Qualification OverviewPearson BTEC Level 3 National Foundation

Diplomain Sports and Fitness

Size and Structure Summary Purpose

540 GLH (720 TQT)

Equivalent in size to 1.5 A Levels.

6 units, 4 of which are mandatory.

Mandatory content (78%).

This is intended for post-16 learners wanting to progress directly into self-employment in the health and fitness sector as a gym instructor. Learners could complete this course in 1 year and progress onto the Pearson BTEC Level 3 National Extended Diploma in Sport, Fitness and Personal Training in year 2.When studied alongside other level 3 qualifications as part of the study programme, it also supports progression to a range of higher education courses.

Specification: https://qualifications.pearson.com/en/qualifications/btec-nationals/sport-fitness-and-personal-training-2019.html#tab-FoundationDiploma

Unit (number and title) Unitsize

(GLH)

Foundation Diploma in Sports and Fitness

A Careers in the Sport and Active Leisure Industry

90 Mandatory

B Health, Wellbeing and Sport 90 Mandatory

C2 Fitness Skills Development 180 Mandatory

2 Self-employment in Sport and Physical Activity

60 Mandatory

4 Nutrition for Physical Performance 60 Optional

8 Fitness Testing 60 Optional

9 Fitness Training 60 Optional

14 Organising Events in Sport and Physical Activities

60 Optional

21 Business and Technology in Personal Training

60 Optional

*Centres need to select TWO optional unit for learners to study in addition to completing the mandatory units

Units

*The two Assessors could split the assessment of the whole group at this point

** The titles of the Authorised Assignment Briefs (AAB’s) have not been used on this document, if a Centre chooses to use the AABs the assignment titles should be amended and added as appropriate

Assessment Plan Rationale

The Assessment plan has been created as an example of how the course can be structured. It has been done in this way to show how the units are interrelated and can be assessed holistically rather through an individual unit assessment approach. Centres are able to design their own assessment plans to suit their learners and their circumstances. Centres choosing to use the suggested format MUST include their own assessment dates to ensure the dates are suitable for their assessors and learners.

Order of the assessments Elements of Units; A Careers in the Sport and Leisure Industry, B Health, Wellbeing and Sport and 2 Self-employment in Sport and Physical Activity, have been taught /assessed first on the assessment plan as they give learners and overview of the fitness industry they aspire to work in. This allows for the learners to gain underpinning knowledge related to why people take part in activity and the organisation of the active leisure industry. This will support the whole programme and give the learners insight into areas such as safeguarding and appropriate conduct in the workplace, before they participate in the physical testing of clients in later units such as; Unit 8: Fitness Testing and Unit 9: Fitness Programming.

Unit 8: Fitness Testing and Unit 9 Fitness programming have been included as optional units so that the learners can acquire key skills that are essential in the fitness industry. These skills include acquiring pre and post exercise programme fitness levels and designing fitness programmes to meet the needs of a client. These units also have a large practical element in them which will enable the learners to become familiar with the gym and fitness environment. The skills developed in Units 8 and 9 will be used in the final Unit C2 Fitness Skills Development.

Unit C2 Fitness Skills Development has been suggested as a project unit in the authorised assignment brief and contains only one assessment at the end of the programme. The assessment will be broken down into sections that all link to working with the same client. Learners will be given the assignment brief (project) six-weeks before and will be asked to generate evidence over this period to complete the assessment. As this assessment is intended to be assessed at the start of May it should leave sufficient opportunity for resubmission (if appropriate) before the end of the programme.

Centres do not have to follow the format of the authorised assignment brief and can chose to design their own assessments for this unit.

Assessment periods

On the assessment plan some of the units have been assessed on the same day. It is intended that these assessments be merged as they contain linked topic areas. This way learners will complete one large assessment rather than two smaller assessments. Assessor should ensure that no teaching is taking place to support the completion of these assessments.

In general, the learners have been given two to three weeks between hand out and submission dates. The learners will be focusing solely on one assessment at this time so the assessment period should give them sufficient opportunity to work independently on the tasks. The regularity of assessments has been considered to plan for teaching phases between assessments and to consider the opportunity for resubmission.

The assignment briefs have been internally verified at the start of each term in which the assessments are being given out in. The vocational scenarios can then incorporate current initiatives/programmes/activities in the local area. Centres choosing to use the authorised assignment briefs must ensure that they have been internally verified before distribution to the learners and that the internal verifier has commented on the assessment period and the vocational scenario.

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

1 B Health, Wellbeing and Sport

A1 The different types of active pursuits A2 Categories of participants in physical activity and sport

Participation in theory lessons. Guest speakers. Access to the internet for researchVisit to a local leisure centre

2 B Health, Wellbeing and Sport C2 Fitness Skills Development

A Careers in the Sport and Active Leisure Industry

A3 Benefits of participating in physical activity and sport B3 Benefits of Physical Activity A4 Reasons for providing physical activity and sport in the UK

A1 Organisation and structure of sport and active leisure in the UK

Participation in theory lessons. Guest speakers. Access to the internet for researchDistribute assignment for Learning Aim A

Use of case studiesGuest speakers

3 B Health, Wellbeing and Sport C2 Fitness Skills Development

A Careers in the Sport and Active Leisure Industry

B1 Definition of physical health B2 Factors affecting physical healthB3 Benchmarks of good physical healthB4 Health monitoring testsB2 Client screening processes

A2 Scope and provision of the sport and active leisure industry

Participation in theory lessons. Guest speakers. Access to the internet for researchParticipation in health monitoring testsWorking with peers to complete health screening processes

Participation in theory lessons. Use of case studiesAccess to the internet for researchGuest speakers

Teaching and Learning Plan

4 B Health, Wellbeing and Sport

A Careers in the Sport and Active Leisure Industry C2 Fitness Skills Development

A3 Participation in sport and active leisure in the UK

B4 Methods to improve client participation in regular exercise

Access to the internet for researchSubmission of Learning Aim A assignment.Participation in theory lessons. Use of case studiesAccess to the internet for researchGuest speakersUse of case studies and scenariosResearch breadth of provision in local area

5 2 Self-employment in Sport and Physical Activity

C2 Fitness Skills Development

A1 Self-employment A2 Personal skills and professional behaviours

A1 Cardiorespiratory system

Distribute assignment for Learning Aim AParticipation in theory lessons. Use of case studiesAccess to the internet for researchGuest speakers who are self-employed

6 2 Self-employment in Sport and Physical Activity

C2 Fitness Skills Development

A3 Customers and clients

A2 Musculoskeletal system

Participation in theory lessons. Use of case studiesAccess to the internet for researchVisit to a sports employer who is self-employed

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

7 A Careers in the Sport and Active Leisure Industry

2 Self-employment in Sport and Physical Activity

B1 Careers and job roles in the sport and active leisure industryB2 Health and safety at work and employment law

A4 Self-employment opportunities

Participation in theory lessons. Use of case studiesAccess to the internet for research

Submission of Learning Aim A assignment.

Participation in theory lessons. Use of case studies and guest speakersAccess to the internet for research

Distribute assignment for Learning Aim A

8 A Careers in the Sport and Active Leisure Industry

C2 Fitness Skills Development

B3 Safeguarding and protection of children, young people and vulnerable adults in sport and active leisure

A3 Energy systems

Participation in theory lessons. Use of case studiesAccess to the internet for researchLearners should be introduced to the polices of the gym they have access to

9 2 Self-employment in Sport and Physical ActivityA Careers in the Sport and Active Leisure Industry

C2 Fitness Skills Development

B1 Forming working relationships with clientsD1 Antenatal womenD2 Postnatal womenD3 The older adultD4 AdolescentsD5 People with disabilities

Submission of Learning Aim A assignment.Distribute assignment for Learning Aim B

Learners should be given information relating to the demographic of the area they are based in and where possible the facility they have access toParticipation in ‘meet and greet’ activities on the gym floorUse of case studiesAccess to organisations such as ‘Age UK’ Creation of adapted activities based on client group

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

10 C2 Fitness Skills DevelopmentC2 Fitness Skills Development

9 Fitness Training

E1 Planning and instructing a gym-based inductionC1 Health and safety in an exercise environmentC2 Types of exercise and exercise equipment

B2 Cardiovascular trainingB3 Resistance trainingB4 Flexibility trainingB5 Speed training

Access to gym facilityLearners to experience a gym induction.Participation in a health and safety induction Practical participation in different types of exercise

11 C2 Fitness Skills Development

9 Fitness Training

C3 Principles of trainingC4 Components of gym-based exercise sessions

B6 PeriodisationB7 Principles of training

Participation in theory lessons. Use of case studiesAccess to the internet for researchAccess to gym facilityPractical participation in different types of exercise that are linked to different components of fitness Submission of Learning Aim B assignment.

12 8 Fitness Testing

9 Fitness Training

A1 Fitness testsA2 Advantages and disadvantages

A1 Components of physical fitnessA2 Methods of training

Participation in fitness testingLearners should record the protocols and identify the components of fitness used in each test. They should be introduced to the advantages and disadvantages of each test and understand normative data.

Participation in theory lessons. Use of case studiesAccess to the internet for researchAccess to gym facilityPractical participation in different types of exercise that are linked to different components of fitness

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

14 9 Fitness Training

8 Fitness Testing

A3 Benefits and considerations

A1 Fitness testsA2 Advantages and disadvantages

Participation in theory lessons. Use of case studiesAccess to the internet for research

Distribute assignment for Learning Aim A

Participation in fitness testingLearners should be introduced to reliability and validity and apply the theory to each fitness test.

Distribute assignment for Learning Aim A

13 8 Fitness Testing

9 Fitness Training

A1 Fitness testsA2 Advantages and disadvantages

A2 Methods of training

Participation in fitness testingLearners should record the protocols and identify the components of fitness used in each test. They should be introduced to the advantages and disadvantages of each test and understand normative data.

Use of case studiesAccess to gym facilityPractical participation in different types of exercise that are linked to different components of fitness

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

16 B Health, Wellbeing and Sport

C2 Fitness Skills Development

8 Fitness Testing

B4 Health monitoring testsC4 Measuring wellbeing

A4 Digestive SystemA5 Nervous system

Participate in health and well-being monitoring

Distribute assignment for Learning Aim B C

Submission of Learning Aim A assignment.

17 B Health, Wellbeing and Sport 8 Fitness Testing

C2 Fitness Skills Development

B4 Health monitoring testsC4 Measuring wellbeingB1 Health screening proceduresB2 Health monitoring tests

A6 Principles of biomechanics in exercise

Participate in health and well-being monitoring Development of a detailed PARQParticipate in health screening processes

15 B Health, Wellbeing and Sport

C1 Definition of mental health and social wellbeingC2 Factors affecting mental health and social wellbeingC3 Signs and symptoms of poor mental health and social wellbeingC4 Measuring wellbeing

B1 Plan and screening

Participation in theory lessons. Use of case studiesAccess to the internet for researchParticipation in well-being testing

Submission of Learning Aim A assignment.

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

18 B Health, Wellbeing and Sport

8 Fitness Testing

B4 Health monitoring testsC4 Measuring wellbeing

B3 Fitness testsB4 Administering tests and screening

Participate in health and well-being monitoring

Participation in a range of fitness tests.Learners should be given the opportunity to set-up and record valid test scores with their peers.

19 B Health, Wellbeing and Sport

8 Fitness Testing

D1 Effectively communicating with a clientD2 Undertaking health and wellbeing testingD3 Interpreting results against normative dataC1 Interpret results against normative dataC2 Feedback

Access to clients for testing Peer assessment during process

The fitness data acquired in the previous week should be used for analysis

Submission of Learning Aim B & C assignment.

Week Number

Unit Number(s) and Titles (s)

Key Content Areas (s) Covered Suggested Activities/Assessment

20 B Health, Wellbeing and Sport

8 Fitness Testing

2 Self-employment in Sport and Physical Activity

D4 Strategies to improve health statusD5 Feeding back health status to a client

B1 Sources of financeB2 Legal and financial legislation and regulations

Participation in theory lessons. Use of case studiesAccess to the internet for researchGuest speakersDistribute assignment for Learning Aim DDistribute assignment for Learning Aim B & CLearners will require access to clients to test

Participation in theory lessons. Use of case studies and guest speakers who specialise in financeAccess to the internet for research

21 B Health, Wellbeing and Sport

8 Fitness Testing

A Careers in the Sport and Active Leisure Industry

2 Self-employment in Sport and Physical Activity

D1 Effectively communicating with a clientD2 Undertaking health and wellbeing testingD3 Interpreting results against normative dataC1 Interpret results against normative dataC2 Feedback

C2 Job application processes in the sport and active leisure industry

B3 Strategy and business plan

Access to clients for testing Peer assessment during process

Submission of Learning Aim D assignment.Submission of Learning Aim B & C assignment.

Participation in theory lessons. Use of case studiesAccess to the internet for researchGuest speakers from local sports businesses and careers

Distribute assignment for Learning Aim B

Week Number

Unit Number(s) and Titles (s) Key Content Areas (s) Covered Suggested Activities/Assessment

22A Careers in the Sport and Active Leisure Industry

2 Self-employment in Sport and Physical Activity

C3 Interview skills required to obtain a career in the sport and active leisure industry

C1 Presenting and feedback

Participation in mock interview activitiesPeer assessmentDistribute assignment for Learning Aim C & D

Creating and presenting self-employment planPeer feedbackDistribute assignment for Learning Aim B & C

23 A Careers in the Sport and Active Leisure Industry

2 Self-employment in Sport and Physical Activity

9 Fitness Training

D1 Review and self-evaluation during the application and interview processD2 Personal development planning for the short, medium and long-term futureC2 Review

Review video recordings of interviewAccess to the internet for research

Distribute assignment for Learning Aim C

Submission of Learning Aim B assignment.

24 9 Fitness Training

C2 Fitness Skills Development

C1 DeliverC2 Monitor and ReviewE1 Planning and instructing a gym-based inductionE2 Planning a gym-based exercise sessionE3 Instructing a gym-based exercise session

Learners should have the opportunity to work with a client one-to-one in a practical setting. The client should be following the training programme designed in Learning Aim B.Learners should begin the project for C2 Fitness Skill development. The start of the project should include the selection of a new client, health screening and creating a suitable induction/session to lead.This week should start with a planning phase followed by a practical screening and induction phase.

Week Number

Unit Number(s) and Titles (s) Key Content Areas (s) Covered Suggested Activities/Assessment

25 C2 Fitness Skills Development

9 Fitness Training

A Careers in the Sport and Active Leisure Industry

E2 Planning a gym-based exercise sessionE3 Instructing a gym-based exercise session

C1 DeliverC2 Monitor and Review

Practical instruction in a gym-based fitness facility

Learners should have the opportunity to work with a client one-to-one in a practical setting. The client should be following the training [programme designed in Learning Aim B.

Review video recordings of interviewAccess to the internet for research

Submission of Learning Aim C & D assignment Submission of Learning Aim B & C assignment

Week Number

Unit Number(s) and Titles (s) Key Content Areas (s) Covered Suggested Activities/Assessment

26 C2 Fitness Skills Development

9 Fitness Training

E3 Instructing a gym-based exercise session

C1 DeliverC2 Monitor and Review

Practical instruction of a gym-based exercise session.

Learners should have the opportunity to work with a client one-to-one in a practical setting. The client should be following the training [programme designed in Learning Aim B.

27 C2 Fitness Skills Development

9 Fitness Training

E4 Reviewing own performance in providing gym-based exercise

C2 Monitor and Review

Review video/photographic recordings of fitness instruction and gain peer/client feedbackAccess to the internet for research

Review training programme with selected client to measure progress.

Submission of Learning Aim C assignment.

28 C2 Fitness Skills Development E5 Reviewing client’s performance Review clients training programme and reflect on achievements/areas for further development

29 C2 Fitness Skills Development Access to the internet for researchSubmission of Assignment for C2 Fitness Skills Development

30 C2 Fitness Skills Development Opportunity for resubmission for final project in unit C2 Fitness Skills Development

* The titles of the Authorised Assignment Briefs (AAB’s) have not been used on this document, if a Centre chooses to use the AABs the assignment titles should be amended and added as appropriate

Teaching and Learning Plan rationale

The suggested teaching and learning plan above is an example of how the programme can be delivered and assessed holistically. As with the assessment plan, the teaching and learning plan should be adapted to suit each Centre and their learners.

This teaching and learning plan is based on the assumption that the learners will receive 12-18 hours of teaching per week. The plan can be delivered by a teaching team or by a sole assessor. Where units overlap, learners will be taught different subjects within that week. Where the content is from one unit, all assessors on the programme will work to complete the same unit. This method of assessment planning fully integrates the subject topics and gives a holistic view of the industry rather than viewing each topic as a segment.

The Teaching and Learning Plan does not include allocated time for learners to complete their assignments. There is an assumption that learners will be given opportunities for ‘workshop’ based assessment in their Centre and independent study time to ensure the work is completed. This should be based on the facilities and time allocation within each Centre and could be added to the plan by the assessor to identify their specific opportunities for learners to complete assessed work.

Weeks 9, 10 and 11 have been designed to give the learners a large proportion of time in their gym/fitness facility. In these three weeks the learners can familiarise themselves with the environment and equipment. They will learn how to safety operate inside the gym and participate in fitness activities. This knowledge underpins much of the assessment later on in the course. Assessors are encouraged to deliver theory in a practical setting wherever possible.

The units have been designed to overlap so that similar content can be taught at a sensible juncture. Learners will gain a breadth of information across the course that brings together the key aspects of the fitness industry. The assessments have been spaced out across the programme to allow appropriate time for a teaching phase which is followed by an assessment phase when the learners can work independently.

Assessment Outline

Internally assessed units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P), and Unclassified (U). All mandatory and optional units contribute proportionately to the overall qualification grade, for example a unit of 120 GLH will contribute double that of a 60 GLH unit.

Eligibility for an award

In order to be awarded a qualification, a learner must complete all units and achieve a pass or above in all mandatory units unless otherwise specified.

To achieve any qualification grade, learners must:

•complete and have an outcome (D, M, P, or U) for all mandatory units within a valid combination •achieve the required units at Pass or above •achieve the minimum number of points at a grade threshold

It is the responsibility of a centre to ensure that a correct unit combination is adhered to.

Learners who do not meet the minimum requirements for a qualification grade to be awarded will be recorded as Unclassified (U) and will not be certificated. They may receive a Notification of Performance for individual units.

Ask the Expert Ask the expert is a free dedicated service where teachers can ask questions to the Subject advisor and/or Senior Standards verifiers about subject specific specification content and delivery. See our contact us page for more information.

Assignment Checking Service

The Assignment Checking Service is a free support service for BTEC centres. If you submit an assignment brief, you will be given feedback on the brief to ensure your assignments are fit for purpose.

Centre Guides AssessmentInternal VerificationStandards Verification

Assessment and verification documents

https://qualifications.pearson.com/en/support/support-topics/assessment-and-verification/btec-assessment-and-verification-tools.html

Further Guidance