WJEC LEVEL 1/2 QUALIFICATIONS IN SPORT
TEACHERS GUIDE
WJEC LEVEL 1/2 AWARD IN SPORT
WJEC LEVEL 1/2 CERTIFICATE IN SPORT
TEACHER’S GUIDE
For first teaching from September 2014
Contents
Level 1/2 Qualifications in Sport
Page
1.
Introduction
Qualification structures and Statements of purpose
2.
Delivery
Making teaching applied
Maximising employer links
Unit delivery guides
3.
Assessment
WJEC approach to assessment
Changing the model assignment
Preparing learners for assessment
Exemplar marking
Grading
Glossary of terms
Appendices
Documentation
1 INTRODUCTION
Welcome to your WJEC Teacher’s Guide, which has been deigned to assist you in the
delivery and assessment of the WJEC Level 1/2 qualifications in Sport.
This guide is one of several ways in which WJEC provides assistance to teachers delivering
the specification. WJEC provides the following as part of its support for all specifications:
•
Qualification specification
•
Model assignments for all internally assessed units
•
Sample external assessment for externally assessed units
•
Examiners’ reports on each examinations series
•
Free access to past question papers via the WJEC secure website
•
Easy access to the specification and other key documents on the main website
•
CPD
•
Easy access to both the Subject Officer and to administrative sections
Contact points for Level 1/2 qualifications in Sport:
Mike Neale
[email protected]
(Subject Officer)
029 2026 xxxx
xx
[email protected]
(Subject Support Officer)
029 2026 xxxx
www.wjec.co.uk/professionaldevelopment
Qualification Structures and Statements of Purpose
This Teacher’s Guide relates to the following qualifications:
WJEC Level 1/2 Award in Sport
WJEC Level 1/2 Certificate in Sport
The structure of each qualification is included in the statements of purpose.
WJEC Level 1/2 Award in Sport
Comment [W1]: Check that these
are the latest versions
The sports industry is a diverse sector with a wide range of employment opportunities. This
can include working as a leisure attendant, a professional coach, professional athlete and
events manager. Some jobs, such as a sports journalist, are even in different industries.
The WJEC Level 1/2 Award in Sport is designed to mainly provide learners in schools and
colleges with a broad introduction to the world of sport. Successful completion of the
qualification, together with other relevant qualifications at Level 2 such as GCSE English,
Maths and Science, could lead to learners progressing into Further Education and/or
training. This could include:
•
•
•
A Level in Physical Education
A Level in Biology
Level 3 vocational qualifications in Sport
Learners may also progress onto level 2 qualifications, which may include more specialist
vocational qualifications such as:
•
•
Level 2 Certificate in Coaching
Level 2 Certificate in Leisure Operations
Learners may also progress to Level 2/3 apprenticeships as a fitness instructor or leisure
centre assistant.
There are no formal entry requirements for this qualification. It is likely to be studied by 1416 year olds in schools alongside GCSEs.
This is the qualification structure:
WJEC Level 1/2 Award in Sport
Unit
Number
1
2
3
Unit Title
Sports Campaigning
Improving Sporting Performance
Fitness for Sport
Learners must complete ALL mandatory units.
WJEC Level 1/2 Certificate in Sport
Mandatory
Mandatory
Mandatory
Assessment
GLH
Internal
External
Internal
30
30
60
The sports industry is a diverse sector with a wide range of employment opportunities. This
can include working as a leisure attendant, a professional coach, professional athlete, sports
journalist and events manager.
The WJEC Level 1/2 Certificate in Sport is designed to mainly support learners in schools
and colleges who want to learn about the sports sector and may be interested in pursuing a
career in this industry. Successful completion of the qualification, together with other
relevant qualifications at Level 2 such as GCSE English, Maths and Science, could lead to
learners progressing into Further Education and/or training. These pathways may include
Level 2/3 apprenticeships as a fitness instructor or leisure centre assistant. Learners may
also progress onto level 2/3 qualifications, which may include more specialist vocational
qualifications such as:
•
•
•
•
Level 2 Certificate in Coaching
Level 2 Certificate in Leisure Operations
Level 3 Certificate in Treatment and Management of Injury in Sport
Level 3 Certificate in Understanding Sports Performance
Alternatively, learners may progress to a broader programme of study such as GCEs which
may include Physical Education, Physics, Maths or Design and Technology. The skills
acquired through completion of the qualification such as organisation, communication and
team work may enhance employment opportunities in junior roles within sport or other
sectors.
There are no formal entry requirements for this qualification. It is likely to be studied by 1416 year olds in schools alongside GCSEs, or in college by 16-19 year olds as part of a
programme of study or learning programme.
This is the qualification structure:
WJEC Level 1/2 Certificate in Sport
Unit
Number
1
2
3
4
5
6
7
8
Unit Title
Sports Campaigning
Improving Sporting Performance
Fitness for Sport
Sports Events
Sports Analysis
Skills Development
Increasing Participation
Sports Technology
Mandatory
Mandatory
Mandatory
Mandatory
Optional
Optional
Optional
Optional
Assessment
GLH
Internal
External
Internal
External
Internal
Internal
Internal
Internal
30
30
60
30
30
30
30
30
Learners must complete ALL mandatory units and THREE optional units.
The structure of the qualification has been designed to develop the understanding and skills
of learners across the sport sector. Each unit looks at a range of possible job roles and
activities. Each unit focusses on a specific aspect designed to develop knowledge, skills
and understanding through tasks that have many of the characteristics of real work in the
sports industry. Each unit has an applied purpose which acts as a focus for the learning in
the unit. This approach is called applied learning. This approach enables learners to learn in
such a way that they develop:
•
Skills required for independent learning and development
•
A range of generic and transferable skills
•
The ability to solve problems
•
The skills of project based research, development and presentation
•
The fundamental ability to work alongside other professionals, in a professional
environment
In addition to the WJEC Level 1/2 Certificate in Sport, there is also the Level 1/2 in Award in
Sport. This smaller qualification is designed to be delivered in schools for 14-16 year olds
alongside GCSEs. It has similar characteristics to the WJEC Level 1/2 Certificate in Sport,
including some of the same units.
Unit
Number
1
2
3
Unit Title
Sports Campaigning
Improving Sporting
Performance
Fitness for Sport
WJEC Level 1/2 Award in Sport
Assessment
GLH
Mandatory
Mandatory
Internal
External
30
Mandatory
Internal
60
30
The purpose of the WJEC Level 1/2 Award, however, is not to support progression directly
to employment, but to provide learners with a broad introduction to sport and the types of
career opportunities available.
2 DELIVERY
Making Teaching Applied
WJEC qualifications in Sport have been designed to be delivered through applied and
experiential learning activities.
Ofqual defines applied learning as ‘the acquisition and application of knowledge, skills and
understanding through tasks set in sector contexts that have many of the characteristics of
real work or are set within the workplace. Most importantly, the purpose of the task must be
relevant to real work in the sector’. Source: http://www.ofqual.gov.uk/501.aspx.
Each unit has been designed to support applied learning by having a clear, work related
purpose. The learning outcomes and content set out the learning needed to meet this
purpose. As such, the unit should be delivered holistically. It is recommended that this is
through a series of work related projects or activities rather than delivering each aspect of
content separately.
Experiential learning is a cyclical approach to learning. When experiential learning is
combined with applied learning, learners take part in purposeful activities; they reflect on
their learning and apply that learning to a new context.
It is important that learners recognise the knowledge, understanding and skills they develop
are vocationally relevant. Applied learning can give learners ‘real-life’ purposeful
experiences within and outside the school/college environment. The ‘Delivery Guidance’
section of each unit provides examples of how delivery can be applied, purposeful and
vocationally relevant.
This Teacher’s Guide provides additional examples of how this approach to learning can be
developed.
Maximising Employer Links
The suggested approaches and activities are designed to enable learners to work on ‘live’
projects. Links with employers are recommended to enhance the learning experience.
Learning involving different types of organisations and sports will support the learners’
understanding of the application of their learning in different contexts. The ‘live’ projects
benefit the learners, the school/college and the employer.
There are many ways that centres can work with employers:
Visits to an employer premises
•
Visits outside of centre premises are of most benefit when there is a clear
educational purpose. As a visit takes time to plan, takes time away from other parts
of the curriculum and can be costly, it is important to ensure that the learning to be
gained from the visit is greater than could be achieved through other employer
related and class based activities. Employer premises may include sports clubs and
leisure centres, but could also include other workplaces such as factories, offices,
residential homes and hospitals.
Employers visiting the centre
•
A presentation from an employer is of most benefit when it also involves learners
engaging in a purposeful activity rather than listening to a presentation. An employer
could set a task, support the learners as they work on a task and/or then provide
feedback on their outcomes or outputs. This could all be completed during one visit
or the employer could set the project or review the outcomes only. It is important to
consider which employer representative would be of most value to the learner. An
apprentice may be more effective in engaging with the learners than a senior
manager, for example.
Using communication technologies
•
As visits involve travelling time which impact on the ability of either an employer or
learners to engage in other activities, the use of communication technologies could
make employer links more achievable. An employer could give a short presentation
which is digitally recorded at a time that is convenient to them. It can then be used
(possibly on more than one occasion) at a time that is appropriate to the centre. The
use of messaging facilities allows for question and answer sessions that can be
monitored by the centre and recorded for later use.
Using employer resources
•
Employers may be willing to provide resources that could be used by the centre to
support learning. This could include sample documentation, training plans, coaching
aids, equipment etc.
Developing a work based project
•
In order to support applied learning, the most benefit for learners would come from
working on a project set by and reviewed by an employer. Centres working with
employers to develop real or realistic projects would ensure that learning is current
and credible.
The table below gives some example of the benefits of working with employers for this
qualification.
Benefits to the learner
Benefits to the
school/college
•
More enjoyable and
purposeful
•
More motivated
learners
•
Improved aspirations
•
•
Improved attainment
and achievement
Ability to apply skills,
knowledge and
understanding in
future contexts and
situations
•
Better links with
employers
•
Community
involvement
•
Prepared for future
research
•
Better prepared for the
assessment
•
Develops
employability skills
Benefits to the employer
•
Free research
•
Can improve the flow
of young people into
retail
•
Cuts recruitment costs
•
Become the employer
of choice
•
Brand awareness
•
Learners may use the
retail business and tell
others due to the
employers
involvement
Unit 1: Sports Campaigning
Suggested Programme of Delivery
Introduction
One way of covering the learning outcomes for this unit are to teach them holistically using
work-related scenarios which will allow the learners to follow an applied process of learning.
Each scenario would take a number of sessions to complete and the content would be
delivered with reference to each scenario. This guide suggests scenarios that could be used
and how the content would be introduced.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills.
Scenario 1
Barcelona midfielder Dani Alves was subjected to racial abuse during a
match when a banana was thrown at him whilst taking a corner in a game
against Villareal. Alves’ response was to pick up the banana and take a
Approximately bite.
8 hours
Racism has long been an issue in football, and despite the governing
bodies attempts to eradicate it from the game, it continues to be a problem.
The Football Association has a ‘kick it out’ campaign. They want to ensure
that the message is received by children at grass roots level.
Questions
for learners
What are various sports organisations doing to support the ‘kick it out’
campaign?
Are there other initiatives in sport aimed at anti-racism?
Are there other types of campaigns in sport that have been successful that
may be used to support the ‘kick it out’ campaign?
What methods have been most successful in reaching the intended
audience?
Activities
•
Learners could discuss instances of racism in sport they are aware
of and how they were reported by the media. Some short articles,
facebook posts or YouTube clips could be used to support this.
•
Learners produce their own report of a news story on racism in sport
through a variety of media sources (news article, news report, social
media). They could focus their report on the target group.
Resources
•
A member of a regional FA could visit the centre to discuss how they
are using the campaign locally. Learners could review the activities,
acting as a focus group, presenting feedback to the representative.
•
Learners investigate other sports to determine if there are also
racism issues. In groups, learners present a short report on issues
and how sports governing bodies are tackling the issues.
•
Plan a campaign aimed at children in their own, or a local centre, to
educate them on the issue of racism. his should include your aims
and outcomes; target audience and methods proposed.
•
Learners could peer review the planned campaigns and suggest
ways of improving.
A representative from the regional FA to talk about the campaign
A news reporter from a local paper, or journalism student from a local
university, to discuss how news articles are written
ICT access for research and writing of articles and campaigns
News articles from various anti-racism campaigns
Scenario 2
Over the past decade there have been many government policies
highlighting the need for the increase in participation in Sport. With obesity
levels increasing, the current government are focusing on increasing levels
of physical activity through sports such as rugby and tennis. (These sports
Approximately
can be changed to meet local needs).
8 hours
Questions
for learners
Does this campaign have similarities to the ‘kick it out’ campaign
discussed?
What are the differences in approaches you may take when learning from
the previous approach?
What are the differences in approach to strategies between the local
government and governing bodies?
Activities
•
Learners are presented with data regarding participation levels in
different sports. They analyse the data to identify the sports that
have increased participation. Learners work in groups investigating
activities that have taken place to increase participation in the
different sports represented by the data
•
Introduction to learners of the structure of a sport at a national,
regional, local level. This could be through a presentation from a
Sports Development Officer for the sport.
Resources
•
Learners could work in groups to investigate the strategies put in
place by different levels of the sport eg one group looks at national
level, another at local level.
•
Learners could create and distribute a questionnaire in the local area
to gauge local interests and attitudes toward sport and physical
activity. These questionnaires could then be analysed and
interpreted to see if they match strategies that are currently in place
in the region.
•
Learners are presented with examples of different types of
promotional materials used in campaigns. This could include
tweets, leaflets, YouTube videos, adverts, banners. They review
these identifying strengths and weaknesses in both design and
content. A specialist gives a masterclass in designing campaign
materials. This could be from graphic design, digital marketing, a
social enterprise.
•
Using this information, learners design a campaign that takes into
account the information they have collated and use appropriate
methods to create the campaign and advertise it.
Data on participation levels in different sports
Examples of promotional materials and/or specialist in designing
promotional materials
Guest lecture by a sport development officer
ICT access to complete research, questionnaires and campaigns
Availability of a local town centre/village to complete questionnaires
Scenario 3
Stefan Armitage, Jonny Wilkinson, Jamie Roberts, Mike Philips and Lee
Byrne are all playing in the French 14 Rugby competition.
Since their transfers there has been a power struggle between club and
Approximately country. English players in France are now unable to be selected for their
8 hours
country; whilst Welsh players can still be selected. This causes disruption
to training camps and preparation for major tournaments.
The main reason for the movement of these players to France is the salary
cap differences between the two countries. At present the wage cap in
England is £4.7m + 1 excluded player and in France it is £8.6m.
There is a campaign to increase the salary cap of English teams to bring
them in line with the French clubs to help retain world class talent. A second
campaign would require a contractual change that sees English players
released from duty for international camps.
Questions
for learners
What can you learn and apply from the previous campaigns you have
studied?
Whose responsibility is it to campaign for these changes?
What is the best approach to take?
Have there been similar campaigns like this in the past and were they
successful?
What forms of media could you involve in such a campaign?
Activities
Resources
•
Learners could be given examples of rules relating to finances in a
sport. This could include the UEFA financial fair play in football or
the NBA lockouts
•
Learners investigate how sport governing bodies make rule
changes, giving a ‘sports report’ type presentation
•
Learners analyse the financial implications of rule changes. They
could estimate lost revenue or potential increases in revenue as a
result of campaigns
•
Learners to plan a campaign for a change in the governing rules of
Rugby. Emphasis on the methods applied and encourage creativity
in their campaign
•
Newspaper articles on finances in sport
•
ICT access to complete research and campaigns
Unit 2: Improving Sporting Performance
Suggested Programme of Delivery
Introduction
One way of covering the learning outcomes for this unit are to teach them holistically using
work-related scenarios which will allow the learners to follow an applied process of learning.
Each scenario would take a number of sessions to complete and the content would be
delivered with reference to each scenario. This guide suggests scenarios that could be used
and how the content would be introduced.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
Jodie, 24 is part of the British Elite Cycling Squad. Despite rarely winning
competitions, she has been told by her coach that physically and
technically, she is very strong.
Approximately
8 hours
Jodie always gets nervous prior to big races and has a fear of losing. She
has also been informed by the club psychologist that she is a type A
personality, but is yet to take a test to measure this.
Questions for
learners
Why do you think Jodie rarely wins her races?
How does her personality type link to her nervous feeling prior to a race?
What can Jodie do to reduce the nerves prior to competition?
Activities
It may be a good start to get learners to analyse the scenario, identifying
any points that could affect the performance of the athlete. It is evident in
this scenario that the focus will be psychological, thus emphasis on this
throughout the scenario is essential.
Learners could be provided with information on the psychological theories
as highlighted in the unit content. This will allow them to further analyse the
given scenario and decide which theories are most appropriate to focus
their attention to. Learners could explore psychological theories through
participating in different activities and reflecting on their experiences.
Methods for measuring psychological performance could now be
discussed. Learners could complete these assessments on one other. How
would they determine which performance measure to use with Jodie? Here
learners could be provided with fictional data for Jodie e.g. Personality
Test and Sport Competition Anxiety Test results to interpret.
How can Jodie ensure that she is not nervous before competition and that
her personality type does not influence this in order to start winning?
Learners could be presented with different methods of improving
psychological performance and review which are most appropriate for
Jodie’s improvement.
Resources
Learners should be provided with fictional data for Jodie for a series of
psychological tests.
You can access a Sport Competition Anxiety Test at the following
link: http://www.brianmac.co.uk/documents/scatform.pdf
Useful websites:
http://www.britishcycling.org.uk/
http://www.eis2win.co.uk/
http://mindtools.com/
http://www.teachpe.com/
http://www.topendsports.com/
http://uksport.gov.uk/
Useful books:
Jeukendrup, A. and Gleeson, M. (2009). Sport Nutrition: An Introduction to
Energy Production and Performance. Champaign IL, USA: Human Kinetics,
Inc.
Martens, R., Vealey, R.S. and Burton, D. (1995). Competitive Anxiety in
Sport. Champaign, IL, USA: Human Kinetics, Inc.
Social Media:
https://twitter.com/@BritishCycling
https://twitter.com/@eis2win
https://twitter.com/@TheSportInMind
Scenario 2
Approximately
8 hours
Suleman 17 is a kabaddi athlete. The sport requires him to be extremely
strong both physically and mentally. He loves the sport and rushes straight
from college to practice every day. He often skips dinner to make sure that
he can train.
Suleman is a lot younger than many of the other competitors and often
loses through becoming tired quickly. One of his coaches thinks that he
fears the opposition and gives up too easy, whereas another of his coaches
thinks his problem is more physiological. They both ask him to complete an
assessment; the results are provided below:
1 day food diary:
7am - Cereal and glass of juice
10am - Apple
1pm - Burger and fries and cola
9pm - Packet of crisps, chocolate bar and sports drink
Psychological test:
SCAT Result - 17
Questions for
learners
What are the main differences between Jodie and Suleman?
Which coach would you suggest was right and why?
What can Suleman do to improve his performance?
Activities
It is evident in this scenario that the training focus is physiological. Learners
should spend some time however interpreting and reviewing the options in
the scenario and identify the main issues.
What methods did the coaches use to assess the performance of the
Suleman? Could they have used anything else? Here learners can revisit
psychological testing and probe different fitness tests in order to appreciate
further methods to test Suleman physiologically. A range of fitness tests
should be participated in to allow learners to appreciate the effectiveness of
these on measuring performance.
Learners should be presented with information on different strategies to
improve physiological performance. This could be presented by a sports
coach or psychologist or student from a local university. This will allow
them to further analyse the given scenario and decide which performance
improvement strategies are most appropriate to the scenario.
What strategies do they propose that Suleman does to improve his
performance? Learners should be given the opportunity to analyse a
fictional diet and training plan, make judgements on them and provide
recommendations for improvement.
Resources
A series of fictional diet and training programmes should be produced for
learners to analyse.
You can access a Sport Competition Anxiety Test at the following
link: http://www.brianmac.co.uk/documents/scatform.pdf
Useful websites:
http://www.eis2win.co.uk/
http://kabaddiuk.com/
http://www.teachpe.com/
http://www.topendsports.com/
http://uksport.gov.uk/
Useful books:
Jeukendrup, A. and Gleeson, M. (2009). Sport Nutrition: An Introduction to
Energy Production and Performance. Champaign IL, USA: Human Kinetics,
Inc.
Martens, R., Vealey, R.S. and Burton, D. (1995). Competitive Anxiety in
Sport. Champaign, IL, USA: Human Kinetics, Inc.
Social Media:
https://twitter.com/@eis2win
https://twitter.com/@EnglandKabaddi
https://twitter.com/@ProKabaddi
https://twitter.com/@UK_Sport
Scenario 3
Approximately
8 hours
Ruth, 36 plays rugby for her local team. She has recently been asked to
assume the role of player/coach to help improve the performance of the
team.
This season, the team’s performance has been poor and Ruth thinks that
the team need to focus on their skill development, whereas another coach
feels that the team are unfit and need to improve their fitness. During a
training session, Ruth conducted some notational analysis on the team and
the other coach asked the team to carry out some fitness tests. Below are
the results.
Technical Assessment (by Ruth):
Successful passes - 70%; Unsuccessful passes - 30%
Successful tackles - 80%; Unsuccessful tackles - 20%
Successful kicks - 65%; Unsuccessful kicks - 35%
Successful scrums - 40%; Unsuccessful scrums - 60%
Fitness Tests (by the Coach):
Cardiovascular Endurance: Average bleep test result for forwards - Level
9.2*
Cardiovascular Endurance: Average bleep test result for backs - Level 10*
Strength: Average 1RM (bench) result for forwards - 1.3 times body
weight*
Strength: Average 1RM (bench) result for backs - 1.3 times body weight*
*all of these tests should use the normative data via Wood (2011).
Questions for
learners
What are the main differences between the scenarios for Jodie, Suleman
and Ruth?
Was Ruth correct to be concerned with the technical performance of the
team?
What technology could be available to use? Why might Ruth want to use
the technology at the club?
Activities
It is evident in this scenario that the training focus is technical. Learners
should however interpret and review the options in the scenario. Who is
correct in their judgement of the team?
Learners should be given the opportunity to revisit the physiological
assessment methods and review the techniques used to assess technical
factors.
Learners can identify the technical factor that seems to be affecting the
performance of the team and explore other technical factors that could
impact performance.
Learners should investigate different ways to improve technical
performance, including: coaching, practice and use of technology. This may
be experienced through participating in a variety of practical activities. This
will allow them to reflect and further analyse the given scenario in order to
review which performance improvement strategies are most appropriate to
help improve the team performance.
Resources
Useful websites:
http://www.eis2win.co.uk/
http://www.rfu.com/
http://www.teachpe.com/
http://www.topendsports.com/
http://uksport.gov.uk/
Useful books:
Hughes, M. and Franks, I. (2007). The Essentials of Performance Analysis.
Oxon, UK: Routledge.
Social Media:
https://twitter.com/@eis2win
https://twitter.com/@OptaPro
https://twitter.com/@Official_RFU
Unit 3: Fitness for Sport
Suggested Programme of Delivery
Introduction
One way of covering the learning outcomes for this unit are to teach them holistically using
work-related scenarios which will allow the learners to follow an applied process of learning.
Each scenario would take a number of sessions to complete and the content would be
delivered with reference to each scenario. This guide suggests scenarios that could be used
and how the content would be introduced.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
Approximately
8 hours
Gwen, 24 has recently given birth and is eager to lose some ‘baby weight’
and get fitter for a 5km charity run in 3 months time. She has never really
participated in exercise and has just signed up to the gym. She has been
able to allocate herself one hour three times per week to exercise. At her
induction to the gym, she carried out a series of fitness tests:
Test Results
Body fat percentage – 35%
Muscular Endurance: 1 minute press up test result – 4 press ups*
Muscular Endurance: 1 minute sit up test result – 12 sit ups*
Flexibility: Sit and reach result – 1cm
Cardiovascular Endurance: 12 minute Cooper test result – did not finish
*both of these tests should use the normative data for the ‘push up test at
home’ and ‘sit up test at home’ via Wood (2011).
Questions for
learners
How might Gwen’s current circumstances affect her fitness levels?
What types of activity are best suited to Gwen?
What is the difference between losing weight and losing body fat?
Activities
This is a simple scenario that allows learners to first consider the
components of fitness. What components of fitness does Gwen need to
improve her health and lose her ‘baby weight’? Learners will need to focus
primarily on health-related components for this first scenario.
Learners could be provided with some normative data for the given tests
and use it to interpret Gwen’s fitness test results. What do the results
show?
What impact might this have on Gwen’s body systems? Learners could be
given details of the functions of the cardiorespiratory system and
musculoskeletal system and then look at the short and long term effects of
exercise on it. Short term effects could be investigated through taking part
in practical activities and experiencing the effects. Long terms effects could
be researched or be learned through discussion with an sportsperson.
What physical activities are most effective for improving the
cardiorespiratory and musculoskeletal systems? Learners could plan to
improve Gwen’s fitness test results by proposing appropriate activities to
develop the required components. Learners could then set some targets to
improve Gwen’s fitness levels and help her to lose ‘baby weight’ using the
SMART principle.
Resources
Hoffman, J. (2006). Norms for Fitness, Performance and Health.
Champaign IL, USA: Human Kinetics, Inc.
Wood, R.J. (2011). Complete Guide to Fitness Testing. [online] Topend
Sports, The Sport and Science Resource. Perth, Australia. Available from:
http://www.topendsports.com/testing/index.htm [Accessed 26 August 2013]
Social Media:
https://twitter.com/MyFitnessPal
Scenario 2
Approximately
8 hours
Riaz is 39 and a 2nd Dan Black Belt in Karate. He is looking to compete
more regularly in national competitions. He currently trains twice per week
at his Karate club and goes to the gym once per week to work on muscular
strength. He has completed some fitness tests to establish his current
levels.
Fitness Test Results
Flexibility: Sit and Reach Test – 30cm
Coordination: Alternate hand wall toss – 24
Agility: T-test – 10.5 Seconds
Power: Vertical Jump Test – 42cm
Muscular Endurance: 1 minute press up test result – 49 press ups*
Muscular Endurance: 1 minute sit up test result – 47 sit ups*
*both of these tests should use the normative data for the ‘push up test at
home’ and ‘sit up test at home’ via Wood (2011).
Questions for
learners
Why might Riaz’s training programme differ from Gwens?
What factors might affect the impact of Riaz’s training programme?
What should Riaz’s main priorities for training be?
Activities
This scenario allows learners to look at skill related components of fitness.
What components of fitness are most important for Riaz to develop if he
wishes to compete at a high level in Karate? The introduction of factors that
affect components of fitness may be introduced here. It is important that all
factors are discussed as highlighted in the unit content, but one in particular
is pertinent to this scenario. Learners may be given the opportunity to take
part in a karate session to determine the factors that they feel are
important.
Learners could be provided with some normative data for the given tests
and use it to interpret Riaz’s fitness test results. What do the results show?
Learners may be provided with the results of an elite Karate athlete
(fictional) here to compare Riaz’s results to. Alternatively, a local karate
athlete could visit the centre.
What can Riaz do to improve his current fitness levels? Learners could plan
to improve Riaz’s fitness test results by revisiting the SMART principle and
setting appropriate targets. The opportunity to investigatie appropriate
training methods to develop the required components and then plan a
training programme should be provided. This will also allow learners to
explore the principles of exercise (FITT).
What impact might the training programme have on Riaz’s body systems?
Learners could revisit the functions of the cardiorespiratory system and
musculoskeletal system and then look at the short and long term effects of
exercise on it in relation to the given training programme.
Resources
Fictional test results for an elite karate athlete should be provided to
learners. These are likely to be above excellent compared to normative
data.
Hoffman, J. (2006). Norms for Fitness, Performance and Health.
Champaign IL, USA: Human Kinetics, Inc.
Wood, R.J. (2011). Complete Guide to Fitness Testing. [online] Topend
Sports, The Sport and Science Resource. Perth, Australia. Available from:
http://www.topendsports.com/testing/index.htm [Accessed 26 August 2013]
Social Media:
https://twitter.com/MyFitnessPal
Scenario 3
Approximately
8 hours
Jordan is 16 and plays amateur football. He has been performing well this
season at Under 17 level and was recently asked by the men’s coach to
step up to the senior team to play. He recently attended a senior training
session and found it really difficult to keep up with the adults and retain the
ball. The team performed a variety of fitness tests at their last training
session.
Fitness Test Results
Strength: 1 rep max – 0.9 times body weight
Muscular Endurance: 1 Minute Press Up
Body Composition: Body Mass Index Cardiovascular Endurance: Bleep test – Level 10, Shuttle 4
Power – Vertical jump test – 40cm
Agility - Illionois Agility Test Speed - 35m Sprint Test -
Questions for
learners
What are the main differences between Gwen, Riaz and Jordan?
How can Jordan ensure that he can competes against the men in his
team?
What are Jordan’s training priorities?
Activities
This scenario allows learners to first consider the components of fitness
required for an amateur football player. Learners could be provided with
some normative data for the given tests and use it to interpret Jordan’s
fitness test results. They could also produce their own normative data.
What do the results show? What components of fitness does Jordan need
to develop?
What can Jordan do to improve his current fitness levels? Learners should
revisit appropriate training methods to develop the required components to
improve Jordan’s fitness test results.
Learners could set appropriate SMART targets and devise a coherent
training programme which incorporates the principles of exercise (FITT,
SPORV). Learners
What impact might this be having on Jordans body systems? Learners
could investigate energy systems, whilst also revisiting the
cardiorespiratory and musculoskeletal. Energy systems may be explored
further by participating in a range of activities that make use of the different
energy systems. They could report on the effect of these activities on their
body.
Resources
Hoffman, J. (2006). Norms for Fitness, Performance and Health.
Champaign IL, USA: Human Kinetics, Inc.
Wood, R.J. (2011). Complete Guide to Fitness Testing. [online] Topend
Sports, The Sport and Science Resource. Perth, Australia. Available from:
http://www.topendsports.com/testing/index.htm [Accessed 26 August 2013]
Social Media:
https://twitter.com/MyFitnessPal
Unit 4: Sports Events
Suggested Programme of Delivery
Introduction
Learners are required to have participated in the planning and running of a minimum of
three events prior to accessing the summative assessment. One way of covering the
learning outcomes for this unit is to teach them holistically which will allow the learners to
follow an applied process of learning. Each scenario will take a number of sessions to
complete and the content will be delivered with reference to each scenario. This guide
suggests scenarios that could be used and how the content would be introduced.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
Approximately
5 hours
Questions for
learners
A school wants a mixed (boys and girls) 6-a-side football tournament for a
younger group. This tournament will take place in a one hour lunchtime
session.
What are the key planning activities that have to take place when
organising a sports event?
What roles needed to be fulfilled for a sports event to take place
successfully?
What resources are needed for this sports event to take place
successfully?
What factors could affect the success of a sports event?
What requirements do different users groups have when they take part in
sporting events?
Activities
For this first scenario, learners start with planning and running a fairly
simple event to introduce them to some of the basic concepts and
knowledge requirements. This activity can be arranged within their class
without the need/or involvement of others.
•
Learners could have a discussion to identify the different activities
and resources that would be needed when planning the
tournament. They could then describe what the activities entail and
where the resources could be sourced.
•
A local Sports Development Officer, PESS Officer or the school’s 5
x 60 Officer could attend a class and listen to the learners describe
what they think are the activities that are needed. The visitor could
then evaluate their suggestions and offer advice and improvements.
Learners allocate the agreed activities to individuals or small
groups.
Resources
•
Learners run the event. They could be divided into two groups,
each running the same event. One group could be the participants
in the event organised by the other group.
•
Learners evaluate their event. They consider the different roles that
were involved in the planning and running of the event and whether
there were gaps or overlaps. They describe the responsibilities of
each role. They should consider the success and limitations of the
event from the viewpoints of the different roles that they played
during the event. They could discuss how they could find out how
successful it was from the participants viewpoint.
•
The groups could then go on to consider planning future events.
This could include any costs that would be incurred if they had to
organise the sports event outside of school. A visiting speaker
could visit the centre to highlight issues they had to consider when
planning events, including details of things that went wrong.
Equipment and facility needed for class-based sports
event.http://www.kentsport.org/pdfs/sports_sheet_sports_events_checklist.
pdf
http://www.eventscotland.org/assets/772
Guest speaker
Current Local Authority price list for use of facilities
Scenario 2
Approximately
10 hours
Questions for
learners
.For the second scenario the learners could contribute to the activities
being run by the school in support of one of the major nationwide charity
days such as Sport Relief, Comic Relief or Children In Need. The learners
could plan a number of sports events for different age groups to take place
in school on the charity day. These events could take place on the charity
day with the pupils making a donation to the charity to take part as
individuals or as a team. These events could use the school facilities and
equipment.
What are the aims of this event and how do these aims dictate the sort of
event you can organise?
What have they learned from the previous event that could help with
planning?
What external factors could impact on this event and what contingency
plans could be in place to minimise the potential risks at this event?
What regulatory requirements have to be met by the organisers of sports
events to allow them to take place?
What roles are carried out by officials at sports events to ensure that they
run smoothly and safely?
What planning activities do you have to complete and implement for the
event to run successfully?
Activities
•
Learners discuss possible sports events they could organise. They
could be presented with details of types of events eg tournaments,
matches, fun runs, competitive, recreational etc.
•
Learners could be shown video footage of major sporting events
from different sports. Examples could be a Premier League football
match, an international rugby match, the London Marathon, the
Wimbledon tennis championships, the British Open golf
championship or a stage of the Tour de France. The class could be
divided into groups who watch the events from a different
perspective, for example, spectator, participant, member of the
media or official. The groups can then comment on how they feel
that each of the events they have watched catered for these groups
based on the requirements that they think these groups have.
•
A guest speaker who has participated in a major sporting event
could attend the class and speak to them about their experiences.
The speaker could have attended the event as a player or
performer, an official, a spectator, an unpaid helper or any other
relevant capacity. In advance of the visit, the class could discuss
the requirements and expectations they would have if they were
attending an event in the same role as the guest speaker. The
learners could present their thoughts to the speaker and discuss
them with him/her.
•
Learners could discuss the aims and objectives of this event and
brainstorm options for the event they will organise and run. Once
they have agreed on the type of event they are going to run then
they could identify the areas of planning that they have to address
and then create a number of groups to cover each of these areas.
They refer back to the event they ran to identify roles and
responsibilities and discuss whether there would be additional
requirements, for example, marketing, roles and responsibilities on
the day, budgeting and resources.
•
Learners are presented with details of the regulatory requirements
related to organising and running an event. This could include
Health and Safety legislation and any relevant legal considerations
such as licencing, access, trespass etc. Learners read the
information and discuss which regulatory requirement is relevant to
the planned event and the implications of these requirements to the
planning and operation.
Resources
•
The class could visit a sports stadium/ground and meet the Stadium
Manager/Health and Safety Officer/Steward or one of these people
could attend the class. The learners could present their findings
from the previous activity to the visitor or outside speaker and
he/she could comment on their work and then go on to give details
of the systems that are in place at the sporting facility where they
work to ensure that all regulations and legal requirements are met.
•
Learners could now move into the working groups that were
decided in the first activity and complete their organisational plan for
their area of responsibility. Having completed their plan they should
report back to the rest of the class. The class will then put the
overall plan together with each group preparing a presentation
covering their area of responsibility.
•
Learners could be given a series of ‘what if?’ scenarios related to
events. They discuss how they would deal with the situations. In
small groups, they discuss if any of these scenarios are likely to
affect their event and which role should have responsibility. They
draw up a contingency plan for each of these factors that would
minimise its potential impact on the events.
•
The learners present their plans to representatives of those
requesting the event using the presentations they completed in an
earlier task. (See above) The visitors could then give their feedback
on the presentations. These discussions could give rise to the final
planning document, spending plan and marketing strategy for the
event.
•
Learners run the event. This would not be part of class time
•
Following the running of the event, the learners should carry out a
full evaluation of how successful the event was and identify any
particular areas of success or otherwise in the different areas of
planning. Feedback could also be referred to from members of the
organising committee and/or participants of spectators who were at
the event.
Guest speakers/visitors
Examples of regulatory requirements
www.uksport.gov.uk/docLib/Publications/Major-Sports-Events-Guide2005/major-sports-events-the-guide-april-2005.pdf
www.uksport.gov.uk/docLib/InformationZone/TDFHUB2014/TdFHUB2014_READINESS_REPORT_Jan_Mar_14_f
inal.pdf
http://www.sportrelief.com/schools
http://www.sportrelief.com/
http://www.bbc.co.uk/programmes/articles/v8qTSbm89w6DnfgxFL5GBk/fu
ndraising-at-school
http://www.rednoseday.com
Scenario 3
The learners work with the local authority Sports Development Officers or
designation staff responsible for supporting sporting activity in the area
and/or schools.
Approximately
9 hours
They assist in organising and planning a multi-sports event for
approximately 100 Year 6 pupils from the local primary schools. This multisports event could be a ‘transition’ activity for pupils transferring to Year 7
in a different school.
Questions for
learners
What type of multi-sports event will you organise and what will be your
objectives for the event?
What planning activities will you have to undertake to make your multi-sport
event a success?
What regulatory requirements will you need to meet for your event to take
place?
What plans will you put in place for your multi-sports event to run
smoothly?
What contingency plans do you need for your multi-sports event?
How will what you have learned from previous events inform how you
organise this one?
Activities
•
Learners could consider what type of multi-sports event they are
going to organise and what different sporting activities they are
going to include. They could then decide on the objectives of the
event and the format it will take. Learners will need to know some
background information on the Year 6 pupils that will be taking part
in their sports event prior to making these decisions. They could
design simple questionnaires, or set up a focus group to discuss
requirements with their target audience.
•
The group visit the local sports centre to look at the facilities that are
available to them for their event and identify resources that need to
be sourced. If a visit is not feasible, a video tour could be arranged
and shown in class.
•
Learners could have a class or group discussion to identify the
planning activities that they will need to carry out for their multisports event. Learners could then go on to prioritise these planning
activities and describe them in more detail.
Resources
•
Learners could then consider the regulatory requirements that they
will have to meet if their multi-sports event is to take place. Learners
should then explain how they intend meeting these requirements.
Learners will have to be made aware of school, local authority and
the sports centre’s policies relating to such areas as risk
assessment and parental consent. Learners complete a risk
assessment for their planned event.
•
The local authority representative could visit the class. Learners
explain how their previous experience of planning, running and
evaluating sports events has informed the work they have produced
and the decisions they have made for this scenario. The work
produced by the learners would be reviewed and feedback given on
whether the learners have covered all the necessary regulatory
requirements in enough detail.
•
Learners work with the local authority representative to produce a
detailed planning document for the multi-sports event. This
document should have sections covering all the planning activities
that the learners identified in an earlier activity. Learners could then
consider some of the factors that might affect the smooth running of
their multi-sports event. They could then go on to produce
contingency plans for some of these factors. These plans, if put in
to practise, should minimise the potential impact of these factors on
the multi-sports event.
•
Learners finalise the planning of all aspects of the event.
•
Learners produce documentation that can be used to evaluate the
event. They produce different documentation for participants,
officials and spectators.
•
Learners run the event. This is not in class time.
•
Learners evaluate their event, including an analysis of the data
collected from the spectators, participants and officials.
Relevant school policies and documentation
www.kentsport.org/pdfs/sports_sheet_sports_events_checklist.pdf
www.eventscotland.org/assets/772
www.sportwales.org.uk/media/444623/mediaguideorganisinganevent.pdf
Unit 5: Sports Analysis
One way of covering the learning outcomes for this unit is to teach them holistically which
will allow the learners to follow an applied process of learning. Each scenario will take a
number of sessions to complete and the content will be delivered with reference to each
scenario. This guide suggests scenarios that could be used and how the content would be
introduced.
Learners are required to learn about one sport. The scenarios in this guide relate to the
sport of rugby. Centres can adapt their approach to a different sport, if appropriate.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
Approximately
8 hours.
Questions for
learners
The Welsh Rugby Union (WRU) wants to encourage the participation of
female officials in the sport. They will be holding a series of masterclasses
for those that are interested.
What makes an influential and successful official?
What are the codes of conduct that an official must abide by?
What could influence officiating in sport?
How can officiating effect performance?
Activities
Learners are given details of some of the rules of rugby relating to key
aspects of the sport eg the scrum, the lineout. Individually, or in small
groups, learners should be asked to generate two separate checklists. One
checklist will contain as many rules of rugby as possible. They should aim
to suggest the reasons for the use of these rules. Whilst the second
checklist should highlight attributes of successful officiating performance
(eg confidence and resilience). Learners should then be provided with the
opportunity to assess each other’s work and highlight any rules that are
missing or any inaccuracies.
A representative from the WRU leads an officiating session at the centre.
Following the session, learners work first individually, then in small and
then larger groups to review their checklists and make any amendments,
based on their experiences.
Learners read newspaper articles reviewing rugby games and watch
YouTube video clips. They identify issues raised in the articles in respect
of the officials’ performances. They use their checklist when watching the
videos. Learners should tick-off of any rules that witness from their
checklists, as well as, write down other rules or areas of officiating that they
may of missed from their checklists. Also whilst watching the clip learners
will tick-off attributes from their other checklist that they think they have
witnessed and during what point they were witnessed. They discuss
whether their checklists were sufficiently comprehensive and any additional
issues they want to raise. At this stage, the emphasis should be on how
both their application of the rules and any attributes they demonstrated
positively or negatively.
Using the knowledge and understanding gathered from previous tasks
learners should be given the opportunity to play a rugby game. One or
more learners could take the role of an official for different phases of the
game. Those taking on the officials role should try to implement the
characteristics of a successful official. On completion of the game, they
review the officials’ performances using their checklists. This can be
through reflection or a video of one or more phases of the game. They
provide feedback to the officials, considering how to phrase constructive
feedback. They also review their checklists.
All information gathered from research, learning, analysis and officiating
experiences should be gathered together to create an informative
document that aims to achieve the main focus of the scenario ie for use in
masterclasses to highlight key issues.. In particular learners should focus
on the key problem areas for officials and how these can be identified and
methods of improving or dealing with these issues.
Resources
http://www.rfu.com/thegame/regulations
http://news.bbc.co.uk/sportacademy/bsp/hi/rugby_union/rules/html/default.s
tm
http://www.rfu.com/thegame/laws
http://www.therfl.co.uk/more/match_officials
Scenario 2
Approximately
8 hours
Questions for
Learners
Tom has been employed in a sport analysis role at a rugby club. He has
been set a task of improving individual player performances. Professional
football clubs are using performance analysis software such as Prozone.
However, Prozone and similar statistical packages are not affordable. Tom
needs to generate information about performance indicators and how
performance analysis can be conducted. His team are aiming for
professional status so Tom needs to measure performance against two
contrasting levels ie amateur and elite ability.
How could different is the elite professional performance to amateur?
What impacts can Prozone or other sports analysis companies have on
performance?
How can you make it a fair analysis been the two contrasting sports
performances?
What are the key performance indicators that you will analyse?
What numerical data could you collect that could provide an overview of
performance indicators?
How can numerical data of performance analysis be recorded and
presented?
Activities
It may be a good start to get learners to analyse the scenario, identifying
any prior knowledge from the earlier activity or their own sporting
experience. The main focus of the scenario is based upon how and why
performance should be analysed. From this the learners should be aiming
to suggest why performance differs and how it could be improved, thus
emphasis on this throughout the scenario is essential.
At some point they need to learn about different types of skill – technical,
tactical, spatial
Learners generate a performance profile based upon their knowledge of
successful rugby performance. Learners could be given teacher guidance
on the requirements of successful rugby performance. Learners could also
participate in a rugby match and identify their own weaknesses and
strengths to build up the profile. Within the performance profile they
identify key characteristics of successful performance. Separate
performance profiles should be formulated based upon technical (gross
and fine motor skills and successful pass completion/tackles/conversions),
tactical (eg positioning) and spatial skills. Reasons for different skill choices
should be provided in order to evoke higher order thinking and suggest how
the skills help to create elite performance. Also, learners could work in
groups with each focussed on the skills that make individuals successful in
a specific position.
Individually (or in small groups) learners analyse the performance of a wellknown rugby player by completing the performance profile they developed.
The analysis could be completed by the learners watching a short
YouTube/video clip of a professional rugby match or the learners could
attend a training session of a local professional rubgy club. Learners
should use this opportunity to add technical, tactical and spatial skills that
they had not previous identified on their performance profile.
From the data collected from the performance profiling learners will
participate in a tutor lead session that is focused on interpreting the data
and how the data can be effectively analysed and presented (eg tables,
graphs and figures). The content of this lesson will give the learners an
insight into performance analysis.
Learners should now accumulate information from the analysis of the
posting to review their findings. Time should be set aside for planning the
content of the blog and how the content can be effectively presented. The
use of mathematical techniques (eg ratios and percentages) and visual
data representation (eg diagrams, graphs and charts) should be
encouraged.
Resources
http://www.prozonesports.com/
http://www.fourfourtwo.com/statszone
http://www.eis2win.co.uk/pages/Performance_Analysis.aspx
http://www.statto.com/
http://thevideoanalyst.com/diary-of-a-performance-analyst-andy-boles/
http://thevideoanalyst.com/performance-analyst-rob-carroll
Scenario 3
Approximately
8 hours
Questions for
Learners
Team members of a school rugby team state that it is ‘not their fault’ that
performance levels dropped towards the end of the season and they
cannot understand ‘where they are going wrong’. Parents and spectators
are supportive and tell the young players that it was the fault of the officials.
As the team prepare for the new season the coach is eager to improve
performance and educate the players about their performance. The coach
is also keen to receive information from analysis of the officials’
performances and the impact performance could possibly have on results.
What are the most important performance indicators in a successful rugby
team?
What technology could you use to analyse performance and present the
data analysed?
What are the most important performance indicators for an official? How
can their decisions impact upon successful performance of rugby teams?
Activities
It may be a good start to get learners to analyse the scenario, identifying
any prior or cross-curricular knowledge and/or experiences that can be
applied to the scenario.
Learner should be given experiential opportunities to discover and analyse
the key team characteristics that make successful team performance.
Learners should be encouraged to use the knowledge and skills acquired
from previous scenarios when analysing performance. This could include
them being asked to complete a performance profiling task similar to
Scenario 1, but, focused on team performance.
Learners could be given the opportunity to participate and/or officiate in
small rugby 7’s games in order collate information about factors that
contribute to successful team performance and analyse peers
performance. This approach has been suggested because of the short
game time and it gives all learners more opportunities to engage in the
activity. However, it is acknowledged that the rules and skills will be
different if the full game has been explored for other scenarios. When
doing this they should think about the most crucial areas of a performance
that are pivotal to success (eg pass completion, phases of play, decision
making, movement and use of space). Moreover, they should also be given
the time to identify key characteristics of officiating and the impact that it
can have on performance before they also analyse officiating performance.
Learners should be given the time to complete the analysis of a school
rugby team and the officiating. Whilst completing the analysis, the task
focus should be emphasised to the learners.
Learners should now accumulate information from the analysis of the both
the performance of the rugby team and the officials in order to present the
sporting data to the coach. Time should be set aside for planning the
content of the presentation and how the content can be effectively
presented. Effective presentation communication skills should be delivered
prior to the development of the presentation (eg structure, tone and style,
clarity etc.).
Resources
http://www.prozonesports.com/
http://www.wired.co.uk/magazine/archive/2012/07/features/winning-bynumbers
If the centre is using football as the focus for delivery, the following may be
useful resources.
http://www.bbc.co.uk/sport/0/football/26943611
http://www.mcfc.co.uk/citytv/Features/2011/September/performanceanalysis-one
http://www.mcfc.co.uk/citytv/features/2011/september/performanceanalysis-ii
http://www.bbc.co.uk/learningzone/clips/it-in-the-workplace-football-clubperformance-analysis/9995.html
Unit 6: Skills Development
Suggested Programme of Delivery
Introduction
One way of covering the learning outcomes for this unit is to teach them holistically which
will allow the learners to follow an applied process of learning. Each scenario will take a
number of sessions to complete and the content will be delivered with reference to each
scenario. This guide suggests four scenarios that could be used and how the content would
be introduced. There would not be sufficient time to address all scenarios. It is
recommended that three are used for learning.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
David has just started playing table tennis and has realised that he has a
terrible backhand shot accuracy. He is looking to develop this, but has no
idea where to start and needs ideas of ways to improve.
Approximately
5 hours
Questions for
learners
What can be done to improve backhand shot accuracy?
What approach is most effective in improving backhand shot accuracy?
Activities
Learners could start by playing table tennis to understand how important it
is to use backhand shots. Learners could perform a basic self-assessment
of their skill level ie backhand shot accuracy out of 10 and record their
results.
The teacher could then introduce an approach to skill development for a
backhand starting with verbal instructions. Learners follow the
instructions, practice and re-assess their shot accuracy. Through peer to
peer discussions, learners will reflect on whether they improved their
backhand shot success and what impact the skill development approach
had on this.
Learners should then be provided with the opportunity to trial a different
approach to skill development such as demonstration on how to perform
successful backhand shots. If possible, someone from a local table tennis
club could visit the centre to give a demonstration. Alternatively, learners
could watch YouTube video clips. Again after a short amount of practice,
did this approach to skill development help them? Self-assess before
further discussions about the approach and why it did/did not help them.
This cycle should be repeated using at least two more skills development
approaches. Learners should then be provided with the opportunity to
review progress made to date with backhand shot accuracy. What
approach helped the most and why?
Resources
Equipment: Tables, table tennis bats and balls.
Website: http://tabletennisengland.co.uk/
Video: https://www.youtube.com/watch?v=K0BgjSkZyZY
Social Media: https://www.twitter.com/@tabletennisENG
Scenario 2
Approximately 8
hours
Questions for
learners
Congratulations! You have been selected for the school Basketball
team. Before you play your first game, you want to make sure that your
free throw shooting improves, but you’re not sure what a good standard
is.
How do you know how much you want to improve?
How do you know when you have met the standards?
What can you do to improve your free throw shot?
Will the same approach that worked best for table tennis backhand shot
accuracy work for a free throw shot?
Activities
Learners should be given the opportunity to assess themselves against
standards for free throw shooting. Learners may identify ‘shot accuracy’
as a standard.
What do you want to be able to achieve? In the process of determining
what learners want to achieve, they could explore SMART targets in
order to ensure that they set success criteria that is appropriate.
Learners should be provided with the opportunity to revisit the
approaches to skill development that they used to improve their table
tennis backhand. Which was most effective for improving backhand
accuracy and would this be the case with a free throw shot? Which
approach might work with the shot and why? Learners should select an
appropriate approach or combination of approaches to skill development
and plan to undertake in order to meet their personal success criteria.
Learners should be given the opportunity to make use of the approach
(‘s) and review their progress against success criteria.
What happens if you see no improvement in performance? Learners
could explore alternative options or revisit goals prior to the end of their
skills development to make amendments to their plan.
Resources
Equipment: Basketball court, basketballs.
Website: http://www.englandbasketball.co.uk
Video: https://www.youtube.com/watch?v=t3_FaRVCaUA
Social Media: https://www.twitter.com/@engbasketball
For basketball shooting standards see:
http://www.englandbasketball.co.uk/uploads/Performance/BasicSkillsCh
ecklist.pdf
Scenario 3
Approximately 11
hours
You have been nominated to be the player in your football team that will
take all corners. The coach has told you that there will be three main
types of corner:
1. A high ball to reach either the near or far post
2. A low ball to the near post
3. A ball to the edge of the box, in the ‘D’
You have to develop your corner taking skills ready for the first match
which is in four weeks’ time.
Questions for
learners
How do you know how much you want to improve?
How do you know when you have met the required standards for that
sport?
What can you do to improve you’re the skill?
What approach is most effective in skills development?
Will the same approach that worked best for table tennis backhand shot
accuracy and/or basketball free throw shot be as effective with this skill?
Activities
11 hours
Learners research standards related to football such as kicking straight,
kicking distances, kicking to precise spots etc.
Learners carry out a self-assessment activity, noting their skills levels.
Learners are presented with a handout on how to take a corner using
approach number 1.
Learners watch YouTube videos of how to take a corner using approach
number 2.
Learners receive a personal coaching session on how to take a corner
using approach number 3.
Using all the information available, learners produce a two week skills
development plan. The plan includes SMART targets.
Learners work in pairs to review SMART targets to ensure they are
SMART.
Learners follow their plan.
After two weeks, they carry out a second self-assessment activity. They
review their performance, evaluating the effectiveness of each
approach. They evaluate the approach from the perspective of its
potential for development and their enjoyment.
They then develop a new two week skills development plan, using the
approach, or combination, that they feel is most effective for them. This
time, they monitor their progress, maintaining records and amending the
plan as appropriate.
Learners then demonstrate their corner taking abilities during a real
match.
Resources
Equipment: Outside area, football
Website: www.thefa.com
Video: https://www.youtube.com/watch?v=pRkAr1JDAT8
http://www.thefa.com/my-football/footballvolunteers/coachingvolunteering/ericscoachingtips
Scenario 4
Approximately 11
hours
As part of the Sport Wales vision and aspiration to get ‘every child
hooked on sport for life’, your school have asked you to promote a new
sport and get others involved in developing their skills for it.
You decide to promote the sport of ‘Sitting Volleyball’ and take the
opportunity to develop your own skills in order to help with the
promotion.
Questions for
learners
What is sitting volleyball? What skills are needed?
What approaches to skills development would be useful?
Is there any provision or experts locally?
Are skills used in volleyball also useful?
Activities
11 hours
•
Create a written article for the school magazine which clearly;
•
Describes the skills required for sitting volleyball
•
Explains how skills contribute to the performance of a
sitting volleyball player
• Describes some of the ways in which an individual taking
up the sport could improve their skills
• Working in small groups, develop a twelve step programme for
skills development. Each group develops one ‘step’ into a
training session. They produce a video of an activity, a handout,
a podcast and a training plan for a 30-minute training session.
• Learners use a focus group to try out each of their approaches.
They deliver the training session to one group. They obtain
feedback on the different approaches
Resources
Volleyball net, Volleyballs, Court.
Twitter
https://twitter.com/VballEngland
Youtube:
https://www.youtube.com/watch?v=wxp3kIvgT_o
Website
http://www.volleyballengland.org/Sitting_Volleyball/
http://paralympics.org.uk/paralympicsports/sitting-volleyball
Unit 7: Increasing Participation
Suggested Programme of Delivery
Introduction
One way of covering the learning outcomes for this unit is to teach them holistically which
will allow the learners to follow an applied process of learning. Each scenario will take a
number of sessions to complete and the content will be delivered with reference to each
scenario. This guide suggests scenarios that could be used and how the content would be
introduced.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
Approximately
7 hours
Questions for
learners
Supporting government policy to increase participation levels in sport, and
to ensure that all young people get the benefit of sport participation, a local
school is planning to have a new section on its website. The focus of this
new section would be local and international sportspeople that take part in
sport, the benefits they think there are individually and for society from
taking part in physical activity and the barriers they overcome to train and
compete.
What research do I need to carry out?
What information do I need to gather during the interviews and how can I
record this for future reference?
Do sportspeople have the same reasons for participating in physical
activity?
What benefits are there are of participating in physical exercise?
What barriers do successful sportspeople overcome to train and play their
sport regularly?
How can I present my information for publishing in a magazine or on a
website?
Activities
•
Learners will need to be made aware of some of the different
research tools available with particular reference to carrying out
interviews and Internet research. This should include
o
how to phrase questions
o
how to listen and take notes
o
how to use tone to build a rapport in an interview
Resources
o
how to collate information so that it can be used at a later
date
o
how to review information for authenticity, validity, bias etc.
•
Learners can practice interviews with each other, conducting
interviews on a range of topics related to sport
•
Each learner could then identify a local sportsperson that they are
going to interview. These could be fellow pupils or sportspeople in
the local community that they know. They could also identify an
international sportsperson they will research using the Internet.
Ideally, across the cohort, the group of sportspeople will represent a
range of ages, sports and genders and include those involved in
parasports.
•
Learners could then divide up into groups and work together to
produce a script for their interviews that will ensure that they gather
the information they require for their website. This should include
the following key pieces of information for each sportsperson:
o
The reasons they take part in physical activity.
o
The individual benefits they feel from taking part in physical
activity.
o
The benefits for society of people taking part in regular
physical activity.
o
The barriers they overcome to train and play regularly.
•
As further preparation for the interviews, the centre could invite exstudents to attend and participate in the interviews. They could give
feedback to the learners on their verbal and non-verbal
communication skills.
•
Each learner could then carry out the research needed to gather the
necessary information. This could include learners visiting a local
sports club or training ground to meet their interviewees or conduct
their interviews via Skype or Face Time.
•
The learners could then collate their results, deciding on the key
pieces of information that should be included on the website. They
could then produce a first draft, ensuring they reference the material
they have gathered.
•
The learners could then look at each other’s drafts and peer-assess
them. Each learner could then produce a final draft of their article
and then submit it to the editor of the website.
Information on research tools and methods of recording information.
Internet access to research international sportspeople.
Access to local sportspeople to interview.
Recording and photographic equipment.
Word processing or publishing package.
Scenario 2
Approximately
8 hours.
Questions for
learners
The local authority has received complaints from elderly people that the
services provided in their leisure centres are not appropriate to their needs.
The local authority plans to investigate what elderly people want from their
leisure centres. They also plan to introduce new activities targeted
specifically at elderly people.
Are elderly people restricted in what physical activity they can do?
What opportunities for physical activity are available specifically for the
elderly?
How enjoyable do the elderly find participating in physical activity?
What are the benefits of taking part in regular active leisure for the elderly?
What are the barriers to participation in active leisure for the elderly?
Do those barriers exist for other age or specific groups?
What strategies could be put in place to overcome these barriers?
What questions do we need to ask to acquire the information we need for
our research?
Activities
•
Learners are introduced to the scenario and the key activities they
will be involved in
o
Arranging a focus group of elderly people to investigate their
wants and needs
o
Organising a physical activity session specifically for elderly
people
o
Obtaining feedback on the physical activity that was
organised
o
Drawing conclusions for the local authority on what activities
are needed in the local area
•
Learners will need to be made aware of how focus groups operate
and how the information gained can be recorded to ensure that no
information is lost. Representatives of a sports organisation, health
club or sports club or the local authority could use the learners as a
focus group so that they experience one for themselves
•
The focus group will consist of elderly people. These could be
identified by learners eg neighbours, relatives. Alternatively, the
centre could contact a local residential home for elderly or local
community groups. The centre will need to consider both learners
and elderly people as vulnerable and carry out appropriate safety
checks
•
Learners are divided into small groups to produce a structure and
questions for the focus group. These could relate to
o
how much active leisure the elderly people take part in,
o
benefits they get from this activity
o
the barriers they think exist that prevent them participating
regularly.
•
The learners could run mock focus groups, practicing their
questioning techniques with other groups to develop their
confidence and decide the roles they will have during the group
discussions
•
The school could then organise a time when the group of elderly
people will visit the school to take part in the focus group
discussions. This might entail the school organising transport. The
learners could, over refreshments provided by the school, carry out
and record their discussions. Each group must ensure that all
relevant information is recorded.
•
Learners could collate and then analyse their data and draw
conclusions from it regarding their key questions that they identified
in the first task. (See above) Learners will need to be made aware
of the how their findings could be analysed and presented in a
written report.
•
A fitness instructor could visit the centre to explain how they create
sessions for the elderly and the levels of expectation they have for
the participants. They demonstrate ways that physical activities can
be adapted to meet the needs of the elderly. Learners participate in
these activities.
•
The instructor could then work with the learners to produce the
session that the learners could deliver to the group of elderly people
coming in to school. This might include the role of each learner in
the session and the exercises or activities to be carried out.
•
Working in the same or different groups, learners plan an activity for
elderly people. This should be based on their focus group feedback
and what they learned from the fitness instructor (or any other
learning activities)
•
Learners deliver their physical activity session and interview the
participants for feedback
•
Each learner shares what they have learned and then all discuss
possible strategies that could be put in place by the elderly people
and/or the local authority to overcome the barriers to regular
participation that had been identified by the focus groups.
•
Resources
Each group of learners could then produce their written report for
the local authority. These reports, after being reviewed and
evaluated could be submitted to the Local Authority for their
consideration.
Access to group of people aged 60 and over.
Fitness instructor to visit school.
School transport.
Exercise facilities and equipment.
Video recording and/or photographic equipment.
Refreshments.
IT software and/ or other recording materials, for example, flip charts, white
board, marker pens.
Scenario 3
Approximately
9 hours
A local superstore’s is planning to hold a ‘Healthy Living’ week.
Information, in the form of a small booklet, will be provided to shoppers that
visit the store about local opportunities and the benefits of regular activity
as part of a healthy lifestyle. The information will also make a comparison
between local and national activity levels. There will also be
demonstrations of physical activity at different times in the store.
The superstore management have asked for information and data to be
provided for inclusion in the booklet. They also want people able to lead
activity sessions within the store. There will be an area close to the
entrance where a group can participate. They are also interested in
shoppers being shown simple activities that can be done when shopping.
Questions for
learners
What promotional materials do I need to produce?
What information do I need to find for my promotional materials?
What research tools do I need to produce?
How do I find the information that I need? What have I learned from the
previous activities that can help me decide?
How should I present my data and findings for the organisers?
What conclusions can I make when comparing the different research tools I
have used in the three scenarios?
What kinds of activities will work in a superstore?
Activities
•
Learners could brainstorm the reasons why it is beneficial for
people to take part in regular active leisure and the impact that
increased participation would have on society. Learners could go on
to research the opportunities for active leisure that exist for different
age groups in the local area.
•
Learners will need to be made aware of how questionnaires should
be structured to allow the data to be gathered in a format that can
be successfully analysed.
•
Learners could then divide up in to groups and design their
questionnaire based on finding out the following pieces of
information from the respondents:
1. The amount of active leisure undertaken by the
respondents.
2. The reasons they take part in physical activity.
3. The reasons they do not take part in physical activity.
4. Are they taking part in more or less active leisure that a year
ago?
•
Each group could then produce their questionnaire. Learners take
their questionnaire and use them in different parts of their local
community
•
Learners will need to be given input on carrying out secondary
research, especially using the Internet. This should include input on
plagiarism, validity of information, different sites that provide
information, how to determine what data is acceptable etc. They
should also have input on how to record their findings, including
sources and how to collate and sort information obtained
•
Learners use their secondary research skills to obtain data on
national, regional and local participation rates
Resources
•
The learners could then spend time collating their results and
deciding on the best way to present them in the booklet. This should
include the representation of their data in appropriate ways, for
example, different types of graphs or charts. They should also draw
together their findings as to why the respondents did or did not
participate in active leisure and whether they are now participating
in active leisure than a year ago.
•
The groups of learners could present their findings to
representatives of the superstore and answer any questions that
they are asked. These presentations could be videoed to allow
them to be reviewed at a later date.
•
Learners visit the superstore to provide a demonstration on
appropriate physical activities
•
Having completed the three scenarios, the learners could conclude
by reviewing the different research tools they have used in their
work and which tools are best suited to various situations,
circumstances and groups of people.
IT software or other design materials, eg flip charts, white board, marker
pens.
Internet access to research active leisure opportunities in the local area.
National figures and targets:
www.sportengland.org/research/
www.sportwales.org.uk/research--policy/policies/our-policies/corporatepolicies/equality/sports-participation-data.aspx
Video equipment
Research tools used for Scenarios 1 and 2.
Unit 8: Sports Technology
Suggested Programme of Delivery
Introduction
One way of covering the learning outcomes for this unit is to teach them holistically which
will allow the learners to follow an applied process of learning. Each scenario will take a
number of sessions to complete and the content will be delivered with reference to each
scenario. This guide suggests scenarios that could be used and how the content would be
introduced.
For each scenario, there are a series of questions posed that can be used to set challenges
for learners.
The suggested activities include opportunities to develop numeracy and literacy skills. They
also suggest how practical activities could be used to develop theoretical knowledge and
understanding.
Scenario 1
Approximately
8 hours
Arnold is a football coach in the UK. He has been successfully appointed
as the coach for the Sudan South National Football team. He has been
made aware that fitness is a key area for improvement amongst the squad
and this is an area that he would like to focus on during forthcoming
training sessions. Arnold would like to use fitness testing technology and
equipment in order to assess and measure progress in fitness. However,
access to fitness testing technology and electricity are limited within the
area. Also, he has a restricted baggage allowance, thus he will only be
transporting essential items and he has a minimal budget of £150.
You need to design a fitness testing product that Arnold can transport in a
suitcase also meets the other requirements. The product must be able to
test the following aspects of fitness:
•
Cardiorespiratory Fitness
•
Flexibility
•
Speed
•
Strength
•
Body Composition
The initial fitness tests that Arnold will complete will test the following
aspects of fitness:
Cardiorespiratory fitness (e.g. a heart rate monitor, blood pressure monitor,
spirometer, Douglas Bags and gas analysers)
Flexibility (e.g. Sit and reach boxes, goniometers, spirit levels, Acuflex)
Speed (e.g. Stopwatches, light gates)
Strength (e.g. equipment used for 1 rep max. tests, dynamometers, digital
ergonomics testers)
Body composition (e.g. skinfold callipers, bioelectrical impedance devices,
tape measures)
Questions for How can current technology be combined to make an accessible product
learners
for Arnold?
What are the main features of the fitness testing technologies that make
them suitable for their purpose?
Is there any technology that could assist Arnold in interpreting data?
How could current fitness testing equipment be made affordable?
Are all of the fitness testing technologies suitable for the level of
performer(s) (e.g. amateur/elite)? If so, why? If not, why not?
Activities
It may be a good start to get learners to analyse the scenario, identifying
any prior or cross-curricular knowledge that can be applied to the scenario.
The main focus of the scenario is based on the individual’s technological
needs and making sure that he can conduct fitness tests with an item of
equipment that will easily fit into a suit case and can be transported. The
learners should consider a range of current technologies used for fitness
testing.
Learners should be given the time to test different equipment and
technologies used for fitness testing. They should then obtain information
to analyse the cost, availability, materials, ease of use etc.
Completing fitness tests using fitness testing technology/equipment should
be completed in order for the learners to practically analyse the different
items of equipment. They could analyse equipment including; heart rate
monitors, spirometers, blood pressure monitors and speed light gates. The
learners could also analyse any other indirect technologies used for fitness
testing (e.g. treadmills, stopwatches, reaction time devices). When
analysing the equipment the learners should be encouraged to analyse the
performance of each of the technologies in terms of ease of use, reliability,
size and component parts. As well as being encouraged to think about why
certain materials have been used to make the product and aid performance
(e.g. a rubber belt on a treadmill, digital gages on equipment, elastic
strapping on heart rate monitors, and Velcro used on a blood pressure
monitor sleeve).
All of this information collected from the practical analysis of fitness testing
technology should be summarised and formally discussed in relation to
how the technologies could be used to meet the individual’s needs.
Learners should be encouraged to suggest strategies and ideas for the
creation and use of the new item of technology. Learners should be given
the opportunity to find alternative methods or technologies to the
technologies that they used practically. They should analyse alternatives in
terms of areas such as weight, cost, materials used, ease of use and
accessibility. For example a comparison could be made between body
composition using a bioelectrical impedance device and hydrostatic
weighing or air displacement (BodPod).
Resources
www.teachpe.com/
www.topendsports.com/
http://uksport.gov.uk/
www.nhs.uk/Tools/Pages/Fitness.aspx
www.fittech.com.au/
www.power-systems.com/s-13-tests-and-measurement.aspx
Scenario 2
Approximately
8 hours
Questions for
Learners
Nadia has been road running for ten years. In her spare time she trains
frequently and likes to keep up to date with advances in equipment and
technology that will help to improve her performance. Recently, she has
moved house and is now living in a rural area. As a consequence, she
would now like to take advantage of her country surroundings and begin
trail and fell running. In response to this, Nadia is seeking advice as to what
technology would be beneficial to performance when switching from road
running to trail/fell running.
What are the equipment/technological requirements of a running athlete?
What are the main differences between road running, trail running and fell
running?
What will be Nadia’s main needs when changing running disciplines? What
characteristics will change?
How might the needs change between abilities? (e.g. amateur and elite?
What technological considerations must be made when making a
transition?
Is there any technology/equipment that would be effective for use in all of
the different types of running?
Activities
The main focus of the scenario solution should be on differences in
technology/equipment used between terrains/disciplines and how the
differences impact on performance. Learners should spend some time
interpreting and reviewing the options in the scenario and identify the main
issues. However, learners should be focusing on what changes in
equipment and technology need to be made in order for Nadia to have a
smooth transition between disciplines.
Learners should be given the opportunity to think about different running
events and compare how they differ. They should think about distance,
gradient, terrain and what impact each would have on technology
requirements and selection. If possible, learners should have the
opportunity to experience running in different terrains to assist their
understanding.
Learners should investigate other types of sport footwear (e.g. skiing, golf,
squash and climbing) and equipment that is used in other sports in order to
benefit and enhance performance in different terrains.
Learners will use the information gathered about the different running
requirements and disciplines to then compare different items of technology
or equipment in terms of advantages and disadvantages for requirements
of the different events. For example, learners could decide to compare
different types of running shoes (e.g. road running shoes, trail running
shoes, barefoot running shoes or fell running shoes) in terms of the
suitability for each different event and why based upon how the
technologies provide sporting improvements (e.g. reducing resistance, grip,
shock absorption etc.). Learners should ensure that they discuss and
research into a range of technologies that could benefit Nadia (e.g.
clothing, hydration aids, footwear, navigation devices, timing devices etc.).
At this point a guest speaker or influential individual could talk to the group
about their use of technology and equipment to enhance performance (e.g.
a mountaineer could talk about his use of technology and equipment).
Having gathered information regarding the equipment required for Nadia,
learners should now gather and collate the information into a short
presentation. This could be completed individually or as a small group.
When presenting the learners should be encouraged to use ICT, images
and highlight key points in preparation for the unit assessment. It should be
reinforced to learners that the presentation content should be based around
the needs of Nadia. Also, higher-level learners could be encouraged to
think about the design of a new product(s) that could fit Nadia’s needs.
Resources
http://www.upandrunning.co.uk/advice-on-road-running
http://www.englandathletics.org/page.aspx?sitesectionid=581&sectionTitle=
Road+running
http://www.tra-uk.org/
http://www.fellrunner.org.uk/
http://www.runnersworld.co.uk/
http://www.theguardian.com/lifeandstyle/running
http://www.theguardian.com/technology/2014/jan/07/ces-2014-wearablesmartwatches-fitness-gadgets
http://www.independent.co.uk/extras/indybest/gadgets-tech/the-50-bestrunning-gear-8215635.html
http://www.runnersworld.co.uk/shoes/choosing-a-shoe-the-verybasics/481.html
Scenario 3
Approximately
8 hours
Having witnessed the rapid growth and effectiveness of fitness related
Mobile Phone/Tablet applications, Sport England require assistance in the
creation of a mobile phone tablet application that will help to increase the
participation in physical activity and healthier lifestyles of 11-16 year olds.
Sport England has conducted some research and they like the concepts of
the following applications: Charity Miles, MyFitnessPal, ‘Zombies, Run!’,
The Walk-Game, Sportsetter, ViewRanger and Nike+ Applications.
Questions for What makes an effective fitness mobile phone app?
Learners
What would make an 11-16 year old what to participate in physical activity?
What are the components of a healthy lifestyle?
How could mobile phone applications be made appealing to 11-16 year
olds?
What are the key concepts behind a fitness app? What are the main aims
behind current fitness apps?
How can you make mobile phone apps? Who are they accessible to?
Activities
The main focus of the scenario should be analysing current fitness
applications and applying that knowledge to create a fitness application that
will achieve the desired outcome of increasing participation in physical
activity. Learners should spend some time interpreting and reviewing the
options in the scenario and identify the main issues.
Learners should be given the opportunity to research into the different
fitness applications available. This could include them using their own
Smartphone or Tablet devices to access and assess the different
applications. Alternatively, educational establishment facilities could be
used for the same purpose if possible. Learners should aim to analyse the
products practically (if they are fitness related apps). When analysing the
learners should consider the following:
•
How does the app help to improve sports performance? (e.g.
encourage participation, track performance, analyse lifestyle)
•
What makes the app appealing to the user? (e.g. design, cost, ease of
use, incentives etc.)
•
What features of the app make it successful? (e.g. interface, cost,
colour, design etc.)
Learners should now be given the opportunity to collate information
gathered from the previous task in preparation for the creation of their own
fitness/health application. Within this task they should identify the main
features of other applications, generate ideas and explore the
implementation of ideas based upon the requirements of the task in order
to create a design proposal. Learners should be encouraged to focus on
the aim of increasing participation in physical activity and making healthier
lifestyles in the set age range.
Additionally, a guest speaker from an IT or phone application background
could be invited to share ideas with the learners.
Having created an application proposal suitable for Sport England’s
requirements, learners should now present their proposed ideas. This could
be completed individually or as a small group. When presenting the
learners should be encouraged to use ICT, images and highlight key points
in preparation for the unit assessment. It should be reinforced to learners
that the presentation content should be based upon the requirements of
Sport England. Higher-level learners should be encouraged to evaluate
their own ideas and suggest advantages and potential areas for
improvement.
Resources
http://www.sportengland.org/
http://www.mensfitness.com/life/gearandtech/the-top-10-fitness-apps-for2014
http://www.independent.co.uk/life-style/gadgets-and-tech/features/the-10best-fitness-apps-8750925.html
https://play.google.com/store
http://fashion.telegraph.co.uk/article/TMG10547787/10-Best-fitnessapps.html
3 ASSESSMENT
WJEC Approach to Assessment
WJEC differentiate between formative assessment and summative assessment.
Formative assessment – assessment for learning. This should be used throughout the
learning process to analyse the learning and feedback progress to learners. Learning that is
applied and experiential requires formative assessment, and this can be self -assessed,
peer-assessed, employer-assessed or practitioner assessed. WJEC do not require
evidence of formative assessment. Centres can provide feedback orally, in writing or
electronically. Centres can make explicit reference to assessment criteria and performance
descriptions. They can also provide learners with an indication of the grade that could have
been awarded if the same quality of evidence were presented for summative assessment.
In such cases, it should be clear to the learner that this is not the grade that would be
awarded for the summative assessment task.
Summative assessment – assessment of learning. This is used once learning for the unit
is complete. This assessment certifies the individual achievement of learners. Summative
assessment is controlled. Details of the approach taken for summative assessment are
given in the ‘Assessment’ section of each unit and the qualification specification.
Details of WJEC approach to assessment can be found in Section 3 of the specification.
The Model Assignment
The model assignment has been designed to ensure that centres comply with the controls
for summative assessment. Each section has a specific purpose
Learner Brief
The first section is the assignment that should be presented to the learner. It will include:
•
A scenario – this sets a context for completion of the tasks that is realistic and
credible
•
Tasks – these are written as work-related tasks that allow the learner to demonstrate
their learning from across all content. They purposely are not written as assessment
criteria. Assessment criteria are standards and not tasks
•
Summary table – this sets out the evidence required for each task, the assessment
criteria that are to be assessed for each task and the controls that are in place for
each task
•
Appendices – in some model assignments, additional information may be provided.
This could include further background information, sample documentation and
observation records. Although observation records are completed by assessors,
they should be given to the learner so that the assessment process is transparent.
Assessor guidance
There are two parts to the assessor guidance:
•
details of controls to be applied if the assignment is used exactly as presented
•
details of how the assignment can be changed
These should not be available to the learner. All model assignments can be changed to
meet local circumstances within set parameters. It is important that centres ensure that any
changes they make are within those set parameters. The aim of those parameters is to
ensure that learners are not disadvantaged by completing an assignment that is easier or
more complex than a learner in another centre.
An example of how those parameters should be applied to changing the model
assignment is in Appendix 3.
There is no requirement to have changes approved. The centre should use their quality
assurance processes to ensure the revised assignment is fit for purpose. WJEC has
produced a document that centres can use to assist in quality assuring any changes made
to the assignment. This is in Appendix 4.
Marking Sheet
Copies of these pages are to be used by the assessor for each learner. They should be
signed and dated by the learner and the assessor. The assessor should provide feedback
to learners on their performance against each assessment criteria using the marking sheets
provided. The Exemplar Marking in this Assessment section of the Teacher Guide provides
more details on how these documents should be completed. If appropriate, the mark sheets
should also be signed by a representative of the centre that has undertaken any quality
assurance activities. WJEC has produced a document that can be used by centres when
carrying out standardisation activities, which is in Appendix 4. It is not a requirement that
any document is used, although it is recommended.
Preparing Learners for Assessment
Prior to summative assessment, it is beneficial for learners if they have experience of
completing tasks in the way that the assignment is presented. Adopting an applied an
experiential approach to learning, as set out in Section 2: Delivery of this Teacher’s Guide
will assist with this. Learners could be presented with their learning activities in the same
format as the summative assignment. Formative assessment should be used throughout to
provide feedback on learner performance and to determine future learning needs. Learners
should be familiar with the terminology used in the assessment, including the terminology of
the assessment criteria and performance descriptions. The Glossary of Terms at Appendix
2 may be helpful for this purpose.
Exemplar marking
Marking decisions should be made against the performance descriptions provided for each
internally assessed unit. Assessors should determine for each assessment criterion
which performance description best describes the quality of evidence submitted. They
should highlight the key evidence that leads to the assessment decision, annotating with a
comment. A summative statement should be written on the mark sheet provided with the
model assignment justifying the decision made.
There are examples of learner evidence that have been marked against the performance
descriptions for each unit. These are provided as exemplar marking and not exemplar
evidence.
Unit 1: Sports Campaigning
These are extracts of learner evidence and exemplar for how the assessor can
annotate that evidence to show how it addresses requirements of targeted criteria. It
is not exemplar learner work.
AC 1.1
The below piece of work is considered a level 2 distinction. As it is an extract, it
only covers one organisation. It is this quality, across a range of organisations that
would meet the full requirement.
There are many different organisations that have been set up both by the
government and privately whose goal is to help develop sport in Wales. One of the
biggest organisations in Wales is Sport Wales who are controlled by the Welsh
government. According to their website (www.sportwales.org) they are the main
advisors to the government and are responsible developing and promoting sport and
physical education. Also they are responsible for distributing National Lottery funds
to elite athletes and also at grassroots level. They work in partnership with every
local authority in Wales to help promote their strategy on how to develop sport in the
local regions and work alongside these to ensure they are successful; they carry out
local forums within these authorities to ensure that the strategy is personalised to
that area. As well as grassroots development Sport Wales also works alongside the
National Governing Bodies to develop elite level sport and bring through talented
athletes. They provide support in terms of talented coaches, competition and sport
science support.
The final stand of Sport Wales is to work with education establishments to promote
and develop physical activity through a range of programmes designed for different
age groups of learners. These programmes range from a young age such as Dragon
multi-skills that looks at transferrable physical skills at a young age to 5x60 which
looks at getting 90% of children participating in at least 60 minutes of activity 5 times
a week.
AC1.2
The below piece of work is considered to be a Level 2 Pass. The learner has
described a sport development initiative that is targeted at younger children,
‘dragon multi skills’. It has also linked back to the goal of creating a campaign for
change in the final sentence of the first paragraph. The second paragraph
includes a second initiative and links back to the aims. Further initiatives were
described and linked back to aims in order for this to be Level 2 Pass.
For young children sport wales use an initiative called dragon multi skills. It is aimed
at children to help develop their physical skills which are transferable across different
sports. It uses ABC (agility, balance and coordination) to develop these skills before
introducing more specific skills related to individual sports. These components of
fitness are very relevant for Basketball and there is an opportunity for UK Basketball
to develop a strategy that follows on from this and develop these skills specifically for
Basketball.
The FAW has some initiatives that are better suited to the type of initiative that I will
have to plan in order to help increase participation at grass roots level. One
particular is Mini Football; it is the official game of children aged under the age of 11.
The idea of the game is to help make better technical players. It is played on smaller
pitches with smaller, lighter balls. There is scope to adapt this strategy and transfer it
to basketball by having less players, smaller pitches and smaller and lighter balls.
Unit 3: Fitness for Sport
AC2.1
The evidence submitted is considered to be at Level 2 Pass. A number of components of fitness
have been presented that are appropriate to karate. There is a brief description of each
component. There is some reasoning for how an individual will benefit from the components of
fitness for this sport. These are highlighted in yellow. However, the explanations do not relate to
the specific needs of the individual. The level of reasoning and application to karate lead to this
evidence being of a Level 2 Pass standard. If the evidence had more depth of reasoning and
related more clearly to the needs of Riaz, this could have been considered for Level 2 Merit.
In order to compete at a higher standard in Karate, Riaz needs to develop the following components
of fitness:
●
●
●
●
●
●
●
Flexibility: this is the range of motion around a joint. Good flexibility is needed to ensure
that he can kick his legs as high as possible. If he can do this, it is more likely that he will hit
the opponent.
Coordination: this is the ability to move two body parts simultaneously.
Agility: this is the ability to change direction quickly and accurately. Good agility will mean
that Riaz will be able to move quickly out of his opponents way and to attack his opponent
better.
Power: this is a combination of strength and speed. Good power is needed to make sure that
he hits his opponent as hard as possible.
Muscular Endurance: this is the ability to keep working the muscles at a low intensity. Good
endurance is needed as a karate match could go on for a long time, so it means that he
won’t get tired too quickly.
Cardiovascular Endurance: this is the ability to take in oxygen and use it. Good
cardiovascular endurance will help Riaz to keep fighting for the whole match.
Reaction Time: this is the speed you respond to something. If Riaz has good reaction time,
he can avoid his opponents attacks.
AC4.1
The evidence submitted is considered to be at Level 2 Merit. The learner has set two training
targets that are mainly SMART and relevant to the test results and needs of the individual in the
scenario. In order to achieve a Distinction, the learner would need to provide more coherent,
realistic targets.
SMART Targets for Riaz:
●
●
Target 1 - In 12 weeks, Riaz needs to improve his power. At present he has an average score
of 42cm. He needs to improve this by at least 1cm per week to get into the above average
category. He will do this with plyometric training.
Target 2 - To improve his agility, Riaz has 12 weeks to drop 1 second from his current score
of 10.5 seconds. This will take him to an excellent standard. He will do this with agility drills
specific to Karate.
Unit 5: Sports Analysis
For this unit, there are examples of evidence at Level 2 Pass and Level 2 Merit. For each
example annotation shown in boxes has been provided by the assessor against the learner
evidence. The marking sheet has been completed with a summative statement.
The evidence below is an extract from a piece of work submitted for AC1.1.
The coach should know this information about the roles
of different officials in football:
Here the learner has described a
main role of an official (1.1)
The main roles of all of the officials in football are to
make sure that the game is played safely and to laws of football.
Referee:
The referee has a few main roles in a match. The referee must make sure that they enforce the
laws of the game. Their main role is to ensure that the
A variety of roles of a referee
game is played safely and no is done to the players.
have been described with some
They can award free kicks and give other commands
reasoning given for the
implementation of different roles
because of fouls and players breaking rules. The referee
(1.1)
keeps a check on time and makes sure that 90 minutes
and injury time minutes are played. The referee can
postpone or cancel games at any time it they think that it is not safe.
Assistant Referee:
The assistant referee used to be called linesmen before
1997 when their name changed. This official is mainly
there to help the referee in making decisions based on
the rules of the game. They should help with decisions
such as throw-ins and offsides. Sometimes they might
see things better so they can help the ref.
Assessment
criteria
AC1.1
Describe the
roles of
officials in
sport
Level 1 Pass
Level 2 Pass
Outlines the
roles of
officials in a
sport.
Describes the
roles of
officials in a
sport.
General information and
description of the main roles of
this official have been provided
and how they help to perform the
general role of officials (1.1). In
addition, the learner described
the role of the fourth official and
Goal Line Officials to the same
quality.
Level 2 Merit
Level 2
Distinction
Assessor comments
The evidence here is clearly descriptive rather than an outline
as there are details provided. Different officials are referred
to in different leagues.
Grade Awarded
L2P
The extract below is from a piece of work submitted for AC1.2.
The assessment of officials during a football game
with improvement suggestions:
The learner has analysed the
decision making of the official
well and has provided reasoning
for the decisions that the official
made based upon the role of the
official (1.2M)
The referee showed a positive attitude in the game.
He gave fouls for similar things for teams during the
game, for example trips and pushes. He was not
biased to either team. This made it a fair game. I
think that he played the game to the rules and this helped to make his decisions
consistent and correct.
The ref also kept time well and the game lasted the
standard 90 minutes. It looked like he stopped his
watch when the ball went of play and when play
stopped.
When dealing with players he did allow players
from one of teams to be angrier with him without
any punishment (e.g. a yellow card). This was not
fair and the players should have been dealt with for
being aggressive according to the laws of the game
to make a safe game.
The learner analysed this aspect
of the official performance during
the sporting event. But, these is a
lack of reasoning about why time
keeping is important (1.1P)
The learner has analysed this
role of official during the element
of the sporting event that are
substantiated and reasoning for
judgement has been made
(1.2M)
He allowed the game to flow and did not stop it too many times. But, he did stop it when
he there was a foul and most of the foul calls that he gave I agreed with. I did not agree
with the yellow cards that he gave to both teams. One player has correctly given a
yellow card for a deliberate push on another player. But, another player on the
opposition team did the same thing and did not get a yellow card. This meant that he
was not that consistent in giving yellow cards.
Overall I think that he worked well with the other
officials and communicated with them as much as
possible. For some fouls that were not given (in my
opinion) I think that the assistant referee and the
officials could have talked to each other and given
the foul.
The learner has passed
judgement on this element of
performance. However,
reasoning has not been provided
as to why this area could be
improved (1.2P)
The assistant referees did there job and gave correct offside decisions. As I said before I
think that they could have better contact with the However, the learner has now
referee about some fouls during the game. This provided sufficient reasoning for
the above analysis (1.2M)
would have made the game more safe and the
decisions more consistent.
The fourth official did his job of getting the
substitutes on and patrolling the technical areas to
make sure that the dugouts were safe.
The learner gave further
examples of different aspects of
the officials’ performance of a
similar standard (1.2M)
Assessment
criteria
Level 1 Pass
Level 2 Pass
Level 2 Merit
AC1.2 Assess
performance of
officials in a
sporting event
Outlines
performance of
officials in a
sporting event.
There is an
attempt to make
judgements with
mainly
straightforward
conclusions.
Assesses
performance of
officials in a
sporting event.
Judgements are
made with some
accurate and
reasoned
conclusions.
Assesses
performance of
officials in a
sporting event.
Judgements are
made with some
accurate and
substantiated
conclusions.
Level 2
Distinction
Assessor comments
The performance has been assessed and there are several
examples where conclusions were reasoned. There are two
judgements where reference is made to specific examples in
substantiation.
Grade Awarded
L2M
Unit 6: Skills Development
AC1.1
The skills required for sitting volleyball are:
Serving – This is where a player starts with the ball on their side of the court and throws the
ball in the air with one hand before hitting it with the other hand. The hit involves a sort of
slap with the palm of the hand with an overarm movement. It is hit like this so that it takes a
flat trajectory.
Setting – This skill involves a player pushing the ball high into the air to allow a team mate to
smash the ball. To do the skill well you need good hand-eye coordination and with both
hands hitting the ball at the same time straighten your arms in an upwards movement. The
fingers do a pinch action on the ball as you push it upwards.
Digging – This skill is used when a ball is low to the ground. The player cups their hands and
keeps their arms straight to lift the ball upwards by swinging their whole arm up. The aim is
for the ball to land around the wrist bone.
Smashing – This is used to try and win a point. After a team mate has set the ball up, you
bring your arm high over your head like you are throwing a ball, but with the palm of your
hand smash the ball downwards. It requires very good hand eye coordination.
Blocking – If somebody smashes the ball against your team, you can try and block it. To do
this you have to put yourself in line with the player who is smashing and hold both hands in
the air. When you see the ball coming towards you, you must react and move your hands
into line with it.
Moving – Moving around is not as easy when you are sat down. You need to have a good
understanding of where your other players are and where the outside of the court is. You
also need to know how best to change direction. This will depend if you are able to use both,
one or no legs.
AC2.1
The learner submitted evidence relating to a range of approaches to skills development:
verbal instructions, demonstration, video and photos. All were of similar quality to the ‘verbal
instructions’ below.
To improve your sitting volleyball skills you could try to use one of the following methods:
Verbal Instructions – This involves somebody telling you what you are doing well and what
you need to improve on. It is probably best for it to be a coach. For example, if you wanted
to improve your serve, you might ask a coach to watch you doing the service and tell you
what you are doing right and wrong. They may be able to tell you if you are hitting the ball in
the correct way or if your body position is correct.
AC2.2
The learner evidence included six stages to skills development. This extract includes two of
those stages.
I am going to use the following strategies to improve my skills in sitting volleyball:
2. I will set clear SMART targets to improve. Targets should have a time frame so that I
know when to check to see if I have improved and should be measurable so that
when I assess my skill level again, I know how much I have improved. I would hope
to see some changes after 5 hours practice so this will be my starting point. The
targets must also be realistic and achievable; otherwise I may lose interest if they are
too easy or difficult. I will also require them to be specific so that I know exactly what
it is I should improve.
4. I can then go away and practice the skills. About half way through my practice time
(2.5 hours) I will get somebody to video me playing in a game. If I do this, I will be
able to watch it back and focus on each skill to see what I am doing right and wrong.
If I am able to identify some things, I will go away and practice further to improve
them. If I can’t see what is wrong, I will ask my coach to have a look and give me
some feedback.
Unit 7: Increasing Participation
For this unit, there are examples of evidence at Level 1 Pass and Level 2 Distinction. For
each example annotation shown in boxes has been provided by the assessor against the
learner evidence. The marking sheet has been completed with a summative statement.
The evidence below is an extract from a piece of work submitted for AC3.1.
Name:
Age:
Contact
Details:
1. why cant you to take part in regular exercise at your local leisure
centre?
Cost
Disability
Times
Activities
Transport
Age
Ethnics
No one to go with
No time
Work
2. what do you want to do at your local leisure centre?
Swimming (All abilities)
Circuit training
Life Saving
Crossfit
Aquaaerobics
Kettle Bells Fitness
Squashed
Cardio Training
Badminton
Different martial Arts
Basketball
Zumba
6aside Football
Trampolenes
The work above is of Level 1 Pass standard. This is an appropriate research tool for the
research. It is not well presented with grammatical, spelling and typographical errors.
There is no introduction and it is not clear how it is to be completed. Some options for
activity would need description/explanation. The questionnaire does ask for personal
details and show an understanding of what should be asked. There is some structure.
The evidence below is an extract from a piece of work submitted for AC2.2
I have identified the following factors as being barriers to participation in active leisure for people in
my local area:
2. Cost of Activities
People who are in these two age groups have a limited amount of money to spend. In the area
where I live very few under 16s have a job of any sort. Some children have part time jobs delivering
newspapers but they do not get paid a lot. The xxxxxxxxxxxxxx newsagent pays £10 a week. The
other people in this age category have to rely on pocket money they receive from their parents or
other family members for any money that they have. In my school, the average pocket money is £20
per week. They will then have to decide what they are going to spend this money on. They might
want to buy clothes, trainers, music, games rather than spend it on active leisure. This might mean
that they do not have enough money available to them every week to pay to attend a class or take
part in an activity in the leisure centre. Classes in the xxxxxxxxxxxxxxxxxxx leisure centre are £3.50
for juniors, and first you have to get a membership for £15. You also have to have the right clothes
and shoes and these cost money. Even someone like xxxxxxxxx charge £30 for a good pair of
trainers. I think that very often people who are 16 and under do take part in regular active leisure
activities but very often these do not take place in local authority leisure centres. There are always
young people at the xxxxxxxx skatepark and you see people on bikes at xxxxxxxxxxx. Also there are
young people playing football or rugby with friends in xxxxxxx park or at the xxxxxxxxxxxxx club or
even just walking the dog along the coastal footpath. All these activities are free and can be done
whenever the children want to do them. I think that the cost of activities in leisure centres in
xxxxxxxx, even when there is a reduction in price for Under 16s, is one of the most important
barriers that is preventing people of this age group participating in active leisure.
The age group who are 66 and over also have a limited amount of disposable income as they usually
have to survive on their pension. The state pension at the moment is £113.10 per week for a single
person. Very few people of this age will still be working and so again they will have to make
decisions about what they spend their money on. Increasingly I have seen stories on the news about
how difficult it is for the elderly to afford such basic things as heating and food. Age UK estimates
that 1.7 million older people in the UK can’t afford to heat their homes, and over a third (36%) of
older people in the UK say they live mainly in one room to save money. If this is the case then they
are very unlikely to use any of their disposable income for active leisure no matter how cheap it is.
They are more likely, like the people in the 16 and under age group to take part in free activities
such as walking. There is a walking club in xxxxxxxx which is only half a mile from where I live. It
gives older people a chance to get together and they go walking along the coast once a week.
This barrier could also now be a factor for all of the other age groups listed as well. This is because a
number of the 17 – 25 year olds might be in college, university or unemployed. Others might have
young children. All these situations would reduce these people’s disposable incomes, particularly at
the present time when the cost of living is getting more and more expensive. The age groups above
this one would also have pressures on their disposable income such as families, loans, mortgages or
the cost of living. All these pressures might lead to people having to think carefully about what they
spend their money on. This is particularly trues where I live as there a lot of unemployment around
at the moment.
2.1: The work above is of Distinction standard. This extract relates to one
factor, but the learner produced equivalent quality of work in relation to five
other valid factors. The learner has correctly identified the age groups that
have low participation rates and has based their answer on those two groups,
namely the 16 and under age group and the 66 and over age group. They have
also commented on other age groups. The learner has described clearly and in
detail the barriers to participation in physical activity that are relevant to these
age groups. There is also exemplification of these barriers as they relate to the
learner’s specific location included in this piece of work.
Unit 8: Sports Technology
The purpose of this section is to show marking expectations in terms of grading and
annotation. This includes evidence considered to be of a standard that would
contribute to a Distinction standard. It should be noted that this exemplar marking is
to indicate how the assessor should annotate the work, and is not exemplar learner
work.
The main problem is football players having foot injuries when playing football. These
are common injuries and Corbs want to make a football boot that will protect feet and
ankles better when playing football. Corbs want us to look at how the injuries can be
caused and design a boot that will protect the most important part of the feet and ankles
when playing football and stop the injuries from happening.
Here the learner has been able to sufficiently identify the requirements for the
manufacturer’s need for technology and this evidence would contribute to AC1.1
Level 1 Pass.
AC 1.2:
The piece of work is considered to be a Level 2 Distinction. The learner has been
able to explain the features that contribute to the desired function of the football
boot related to the requirements of the scenario. The features have been
reasoned for and are related to the scenario requirements.
According to SoccerLens website the two of the eight most common football are a
metatarsal injuries and ankle injuries.
Jon Fearn, physiotherapist at Reading Football Club stated that “when buying boots,
don’t always look at fashion. You need to combine comfort with what is right for the
playing surface. This will help to minimise some of the most common injuries.”
Therefore, football boots play an important role preventing and reducing injuries.
The metatarsal bones are found between the toes and ankle of the foot, as show on the
diagram below. This would be around the shoelace area of football boots.
The shoelaces do not offer as much protection as some of the other materials and areas
that are used for the football boot (e.g. heel protection and leather). A suggestion could
be to reinforce the shoelace area of the boot in order to offer more protection during
impact and cushion the force on the metatarsal area.
Here, the learner has started to analyse the cause of common injuries within football
and has provided reasoning for a potential cause of metatarsal injuries and (below)
has evaluated the importance of the shoe laces in football boots and has highlighted
this a potential area for technological development (1.2D).
However, FourFourTwo state that the lace area of a football boot is important for giving
power when kicking the ball. It is key to possibly think about the materials that the
boots are made of to not stop the football player from producing power or stopping
technique.
The materials that footwear are made of is key to protection of the feet during contact
and non contact sport. A football physiotherapy website says that the four most
important things to think about when choosing football boots are; Upper, midsole,
outsole, heel counter and the type of studs. These are shown on the diagram of a shoe
below. The material and design of these are important for preventing injuries.
Here the learner has began to evaluate the important of materials. The learner has
drawn up external sources in order to support their reasoning.
APPENDICES
Appendix 1 Calculation of Qualification Grades
Level 1/2 Award in Sport Examples
WJEC will calculate the qualification grade for learners when unit grades are entered. The
examples below illustrate how these calculations are determined. Further details can be
found in the specification in section 4: Grading.
Example 1 Achievement of Merit qualification grade at Level 2
A learner completes four units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Level 2 Pass
2
Unit 2
Merit
3
Unit 3
Distinction
8
Total points
13
Example 2 Achievement of Pass qualification grade at level 1
A learner completes four units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Level 1 Pass
1
Unit 2
Level 2 Pass
2
Unit 3
Merit
6
Total points
9
Example 3 Achievement of Distinction qualification grade at level 2
A learner completes four units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Merit
3
Unit 2
Merit
3
Unit 3
Distinction
8
Total points
14
Example 4 Achievement of no qualification grade
A learner completes three units. The learner has been awarded a grade in two of those
units. To be awarded a qualification grade, the learner must have a grade in each unit.
Units
Grade
Grade points
Unit 1
No grade
0
Unit 2
Merit
3
Unit 3
Merit
6
Total points
9
Example 5 Achievement of Distinction* qualification grade at level 2
A learner completes four units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Distinction
4
Unit 2
Distinction
4
Unit 3
Distinction
8
Total points
16
Level 1/2 Certificate in Sport Examples
WJEC will calculate the qualification grade for learners when unit grades are entered. The
examples below illustrate how these calculations are determined. Further details can be
found in the specification in section 4: Grading.
Example 1 Achievement of Merit qualification grade at Level 2
A learner completes seven units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Level 1 Pass
1
Unit 2
Merit
3
Unit 3
Merit
6
Unit 4
Distinction
4
Unit 5
Level 2 Pass
2
Unit 6
Level 2 Pass
2
Unit 7
Merit
3
Total points
21
Example 2 Achievement of Pass qualification grade at level 1
A learner completes seven units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Level 2 Pass
2
Unit 2
Merit
3
Unit 3
Level 1 Pass
3
Unit 4
Level 1 Pass
1
Unit 5
Level 2 Pass
2
Unit 7
Level 1 Pass
1
Unit 8
Level 1 Pass
1
Total points
13
Example 3 Achievement of Distinction qualification grade at level 2
A learner completes seven units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Pass
2
Unit 2
Merit
3
Unit 3
Merit
6
Unit 4
Distinction
4
Unit 5
Distinction
4
Unit 6
Distinction
4
Unit 8
Distinction
4
Total points
27
Example 4 Achievement of no qualification grade
A learner completes seven units. The learner has been awarded a grade in six of those
units. To be awarded a qualification grade, the learner must have a grade in each unit.
Units
Grade
Grade points
Unit 1
Level 2 Pass
2
Unit 2
Merit
3
Unit 3
Merit
6
Unit 4
No unit grade
0
Unit 5
Level 1 Pass
1
Unit 6
Level 2 Pass
2
Unit 7
Level 2 Pass
2
Total points
16
Example5 Achievement of Distinction* qualification grade at level 2
A learner completes seven units. The learner has been awarded a grade in each unit.
Units
Grade
Grade points
Unit 1
Merit
3
Unit 2
Merit
3
Unit 3
Distinction
8
Unit 5
Distinction
4
Unit 6
Distinction
4
Unit 7
Distinction
4
Unit 4
Distinction
4
Total points
30
Appendix 2 Glossary of Terms
Knowledge learning outcomes
Knowledge learning outcomes are effectively assessed through the learner giving the ‘facts’
of a situation.
Differentiators
Differentiators in performance are often given using the following terms:
Accuracy
Is what they are claiming as fact actually correct?
Breadth/range
Is there an expectation of breadth rather than depth i.e. they should have superficial
knowledge of a lot of facts rather than in-depth knowledge of a few.
Clarity
This is often related to communication skills, but you can anticipate that someone
who really knows something knows how to organise what they are saying and
doesn’t mix with information that is incorrect or irrelevant. People who waffle tend to
be less certain of their knowledge than those who can be succinct and to the point.
Depth/detail
Have they given sufficient detail to confirm that they really do know something?
Relevance /application
Do the facts have to be relevant to the situation? Is it simply pure theory or do you
want them to show knowledge through their discarding of what they consider is not
relevant.
Command Verbs
A consideration of the command verbs used in the AC, can help determine which
differentiators could be used. Below are definitions of knowledge related command verbs.
Describe – paint a picture in words, provide information with detail. Using this
analogy, you would expect there to be some detail in what they know. Describe
could be extended to merit and/or distinction, but could also be pass only. If it is to
be extended to distinction, then there will probably need to be a number of qualifiers.
Define – state the meaning of a term. It is unlikely this could be extended to merit or
distinction level.
Identify – recognise, distinguish and establish what something is. It is unlikely that
this could be extended to distinction level. Differentiation is likely to be about
relevance and accuracy.
Illustrate – exemplify, describe with reference to examples. This could be extended
to merit and distinction level.
Outline – gives a sketch of the situation, gives an overall impression. This is unlikely
to be extended to merit and distinction level. A good outline becomes a description!
State – make an assertion. This would not extend beyond pass.
Understand learning outcomes
Understanding learning outcomes are effectively assessed through the learner showing how
they have applied their knowledge through effective reasoning.
Differentiators
Clarity Is the reasoning explicit or implicit. Where reasoning is implicit the level of
understanding has to be interpreted. Explicit reasoning shows the understanding
clearly exists.
Depth How detailed is the reasoning?
Justification Are you persuaded of their argument and reasoning?
Substantiation Has the learner drawn on evidence to support any conclusions
made.
Validity Is the reasoning valid? Is it accurate? Is it based on the context of the
situation? Is it based on theory?
Command Verbs
Below are definitions of understanding related command verbs.
Analyse – examine in detail, break into component parts, examine relationships.
Assess – make a judgement about the quality or value of something
Compare – explain similarities and differences
Evaluate – make judgements against criteria, usually based on analysis and data
Explain – give reasons
Justify – persuade someone of the validity of an argument, to validate a proposal
Be able to learning outcomes
‘Be able to’ learning outcomes focus on learner’s development of skills. They involve
practical, hands on activities. Related AC’s are often assessed through the production of
ephemeral evidence, such as witness testimonies and observation records.
Differentiators
Accuracy
Were they able to elicit accurate information by using the skills?
Adaptation
Can they use the skill in different contexts?
Appropriate
Was the skill used appropriately, taking account of the situation/location?
Confidence
Very difficult to assess as it is an intrinsic feeling so assessors will find this
challenging to determine. It is sometimes used, however. Consider hesitance as a
sign of a lack of confidence, so fluidity and consistency can be aspects of confidence.
Effectiveness
Did the use of the skill produce the expected outcomes?
Independence
Were the learners able to demonstrate the skill without support or guidance from
others?
Command Verbs
Below are definitions of ‘be able to’ related command verbs.
Collaborate – make a contribution to the work of a team, supporting team members
as required
Communicate – ensure information is received effectively
Display – organise and present information diagrammatically
Handle – manipulate a tool/equipment to a desired effect
Monitor – observe and record activity, could also include ensuring expected
progress is maintained
Maintain - to keep in an appropriate condition
Plan – organise a range of components into a logical sequence. This could also
include timings. It could also include how this organisation is presented.
Present – organise and communicate in a way that can be clearly followed and
understood. Often refers to oral communication skills and may include use of
supporting information.
Process – use a series of actions to elicit results
Record – obtain and store data and information
Use – employ something for a purpose
Appendix 3 Adapting a Model Assignment
Below is the Learner Brief of the Model Assignment for Unit 3: Fitness for Sport. It is
annotated to show how the parameters given in the Assessor Guidance: Accepted Changes
to this Model Assignment can be applied.
BRIEF
Changes to the scenario can be made in terms of
gender, age, planned physical activities, reasons for
needing a training programme, working life,
location, access to facilities, test data, aspirations
The focus of the brief
could be any age or gender
For example, their working
life could be more active or
more labour intensive
Neil is 38. He works eight hours a day in an office based role. Five months ago, he was
promoted and the added responsibilities have increased his stress levels and he often has to
work longer hours or take work home. His evenings are mainly spent at home with his
family.
He has his own car and lives close to a leisure centre. He lives in an area where within a
ten minute walk, there is open countryside.
Access to facilities could be different. It should not be so different to
make the scenario more challenging or a resolution more obvious.
Playing Rugby is an important part of his weekend leisure time and he plays for a local team
in a Saturday league. Recently, he has been unable to attend the mid-week training
session, due to work commitments. In the last few weeks, he has found it difficult to play the
full 80 minutes of a game and last week he was a substitute.
Neil has recently put on weight. His workload is now more settled. He was very
disappointed at being substituted for the rugby team and is worried that he won’t enjoy his
planned summer holiday. He wants to become fitter but gets bored of traditional forms of
exercise.
The reasons for needing a training programme and aspirations
can be changed. There may be a tournament ahead or a charity
event.
Neil has taken some tests on his health and fitness and his results are attached.
Test data can be changed. They should be
appropriate to the scenario
He wants a 12 week training plan to prepare for his holiday and to get back into the first
team. He also needs to be motivated to carry out the training. He can’t afford a personal
trainer so wants something that he can have with him whenever he is training. He has
suggested a podcast that he can add to his MP3 player.
Only reference to the
context or form of
evidence can be
changed.
TASKS
You can change
the name here
You can change
the name here
1. Assess Neil’s training needs
2. Plan a 12 week training programme for Neil
3. Present motivational messages to Neil, explaining why the training programme you
You can change
have developed will meet his objectives.
the name here
SUMMARY
Task Number
1.
The allocation of criteria to
tasks cannot be changed
Evidence
Report
No form of evidence is
specified here. Any
form of evidence is
acceptable
2.
Hard copy of 12
week training
programme
Although the
summary table
states a hard
copy of a
programme is
required, any
format is
acceptable. It
must not be on
a pre-set
template.
None of these controls can be
changed, except for time. The
total time cannot exceed 9
hours, but how they are
allocated across the tasks can
be changed
AC
AC2.1 explain
components of
fitness required for
different physical
activities
AC2.2 assess
components of
fitness of an
individual against
normative ranges
AC4.1 set training
targets for individuals
from test results
AC3.2 describe
training methods to
improve health and
fitness
AC3.3 identify
resources required
for training methods
AC4.2 sequence
training programme
activities
Controls
Time 3 hours
Resources Access
to ICT software;
access to class
notes; access to
fitness test results
(Appendix A); access
to normative data
(Appendix B); no
access to Internet
Supervision You will
be supervised
throughout
Collaboration
Individual task
Feedback You
cannot be given
feedback on the work
you produce until it
has been marked
Time 3 hours
Resources Access
to ICT software;
access to class
notes; access to
fitness test results
(Appendix A); access
to normative data
(Appendix B); no
access to Internet
Supervision You will
be supervised
throughout
Collaboration
Individual task
Feedback You
cannot be given
feedback on the work
you produce until it
has been marked
3.
Podcast
Any form of
evidence is
acceptable
AC1.1 describe the
function of body
systems
AC1.2 describe short
term effects of
exercise on the body
AC1.3 describe long
term effects of
exercise on the body
AC2.3 describe
factors affecting
components of
fitness
AC3.1 describe the
principles of training
AC3.4 explain effects
of training methods
on different
components of
fitness
AC4.3 present
training programme
to an individual
Time 3 hours
Resources Access
to class notes;
access to ICT
software; no access
to Internet; access
to 12 week training
plan produced in task
2; access to fitness
test results
(Appendix A); access
to normative data
(Appendix B)
Supervision You will
be supervised
throughout
Collaboration
Individual task
Feedback You
cannot be given
feedback on the work
you produce until it
has been marked
Appendix 4 Assessment Quality Assurance Documentation
Quality Assurance of Assessment Briefs
For use when Model Assignment is Amended
Unit No and Title
Unit Assessor
Quality Assurance Checklist
Ring
TASK SETTING
Does the assignment brief:
 Fully cover the assessment requirements for the unit in a
single, coherent assignment, showing how the learning
outcomes relate to each other?
Y/N
 Has an applied purpose (scenario / work related context)
relating to the applied purpose of the unit?
Y/N
 Are amendments within parameters for change as
specified in the model assignment?
Y/N
 Provide opportunities for all assessment criteria and all
performance bands for the unit to be met?
Y/N
 Make clear in the summary table the evidence that
needs to be submitted on completion of the assignment?
Y/N
 Provide opportunities that will generate appropriate
evidence, as specified in the unit?
Y/N
 Ensure accessibility for all, without bias?
 Have appropriate language and presentation?
Y/N
 Have an appropriate timescale for completion, within the
time controls for the unit?
Y/N
TASK TAKING
Comments
Are controls for task taking clearly outlined to learners in
terms of:
 Time?
Y/N
 Access to resources?
Y/N
 Group Work?
Y/N
 Level of supervision?
Y/N
 Implications of plagiarism?
Y/N
 Feedback and re-drafting?
Y/N
TASK MARKING
Has appropriate documentation been developed to support
accurate assessment?
Y/N/
na
Is it clear to learners how their evidence will be marked?
Y/N
Overall, is the Assignment Brief ‘fit for purpose’?
Y / N*
*If no is recorded and the Lead Assessor recommends remedial action before the brief is
issued, the Assessor and the Lead Assessor should confirm, on the next page, the action
has been taken.
Signature - Assessor
Date
Signature – Lead Assessor
Date
Action Required:
Action Taken:
Review of revised assignment brief
Signature - Unit Assessor
Date
Signature – Lead Assessor
Date
Quality Assurance of Assessment Decisions
Unit No and Title
Unit Assessor
Assignment Title
Learner’s name
Grade awarded by
assessor?
Level 1 Pass
Level 2 Pass
Level 2 Merit
Level 2
Distinction
Grade awarded by
lead assessor
Level 1 Pass
Level 2 Pass
Level 2 Merit
Level 2
Distinction
Comments
Administration
Has documentation been
signed by assessor?
Has documentation been
signed by the learner
Marking
Does the evidence support the
assessors judgement of the
learner against the marking
descriptions?
Annotation
Has a mark record sheet been
accurately completed, clearly
showing which assessment
requirements have been met
with a supporting rationale
Does annotation on the
evidence clearly show where
higher level performance has
been demonstrated?
Does annotation use relevant
terminology and comments?
Controls
Is it clear that assessment has
been conducted in line with
Y/N
controls for task taking?
Learner feedback
Is the summative feedback to
the learner constructive and
linked to relevant assessment
requirements?
Does the feedback identify
opportunities for improvement
of future learning?
Signature – Lead Assessor
Date