Year 11 BTEC PE
What are the qualities
of a leader?
Qualities of a leader
 Confidence
 Appearance
 Humour
 Motivation
 Leadership style
 Personality
 Enthusiasm
 Language
Responsibilities
Responsibilities of sports leaders
 Ethics and values
 Professional conduct
 Rules and regulations
 Equality
 Health and safety
 Child protection
 Insurance
Leadership Styles
Leadership style
 Autocratic Does not involve others in the decision making process.
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Task oriented rather than team oriented
Decision making can be carried out quickly.
Effective in team sports with large numbers.
Task becomes leader centred rather than performer centred.
May not bring out full potential of individual team members
Can be very inflexible
 Democratic Involves others in the decision making process.
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Is interested in the team members as individuals, developing close personal relationships
Less formal approach to leading a team.
Team members more likely to develop
Decision making is time
consuming, and may not be
quick enough under pressure.
Problems may occur in teams
of large numbers
 Laissez-faire Acts as a consultant rather than a decision maker – the initiative is left to others
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Flexible approach.
Encourages others to take the initiative
Lack of structure to the task.
Lack of direction or co-ordination.
Risk of poor decision making
Sports Leadership
Skills
Skills
 A good understanding of its laws and rules
 Sport specific knowledge (i.e Rugby Laws)
 Knowledge of basic fitness training
 Be able to apply drills in an appropriate way
 Knowledge of current first aid techniques, and if
possible an up-to-date qualification
 Basic knowledge of the care and prevention of sports
injuries.
 Visionary/target setter
 Can evaluate sessions or games
Personality
Extroverts vs. Introverts
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Extroverts are directed towards the objective world whereas Introverts are directed towards the subjective world. The most common
differences between Extroverts and Introverts are shown below:
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Extroverts
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are interested in what is happening around them
are open and often talkative
compare their own opinions with the opinions of others
like action and initiative
easily make new friends or adapt to a new group
say what they think
are interested in new people
easily break unwanted relations
Introverts
are interested in their own thoughts and feelings
need to have own territory
often appear reserved, quiet and thoughtful
usually do not have many friends
have difficulties in making new contacts
like concentration and quiet
do not like unexpected visits and therefore do not make them
work well alone
Sensing vs. Intuition
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Sensing is an ability to deal with information on the basis of its physical qualities and its affection by other
information. Intuition is an ability to deal with the information on the basis of its hidden potential and its possible
existence. The most common differences between Sensing and Intuitive types are shown below:
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Sensing types
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see everyone and sense everything
live in the here and now
quickly adapt to any situation
like pleasures based on physical sensation
are practical and active
are realistic and self-confident
Intuitive types
are mostly in the past or in the future
worry about the future more than the present
are interested in everything new and unusual
do not like routine
are attracted more to the theory than the practice
often have doubts
Thinking vs. Feeling
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Thinking is an ability to deal with information on the basis of its structure and its function.
Feeling is an ability to deal with information on the basis of its initial energetic condition and its
interactions.
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Thinking types
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are interested in systems, structures, patterns
are relatively cold and unemotional
have difficulties talking about feelings
do not like to clear up arguments or quarrels
Feeling types
are interested in people and their feelings
easily pass their own moods to others
can be touchy or use emotional manipulation
often give compliments to please people
Perceiving vs. Judging
 Perceiving types are motivated into activity by the changes in a situation.
 Judging types are motivated into activity by their decisions resulting from the
changes in a situation.
Perceiving types
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act impulsively following the situation
can start many things at once without finishing them properly
work productivity depends on their mood
often act without any preparation
Judging types
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do not like to leave unanswered questions
plan work ahead and tend to finish it
do not like to change their decisions
Case Study
 Leilah
 Leilah is eight years old and has been swimming for the last 18 months for the local
swimming club. At present she is attending her club twice a week, at the weekends.
Leilah enjoys all sports and participates in gymnastics and football at school. Leilah
strives to be the best in any activity she gets involved in, and enjoy the praise that comes
with her successes.
 During training for swimming, Leilah’s coach;
 Does not dress in the formal club uniform and
 Praises the children in every attempt that they make in the tasks that are set.
 He does not highlight the mistakes that the children may make
 Allows the children to dictate what they will do for the session.
 Leilah enjoys the sessions and always comes back very happy. However, there has been no
evidence of improvements in Leilah’s performance in the time trials that she enters.
 Describe the leadership style of Leilah’s swimming
 coach, giving examples from the case study as
 evidence to support your description.
The Coursework, the scenario
 As a BTEC student who will plan and lead sports activities
it is important that before you do this you know and
understand what skills, qualities and responsibilities
are associated with successful sports leadership. The
PE department wants you to observe various successful
sports leaders such as managers and coaches and produce a
report on two successful sports leaders. This will help you
when it comes to your turn in teaching younger pupils such
as Shamblehurst school pupils and our own Wildern’s year
7 pupils.
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Coursework, what you have to do!
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To achieve P1:
Must describe AT LEAST 3 skills associated with sports leadership such as communication,
organisation of equipment, knowledge, activity structure, target setting, use of language and
evaluation.
Must describe AT LEAST 3 of the qualities a successful sports leader needs such as appearance,
leadership styles, personality, enthusiasm, motivation, humour, confidence.
Must describe AT LEAST 3 of the sports leaders responsibilities such as professional conduct, health
and safety, insurance, child protection, legal obligations, equality, rules and regulations, ethics and
values.
Do not need to comment on all parts but must show you know how these skills, qualities and
responsibilities are strengths of the successful sports leader.
Can produce a report in a table format looking at one sports leader in each column.
To achieve M1:
Explain the above for pass 1 ensuring you add more detail in to how those skills, qualities and
responsibilities are related to the sports leaders. Also must state how they compare or contrast
(similarities or differences) between the two sports leaders.
Ensure you use the same 2 sports leaders in all of the report.
To achieve D1:
Must evaluate the 2 sports leaders skills and qualities commentating of their effectiveness for the
sports coach. You must ensure that you state how these effect the players or team they lead.
Evaluate each Skill or quality commenting on the strength or weakness or each.
How effective are they? Are they successful and why compared to other leader? Are they respected?
Coursework cont’
 You need to produce a report that looks at two successful sports leaders
(professional sports leaders like coaches such as Alex Ferguson, Clive
Woodward, Jose Mourinho, Hope Powell, etc or team captains such as Steven
Gerrard, Andrew Strauss, Jose Maria Olazabal, Davis Love III Catherine
Spencer etc.) commenting on their skills, qualities and responsibilities
associated with their sports (LOOK AT UNIT CONTENT 1 IN BOOKS FOR
INFORMATION). The report must include information on AT LEAST 3 OF
EACH skill, quality and responsibility and how that successful sports coach has
shown or applied them when they have lead their sporting activities or teams.
Ensure you also state what sport they lead, who they lead, how long they have
lead.
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 ****MAKE SURE YOU PICK TWO CAPTAINS OR TWO MANAGERS TO
COMPARE AND EVALUATE. DO NOT PICK 1 CAPTAIN AND 1
MANAGER!! YOU MAY FIND IT EASY TO PICK TWO LEADERS FROM
SAME SPORT****
Remember
Assignment Verbs
Describe
Explain
Define
Analyse
Assess
Interpret
Evaluate
Evaluate critically /
Critically analyse
Criticise
Give a clear description that includes all the relevant features. Think of it as ‘painting
a picture with words
Set out in detail the meaning of something, with reasons. More difficult than
describing or listing so it can help to give an example to show what you mean. Start
by introducing the topic then give the ‘how’ and ‘why’
Clearly explain what a particular term means and give an example, if appropriate, to
show what you mean
Identify separate factors, say how they are related and how each one contributes to
the topic
Give careful consideration to all the factors or events that apply and identify which
are the most important or relevant
Define or explain the meaning of something
Review the information then bring it together to form a conclusion. Give evidence
for each of your views or statements.
Decide the degree to which a statement is true or the importance or value of
something by reviewing the information. Include precise and detailed information
and assess possible alternatives, bearing in mind their strengths and weaknesses if
they were applied instead.
Review a topic or issue objectively and weigh up both plus and minus points
 http://www.pearsonschoolsandfecolleges.co.uk/FEAn
dVocational/SportsStudies/BTEC/BTECFirstSport2006
/Samples/Samplematerial/BTECFirstSport2eUnit5_Pg1
93-206.pdf