Unit 211 plan, deliver and evaluate sport and leisure activities

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 211 Plan, deliver and evaluate sport and leisure activities

Tutor Guidance

1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,

risk assessments, health and safety checklist, injuries in football, video clips.


Unit 211 Plan, deliver and evaluate sport and leisure activities

Student Guidance

1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,

produce a leaflet.


Unit 211 Plan, deliver and evaluate sport and leisure

activities

Unit aimThis unit builds on previous learner experiences of planning, delivering and evaluating sports andactivity leadership and coaching as a participantThe unit enables learners to take ownership and responsibility for planning, delivery, analysis andreview. Learners will actively plan, deliver and analyse their performance as a leader/coach andparticipate in a range of practical activities.

Learning outcomesThere are three outcomes to this unit. The learner will:211.1: Be able to produce plans of activity for different sports and leisure activities211.2: Be able to deliver different sport and leisure activities211. 3: Be able to evaluate sport and leisure activities

Guided learning hoursIt is recommended that 32 hours should be allocated for this unit. This may be on a full-time or parttimebasis.


The greatest discovery of my generation is that a human being can alter his life by altering his attitudes

Celebrate success


Outcome 1 Be able to produce plans of activity for differentsports and leisure activities

Practical skills

The learner can:1. produce activity plans for sport and active leisure

Underpinning knowledgeThe learner can:1. list information required to plan activities effectively2. describe health, safety and security requirements for delivering sport and leisure activities safely3. state procedures for dealing with worn, damaged or missing equipment4. describe consequences of poorly planned activities5. describe circumstances that may require a change to a plan of activity6. identify alternative activities that may be used to meet the same outcomes of a plan.



Range

InformationFacilities, equipment, age and ability of participants, time available, aims and objectives, safeguarding children and young people (e.g. CRB or similar checks, coaching qualification and experience of staff)

RequirementsAppropriate skills and experience of leader, completed risk assessments, check of facilities, equipment and participants (clothing, footwear, jewellery), insurance, medical/first aid, contact details/personal information (medical), personal belongings, emergency telephone, clothing, equipment checks, facility checks, warming up, stretching, cooling-down



Range

ProceduresRemove from use, report, replace/re-order

ConsequencesInjury, ineffective delivery, poor progress/development of participants, litigation, poor reputation, financial loss

CircumstancesFacility related (too small/big), participant related (numbers, ability), equipment related(appropriate, quality), weather


A good manager can, at best, make a team 10% better. But a bad manager can make a

team up to 50% worse

Giovanni Trapattoni

‘Don’t make it too easy’


Outcome 2 - Be able to deliver different sport and leisureactivities

Practical skillsThe learner can:1. prepare for the delivery of activities2. deliver different sport and leisure activities3. bring sport and leisure activities to an end

Underpinning knowledgeThe learner can:1. describe warm-up activities2. describe main-body activities, skills or drills3. describe cool-down activities4. identify criteria to consider when determining warm up and cool down activities5. explain factors that contribute to effective delivery of sporting activities6. describe actions used to bring an activity to a satisfactory conclusion.



Range

Warm-upMobility, pulse-raisers, basic stretches to muscle groups, second pulse-raiser or mini-game activity

Main-BodyCircuits, team games, multi skilled activities

Cool-downPulse decreased steadily, basic stretching to major muscle groups



Range

CriteriaMain-body activity, participants, facilities, time available

FactorsAppropriate for level (coach and participants), organised, safe, effectively communicated, gamebased, enjoyable, facilities, equipment, deliverable in the time planned

ActionsParticipant de-brief/review/evaluation, equipment checked, equipment safely put away, participants and coaches egress facility safely


INSERT VISUAL

Opportunity is everything


Outcome 3 Be able to evaluate sport and leisure activities

Practical skillsThe learner can:1. review planning of sport and leisure activities2. review delivery of sport and leisure activities3. identify the strengths and areas for development in the planning and delivery of sport and leisure activities.

Underpinning knowledgeThe learner can:1. explain the importance of reviewing a sport and leisure activity2. identify sources of feedback following an activity3. describe strategies used to improve sport and leisure activities.


Outcome 3 Be able to evaluate sport and leisure activities

Range

SourcesParticipants, colleagues, coaches/mentors/leaders, officials, parents/carers


You don’t have to have been a horse to become a good jockey


Practical Delivery

Ethos is still “Let the Game be the Teacher”

Coaches role is to

1. Encourage, enthuse, and inspire

2. Facilitate in a manner that engages all Learning styles

3. Demonstrate Effective intervention

4. Demonstrate Effective use of questioning

5. To Deliver the Games syllabus provided


PSYCHOLOGICAL

PHYSICAL SOCIAL

TECHNICAL

The Four Corners:


Leading Football Activities…

FUN

SOCIAL

TECHNICAL SKILLS

PLAYER & BALL

HOW TO LEARN

MOVEMENT

CHILDREN

PHYSICAL

LEARNING


• Space • Task• Equipment• People• Safety

Applying the STEP principle to help meet the needs of the individual


Continuum

Coaching methodology

COMMANDQUESTION &

ANSWEROBSERVATION &

FEEDBACKGUIDED

DISCOVERYTRIAL & ERROR

Player/coach interventions

Coach tells & shows required

solution

Coach leads with question to gain response from players

Coach & players observe

Coach asks a question or issues

a challenge

Players and/or coach decide on the

challenge

Example “I want you to..!”“What do you

think?”“Let’s watch this!”

“Can you show me..?”

“Try for yourself..!”

Description

Coach tells, explains &

shows how to do something

Coach poses question &

players offer verbal solution to challenge

Players & coach observe & discuss

feedback

Coach challenges & players offer

visual demonstration of possible solution

Players are encouraged to find

solutions with minimal support from coach

Coaching Styles


The Inclusion Spectrum


Open Football Games

Open football games are where everyone in the group is

able to participate with minimal or no adaptation or

modification.

A game that should not highlight the strengths or

weaknesses of any participant.

For example:• Warm ups• Integrated games• Individual skill development• Cool downs


Modified Football Games

Modified football games occur when changes are made to

the game or activity in order to promote inclusion. For

For example: alter space, adapt rules or vary equipment.


Parallel Football Games

Parallel football games happen when everyone plays the

same game or game theme, but they are organised in

ability groups and the activity is set at a level suitable to

each group. For example, three groups:

• One group passing a football in a circle• Passing a football in a circle with an

interceptor in the middle• Passing a football whilst moving, with an

interceptor


Disability Football

This is when disabled people play competitive football in

impairment specific groups (e.g. amputee football or people

who are visually impaired).

Or where they play in mixed groups with disabled peers

(e.g. Ability Counts Programme).


The STEP Principle

Differentiation - The ability to create a series of progressive learning activities that allow every

player access to the practiceSpace - Alter the spaceTask - Give different players different tasks, e.g.

ball juggling without a bounce and ball juggling with

multiple bouncesEquipment - Use different equipment to help

players of different abilities access learningPeople - Different numbers within the practice


Football Activity Planning - considerations

Skill progression Warm up/Cool downs

Length/frequency of training(Long/short term goal of players)

Competition/Challenge opportunities

Levels of ability/fitness Rules. Change them ?

Communication issues Equipment/Adapted ?

Access Medical conditions

Individual needs . Methods to include ?

Safety (including emergency procedures)

Transport 4 corners


Student Delivery

• 20 minute preparation

• Students to organise

• Produce a session plan

• All students to be involved in either introduction /delivery/review

• Deliver using assessment criteria

• Peer/Tutor Feedback

• Complete the review sheet

• Tutor to cover any aspects of the games not covered in the students session


FA Level 1 Games

• Traffic Lights

• Duos

• Triculor

• Throw Head Catch

• Head for Goal

• Find a Friend

• Robin Hood

• Hot potato

Unit 211 plan, deliver and evaluate sport and leisure activities

Sports

Transcript of Unit 211 plan, deliver and evaluate sport and leisure activities