Unit 314 sports development

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

Unit 314Sports Development

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.



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 aimThis unit considers the benefits of participating in sport and the importance of developing sport forthe nation. The unit also investigates reasons that hinder participation. Learners will researchstrategies and methods to encourage and motivate people into participating, taking into accountbarriers that need to be overcome.This unit will consider national providers of sport development and related organisations.This unit is a useful subject for all learners but particularly those interested in working in a sportdevelopment field.

Learning outcomesThere are four outcomes to this unit. The learner will be able to:314.1: Understand the benefits of sport and active leisure314.2: Understand methods used to increase participation in sport and active leisure314.3: Understand the main roles of stakeholders involved in developing sport314.4: Understand the importance of access to sport and active leisureGuided learning hoursIt is recommended that 42 hours should be allocated for this unit.


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


Outcome 1 Understand the benefits of sport and active leisure

Assessment CriteriaThe learner can:

1. identify physical benefits of sport and active leisure.

2. describe psychological benefits of sport and active leisure

3. explain how sport can benefit local communities

4. define sport development

5. explain why sports development is important to the nation.



Range

Physical benefitsBetter health, improved fitness, reduced levels of obesity, better weight management, longer lifespan, more capable of coping with physical stress

Psychological benefitsImproved self esteem, greater confidence, reduced anxiety and stress, reduced depression, ability to relax more easily, improved sleep, relieves tension, mental resilience



Range

Local communitiesCrime reduction, social cohesion, integration of marginalised communities, ethnic engagement, reducing smoking, drugs and alcohol abuse, reducing bullying, getting communities more active

ImportantBetter health, reduced obesity, saved costs to the NHS, less time sick, greater productivity, more national sporting success, more gold medals, increased national pride, creation of young role models


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


Outcome 2 - Understand methods used to increase participationin sport and active leisure


1. identify traditional methods of increasing participation in sport and active leisure

2. describe innovative methods of increasing participation in sport and active leisure in the community

3. describe strategies to motivate people in sport and active leisure

4. describe sports development skills required to maintain high levels of participation in sport and active leisure.



Range

Traditional methodsTaster sessions, junior development programmes, school visits, club memberships, club trials

Innovative methodsDrop in sessions, street games, unusual venues, formal and informal settings, outdoor expeditions, tournaments and competitions, adapted games



Range

StrategiesMaking sessions fun, creating competition, encouragement, providing opportunities forprogression, recognition of achievement, praise, positive reinforcement, medals, trophies, delegating tasks/responsibility (team captain, cheerleader, supporter), getting parents/friends, family involved

SkillsGood leadership, diplomacy, partnership working, coaching skills, good motivator, people orientated, friendly, positive attitude, fair play, equal opportunity minded, doesn’t pre judge, energetic


INSERT VISUAL

‘Don’t make it too easy’


Outcome 3 - Understand the main roles of stakeholders involvedin developing sport


1. identify organisations that fund sport in the UK

2. identify national organisations responsible for sports development

3. describe the different roles of organisations that deliver sport in the local community

4. describe the role of sports development officers.



Range

OrganisationsNational Lottery, Central Government (DCMS), Local Authorities, UK Sport, Sports Councils, commercial sponsors

National organisationsYouth Sports Trust, Schools, Colleges, Universities, Local Authorities County Sports Partnerships, National Governing Bodies



Range

Roles of organisationsParticipation, performance, elite sports, talent identification, community engagement, fit clubs, Schools (teams, after schools clubs), voluntary sports clubs, football academies

Role of sports development officersProvide links between schools, clubs and communities, promote participation, provideopportunities for sport, facilitate competitions, secure facilities, seek funding, liaise between sports providers and sponsors, engage with minority and under represented groups


INSERT VISUAL

Everyone is a unique individual


Outcome 4 - Understand the importance of access to sport andactive leisure


1. identify barriers to access in sport and active leisure

2. identify under represented groups in sport and active leisure

3. explain how barriers to participation can be overcome.



Range

BarriersCost, Social disadvantage, poor education, lack of information, travel, distance, health, fitness, prejudice, ethnic, religious, gender, sexual discrimination, clothing, stereotyping, elitist attitudes

GroupsEthnic minorities, women, senior citizens, teenagers, people with disabilities, sociallydisadvantaged, unemployed, young offenders, drug and alcohol rehabilitees



Range

HowAffordable prices/free of charge, taking sport to the community, engaging with under represented groups, providing what they want, providing/funding facilities, education programmes, publicity, celebrity endorsement/participation, legislation, linking communities, modify facilities/equipment, provide/train sports coaches/leaders


Why do these players play Football?


Group Discussion

1.Why do these England players play football?

2.Why do disabled young people play football?


Why do young people play football?

• Because they can• To improve fitness• To develop new skills• To achieve in competition • and perhaps gain recognition• To make friends• To experience a personal • challenge• To experience the thrill of • competition• For enjoyment

• Apart from participation, friendship, enjoyment and success (skills to enhance many areas of daily life) . . .

• Improve self confidence• Self esteem• Learning to take responsibility• Handling pressure and stress• Coping with disappointments and set

backs as well as success


Pictorially show five skills and qualities of a good coach.

Group Discussion


Qualities of a good teacher or coach

• Good communication skills• Planning/organisational skills• Evaluation – ability to evaluate• Awareness of safety – creating an • enjoyable & safe environment• Flexibility• Motivation• Integrity• Reliability

• Enthusiasm• Patience and understanding• Open-mindedness• Fairness• Knowledge of the game• Desire to learn• Willingness to help others improve• Appropriate humour• Be able to differentiate


Group Discussion

What additional knowledge, skill and qualities are needed to work with players with disabilities?


Qualities of a good coach

ADDITIONAL CONSIDERATIONS WHEN TEACHING FOOTBALL TO CHILDREN WITH A DISABILITY:

Broad knowledge of the player’s impairment

In depth knowledge of the individual player

Knowledge of competition classification

Knowledge of particular rules/equipment

Knowledge of particular safety issues


Long Term Player Development - reminder

• The FA are evolving their Teacher/Coach education to be player centred around the 4-Corner Model of Learning and the theory of ‘Long Term Player Development’

• Every football activity session that you deliver should attempt to impact on all 4 corners of learning for young players

Long Term Player Development

PSYCHOLOGICAL

PHYSICAL SOCIAL

TECHNICAL


Group Discussion

In groups discuss how you would plan a session for young people with disabilities to have an impact on all 4 corners of the LTPD model.


Communication

• Effective communication is essential

• How you communicate and the way you build relationships with the players determines your coaching skills

• 55% of information is non-verbal, give the right amount of info, listen and ask questions, learn about the players


Spoken Words 7%

Non Verbal 55%

Tone of Voice 38%

Non Verbal Communication


Learning Preferences

• Understand how the learner interprets your message• The simplest way of accommodating difference is to plan for a visual, auditory and

kinaesthetic dimension to each aspect of the learning experience• This will mean a deliberate mix of types of input


Learning Preferences – ideas…

• Visual. Use Learning posters, cue and prompt cards, mental rehearsals, memory maps, visual aids, pp images, diagrams, labels, colours, shapes

• Auditory. Use lots of paired and small group discussion, music and mnemonics, self talk, adding talking to doing (walking the talk)

• Kinaesthetic. Use physical run-throughs, spatial positioning, freeze frame, sequencing exercises, rehearsing positions, physical breaks

Unit 314 sports development

Sports

Transcript of Unit 314 sports development