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KS4 BTEC Sport Curriculum

Level 1/2 - BTEC First Award in Sport

Year 10

Unit 2

Practical Sports Performance

Rules, Regulations, Scoring Responsibilities of officials Technical and Tactical Analysis of performance

This unit is assessed through coursework and

practical performance.

Unit 1

Fitness for Sport and Exercise

Physical Fitness Components Skill Fitness Components Exercise Intensity Training Principles Training Methods Fitness Testing

This is an online exam worth 60 marks and is

1hr 15min long.

Year 11

Unit 6

Leading Sports Activities

Skills, qualities and responsibilities Session planning Delivering a session Reviewing a session

This unit is assessed through coursework and

practical performance.

Unit 3

Applying the Principles of Personal Training

Designing a personal fitness programme

Musculoskeletal and cardiorespiratory effects of training

Training diary Measurement and review of success

This unit is a ‘synoptic’ assessment and

requires all previous learning on your course to complete it successfully.

This is your BTEC Sport curriculum learning journey.

You will need to retrieve knowledge and demonstrate skills and techniques from your KS3 PE curriculum.

1

Unit 1: Fitness for Sport and Exercise

BTEC First Award (2018) Sport Teaching and Assessment Pack

Scheme of work Guided learning hours (GLH): 30 Number of lessons: 20 Duration of lessons: 1-2 hours (as shown) This scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

Lesson Unit content* Activities Resource checklist Links to other units 1

Unit introduction ● Introduce the unit: outline the nature of the learning aims and onscreen test that learners will be expected to complete for this unit.

● Specification for this unit (learning aims, unit content and assessment criteria) from Pearson.

● Use authorised assignment briefs from Pearson. Alternatively, use adapted or centre-devised assignment briefs.

Learning aim A: Know about the components of fitness and the principles of training

1 cont. (1 hour)

Topic A.1 Components of physical fitness: ● aerobic endurance, muscular endurance,

flexibility, speed, muscular strength, body composition.

Topic A.2 Components of skill-related fitness: ● agility, balance, coordination, power,

reaction time, components for sports performance.

● Tutor presentation: summary of components of physical and skill-related fitness.

● Group discussion: linking fitness components to sports performance.

● Individual or paired activity: learners to link fitness components to sports performance and feed back to the group

● Tutor presentation: summary

Topics A.1 and A.2 have links with: ● Unit 2 Practical

Sports Performance (Topics C.1 & C.2)

● Unit 5 Training for Personal Fitness (Topic C.1)

2



Lesson Unit content* Activities Resource checklist Links to other units of the components of fitness.

● Group discussion: components of fitness.

● Homework activity: learners to investigate fitness components for successful sports performance.

2 (1 hour)

Topic A.3 Why fitness components are important for successful participation in given sports in terms of: ● being able to successfully meet the

physical demands of the sport in order to reach optimal performance

● being able to successfully meet the skill-related demands of the sport in order to reach optimal performance

● being able to perform efficiently ● giving due consideration to the type of

event/position played.

● Show a video/DVD of elite sports performers in action.

● Group discussion: importance of fitness components for successful sports performance. Prompt learners to draw on their own experiences.

● Tutor presentation: a sports profile followed by group discussion on fitness components for successful sports performance.

● Paired activity: learners to complete a fitness component profile for a sport of their choice and feed back to group.

● A video/DVD of elite sports performers in action (useful videos are available from www.youtube.com).

Topic A.3 has links with: ● Unit 2 Practical

Sports Performance (Topics C.1 & C.2)

● Unit 5 Training for Personal Fitness (Topic A.4)

3 (1 hour)

Topic A.4 Exercise intensity and how it can be determined: ● intensity - be able to measure heart rate

(HR) and apply HR intensity to fitness training methods

● know about target zones and training thresholds. Be able to calculate training zones and apply HR max to training: HR max = 220 – age (years)

● Tutor presentation: measuring heart rate.

● Individual or paired activity: learners to calculate their maximum heart rate (HR max).

● Stopwatches Topic A.4 has links with: ● Unit 5 Training for

Personal Fitness (Topics A.2, A.3 & A.4)

3



Lesson Unit content* Activities Resource checklist Links to other units ● be able to calculate 60–85% HR max and

know that this is the recommended training zone for cardiovascular health and fitness.

4 (1 hour)

Topic A.4 cont.: ● know that the Borg (1970) (6–20) Rating

of Perceived Exertion (RPE) Scale can be used as a measure of exercise intensity

● know about the relationship between RPE and heart rate where: RPE x 10 = HR (bpm)

● application of the FITT principles to training methods, regimes and given exercise situations.

● Tutor presentation: Borg (1970) Rating of Perceived Exertion (RPE) Scale.

● Group activity: measuring HR and training zones.

o learners undertake physical activity

o activity to be followed by analysis of HR data according to HR training zones.

● Homework: learners to investigate the relationship between HR and the RPE Scale.

● Stopwatches ● HR monitors ● Conductivity gel ● Access to sports hall or visit

to local sports centre/gym

Topic A.4 has links with: ● Unit 1 Fitness for

Sport and Exercise (Topic A.5)

● Unit 5 Training for Personal Fitness (Topics A.2, A.3 & A.4)

5 (2 hours)

Topic A.5 The basic principles of training (FITT): ● frequency: the number of training sessions

completed over a period of time, usually per week

● intensity: how hard an individual will train ● time: how long an individual will train for ● type: how an individual will train

by selecting a training method to improve a specific component of fitness and/or their sports performance.

Topic A.6 Additional principles of training:

● Tutor presentation: basic and additional principles of training.

● Group discussion: principles of training related to learners’ own sports training and performance.

● Individual or paired activity: o tutor to introduce circuit

training to learners o learners to design a circuit

training session. ● Follow-up activity: learners to

Topics A.5 and A.6 have links with: ● Unit 1 Fitness for

Sport and Exercise (Topic A.5)

● Unit 5 Training for Personal Fitness (Topics A.2, A.3 & A.4)

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Lesson Unit content* Activities Resource checklist Links to other units ● progressive overload ● specificity ● individual differences/needs ● adaptation ● reversibility ● variation ● rest and recovery ● application of the principles of training to

training methods, regimes and given exercise settings.

deliver or participate in the circuit training sessions they have designed.

Learning aim B: Explore different fitness training methods

6 (2 hours)

Topic B.1 Requirements for each of the following fitness training methods: ● safe, correct use of equipment ● safe, correct use of training technique ● requirements for undertaking the fitness

training method ● application of the basic principles

of training (FITT) for each fitness training method

● linking each fitness training method to the associated health-related/ skill-related component of fitness.

Topic B.2 Additional requirements for each of the fitness training methods: ● advantages/disadvantages ● application of exercise intensity to fitness

training methods ● application of principles of training to

Topics B.1 and B.2 are to be incorporated into each delivery of each training method (Topic B.3). ● Tutor presentation:

introduction to flexibility training, followed by group discussion.

● Group activity: learners to undertake and experience a range of different stretches using different types of flexibility training.

● Guest speaker: presentation from sports physiotherapist, followed by question and answer session.

● Access to sports hall or visit to local sports centre/gym

● Guest speaker: sports physiotherapist.

Topics B.1, B.2 and B.3 have links with: ● Unit 5 Training for

Personal Fitness (Topics A.4 & C.1)

5



Lesson Unit content* Activities Resource checklist Links to other units fitness training methods

● appropriate application of fitness training method(s) for given situation(s)

● appropriate application of fitness training method(s) to given client needs, goals, aims and objectives.

Topic B.3 Fitness training methods for: ● flexibility training: static, ballistic, PNF

technique.

7 (2 hours)

Topic B.3 cont.: ● strength, muscular endurance and power

training: o circuit training

● aerobic endurance: o circuit training.

● Tutor presentation: circuit training.

● Group activity: learners to take part practically in the method.**

● Access to sports hall or visit to local sports centre/gym

● Access to relevant equipment for circuit training method



8 (2 hours)

Topic B.3 cont.: ● free weights.

● Tutor presentation: training with free weights.

● Group activity: learners to take part in the method.**

● Visit to a local sports centre or gym for learners to have an induction to weight training and use free weights.

● Access to free weights or a gym

● Access to local sports centre/gym



9 (1 hour)

Topic B.3 cont.: ● plyometrics.

● Show a video/DVD of plyometrics training and exercises.


● A video/DVD of plyometrics training and exercises

● Access to a sports hall and equipment for undertaking plyometrics training



10 Topic B.3 cont.: ● Individual activity: learners to ● Access to sports hall/gym Topics B.1, B.2 and

6



Lesson Unit content* Activities Resource checklist Links to other units (2 hours)

● aerobic endurance training: o continuous training o fartlek training o interval training o circuit training.

design their own personal exercise programme.


● Individual activity: learners to review their personal exercise programme.

or visit to local sports centre/gym

B.3 have links with: ● Unit 5 Training for


11 (1 hour)

Topic B.3 cont.: ● speed training:

o hollow sprints o acceleration sprints o interval training.

● Tutor presentation: speed training.

● Show a video/DVD: different types of drills used to develop speed, including sport-specific drills.


● A video/DVD about training for speed (not included in this pack; please source own)



Learning aim C: Investigate fitness testing to determine fitness levels

12 (2 hours)

Topic C.2 Importance of fitness testing to sports performers and coaches: ● baseline data ● training programme design ● goal setting. Topic C.3 Requirements for administration of each fitness test: ● pre-test procedures ● standard test methods/equipment ● purpose of each test ● measurement and processing of of test

results ● selection of appropriate fitness tests

● Tutor presentation: introduction to fitness testing.

● Guest speaker: sports coach/county-level sports performer to discuss the importance of fitness testing in their training regime, followed by question and answer session.

● Individual or paired activity: learners to research and design an informed content form.

● Guest speaker

Topic C.2 has partial links with: ● Unit 5 Training for

Personal Fitness (Topics A.1 & A.4)

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Lesson Unit content* Activities Resource checklist Links to other units ● reliability, validity and practicality ● advantages and disadvantages.

13 (2 hours)

Topic C.1 Fitness test methods for components of fitness Topic C.3 Requirements for administration of each fitness test Topic C.4 Interpretation of fitness test results: In the context of: ● flexibility: sit and reach test ● strength: grip dynamometer.

● Paired of small group activity**: learners to undertake the sit and reach test during lesson time and interpret their results.

● Tutor presentation: grip dynamometer.

● Paired or small group activity: learners to undertake the test during lesson time and interpret their results.**

NB. Topics C.1, C.3 and C.4 are covered within delivery of each fitness test.

● Fitness testing equipment for the sit and reach test and grip dynamometer test

● Published normative data tables for interpretation of test results

● AS 6 Sit and reach test – data collection

Topics C.1, C.3 and C.4 have partial links with: ● Unit 5 Training for

Personal Fitness (Topic A.4)

14 (1 hour)

Topics C.1, C.3 and C.4 cont.: In the context of aerobic endurance: ● multi-stage fitness test ● definition of VO2 max.

● Tutor presentation: multistage fitness test.


NB. Topics C.1, C.3 and C.4 are covered within delivery of each fitness test.

● Access to sports hall ● Fitness testing equipment

for the multistage fitness test




15 (1 hour)

Topics C.1, C.3 and C.4 cont.: In the context of aerobic endurance: ● forestry step test.

● Tutor presentation: forestry step test.


NB. Topics C.1, C.3 and C.4 are

● Fitness testing equipment for the Forestry step test




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Lesson Unit content* Activities Resource checklist Links to other units covered within delivery of each fitness test.

16 (1 hour)

Topics C.1, C.3 and C.4 cont.: In the context of: ● speed: 35m sprint ● speed and agility: Illinois agility run test.

● Tutor presentation: Illinois agility run test.

● Paired or small group activity: learners to undertake the tests during lesson time and interpret their results.**

● PS 15 Illinois agility run test ● Access to sports hall ● Stopwatches ● Cones ● Published normative data

tables for interpretation of test results



17 (2 hours)

Topics C.1, C.3 and C.4 cont.: In the context of: ● anaerobic power: vertical jump test ● muscular endurance: one-minute press-

up, one-minute sit-up.

● Tutor presentation: vertical jump test.


● Fitness testing equipment for the vertical jump test

● Lewis nomogram ● Published normative data

tables for interpretation of test result



18 (2 hours)

Topics C.1, C.3 and C.4 cont.: In the context of body composition: ● Body Mass Index (BMI) ● Bioelectrical Impedance Analysis (BIA).

● Group activity: learners to calculate their Body Mass Index (BMI).

● Tutor presentation: Bioelectrical Impendance Analysis.


● Weighing scales ● Height stadiometer ● Fitness testing equipment

for the BIA test ● Published normative data




19 (1 hour)

Topics C.1, C.3 and C.4 cont.: In the context of body composition: ● skinfold testing.

● Tutor presentation: skinfold testing.

● Practical demonstration of skinfold testing technique from teacher/tutor or show via a

● Fitness testing equipment for taking skinfolds or video/ DVD


Personal Fitness

9



Lesson Unit content* Activities Resource checklist Links to other units video/DVD. (Topic A.4)

20 (2 hours)

Topics C.1, C.3 and C.4 cont.: In the context of body composition: ● skinfold testing.

● Paired or small group activity: learners to determine their percentage body fat.

● Fitness testing equipment for taking skinfolds

● J-P nomogram ● Published normative data




TOTAL: 30 hours

* See the specification for full details of unit content.

** After initial input from teachers/tutors, learners should take part in each method. Through practical participation, learners will begin to appreciate links between the training methods, experience first-hand advantages/ disadvantages of each, and make the link back to fitness components and the principles of training. Practical participation could be undertaken in the learner’s own time, with feedback on their training discussed verbally at the beginning of the next class.

* See the specification for full details of unit content. © Pearson Education Ltd 2014.

1

Unit 2: Practical Performance in Sport

BTEC Firsts in Sport

Scheme of work Guided learning hours (GLH): 30 Number of lessons: 20 Duration of lessons: 90 minutes Learners should spend lesson time and non-supervised time working on assignments. This scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

Lesson Unit content* Activities Links to other units

1

Unit introduction ● Teacher presentation (approx. 10 minutes): outline the nature of the learning aims and the number of assignments that learners will be expected to complete.

Learning Aim A: Understand the rules, regulations and scoring systems for selected sports

1 cont.

Topic A.5 Sports: For example, cricket, hockey, netball, rounders, volleyball, wheelchair basketball, golf, trampolining, table tennis, archery, judo, cross-country running, boccia, fencing, orienteering, skiing, canoeing, sailing, mountain biking. Topic A.1 Rules (or laws): Rules (or laws) as regulated by the national or international governing body for the sport.

● Teacher presentation: summary of sports and the rules that govern them.

● Individual activity: learners to classify sports. ● Paired activity: learners to outline the organisation for a

selected sport from grass-roots participation to international governing body.

2 Sport A Topic A.1 cont.:

● Teacher demonstration: select a specific sport (Sport A) and demonstrate the basic rules/laws of the sport in a


2




Rules (or laws) for a specific sport. Topic A.2 Regulations: For example, relating to players and participants, equipment, playing surface, facilities, health and safety, time, officials (referee, umpire, judge, starter, timekeeper). Topic A.3 Scoring systems: For example, the method of scoring goals or points, method and/or requirements of victory. Topic A.4 Application of the rules/laws of sports in different situations: For example, when a goal is scored when a player is in an offside position in football, lbw in cricket, charging in lead-up to scoring in basketball, forward pass resulting in a try in rugby.

practical environment ● Learners to take turns in officiating and applying the rules.

Record the applications of rules. ● Group activity 1: summarise the major rules of Sport A. ● Group activity 2: summarise the major regulations of Sport

A. ● Group activity 3: summarise the methods of scoring and

methods of victory for a different sport and specific to Sport A.

● Teacher presentation: summary of regulations, scoring systems, methods of victory and application of rules/laws.

● Homework or individual activity: learners to describe the decisions a football official should make and their sanctions/actions for each situation.

3 Sport A Topic A.6 Roles of officials: For example, the roles of umpires, referees, referees’ assistants, judges, timekeeper, starters, table officials, third umpire, fourth official. Topic A.7 Responsibilities of officials: For example, appearance, equipment, fitness, qualifications, interpretation and application of rules, control of players, accountability to spectators, health and safety (equipment, facilities, players), fair play, use of technology, effective communication (voice, whistle, signals).

● Learners to observe officials in action for Sport A and make note of specific rules each official applies.

● Practical activity: methods of communication for officiating in Sport A and effective methods of communication.

● Teacher presentation: summary of the roles and responsibilities of officials.

● Homework or individual activity (if classroom based): learners to identify the different responsibilities of officials for Sport A.

4 Sport A Assignment 1 Tasks for Learning aim A

● Assessment: evidence could be in the form of a presentation, video, report or information booklet.


3




Use centre-devised assignment. Alternatively, use the authorised assignment from 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 2 Authorised Assignment Briefs NB Criteria cannot be achieved in full until assignment for Sport B has also been completed. No assignment should split the learning aim. They could be separate tasks within one assignment brief

5 Sport B Topic A.1 cont.: Rules (or laws) for a specific sport. Topic A.2 Regulations: For example, relating to players and participants, equipment, playing surface, facilities, health and safety, time, officials (referee, umpire, judge, starter, timekeeper). Topic A.3 Scoring systems: For example, the method of scoring goals or points, method and/or requirements of victory. Topic A.4 Application of the rules/laws of sports in different situations: For example, when a goal is scored when a player is in an offside position in football, lbw in cricket, charging in lead-up to scoring in basketball, forward pass resulting in a try in rugby.

● Teacher demonstration: select a specific sport (Sport B) and demonstrate the basic rules/laws of the sport in a practical environment

● Learners to take turns in officiating and applying the rules. Record the applications of rules.

● Group activity 1: summarise the major rules of Sport B. ● Group activity 2: summarise the major regulations of Sport

A. ● Group activity 3: summarise the methods of scoring and

methods of victory for a different sport and specific to Sport A.

● Teacher presentation: summary of regulations, scoring systems, methods of victory and application of rules/laws.

● Homework or individual activity: learners to describe the decisions a football official should make and their sanctions/actions for each situation.

6 Sport B Topic A.6 Roles of officials: For example, the roles of umpires, referees, referees’ assistants, judges, timekeeper, starters, table officials, third umpire, fourth official.

● Learners to observe officials in action for Sport B and make note of specific rules each official applies.

● Practical activity: methods of communication for officiating in Sport A and effective methods of communication.

● Teacher presentation: summary of the roles and


4




Topic A.7 Responsibilities of officials: For example, appearance, equipment, fitness, qualifications, interpretation and application of rules, control of players, accountability to spectators, health and safety (equipment, facilities, players), fair play, use of technology, effective communication (voice, whistle, signals).

responsibilities of officials. ● Homework or individual activity (if classroom based):

learners to identify the different responsibilities of officials for Sport A.

7 Sport B Assignment 1 Tasks for Learning aim A Use centre-devised assignment. Alternatively, use the authorised assignment from 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 2 Authorised Assignment Briefs NB Criteria cannot be achieved in full until assignment for Sport B has also been completed. No assignment should split the learning aim. They could be separate tasks within one assignment brief

● Assessment: evidence could be in the form of a presentation, video, report or information booklet.

Learning aim B: practically demonstrate skills, techniques and tactics in selected sports Learning aim C: be able to review sports performance

8 Topic B.1 Components of physical fitness Aerobic endurance Muscular endurance Flexibility Speed Muscular strength Body composition The application of the components of fitness to a chosen sport.

● Teacher presentation: Introduction and definition of each of the components of fitness

● Group Activity: Definition match activity – learners work in small groups to match the component of fitness with the correct definition.

● Small group activity: Each group is given a sport, learners need to place the relative importance of each component of physical fitness for their selected sport in order.

● Whole class activity: learners discuss their sport and where they have placed each component of fitness in order of relative importance to perform well in that sport.

This topic has links with Unit 1: Fitness for Sport and Exercise (Topic A1) Unit 3: Applying the Principles of Personal Training Topic A.2


5




● Individual activity: learners explore the sport that they participate in and determine the order of the importance of each component of physical fitness with reasons for each selection.

9 Sport A Topic B.2 Technical demands:

• continuous skills • serial skills • discrete skills • movement, • use of equipment, • communication • other demands specific to sport.

Topic B.5 Relevant skills and techniques: The skills and techniques relevant to the selected sport and practice. Topic B.4 Safe and appropriate participation: Demonstration of skills, techniques and tactics within a controlled environment, no competition, drills, set plays. Adhere to rules, health and safety guidelines and consider appropriate risk management strategies in physical activity and sport.

● Teacher presentation: summary of the different types of skills in sport and examples of each

● Practical group activity: introduction to techniques used within various different sports.

● Group activity: learners to be introduced to Sport A through practical participation. For each skill, learners to be introduced to the different stages of application of the skill and the rules and health and safety guidelines as well as appropriate risk management strategies for the sport.

● Individual activity: learners to look at the different skills and techniques relevant to the selected sport.

Topics B.2, B.4, & B.5 have links with: ● Unit 1 Fitness

for Sport and Exercise (Topics A.1 & A.2)

10 Sport A Topic B.3 Tactical demands:

• Decision making • defending and attacking • choice and use of shots or strokes • variation

● Teacher led presentation: summary of tactical demands in sport with examples of each.

● Group activity: learners to be introduced to the tactics in Sport A.

● Teacher led presentation: show videos on tactical analysis by coaches and players in Sport A.

● Paired activity: learners review how the players adhere to


for Sport and Exercise (Topic s A.1 &


6




• conditions • use of space • other demands specific to sport

Topic B.6 Relevant tactics: The tactics relevant to the selected sport and practice/situation. Topic B.4 Safe and appropriate participation: Demonstration of skills, techniques and tactics within a controlled environment, no competition, drills, set plays. Adhere to rules, health and safety guidelines and consider appropriate risk management strategies in physical activity and sport.

the rule and health and safety guidelines and risk management strategies that are specific to Sport A.

A.2)

11-15 Sport A Topic B.7 Effective use of skills and techniques, and the correct application of each component: For example, rugby conversion, including head position, body position, placement of non-kicking foot, placement of kicking foot, connection with the ball. Topic B.8 Effective use of skills, techniques and tactics: The use of skills and techniques within conditioned and competitive situations, and effective decision making and selection of skills, techniques and tactics when under pressure from opponents. Topic B.9 Isolated practices: For example, skills and techniques demonstrated independently without any pressure or external forces, completed successfully and without fault.

● Whole group practical: Session to be used for learners to take part in Sport A and learn how to improve their application of skills, techniques and tactics of Sport A effectively.


7




Topic B.10 Conditioned practices: For example, small-sided games, a limited number of touches, a set numbers of defenders or attackers. Topic B.11 Competitive situations: For example, full-sided games, with appropriate opposition, with match officials.

16 Sport A Topic C.1 Observation checklist: For example, to review performance in selected sports using video analysis: ● Components of physical fitness ● technical demands of sport (skills and techniques) ● production of a checklist suitable for self-analysis of

performance in selected sports ● tactical demands of sport. Topic C.2 Review performance: ● Strengths and areas for improvement: skills and

techniques, specific to the sport and non-specific, e.g. fitness.

● Self-analysis: completion of observation checklist, e.g. use of video.

● Strengths and areas for improvement: tactics, the effectiveness of decision making.

● Activities to improve performance: (short-term and long-term goals), e.g. training programmes, use of technology, attending courses, where to seek help and advice.

● Teacher presentation: to introduce learners to observation analysis and methods of analysis. Demonstrate this to learners with examples.

● Whole Group activity : learners to produce an observation checklist for a sport (in this case, choose different sport to Sport A) and analyse the performance of performers/a team in action.

● Whole Group activity : learners to summarise the skills, techniques and tactics required to perform successfully in the selected sport.

● Teacher presentation: ways to improve performance.

Topics C.1, & C.2 have links with: ● Unit 1 Fitness

for Sport and Exercise (Topic C.4)

17-18 Sport A Assignment 3 Tasks for Learning aim B

● Assessment: learners to be assessed in each of the areas and assessor to make a valid judgement on each learner’s


8




Use centre-devised assignment. Alternatively, use the authorised assignment from 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 2 Authorised Assignment Briefs NB Criteria cannot be achieved in full until assignment for Sport B has also been completed (see Lesson 17). No assignment should split the learning aim. They could be separate tasks within one assignment brief

performance within each situation. ● This session should be visually recorded.

19-20 Sport A Assignment 3 Task for Learning aim C Use centre-devised assignment. Alternatively, use the authorised assignment from 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 2 Authorised Assignment Briefs

● Learners to observe their performance from Lesson 13 and use observation checklist to assess their performance.

● Learners to complete a review of their performance considering: o strengths of skills and techniques o areas for improvement of skills and techniques o strengths in application of tactics o areas for improvement in application of tactics.

21 Sport B Topic B.2 Technical demands:

• continuous skills • serial skills • discrete skills • movement, • use of equipment, • communication • other demands specific to sport.

Topic B.5 Relevant skills and techniques: The skills and techniques relevant to the selected sport

● Teacher presentation: summary of the technical demands for Sport B

● Group activity: learners to be introduced to Sport B through practical participation. For each skill, learners to be introduced to the different stages of application of the skill and the rules and health and safety guidelines as well as appropriate risk management strategies for the sport.

● Individual activity: learners to look at the different skills and techniques relevant to the selected sport.


for Sport and Exercise (Topics A.1 & A.2)


9




and practice. Topic B.4 Safe and appropriate participation: Demonstration of skills, techniques and tactics within a controlled environment, no competition, drills, set plays. Adhere to rules, health and safety guidelines and consider appropriate risk management strategies in physical activity and sport.

22 Sport B Topic B.3 Tactical demands:

• Decision making • defending and attacking • choice and use of shots or strokes • variation • conditions • use of space • other demands specific to sport

Topic B.6 Relevant tactics: The tactics relevant to the selected sport and practice/situation. Topic B.4 Safe and appropriate participation: Demonstration of skills, techniques and tactics within a controlled environment, no competition, drills, set plays. Adhere to rules, health and safety guidelines and consider appropriate risk management strategies in physical activity and sport.

● Teacher led presentation: summary of tactical demands in sport B with examples of each.

● Group practical activity: learners to be introduced to the tactics in Sport B.

● Teacher led presentation: show videos on tactical analysis by coaches and players in Sport B.

● Paired activity: learners review how the players in Sport B adhere to the rule and health and safety guidelines and risk management strategies that are specific to the sport.


for Sport and Exercise (Topic s A.1 & A.2)

23-27 Sport B Topic B.7 Effective use of skills and techniques, and

● Whole group practical: Session to be used for learners to take part in Sport A and learn how to improve their application of skills, techniques and tactics of Sport A


10




the correct application of each component: For example, rugby conversion, including head position, body position, placement of non-kicking foot, placement of kicking foot, connection with the ball. Topic B.8 Effective use of skills, techniques and tactics: The use of skills and techniques within conditioned and competitive situations, and effective decision making and selection of skills, techniques and tactics when under pressure from opponents. Topic B.9 Isolated practices: For example, skills and techniques demonstrated independently without any pressure or external forces, completed successfully and without fault. Topic B.10 Conditioned practices: For example, small-sided games, a limited number of touches, a set numbers of defenders or attackers. Topic B.11 Competitive situations: For example, full-sided games, with appropriate opposition, with match officials.

effectively.

28-29 Sport B Assignment 3 Tasks for Learning aim B Use centre-devised assignment. Alternatively, use the authorised assignment from 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 2 Authorised Assignment Briefs NB Criteria cannot be achieved in full until assignment for Sport B has also been completed (see Lesson 17). No assignment should split the learning aim. They could be separate tasks within one assignment brief

● Assessment: learners to be assessed in each of the areas and assessor to make a valid judgement on each learner’s performance within each situation.

● This session should be visually recorded.


11




30 Sport B Assignment 3 Task for Learning aim C Use centre-devised assignment. Alternatively, use the authorised assignment from 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 2 Authorised Assignment Briefs

● Learners to observe their performance from Lesson 13 and use observation checklist to assess their performance.

● Learners to complete a review of their performance considering: o strengths of skills and techniques o areas for improvement of skills and techniques o strengths in application of tactics o areas for improvement in application of tactics.

TOTAL: 30 hours

Unit 3:

* See the specification for full details of unit content. © Pearson Education Ltd 2012. Copying permitted for purchasing institution only. This material is not copyright free.

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Unit 3: Applying the Principles of Personal Training

BTEC First Sport

Scheme of work Guided learning hours (GLH): 30 Number of lessons: 30 Duration of lessons: 1 hour Learners should spend lesson time and non-supervised time working on assignments. This scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column. Unit 3 provides the main synoptic assessment of this qualification and therefore should be delivered towards the end of the qualification. Teachers are encouraged to draw links between this unit and the content of the other units in the qualification so that learners are able to select and integrate knowledge, understanding and skills in their response to the assessment.

Lesson Unit content* Activities Links to other units 1

Unit introduction ● Teacher presentation (approx. 10 minutes): outline the nature of the learning aims and the number of assignments that learners will be expected to complete.

Learning aim A: Design a personal fitness training programme

1 cont.

Topic A.1 Personal information to aid training programme design: ● personal goals (SMARTER) ● aims ● objectives.

● Individual activity: initial goal identification. ● Teacher presentation: personal training goals. ● Individual activity: learners to write SMARTER and short-,

medium- and long-goals. ● Teacher presentation: aims and objectives. ● Teacher-led activity: set overall aims and objectives for training

programme.

Topic A.1 has links with: ● Unit 4 The Mind and the Sports

Performer (Topics B.2, B.5, B.6)

2

Topic A.1 cont.: ● lifestyle and physical activity

history ● medical history questionnaire.

● Teacher-led activity: recap on the goals, aims and objectives set by learners in previous lesson.

● Group activity: using flip chart paper – What would they need to know before they could take part in a fitness programme.

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Lesson Unit content* Activities Links to other units ● Class activity: groups to pin up flip chart paper and feed

discussion results back to the rest of the class. Teacher to summarise on the board.

● Teacher presentation: on health and safety. ● Individual activity: learners complete lifestyle and physical

activity history questionnaires to check they are safe to take part in a training programme.

3

Topic A.1 cont.: ● attitudes and personal motivation

for training.

● Teacher-led activity: recap on what information should be collected before commencing the start of a training programme.

● Teacher presentation: preparing to take part in a training programme.

● Individual activity: learners to think about their own attitude to exercise by listing what they are positive and negative about.

● Individual activity: learners to the activity above to produce a written paragraph on how their attitudes and motivation to training will relate to potential success of their training programme.

4

Topic A.4 Programme design: ● selection of appropriate

method(s)/activities for improving/maintaining fitness, e.g. flexibility.

● Teacher-led activity: recap on use of personal information to aid training programme design. .Teacher-led activity: word search recap. Teacher to write a question and place the answer in the word search.

● Teacher presentation: flexibility training: o Different types of training. o When would the training be suitable? o FITT related to flexibility.

● Individual or paired activity: learners to identify which type of flexibility training would be best for a variety of case studies provided by teacher. For example: o Case 1 – a 3000m runner wanting to know what type of

Topic A.4 has links with: ● Unit 1 Fitness for Sport and

Exercise (Topics A.6, B.3)

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Lesson Unit content* Activities Links to other units flexibility training she should do before her event

o Case 2 – a footballer with tight hamstrings wanting to know how he can improve his flexibility.

● Teacher-led activity: pairs to feed back their conclusions to the rest of the class.

5 Topic A.4 cont.: ● selection of appropriate

method(s)/activities for improving/maintaining fitness, e.g. flexibility.

● Practical session: flexibility training: o Dynamic stretching o Static o PNF.




method(s)/activities for improving/maintaining fitness, e.g. muscular strength/endurance.

● Teacher-led activity: recap on the principles of flexibility training.

● Teacher presentation: muscular strength and endurance: o Different types of training. o When would the training be suitable? o FITT related to strength/endurance session. o Machine vs. free weights, medicine balls, etc.

● Individual or paired activity: learners to provide appropriate FITT details for muscular endurance and muscular strength for different types of athlete provided by the teacher. For example: o athletes that require high levels of muscular endurance o athletes that require high levels of strength.




method(s)/activities for improving/maintaining fitness, e.g. muscular strength/endurance.

● Practical session: muscular endurance and muscular strength: o Strength training o Muscular endurance o Muscular endurance circuit training



8 Topic A.4 cont.: ● Teacher-led activity: recap on the principles of muscular Topic A.4 has links with:

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Lesson Unit content* Activities Links to other units ● selection of appropriate

method(s)/activities for improving/maintaining fitness, e.g. aerobic training.

endurance and muscular strength training. ● Teacher presentation: aerobic endurance:

o Theory on types of aerobic training. o Different types of training. o When would the training be suitable? o FITT related to aerobic training.

● Individual activity: learners to write an aerobic training session for: o a beginner athlete o an intermediate athlete o an advanced aerobic athlete.

● Unit 1 Fitness for Sport and Exercise (Topics A.6, B.3)


method(s)/activities for improving/maintaining fitness, e.g. aerobic training.

● Practical session: aerobic training: o Continuous training o Fartlek o Interval




method(s)/activities for improving/maintaining fitness, e.g. speed/power training.

● Teacher-led activity: recap on aerobic training methods. ● Teacher presentation: speed and power training:

o Type of speed and power training. o When would the training be suitable? o FITT related to speed and power training.

● Individual or paired activity: learners to create a poster on the different types of speed and power training methods. Must be visual with minimal words.




method(s)/activities for

● Practical session: speed training: o Acceleration and deceleration training o Parachute or weighted



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BTEC First Sport

Lesson Unit content* Activities Links to other units improving/maintaining fitness, e.g. speed/power training.

● Practical session: power training: ● Plyometric training session consisting of a variety of plyometrics

from easy to hard.

12 Topic A.2 Programme design • Use of personal information to

aid training programme design • Selectin of appropriate training

methods

● Small group activity: learners produce a 2-minute recap presentation on attitudes and motivation to training.

● Teacher presentation: ways of collecting personal information to help to design training programme – PAR-Q, lifestyle questionnaires etc.

● Paired activity: learners take it in turn to ask the other questions to gain personal information to help to find out about training methods that would be appropriate for the other person to help design a training programme.

● Individual activity: Learners provide an overview of their own personal information to help to select appropriate training methods to meet their own training needs, goals, aims and objectives.


Exercise (Topic A.5)

13 Topic A 2 ● safe design.

● Teacher presentation: programme design. ● Teacher-led activity: introduction to safe design. Teacher to

provide examples of aims for training programmes and ask the learners to identify safe, appropriate and creative activities to meet these aims.

● Individual activity: learners to produce an outline of their 6-week training plan. Ensure they take into account FITT..


Exercise (Topics B.1, B.2)

14 Topic A.2 Programme design The basic principles of training (FITT): ● frequency ● intensity ● time

● Small group activity: learners produce a 2-minute recap presentation on attitudes and motivation to training.

● Teacher presentation: basic principles of training (FITT). ● Paired or small group activity: learners to identify FITT

principles in a variety of training programmes provided by the teacher.

● Paired or small group activity: learners to identify FITT


Exercise (Topic A.5)

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BTEC First Sport

Lesson Unit content* Activities Links to other units ● type. principles related to week 1 of their training programme.

15 Topic A.2 Programme Design Application of the additional Principles of training ● progressive overload ● specificity ● individual differences/needs ● variation ● rest and recovery ● adaptation ● reversibility.

● Teacher-led activity: mini recap quiz on FITT principles. ● Teacher presentation: application of the additional principles of

training. ● Paired activity: learners to match the additional principles of

training to their definitions, using cards designed by teacher. ● Small group activity: each group to research the application of

a different additional principle of training. Once complete groups to present their findings to the class.

● Individual activity: after each of the presentations, learners to write how they will incorporate each principle into their training programme design.


Exercise (Topic A.4) ● Unit 5 The Sports Performer in

Action (Topics A.1, A.2, A.3 and A.4)

16 Topic A.2 Programme Design • Selection of appropriate

activities for warm up • Selection of appropriate

activities for cool down • Creative Design

● Paired activity: discuss the benefits of a warm up and cool down. ● Individual activity: learners to produce a warm up that will be

suitable to carry out before a training session and a cool down that will be suitable to carry out after a training session.

● Class discussion: the reasons why training can become boring and barriers to training and strategies or contingencies that can be put in place to help counteract these.

● Individual activity: learners to provide suggestions on how they can design a programme for themselves that would: o avoid boredom o increase motivation o contain variation o is interesting

● increase commitment

Topic A.2 has links with: • Unit 6: Leading Sports

Activities (Topic B2)

17 Topic A.2 Programme Design ● Teacher-led activity: mini recap quiz on warm up and cool down activities and creative design.


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BTEC First Sport

Lesson Unit content* Activities Links to other units ● intensity. ● Teacher presentation: intensity.

● Individual activity: learners to calculate Maximum HR and 60%, 70%, 80% & 90% of MHR.

● Small group activity: each group to pick a cardio-vascular (CV) machine and an activity to work on (e.g. treadmill/step ups). Groups then choose a target heart-rate (HR) zone to work within.

● Small group activity: one learner to perform the activity specified by the group, the other learners to record RPE and HR every 1 minute.

● Small group activity: once the practical is complete, learners to identify if the client reached their target.

● Class discussion: What is the relationship between RPE and HR (RPE x 10 = HR bpm)?

Exercise (Topic A.4) ● Unit 2:Practial Performance in

Sport Topic B4 ● Unit 5 The Sports Performer in

Action (Topics A.1, A.2, A.3 and A.4)

18 Assignment 1 Tasks for Learning aim A Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/2 First Award in Sport - Unit 3 Authorised Assignment Briefs

● Assessment: evidence could be the form of a training report (initial personal analysis, training programme, application of intensity to the activities, consideration of the additional principles of training).


Exercise (Topic B.1)

19 Topic B.1 Musculoskeletal system ● Location of the major muscles

• Teacher led practical: Students participate in a suitable warm up activity. Students participate in a circuit session that includes the flowing exercises: front raise, bicep curl, tricep dip, bench press, pull up, oblique crunches, skater squats, lunges, squats, bridge with a single leg lift and heel raise.

• Individual activity: Following one full circuit the students are given the names of the main muscles and asked to identify

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BTEC First Sport

Lesson Unit content* Activities Links to other units the main muscle working at each circuit station.

• Teacher lead practical: students participate in a suitable cool down activity

• Small group activity: Using the information from the practical session, students in groups of three label a diagram to locate the major muscles as listed in the specification.

20 Topic B.1 Musculoskeletal system ● Location of the major bones ● Structure and function of the

synovial joints at the hip, shoulder, knee and elbow

● Paired Activity: Learners are given a cut-out skeleton and they have to reassemble it.

● Small group activity: Learns are split in to three teams and given equal number of bones on small stickers. Teams have to correctly label each bone in a set time on a live ‘model’. This will then be compared to a skeleton model. Learners record correct answers on a blank diagram as responses are checked.

● Whole class activity: Labelled diagram of the skeleton is provided to learners to confirm location of each of the major bones listed in the specification.

● Teacher presentation: Structure and function of the synovial joints of the hip, shoulder, knee and elbow.

● Paired work: Learners carry out practical and sports related movements compare the range of movement permitted at each synovial joint and discus how the structure of each joint has an effect on the range of movement permitted.

● Individual activity: Learners are given an unlabelled skeleton and asked to independently label each of the major bones listed in the specification.

21 Topic B.1 Musculoskeletal system • Short term effects of fitness

training on the musculoskeletal

• Whole group practical activity: Learners take part in basic movements to explore their flexibility, eg touching toes, shoulder circles etc but are encouraged not to stretch too far.

Topic B.1 has links with: Unit 5: The Sports Performer in Action (Topic A.1)

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BTEC First Sport

Lesson Unit content* Activities Links to other units system Learners then take part in a warm up and repeat the flexibility

exercises. • Whole group discussion: Flexibility levels compared before

and after having taken part in a warm up. • Teacher presentation: Explanations of how a warm up

increases flexibility of muscles and range of movement in synovial joints.

• The effect of micro tears on muscle tissues and how progressive overload is used to encourage micro tears in order to produce muscle hypertrophy.

• Individual activity: Learners write a summary of the short term effects of fitness training on the musculoskeletal system.

22 Topic B.2 Cardiorespiratory system • Structures of the

cardiovascular system • Structures of the respiratory

system

Whole group practical: Students watch a video clip on the structure of the heart (Heart song Video clip: https://www.youtube.com/watch?v=p-wilmN80XE)

• Individual activity: learners label the structures of the heart on an unlabelled diagram. Labels are given that match the specification content.

• Teacher led presentation: The structure of the respiratory system

• Individual activity: Learners label a diagram of the structures of the respiratory system – labels are provided that match the specification content.

23 Topic B.2 Cardiorespiratory system • Short term effects of fitness

training on the

• Whole group practical: Leaners take their resting heart rate and breathing rate. Teacher discusses normal ranges and what may affect the resting heart rate and breathing rate.

Topic B.2 has links with: Unit 5: The Sports Performer in Action (Topic A.2)

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BTEC First Sport

Lesson Unit content* Activities Links to other units cardiorespiratory system

• Learners are put into groups of three to participate in two

minutes of activity. They each do a different exercise: 1) step-ups, 2) wall sit and 3) plank.

• After each activity they record their heart rate and how their muscles are feeling. Repeat the activity so each group take part in each activity.

• Whole class discussion: Which activity resulted in the highest heart rate, which activity affected the muscles to the greatest extent.

• Teacher lead presentation: The short term effects of fitness training on the cardiorespiratory system – related to the activities taken part in – step ups will have increased heart rate and breathing rate to supply oxygen to the working muscles to a greater degree than the other two exercise, increased build-up of lactic acid experienced in the muscles working isometrically I the plank and wall sit.

• Individual activity: Learners to write a summary of the short term effects of fitness training on the cardiorespiratory system

24 Assignment 2 Tasks for Learning aim B Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/2 First Award in Sport - Unit 3 Authorised Assignment Briefs

● Assessment: evidence can be demonstrated through the use of diagrams of the body systems and a report of the short-term effects of fitness training on the body systems.

Unit 3:


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BTEC First Sport


Topic C.1 Safely implement a personal fitness training programme: ● Using an appropriate training

method ● wearing correct training gear. ● taking full responsibility for

complete and recording details for each training session.

Topic C.2 Training diary for each session recording: ● complete diary. Topic C.3 Measures for success: ● Types of motivation (intrinsic and

extrinsic) ● Benefits of motivation and self

confidence ● details of how the programme has

been adapted to ensure continued commitment

● achievement against personal aims, goals and objectives

● Teacher presentation: ensuring health and safety during your programme.

● Individual activity: learners to produce a contract for themselves that is agreed by them and the teacher. The contract must include issue regarding safe implementation of the programme.

● Teacher to review the contract with learner at the end of the lesson and sign to say they witnessed the production of the contract.

● Teacher presentation: Types of motivation and benefits of motivation and self-confidence to successfully complete a fitness training programme

● Paired activity: Learners discus the types of motivation that would help to motivate them to take part in their training programme

● Practical session: learners to start training programme. ● Teacher: remind learners that they must complete a diary entry

for each training session and include details of personal feelings before, during and after each session. Learner should also note how they adapt the programme to ensure continued commitment of training and when they have achieved their aims, goals and objectives.

●

Topic C.1 has links with: ● Unit 4 The Mind and the Sports

Performer (Topics B.6 and B.10)

● Unit 6 Leading Sports Activities (Topics B.3)

Topics C.1 and C.2 have links with: ● Unit 4 The Mind and the Sports


● Unit 6 Leading Sports Activities (Topics C.1 and C.2)

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BTEC First Sport

Lesson Unit content* Activities Links to other units 26 Topic C.1 cont.:

● taking full responsibility for complete and recording details for each training session.

Topic C.2 Training diary for each session recording: ● complete diary. Topic C.3 Measures for success: Topic C.3 Measures for success: ● Types of motivation (intrinsic and





● Practical session: learners to continue training programme and completing diary entries.




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BTEC First Sport

Lesson Unit content* Activities Links to other units 27 Topic C.1 cont.:

● taking full responsibility for complete and recording details for each training session.

Topic C.2 Training diary for each session recording: ● complete diary. Topic C.3 Measures for success: Topic C.3 Measures for success: ● Types of motivation (intrinsic and





● Practical session: learners to continue training programme and completing diary entries.




28 Assignment 3 Tasks for Learning aim C Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/2 First Award in Sport - Unit 3 Authorised Assignment Briefs

● Evidence could be in the form of video recordings of training and supported with a written or verbal training diary (if verbal is selected this must be recorded)

● Learners could use the following during their research for this assignment: http://www.brianmac.co.uk/index.htm http://www.topendsports.com http://www.sport-fitness-advisor.com/

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Learning aim D: Review a personal fitness training programme 29

Topic D.1 Review programme: ● after each training session ● evidence of modification ● strengths. ● areas for improvement ● recommendations for improving

future training and performance

● Teacher introduction: how well the training period went. Invite feedback from learners.

● Learners need to check that they have reviewed all sessions and made modifications throughout.

● Teacher introduction into the strengths the learners should be looking for e.g. attainment of goals, meeting aims, overcoming barriers etc

● Learners to identify strengths and explain why it is a strength, relate to norm data and benefits to lifestyle etc

● Teacher-led: brief introduction into the areas for improvement the learners should be looking e.g. under achievement, remaining barriers, sessions lacking motivation etc.

● Learners to identify areas for improvement and explain why they are areas for improvement, relate to the norm data and previous goals/aims.

● Teacher led: introduction into suitable future recommendations e.g. altered programme design, new goals/aims, changes to FITT, progression, psychological training.

● Learners to provide future recommendations related to the programme conducted. Learners must justify why they have suggested these recommendations. What evidence suggests that it should be a future recommendation?

Topic D.1 has links with: ● Unit 2: Practical Performance

in Sport (Topic C.2) ● Unit 6 Leading Sports Activities

(Topics C.1 and C.2)

30 Assignment 4 Tasks for Learning aim D Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/2 First Award in

● Evidence could be the form of a written report or viva (with supporting notes)

● Learners could use the following during their research for this assignment: http://www.sport-fitness-advisor.com/ http://www.pponline.co.uk

Unit 3:


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Lesson Unit content* Activities Links to other units Sport - Unit 3 Authorised Assignment Briefs

TOTAL: 30 hours


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Unit 6: Leading Sports Activities

BTEC First Award (2018) Sport

Scheme of work Guided learning hours: 30 hours Number of lessons: 15 Duration of lessons: 2 hours Learners should spend lesson time and non-supervised time working on assignments. This scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.


Unit introduction ● Tutor presentation (approx. 10 minutes): outline the nature of the learning aims and the number of assignments that learners will be expected to complete.

Learning aim A: know the attributes associated with successful sports leadership

1. Topic A.1 Sports leaders: ● e.g. sports coaches, fitness

instructors, school/college coaches, local club coaches, national club coaches, amateur coaches.

Topic B.1 Sports Activities

• Individual activity: learners to explore three successful sports leaders.

• Practical activity: introduction to different types of sports activities: o tutor to introduce learners to a range of different sports

activities including, individual sports such as badminton and table tennis, team sports such as hockey and football and fitness activities such as a circuits class.

o after each type of activity, learners to discuss parts that they have enjoyed and any that they haven’t as well to gain a further understanding of how different sprorts activities appeal to different people.

Topic A.1 has links with: ● Unit 2: Practical

Performance in Sport (Topic A.5)


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Lesson Unit content* Activities Links to other units 2. Topic A.2 Attributes:

● skills (communication, organisation of equipment, knowledge)

● advanced skills (activity structure, target setting, use of language, evaluation).

● qualities (appearance, enthusiasm, confidence)

● additional qualities (leadership style, motivation, humour, personality).

● Tutor-led discussion: introduction to the skills of a sports leader.

● Small group activity: learners to consider the skills required to be a successful sports leader. For each of the identified skills, learners to provide an example of a sports leader who applies the skills effectively.

● Tutor presentation: use YouTube video examples to introduce each method of communication.

● Tutor-led discussion: effective communication as a sports leader.

● Practical group activity: learners to consider the different methods of communication used by sports leaders.

● Group activity: learners to consider why a sports leader needs to be organised

● Tutor demonstrations: o high level of organisation versus no organisation o a practical session with an explanation of the sequence of

activities o setting targets as sports leaders o how sessions can be evaluated using a number methods.

● Tutor-led discussion: appropriate use of language when delivering sessions to a variety of sports performers.

● Tutor-led discussion: qualities of sports leaders. ● Individual activity: learners to choose their favourite sports

leaders and discuss ● Paired activity: learners to define various sports stars as

introverts or extroverts and discuss the outcomes in relation to different personality types.

● Individual activity: learners to decide what type of leadership style is suitable for different types of sports reporter.

Paired activity: to consider which methods of leadership would suit particular target groups.


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Lesson Unit content* Activities Links to other units 3. Topic A.3 Responsibilities:

● core responsibilities (professional conduct, health and safety, equality)

● wider responsibilities (insurance, child protection, legal obligations, ethics and values, rules and regulations).

● Tutor-led discussion: responsibilities of sports leaders. ● Individual activity: learners to investigate what plan should

be followed in case of an injury to develop their understanding of health and safety.

● Tutor-led discussion: what a risk assessment is and how/why it is used by sports leaders.

● Paired activity: learners to complete a risk assessment (this could be completed as part a trip to a sports facility).

● Individual activity: learners to develop a code of conduct.

4. Assignment 1 Tasks for Learning aim A Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 6 Authorised Assignment Briefs

● Individual activity: learners to consider real sports leader’s strengths and attributes to support the completion of Assignment 1.

● Evidence could be in the form of a presentation or report.

5. Topic B.2 Plan: ● participants ● aims and objectives ● resources.

● Tutor presentation: planning sports activities and overview of participants and their needs in a sports activity session.

● Practical session: introduction to a sports activity session which contains a clear warm up, main component and cool down. The focus of the session should be variety and enjoyment.

● Paired activity: Learners discuss what they think the aims and objectives of the session where and make a list of the resources needed for the session that they have taken part in.

● Tutor-led discussion: learners compare the aims and objectives they have written down and the resources.A

Topic B.3 has links with: ● Unit 3 Applying the

Principles of Personal Training (Topic A.1)


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Lesson Unit content* Activities Links to other units discussion should be had about the effectiveness of the session and how it could be developed.

6. Topic B.2 Plan: ● Warm-up ● Pulse raiser ● Mobilise ● Stretching

● Tutor presentation: components in a warm up. ● Practical session: to introduce a variety of activities that

can be used for each component in the warm up. ● The warm up activities should be provided for beginners

with adaptations for more experienced participants in sport and physical activity.

● Paired activity: on completion of the practical, learners to review the relevance of each component of the warm up and provide an outline plan for activities that could be used for each part.



7. Topic B.2 Plan Main component/Components of activity

● Tutor presentation: the main part of an activity session. ● Practical session: to introduce a variety of activities that

can be used in the main part of a sports activity session using different sports for each part:

o Isolated Drills o Making the drills progressively more difficult o Conditioned game o Full game ● Paired activity: on completion of the whole group practical,

learners work in pairs to dese drills for their selected sport and demonstrate to the rest of the group.



8. Topic B.2 Plan: ● Cool Down ● Pulse lowering ● Stretch

● Tutor presentation: components in a cool down. ● Practical session: to introduce a variety of activities that

can be used for each component in the cool down. ● The cool up activities should be provided for beginners with

adaptations for more experienced participants in sport and physical activity.

● Paired activity: on completion of the practical, learners to




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Lesson Unit content* Activities Links to other units review the relevance of each component of the cool down and provide an outline plan for activities that could be used for each part.

9. Topic B.2 Plan ● health and safety considerations ● Risk assessment

● Tutor presentation: risk assessment. ● Group activity: review of previous knowledge and

experience of health and safety in sport. ● Practical situations: tutor should place learners in a variety

of scenarios and ask them what they are required to do within such a situation to ensure that all sports performers, spectators and sports leaders are safe during every session.

● Review should take place of risk assessment. ● Individual activity: learners to complete a risk assessment

of a sports facility around the school to develop knowledge of how to complete a risk assessment form effectively.

● Learners to be introduced to all the different elements of health and safety that they will be required to consider when planning their session.

● Individual activity: learners to put together a 10-point safety checklist for use before sport sessions.

Topic B.3 has links with: ● Unit 1 Fitness for Sport and

Exercise (Topic C.3)

10. Topic B.1 Sports activities: ● e.g. individual sports, team sports,

fitness activities. Topic B.2 Plan: ● warm-up. ● Cool-down Topic B.3 Lead: ● demonstration of attributes (skills,

advanced skills, attributes, additional qualities)

The focus of this session should be around how to deliver sports-specific warm-ups and cool downs.

● Tutor-presentation: attributes, skills, additional qualities and measures of success.

● Tutor-led discussion: recap on warm-ups. ● Group activity: learners to investigate the correct technical

method of demonstration of a number of skills to further develop an understanding of how to apply these attributes when leading a sports activity session.

● Individual activity: learners to plan their own warm-up for a sport of their choice.

Topics B.1, B.2, B.4 and B.5 have links with: ● Unit 3 Applying the

Principles of Personal Training (Topic C.3)


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Lesson Unit content* Activities Links to other units ● completion of core responsibilities ● completion of wider responsibilities. Topic B.4 Measures of success: ● coverage of planned components ● meeting set aims and objectives ● organised ● safe.

● Group discussion: on completion of each warm-up, learners to review the performance and discuss the success of the session using the measures as previously discussed.

11. Topic B.1 Sports activities: ● e.g. individual sports, team sports,

fitness activities. Topic B.2 Plan: ● main component/components of

activity. Topic B.3 Lead: ● demonstration of attributes. Topic B.4 Measures of success: ● coverage of planned components ● meeting set aims and objectives ● organised ● safe.

● This session focuses on how to deliver sports-specific main components of a sports activity session.

● Tutor-led discussion: recap on the main components of a sports activity session.

● Individual activity: learners to plan the main component of a sports activity session for a sport of their choice.

● Group discussion: on completion of each main component, learners to review the performance and discuss the success of the session using the measures as previously discussed.

Topics B.1, B.2, B.4 and B.5 have links with: ● Unit 3 Applying the

Principles of Personal Training (Topic C.3)

12. Assignment 2 Tasks for Learning aim B Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 6 Authorised Assignment Briefs

● Evidence for planning could be in the form of a session plan and supporting documentation.

● Individual activity: learners to plan a sports activity session.

● Evidence for leading could be in the form of visual evidence (video recording or photographic evidence) along with a tutor-devised observation record.

13. Topic C.1 Review: • Tutor presentation: reviewing performance. You may wish to show forms that are used for reviewing performance.

Topic C.1 has links with:


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Lesson Unit content* Activities Links to other units ● feedback for review ● methods ● strengths and areas for improvement.

• Group discussion: different methods of obtaining feedback from performers, spectators and observers.

• Paired activity: learners to develop a variety of methods of obtaining feedback that could be used to review performance.

• Group activity: learners to use the different methods of review and discuss their effectiveness and appropriateness for each.

● Unit 3 Applying the Principles of Personal Training (Topic D.1)

14. Topic C.2 Targets for development: ● SMARTER targets ● development plan:

o aims and objectives o goals o SMARTER targets o activities and opportunities o possible barriers.

● This session focuses on developing the ability to lead a sports activity session.

● Tutor presentation: targets for development. ● If possible, a guest speaker could provide learners with

guidance on development opportunities as a sports leader. ● Paired activity: learners to set SMARTER targets for their

development as sports leaders.

Topic C.1 has links with: ● Unit 3 Applying the

Principles of Personal Training (Topic D.1)

15. Assignment 3 Tasks for Learning aim C Use centre-devised assignment or the authorised assignment from Pearson 2018 BTEC Level 1/Level 2 First Award in Sport - Unit 6 Authorised Assignment Briefs

● Evidence could be in the form of a report.

Total: 30 hours

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