed portfolio of delivery evidence and observed practical

The learner is required to:

a produce a profile for a minimum of three pupils of differing levels of ability. This should describe the pupils’ current level of attainment and their attainment and progress (achievement) goals.

b Contribute to the design of a Physical Education and School Sport Annual Programme (with a teacher). The Annual Programme should be based upon the pupils you have profiled for and include timetabled and/ or extra-curricular activities.

c Produce an outline plan for a unit of work, which covers a ten to twelve hour block of learning, associated with the Physical Education and School Sport Annual Programme. The outline plan should be based upon the pupils you have profiled for and include timetabled and/ or extra-curricular activities.

d Produce a recorded Review Planner that will identify the methodology and timings as to how learners will:

monitor and evaluate pupils’ progress and attainment (achievement)

monitor and evaluate own contributions that will lead to improved delivery of the Physical Education and School Sport Programme

monitor and evaluate the contributions of others that will lead to improved delivery of the Physical Education and School Sport Programme. Important note: All plans should be developed under the supervision of, and approved by, a qualified teacher (remember to get them to sign and enter their details on a Witness Status List). Furthermore all planned sessions/ activities must be drawn from the Level 3 technical syllabus developed for Physical Education and School Sport and be mapped to the National Curriculum Programme of Study for Physical Education.



LO5: Be able to plan a Physical Education and School Sport Programme

Participant profile: completed in relation to stage of development and National Curriculum requirements Goal Setting: goals are SMART, have been set in consultation with teacher Unit Programme: provides High-Quality Physical Education and School Sport curricular and extra-curricular activities, under the supervision of a suitably qualified teacher Risk Assessment conducted prior to delivery of unit programme, and subsequent sessions receive a health and safety check Session Plans: detail session information (venue, staff, equipment, aims), activities to be delivered and duration. Sessions plans are simplistic with minimal teaching points given. Progressions identified. Minimum 6 to be developed

Performance profile: completed in relation to stage of development and National Curriculum requirements Goal Setting: goals are SMART, have been set in consultation with teacher Unit Programme: provides High-Quality Physical Education and School Sport curricular and extra-curricular activities, under the supervision of a suitably qualified teacher Risk assessment conducted prior to delivery of each session Session Plans: detail session information (venue, staff, equipment, aims), activities to be delivered and duration. Session plans combine diagrams with explanations and include a wide range of teaching points. One adaptations and/or progression identified per activity. Minimum 6 to be developed

completed in relation to stage of development and National Curriculum requirements Goal Setting: goals are SMART, have been set in consultation with teacher Unit Programme: provides High-Quality Physical Education and School Sport curricular and extra-curricular activities, under the supervision of a suitably qualified teacher, identifies where additional coaching support is required Session Plans: detail session information (venue, staff, equipment, aims), activities to be delivered and duration. Session plans combine diagrams with explanations and include a wide range of teaching points. More than one adaptation and/or progression identified per activity. Minimum 6 to be developed

LO6: Be able to Deliver a Physical Education and School Sport Programme

Delivery: Delivery log including health and safety information, dates, times and venues for delivery are provided for a minimum of 6 sessions Observed delivery: session learner achieves all criteria each observation either through demonstration or question and answer with the assessor

Delivery: Delivery log including health and safety information, dates, times and venues and session evaluations for delivery are provided for a minimum of 6 sessions Observed delivery: session learner achieves all criteria in each observation either through demonstration or question and answer with the assessor

Delivery: Delivery log including health and safety information, dates, times, and venues, session evaluations and changes to future sessions identified as a result of evaluation are provided for a minimum of 6 sessions Observed delivery: session learner achieves all criteria in each observation either through demonstration or question and answer with the assessor


LO7: Be able to Review the Delivery of a Physical Education and School Sport Programme

Production of an evaluation schedule: learner clearly identifies when programme and session evaluations will take place Evaluation: Evaluation occurs as per schedule. Evaluation considers progress made by participant (opinion based, rather than re-profiling), content and own coaching delivery, evaluation is based on learner’s perspective with little or no consideration given to feedback from others

Production of an evaluation schedule: learner clearly identifies when programme and session evaluations will take place and who will be involved Evaluation: Evaluation occurs as per schedule. Evaluation considers progress made by participant (using re-profiling against previous criteria and comparing results), content and own coaching delivery, evaluation is based on feedback from participants involved in the programme delivery.

Production of an evaluation schedule: learner clearly identifies when programme and session evaluations will take place, who will be involved and how feedback will be recorded and evaluated Evaluation: evaluation occurs as per schedule. Evaluation considers participant (using re-profiling against previous criteria and comparing results, and through discussion with participants) content and own coaching delivery, evaluation is based on feedback from participants and others involved in the programme delivery. Learner creates a personal development plan based on their evaluation of their performance




Learner’s grades for this unit must be determined through completion of two assessments. Grades should be allocated in accordance with the grading criteria aligned to the seven learning outcomes for this unit, which are aligned to each assessment accordingly. As a result, the learner should receive seven grades, one for each learning outcome. Points must then be allocated to each of the grades using the points system contained here within the table to the right. There is a total of 21 points available within this unit. Should a learner present evidence that crosses the boundary of Pass/Merit or Merit/Distinction, assessors should make a judgement as to whether the evidence deserves the higher or lower point score. Following the awarding of points per learning outcome, assessors should use the following table below to award an overall grade for the unit. This should then be used to calculate the overall qualification grade.

LO1: Understand how to establish professional relationships with children, young people and adults in physical education and school sport

Fail 0

Pass 1

Merit 2

Distinction 3

LO2: Understand child and young person development in physical education and school sport

Fail 0

Pass 1

Merit 2

Distinction 3

LO3: Understand Schools as organisations

Fail 0

Pass 1

Merit 2

Distinction 3

LO4: know how to support assessment for learning in physical education and school sport

Fail 0

Pass 1

Merit 2

Distinction 3

LO5: Be able to plan a Physical Education and School Sport Programme

Fail 0

Pass 1

Merit 2

Distinction 3

LO6: Be able to Deliver a Physical Education and School Sport Programme

Fail 0

Pass 1

Merit 2

Distinction 3

LO7: Be able to Review the Delivery of a Physical Education and School Sport Programme

Fail 0

Pass 1

Merit 2

Distinction 3




0 – 6 Fail 0

7 – 12 Pass 3

13 – 19 Merit 4



Unit title: Apply research methods in sport and physical activity

Unit aim:

The aim of this unit is to enable learners to understand how to plan and conduct research in sport and physical activity. Learning will cover how to produce a research proposal, how to use data collection and analysis methods to conduct research in a particular domain within sport or physical activity and how to report research outcomes in an appropriate and professional format.


Assessment specification: 1 X Internal Assessment: Research Project

Assessment grading scale: Graded: Pass/ Merit/ Distinction




1

be able to justify a proposal for research in a particular domain within sport or physical activity

1.1

conduct a literature review and establish research rationale

Exploring research topics Identifying rationales Comparing and contrasting views Grouping views with similar conclusions Identifying and justifying exemplary studies

1.2

justify research aims and questions

Demonstrating how your research topic is evolved into a research question Demonstrating how your study is relevant and corresponds to the research

aims and question

1.3

rationalise a research design for a chosen topic

Research design structure: exploratory, descriptive, explanatory research purpose ethical considerations and constraints proposed timescales demographics, population, sampling, participants methodology validity and reliability of methodology and findings





2

be able to use data collection and analysis methods to conduct research in a particular domain within sport or physical activity

2.1

select appropriate primary and secondary data collection techniques

Demonstrating a rationale for selecting primary, secondary or combined

techniques to serve your research design Demonstrating that the design of your data collection tools ensures validity

and reliability of findings

2.2

evaluate data collected in preparation for analysis

Examining the raw information to make sure the data exists as required and there are no: incomplete responses data entry errors questionable entries

2.3

select appropriate qualitative and quantitative data analysis methods

Demonstrating a rationale for selecting qualitative, quantitative or combined

methods to serve your research design Justifying the validity of the methods for representing the data analysis

3

be able to report on research outcomes in a particular domain within sport or physical activity

3.1

analyse research findings

Exploring, preparing, inputting and checking data for analysis Summarising, categorising and structuring data Transcribing/coding data for analysis Selecting appropriate tools and statistics to explore and present different

aspects of data Describing data and interpreting the tables, diagrams and statistics

correctly

3.2

evaluate evidence based research findings to demonstrate valid and reliable conclusions

Discussing and explaining findings Making judgements rather than reporting facts Demonstrating reflective thinking and making recommendations Interpreting results in relation to the research aims and questions Associating groups of findings with conclusions and vice versa Considering implications of research and linking these to future research

and theories detailed in literature review Discussing strengths, weaknesses and limitations of the study


Assessment Design Brief

The learner is required to undertake a research project in a particular domain within sport or physical activity. The learner must effectively formulate a research proposal identifying a rationale for the research and justifying the research design. During the conduct of research the learner must select a range of appropriate data collection techniques and analysis methods to ensure the validity and reliability of findings. To present the outcomes of the research project the learner is required to produce a report, which must be written in an academic writing style. Research project report structure: abstract acknowledgements table of contents introduction literature review methodology (sample, results discussion (limitations, recommendations, conclusions) references appendices The report is required to be 5,000 words in Arial font size 10 and 1.5 line spacing, incorporating the main attributes of academic writing to ensure the report is: informative written in clear language supported by the appropriate sources and references written in an ethical and appropriate manner.



LO1: Be able to justify a proposal for research in a particular domain within sport or physical activity

The learner must produce a research proposal by conducting a literature review, justifying research aims, questions and formulating the research design.

The learner must produce a research proposal by critiquing literature review, and evaluating different research designs to show how the study will result in valid and reliable findings.

The learner must produce a research proposal by exploring research gaps and critiquing other research designs and methodologies.

LO2: Be able to use data collection and analysis methods to conduct research in a particular domain within sport or physical activity

The learner must conduct research by selecting relevant data collection techniques and analysis methods.

The learner must conduct research by evaluating the selected research data collection techniques and analysis methods.

The learner must conduct research by critiquing the different research data collection techniques and analysis methods.

LO3: Be able to report on research outcomes in a particular domain within sport or physical activity

The learner must report on research outcomes in an appropriate writing style following the standard structure.

The learner must report on research outcomes by interpreting findings of the study, associating them to conclusions and existing theories to exhibit the benefits of the research conducted.

The learner must report on the research outcomes exhibiting reflective thinking based on implications of the study to highlight gaps in research and recommend future areas for research.




Learner’s grades for this unit must be determined through completion of their research project. Grades should be allocated in accordance with the grading criteria aligned to the three learning outcomes for this unit. As a result, the learner should receive three grades, one for each learning outcome.

Points must then be allocated to each of the three grades using the points system contained here within the table to the right. There is a total of 18 points available within this unit. Should a learner present evidence that crosses the boundary of Pass/Merit or Merit/Distinction, assessors should make a judgement as to whether the evidence deserves the higher or lower point score.

Following the awarding of points per learning outcome, assessors should use the following table below to award an overall grade for the unit. This should then be used to calculate the overall qualification grade.

LO1: Be able to justify a proposal for research in a particular domain within sport or physical activity

Fail 0

Pass 2

Merit 4

Distinction 6

LO2: Be able to use data collection and analysis methods to conduct research in a particular domain within sport or physical activity

Fail 0

Pass 2

Merit 4

Distinction 6

LO3: Be able to report on research outcomes in a particular domain within sport or physical activity

Fail 0

Pass 2

Merit 4

Distinction 6



0 – 5 Fail 0

5 – 10 Pass 1

11 – 15 Merit 2

16 - 18 Distinction 3


Unit title: Enterprise and innovation in the sport and active leisure industry

Unit aim

The aim of this unit is to enable learners to understand the impact of enterprise in sport and active leisure on the community and to support both local and national initiatives, as well as understand how to develop their own enterprise activities as a response to a perceived gap in local and national markets. Learners will also understand how to initiate and engage in enterprise, offering innovative solutions to existing enterprises or businesses through employer engagement.



3 X Internally Assessed assignments:

Assignment 1 (LO1 & LO2) (50%)

Assignment 2 (LO3) (25%)

Assignment 3 (LO4) (25%)

Assessment grading scale: Fail, Pass, Merit, Distinction




1

understand enterprise in the sport and active leisure industry

1.1 discuss a range of enterprise and business projects, their governance arrangements and legal considerations

Business enterprise definition, types, legal requirements and governance arrangements:

sole traders

partnerships

companies

franchises

1.2

evaluate a range of management functions and business management elements which contribute to successful enterprise projects and businesses

Planning, organising, coordinating, directing, controlling. Leadership techniques (traditional V modern approaches) and business management:

strategic management

financial management

human resource management

information technology management

marketing management

operations management





2

understand the impact of business enterprise in the sport and active leisure on local community and national initiatives

2.1

classify a range of business enterprises available to the local and national community

StreetSports.org.uk

The Homeless World Cup

Street football world

Bikeworks

ConnectSport

2.2

evaluate the impact of enterprise and business projects on the local community

Health agenda

Sport England

Participation Agenda

Education Agenda

Local initiatives

Sport specific initiatives (FA, ECB)

3

understand how to initiate a local or national business enterprise in the sport and active leisure industry

3.1

conduct market analysis from a local and national perspective

Identification of industry, target market and structure

Market segmentation

Market size

Market growth rate

Market trends

Market opportunity and gaps

Market profitability (Porter fives forces analysis)

Research into competitors and market share

Product/service differentiation

Price comparison and analysis

Distribution channels

Success factors

Customer needs

Regulations

3.2

explore local and national gaps in the market





3.3

identify trends in local and national markets

Trend identification techniques:

Customer analysis

Choice modelling

Competitor analysis

Risk analysis

Product research

Advertising the research

Marketing mix modelling

Simulated Test Marketing

3.4

develop a business plan which justifies an innovative solution to respond to a gap in the market

Business plan structure:

cover page and table of contents

executive summary

mission statement

business description

business environment analysis

SWOT analysis

industry background

competitor analysis

market analysis

marketing plan

operations plan

management summary

financial plan

attachments and milestones





4

understand how to successfully engage with an enterprise in the sport and active leisure industry

4.1

engage with a business enterprise

Engagement: CV and covering letter Business Enterprises:

Sports clubs

Gyms

Fitness suites

National governing bodies

Leisure centres

4.2

evaluate the effectiveness of a business enterprise

Tools and techniques for business performance analysis

4.3

present innovative business enterprise solutions

Improved systems Process optimisation Adapted marketing strategic Enhance information and technology Balance external opportunities and internal resources Financial management control Project management


Assignment Brief 1

Written Task Source information on a range of local and national enterprise projects and business enterprises in the sport and active leisure industry. Write a report which: 1. describes their nature, local or national status, 2. outlines the governance arrangements and legal considerations 3. evaluates the factors which have led to their success or failure 4. discusses the impact they have had on local community and/or national initiatives.

Assessment Description Requirements to Pass Additional merit requirements Additional distinction requirements

LO1: Understand enterprise in the sport and active leisure industry

Learner can identify and describe a small range of enterprises relevant to the sport and active leisure industry. Learner is able to discuss a range of factors which contribute to the success of these enterprises.

Learner can compare and contrast a range of enterprises, as well as outlines governance arrangements and legal considerations. Learner can compare and contrast the factors which have contributed to the success of the enterprise.

Learner can identify links between the enterprises and can identify common attributes between successful enterprises on a local and national scale.

LO2: Understand the impact of enterprise projects in the sport and active leisure industry on local community and national initiatives

Learner is able to classify a small range of projects in the local and national community. Learner is able to evaluate in brief detail the impact of various enterprise and business projects on the local community.

Learner is able to classify and discuss in greater detail a range of projects in the local and national communicate. Learner is able to evaluate the positive, negative and potential impact on the local community, suggesting ways the negative impact could be increased or mitigated.

Learner is able to classify a wide range of enterprises, as well as establish links between the groups. Learner can critique the impact of the enterprises on the local community, discussing in detail the positive, negative and potential impacts. Links between organisations with similar goals, and potential partnerships, are also discussed.


Assignment Brief 2

Presentation of business plan Present a business plan which justifies an innovative enterprise solution in the sport and active leisure industry which includes. The plan must make reference to market analysis and should explore gaps in the market. Presentation should be ten minutes.

LO3: Understand how to initiate a local or national enterprise in the sport and active leisure industry

Learner can conduct market analysis, including the key components, and explores local and national gaps in the market. Explorations are light and consider only the positive. Learner can develop a business plan to address a gap in a local or national market.

Learner is able to exhibit the value of conducting market analysis and identifies which aspects suit a particular need. Explorations include positive and negative aspects (SWOT, PESTEL, etc) and are closely linked to local and national markets. Learner can develop a business plan which justifies an innovative solution.

Learner is able to use all management techniques to critically evaluate gaps and opportunities in the market to present a business plan for an enterprise that has unique selling points. The business plan demonstrates valid information and predictions and presents a successful enterprise based on credible evidence.


Assignment Brief 3

Option 1: Engage with an employer to obtain a work placement (paid or unpaid) with business enterprise in the sport and active leisure industry. A CV and covering letter must be used as evidence to support obtaining the position. Whilst attending for the placement write a business proposal which includes:

a description of the nature of the enterprise, people or organisation involved

a detailed review of the operation, evaluating best practice and areas for improvement.

a proposal of innovative solutions which could be put in place to address the areas for improvement

a justification for the solutions Option 2: Engage with a particular business enterprise in the sport and active leisure industry by interviewing a range of the staff. Analyse the interview outcomes and write a business proposal which includes:

a description of the nature of the enterprise, people or organisation involved

a detailed comparison of the enterprise to other similar types of enterprise; evaluating areas best practice and areas for improvement.

a proposal of innovative solutions which could be put in place to address the areas for improvement

a justification for the solutions

LO4: Understand how to successfully engage with an enterprise in the sport and active leisure industry

Learner can engage with an enterprise business and is able to describe the effectiveness of the enterprise. Learner can suggest an innovative solution to an issue identified by the enterprise.

Learner is able to compare and contrast the effectiveness of the enterprise in relation to similar and successful offerings in the industry. Learner can provide an innovative solution to an issue identified by the enterprise with clear actions, timescales and costing identified.

Learner is able to critique the effectiveness of the enterprise and offer suggestions as to how improvements can be made. Learner can provide a range of innovative solutions to an issue identified by the enterprise with clear actions, timescales and costing identified and discussed. Justifications are clear and many.




Learner’s grades for this unit must be determined through completion of three assignments. Grades should be allocated in accordance with the grading criteria aligned to the four learning outcomes for this unit, which are aligned to each assessment accordingly. As a result, the learner should receive four grades, one for each learning outcome. Points must then be allocated to each of the four grades using the points system contained here within the table to the right. There is a total of 24 points available within this unit. Should a learner present evidence that crosses the boundary of Pass/Merit or Merit/Distinction, assessors should make a judgement as to whether the evidence deserves the higher or lower point score. Following the awarding of points per learning outcome, assessors should use the following table below to award an overall grade for the unit. This should then be used to calculate the overall qualification grade.

LO1: Understand enterprise in the sport and active leisure industry

Fail 0

Pass 2

Merit 4

Distinction 6

LO2: Understand the impact of enterprise projects in sport and active leisure on local community and national initiatives

Fail 0

Pass 2

Merit 4

Distinction 6

LO3: Understand how to initiate a local or national enterprise in the sport and active leisure industry

Fail 0

Pass 2

Merit 4

Distinction 6

LO4: Understand how to successfully engage with an enterprise in the sport and active leisure industry

Fail 0

Pass 2

Merit 4

Distinction 6



0 – 6 Fail 0

7 – 12 Pass 1

13 – 18 Merit 2



Appendix B: Glossary of Terms

Learning Hours

Guided Learning Hours

(GLH)

Guided Learning Hours (GLH) for a specific qualification are defined as the number of hours of largely face-to-face tuition and

assessment on-course; this includes all time spent on course-based learning and assessment activities

Total Qualification Time

(TQT)

Total Qualification Time (TQT) for a specific qualification is defined as the total number of notional hours required to achieve the

qualification; this includes the GLHs, plus all off-course directed study time, including any time taken to complete any remote

working/research/evidence generating activities.

Assessment Types

Internal Assessment

This is assessment that is undertaken by the recognised centre. The centre will set learners projects/tasks, which may or may not be pre-determined by 1st4sport, and assess and grade the learners work in line with grade descriptors provided by 1st4sport. Once assessed and verified, the recognised centre will submit learner unit achievement and grading information to 1st4sport.

External Assessment This is assessment set by and assessed by 1st4sport. This will normally be in the form of an examination at a predetermined time and date and centres will receive assessment outcomes and grades from 1st4sport in line with published timescales.

Synoptic Assessment

This is an internally assessed assessment that requires the learner to demonstrate their knowledge and understanding across the breadth of the qualification in an integrated way. The synoptic assessment is predetermined by 1st4sport and centres should be mindful of the required knowledge and understanding required to successfully complete this component when planning delivery and assessment timetables.

Learning Outcomes and Assessment Criteria

Be able to

In the case of the ‘Be able to’ learning outcomes, observation by the assessor will often be the most valid approach. Evidence for observations can be generated through:

work environment

naturally occurring evidence observed

simulations

role play


‘Understand’ and ‘Know’

In the case of the ‘Understand’ learning outcomes, the following assessment methods are valid but are not limited to:

Examination

Professional discussion

Portfolio of evidence

Written assignments

Projects/case studies

Coursework

Task based controlled assessment

Evidence Validity

Sufficiency of evidence

To achieve a learning outcome the learner must show evidence that they have met the assessment criteria attached to that learning outcome. However, this does not mean that different pieces of evidence must be used for each assessment criterion. It is possible one piece of evidence generated by the learner may meet the requirements of several assessment criteria and perhaps across more than one learning outcome or unit. Similarly, an observation of a learner may generate evidence for other assessment criteria, learning outcomes or units.

Authenticity of evidence

Evidence used to assess learning outcomes and assessment criteria must be generated by the learner without help from others. For example, workbooks in which the learner has simply copied information as supplied by a tutor cannot be used as evidence of their knowledge; neither can written assignments that have been plagiarised.

Currency of evidence Evidence produced by the learner must be relevant at the time of assessment and reflect current processes and equipment.

Validity of evidence Assessment tasks must be able to effectively measure the learner’s attainment at the required level of achievement. Evidence produced by learners must focus on the appropriate knowledge and skills relevant to the assessment criteria

Reliability of evidence

Assessment tasks should be consistent across all learners, over time and at the required level. Therefore meaning assessors acting independently, using the same criteria and assessment tasks would come to the same judgement about a given piece of work. It is important to ensure explicitness in setting expectations is applied to ensure reliability.

Valid Assessment Methods

Direct observation

Direct observation involves more than just passively watching the learner. An assessor has to know exactly what he or she is looking for. A checklist is a useful way of making sure the assessor can relate the learner’s evidence to the standards. Assessors need to be familiar enough with the standards to be able to decide when a learner’s performance has met the relevant Assessment Criteria, and to devise adequate methods of recording the evidence produced.


Video/audio recording of performance

In certain circumstances, it is impracticable for an assessor to be present when a learner is performing a particular activity. In such cases, it may be possible to make a video or audio recording of the activity, which the assessor can examine later.

Evaluation of coursework/projects

In some cases, an activity required for the 1st4sport Level 3 Diploma in Sport and Physical Activities will result in a product (a training plan, a word-processed document). In these cases, the assessor can judge the learner’s competence by examining the product. It is important that the assessor should have proof that the product is the learner’s own work.

Case studies

Generally designed by 1st4sport, a case study should outline a real or hypothetical scenario relevant to the area of competence and/or knowledge to be assessed. The scenario may be presented in written form, or visually, for example as a video. Learners are asked to analyse the scenario, answering written or oral questions to demonstrate their competence, and their underpinning knowledge and understanding. It is important that any case study should be both realistic and matched to the relevant units of the qualification

Projects and assignments

A project or assignment is a practical or theoretical exercise or investigation which requires the learner to plan and implement a strategy, and present the products of the exercise, or the conclusions of the investigation, for assessment. It is important that projects and assignments should be both realistic and matched to the requirements of the qualification

Responses to questionnaires

As another supplementary form of assessment, the questionnaire can be used in a similar way to the personal interview.

Personal interviews This is probably one of the oldest and best-known methods of eliciting information from a learner. It may be an appropriate way of assessing personal competence, such as a learner’s personal and interpersonal skills.

Recognition of prior learning

Recognition of prior learning, or RPL, is a way of giving credit for the learning a learner has achieved in the past. This learning may have been gained through formal or informal training, other development activity, or on-the-job experience. For learners to gain credit for their competence through RPL they must be able to prove that this competence is still current.