Minimum Knowledge Expected of Learner
®
Level 5 Award in Sports Leadership
Learning Outcome
Performance Criteria
Minimum Knowledge/Action
Unit 1 – Plan, lead and evaluate a sport/activity session
Plan a sport/activity
session.
Create a session plan which includes:
• Preparation and use of facilities.
• Preparation and use of equipment.
• Preparation and management of participants.
• Organisation within the session.
•
•
Produce a structured session plan
showing organisation in at least three components of a session plan.
List three ways of preparing the
facilities, three ways of preparing the
equipment and three ways to ensure
participants are ready for participation.
Lead a series of
sport/activity
sessions.
Put planning into action by leading others in a
series of sport/activity sessions that are
appropriate for the age/ability of the
participants.
• Lead a minimum of 10 hours of sport/
activity sessions using the plans
appropriate to the age/ability of the
participants.
Use appropriate
communication
methods when
leading a sport/
activity session.
Select and apply communication methods
that are appropriate for the age/ability of the
participants.
• Apply a minimum of three communication
methods while leading sport/activity
sessions appropriate to the age/ability of
the participants.
Understand what
feedback is and how
to give it.
Describe the purpose of feedback.
• Apply a minimum of sixcommunication
methods while leading sport/activity
sessions appropriate to the age/ability of
the participants.
Explain with examples a variety of feedback
methods.
• List three purposes of giving feedback to participants.
Select and apply feedback methods that are
appropriate for the age/ability of the
participants.
• Explain with examples at least two
feedback methods.
Evaluate the session and use this knowledge
to plan and deliver future sessions.
• Identify three feedback methods and
demonstrate their use, which are
appropriate to the age/ability of the
participants.
Evaluate the role they played and explain
what could be improved for future sessions.
• Evaluate three positive aspects of the
session and at least one aspect requiring
improvement.
• Explain how this information willhelp in the
planning of future courses.
Evaluate a sport/
activity session.
Unit 2 – Developing leadership skills
Motivate
participants.
Explain the need to motivate participants and
the results that a lack of motivation could
have.
• Explain why it is important to motivate
participants.
• List three results that may occur with a
lack of motivation in a sport/activity
session.
Describe a range of ways to motivate
participants.
• Describe at least three motivational
methods and when it would be appropriate
to use the methods.
Explain the potential positive and negative
outcomes of using each type of motivational
tool.
• Explain at least one positive and one
negative outcome of the described
motivational methods.
SCQF Level 5 Award in Sports Leadership
©Sports Leaders UK 2014
SLF251 Issue 1 01/14
Understand the skills, Understand the skills, qualities and values that • Know a minimum of four skills, four
qualities and
a leader will need.
qualities and four values that an effective
values that a leader
leader will need.
will need.
Explain the positive and negative outcomes
• List at least one positive and one negative
of having/not having these skills, qualities and
outcome of the four listed skills, qualities
values when leading others.
and values.
Minimum Knowledge Expected of Learner
®
Level 5 Award in Sports Leadership
Learning Outcome
Performance Criteria
Minimum Knowledge/Action
Unit 2 – Developing leadership skills (continued)
Manage participant
behaviour.
Apply a range of motivation methods
when leading others.
• Demonstrate at least three motivational
methods whilst leading sport/activity
sessions.
Describe types of behaviour which
are and are not acceptable as:
• A leader
• A participant
•
•
Agree expectations with participants.
• Produce a negotiated contract with
participants for expectations by the leader
and the participants.
Use appropriate methods or interventions to
manage unacceptable behaviour.
• Demonstrate the use of three interventions
to manage unacceptable behaviour.
Know a minimum of five behaviours
that are acceptable as:
• A leader
• A participant
Know a minimum of five behaviours that are not acceptable as:
• A leader
• A participant
Unit 3 – Lead activities which promote a healthy lifestyle
Identify the factors
that contribute to a
healthy lifestyle.
Describe how the following factors may affect
a person’s health and fitness:
• Exercise
• Smoking
• Drugs
• Alcohol
• Diet
• Age
• Environment
• Identify a minimum of one affect on a
person’s health and fitness (as guided in
the Tutor Resource) for each of the listed
factors.
Plan, lead and
review a session
designed to increase
a participants’ heart
rate through physical
activity.
Plan an activity session which is designed to
increase participants’ heart rate.
• Plan a minimum of one activity session
that will raise participants’ heart rate.
Lead an activity session which is designed to
increase a participants heart rate.
• Lead for a minimum of 10 minutes and
identify basic visual signs of raised heart
rate on at least one occasion.
Review the activity session and explain what
went well and what did not go so well.
• Identify a minimum of one area that went
well and one area that did not go so well
following a session/activity that the learner
has led on at least one occasion.
Agree what could be improved for future
sessions.
• Agree on a minimum of one improvement
that could be made to the session.
Understand what
inclusion is.
Lead an activity
session that is fully
inclusive.
Describe how participants may have diverse
learning needs.
• Identify three different learning
requirements for individuals.
• Describe how it will affect an activity
session.
Explain a range of inclusion methods.
• Explain at least three inclusion methods
and when they would be appropriate to
use for the learning requirements identified
in the Assessment Criteria.
Adapt sport/activity sessions appropriately to
meet the needs of participants.
• Describe a minimum of three ways on how
to adapt a sport/activity session relevant to
the needs of the participants.
Describe different types of activity to include:
• Competitive
• Co-operative
• Problem Solving
• Mini Games
• Describe each of the listed types of
activities in the Assessment Criteria.
SCQF Level 5 Award in Sports Leadership
©Sports Leaders UK 2014
SLF251 Issue 1 01/14
Unit 4 – Making activity sessions inclusive
Minimum Knowledge Expected of Learner
®
Level 5 Award in Sports Leadership
Learning Outcome
Performance Criteria
Minimum Knowledge/Action
Unit 4 – Making activity sessions inclusive (continued)
Lead an activity
session that is fully
inclusive.
Plan, lead and
evaluate a multi
skills session.
Adapt sport/activity sessions appropriately to
meet the needs of participants.
• Describe a minimum of three ways on how to adapt a sport/activity session relevant to the needs of the participants.
Describe different types of activity to include:
• Competitive
• Co-operative
• Problem Solving
• Mini Games
• Describe each of the listed types of
activities in the Assessment Criteria.
Understand what multi skills are and explain
why they are important.
• Explain the concept of multi skills using the
A B C system.
• Give at least one reason why multi skills
are important in the development of
participant’s physical skills.
Plan a multi skills session.
• Plan a minimum of one multi skills session.
Lead a multi skills session.
• Lead at least one multi skills planned
session for a minimum of 15 minutes.
Evaluate a multi skills session and make
suggestions for future improvement.
• Identify at least three positive aspects of
the multi skills session.
• Identify at least one aspect requiring
improvement.
• Explain how this information will help in the
planning of future sessions.
Understand what is
appropriate sporting
behaviour.
Identify a positive
sporting role model.
Understand how a
Sports Leader could
make use of their
position as a positive
role model.
Explain what is and is not appropriate
behaviour for:
• A participant
• An official
• A coach
• A spectator
• Explain at least four sporting behaviours
that are acceptable for each role listed in
the Assessment Criteria.
• Explain at least two sporting behaviours
that are not acceptable for each role listed
in the Assessment Criteria.
Explain how positive and negative sporting
behaviour can influence society.
• Explain how at least two positive sporting
behaviours could influence society.
• Explain how at least two negative sporting
behaviours could influence society.
Explain what makes this person a positive
sporting role model.
• Identify at least one positive sporting role
model.
• Explain two skills, two qualities and two
values of the identified sporting role model.
Describe how this person uses their position
as a role model to help others.
• Outline two ways the identified person
uses their position to help others.
Identify how and why they may be perceived
as a positive role model.
• Identify at least three factors as to why a
Sports Leader may be perceived to be a
positive role model.
Describe the responsibility that comes with
being a positive role model.
• Describe at least three responsibilities a
Sports Leader has as a role model.
Explain how they might use their position as a
positive role model to help others.
• Outline two ways Sports Leaders can use
their position to help others.
SCQF Level 5 Award in Sports Leadership
©Sports Leaders UK 2014
SLF251 Issue 1 01/14
Unit 5 – Positive role models in sport
Minimum Knowledge Expected of Learner
®
Level 5 Award in Sports Leadership
Learning Outcome
Performance Criteria
Minimum Knowledge/Action
Unit 6 – Organise and deliver a sports event or competition
Understand the
different types of
events and
competitions.
Describe the differences between an event
and a competition.
• Describe at least three differences
between an event and a competition.
Compare the different event/competition
formats and describe any advantages/
disadvantages for the participants.
• Compare at least three different events/
competition formats.
• Describe at least two advantages and two
disadvantages for each format.
Take part in the
planning of an event
or competition.
Describe the roles and responsibilities needed
to plan and lead an event or competition.
• Describe at least four roles and at least
three responsibilities for eachrole when
planning an event or competition.
Agree own role and assist in the
planning if an event or competition.
• The learner must agree to a role and take
on the responsibilities needed of that role
when planning an event or competition on
at least one occasion.
Act as the umpire/referee.
• Take on the role of umpire/referee
appropriately on at least three occasions.
Assist in the leadership of an event or
competition.
• Undertake at least one role with
responsibility for at least one event or
competition.
Assist in the
leadership of an
event or competition.
Build good working relationships with the other • Demonstrate the implementation of at
members of the group.
least five Sports Leaders UK values when
working with others.
Evaluate the success of the event or
competition.
• Undertake self evaluation and peer
evaluation for the success of an event or
competition on at least one occasion.
• Evaluate three positive aspects of the
event or competition, and at least one
aspect requiring improvement.
• Explain how this information will help in the
planning of events and competitions.
Outline the role that they played in the
management of the event or competition.
• Independently evaluate their own role
played in the event or competition,
identifying at least three positive aspects
and at least one aspect requiring
improvement.
Give examples of how the evaluation will be
used when leading future events or
competitions.
• Give at least three examples of how the
evaluation information will be implemented
for future events or competitions.
SLF251 Issue 1 01/14
Evaluate an event or
competition.
SCQF Level 5 Award in Sports Leadership
©Sports Leaders UK 2014
Minimum Knowledge Expected of Learner
®
Level 5 Award in Sports Leadership
Learning Outcome
Performance Criteria
Minimum Knowledge/Action
Unit 7 – Pathways in sport and recreation
Know the provision
of sport and
recreation at a local,
regional and national
level.
Identify different organisations and the role
they play in the delivery of sport at the
following levels:
• Local
• Regional
• National
•
•
Identify at least three organisations for each level (local, regional and national).
List at least three roles within the delivery of sport for each of the organisations
identified.
Describe the organisation of a specific sport
from grassroots participation upwards.
• Select an organisation and describe the
local, regional and national pathway from
grass root participation to elite performers.
Describe the role that a Sports Leader can
play in the provision of sport and recreation.
• Identify at least three roles that a Sports
Leader can play in the provision of sport
and recreation.
Identify opportunities for further education and
training within sport and recreation.
• Identify at least three other education and
training opportunities within sport and
recreation.
Unit 8 – Using leadership skills
Understand the
range of leadership
opportunities within
the organisation.
Carry out an audit of current leadership
opportunities within the organisation.
• Identify at least three existing leadership
opportunities within then chosen
organisation.
Expand the range of
leadership
opportunities within
the organisation.
Identify additional opportunities for leadership
within the organisation.
• Identify at least two potential new
leadership opportunities within the
organisation.
Produce a strategy to increase leadership
opportunities within the organisation.
• Select one of the potential new leadership
opportunities and create a plan that could
be implemented.
Put the strategy into action and evaluate the
impact.
• Implement the plan and evaluate the
success of the new leadership
opportunity by identifying at least three
positive aspects and at least one area to
be improved upon.
Understand what a mentor is.
• Appropriately define the purpose of a
mentor and give one example of when a
mentors skills could be used.
Explain how a mentor system could work to
benefit the organisation.
• Give an additional example of how a
mentor could be used within the chosen
organisation and two benefits of using the
mentor system to the chosen organisation.
Carry out duties associated with being a
mentor.
• Act appropriately as a mentor on two
occasions.
SLF251 Issue 1 01/14
Act as a mentor.
SCQF Level 5 Award in Sports Leadership
©Sports Leaders UK 2014