Embed Size (px)
Citation preview
Unit 21 – The business of sportDELIVERY GUIDEVersion 1
Cambridge TECHNICALS LEVEL 3
SPORT AND PHYSICAL ACTIVITY
ocr.org.uk/sport
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
2
CONTENTS
Introduction 3
Related Activities 4
Key Terms 5
Misconceptions 6
Suggested Activities:
Learning Outcome (LO1) 7
Learning Outcome (LO2) 9
Learning Outcome (LO3) 12
Learning Outcome (LO4) 15
Learning Outcome (LO5) 18
Learning Outcome (LO6) 20
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
33
INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.
OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.
We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.
Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.
If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected]. Unit 21 The business of sport
LO1 Understand types of sport businesses and their organisational structures
LO2 Understand how sports businesses are managed
LO3 Understand how volunteers support sport businesses
LO4 Understand Corporate Social Responsibility in sport and sports businesses
LO5 Understand how sports businesses obtain funding and why it is necessary
LO6 Understand the impact of the commercialisation of sport and physical activity
To find out more about this qualification please go to: http://www.ocr.org.uk/qualifications/vocational-education-and-skills/cambridge-technicals-sport-and-physical-activity-level-3-certificate-extended-certificate-foundation-diploma-diploma-05826-05829-2016-suite/
Please note The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.
Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.
UNIT AIMSport is both a sophisticated and complex business, ranging from self-employed individuals such as sports coaches and personal trainers, through to massive global organisations such as Nike and Adidas. The size and objectives of sports businesses vary from one to another, and this will have an impact on their structure and staffing requirements. In this unit you will learn about the structure and purpose of different sports businesses, who their customers are and how they use staff and volunteers to run their organisation and meet their goals. You will also learn about Corporate Social Responsibility and businesses obligations to the community and the environment.
This unit also puts emphasis on those issues that the commercialisation of sport has brought along, and therefore prepares you to start thinking about how to manage sport businesses and organisations within this constantly changing business environment.
2016 Suite• New suite for first teaching September 2016• Externally assessed content• Eligible for Key Stage 5 performance points from 2018• Designed to meet the DfE technical guidance
OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.
English Maths Work
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
4
This unit (Unit 21) Title of suggested activity Other units/LOs
LO1 Guest lecture – how a business is organised Unit 3 Sports organisation and development LO1 Understand how sport in the UK is organised
LO2 Thanks for the custom Unit 14 Working in active leisure facilities LO2 Understand the importance of customer care in active leisure
LO3 Go, volunteer! Unit 8 Organisation of sports events LO4 Be able to participate in the delivery of a sports event
The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Sport and Physical Activity units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.
RELATED ACTIVITIES
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
5
KEY TERMSExplanations of the key terms used within this unit, in the context of this unit
Key term Explanation
Commercialisation The act of putting something on ‘the market’ and making it profitable.
Corporate Social Responsibility (CSR) An approach where the business considers the impact that its activity has on society and the environment and contributes to sustainable development by delivering economic, social and environmental benefits for all stakeholders.
Corruption Dishonest or fraudulent activities. Examples in sport include bribery, match fixing and cheating.
Macro environment Comprises general forces and trends rather than specific organisations e.g. government policy, technological environment.
Micro environment Comprises all those organisations and individuals who directly or indirectly affect the activities of a company, such as staff and customers.
PEST A form of analysis that comprises Political environment, Economic environment, Social and cultural environment and Technological environment.
Private sector Not owned by the government and in business to make a profit. Examples in sport include Nike and Adidas.
Public sector Paid for by local and national government and funded by taxes or the National Lottery. Examples in sport include schools, colleges and community sports centres. Generally not for profit.
Sustainability A process by which companies manage their financial, social and environmental risks, obligations and opportunities. These three impacts are sometimes referred to as profits, people and planet.
SWOT A form of analysis that consists of reviewing Strengths, Weaknesses, Opportunities and Threats.
Voluntary sector Not for profit and non-governmental businesses. Examples in sport include community sports teams.
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
6
Some common misconceptions and guidance on how they could be overcome
What is the misconception? How can this be overcome? Resources which could help
All sports businesses are in it to make money
Learners could research public, private and voluntary sports businesses to compare how they measure success.
Sports ProvisionSheffield Hallam Universityhttp://teaching.shu.ac.uk/hwb/sport/techandinnov/showcase0809/paula_price/sportsprovision.htmlA description of public, private and voluntary businesses in the sport sector.
MISCONCEPTIONS
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
7
SUGGESTED ACTIVITIESLO No: 1
LO Title: Understand types of sport businesses and their organisational structures
Title of suggested activity Suggested activities Suggested timings Also related to
Business types Separate the learners into small groups and ask them to write down as many examples of sports businesses as they can think of on ‘sticky’ notes. Suggest that learners use ‘professional sports club’ as one example of a type of sports business, rather than listing every club or team they can think of.
Ask the groups to share with the rest of the class the examples they have come up with to develop a comprehensive list.
15 minutes
Public, private or voluntary? Put three pieces of flip chart paper around the classroom with the headings ‘Public’, ‘Private’ and ‘Voluntary’.
Using the ‘sticky’ notes from the previous activity, ask learners to stick each business they have written down onto the type they feel it belongs to.
Once completed, ask the learners to research private, public and voluntary sports organisations and then review their choices. The following website may be useful:
Sports ProvisionSheffield Hallam Universityhttp://teaching.shu.ac.uk/hwb/sport/techandinnov/showcase0809/paula_price/sportsprovision.htmlA description of public, private and voluntary businesses in the sport sector.
30 minutes
Guest lecture – how a business is organised
A guest lecturer from a local sports business can be invited to talk to your learners about their organisation; whether they are private, public or voluntary; who their target market is; how their organisation is structured etc.
Learners should be tasked with preparing questions for the lecturer relating to customers and competitors (e.g. Who are they?); sites and facilities (e.g. How many sites do they have? Where are they?) etc.
1 hour Unit 3 LO1
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
8
Title of suggested activity Suggested activities Suggested timings Also related to
SWOT analysis Ask learners to pick a sports organisation they are familiar with. This can be a local, national or global organisation and can be done individually or in groups.
Using the following link for support, ask learners to conduct a SWOT analysis for the internal and microenvironment of this business:
Marketing resources: SWOT AnalysisOxford Learning Labhttp://www.oxlearn.com/arg_Marketing-Resources-SWOT-Analysis_11_26A description of what a SWOT analysis is and how to conduct one.
1.5 hours
PEST analysis For the same business used in Activity 4, ask learners to conduct a PEST analysis of the macro environment. The following resource will help learners with this:
PESTLE Macro environment analysisOxford Learning Labhttp://www.oxlearn.com/arg_Marketing-Resources-PESTLE---Macro-Environmental-Analysis_11_31A description of what a PEST analysis is and how to conduct one.
1.5 hours
Build a business plan – part 1 Separate learners into small groups. Learners will be tasked with developing a business plan over the course of the Delivery Guide. Following the activities for Learning Outcome 1, ask the learners to choose a business type and an organisational structure for their business. An example of a business plan template can be found here:
Business plansThe Prince’s Trusthttps://www.princes-trust.org.uk/help-for-young-people/tools-resources/business-tools/business-plansDownloadable business plan templates.
2 hours
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
9
SUGGESTED ACTIVITIESLO No: 2
LO Title: Understand how sports businesses are managed
Title of suggested activity Suggested activities Suggested timings Also related to
Missions, visions and reports Learners could research three sports businesses’ websites to review and compare their mission and vision statements and also their annual reviews and financial statements to find out what their targets and goals are and how well they are doing in achieving them.
The following are some examples tutors could use:
Our missionNikehttp://about.nike.com/Nike’s mission and company profile.
Reports and presentationsSports Directhttp://www.sportsdirectplc.com/investor-relations/reports-and-presentations/rp-2016.aspxSports Direct’s annual report.
Governance & Annual ReportTrafford Leisurehttp://www.traffordleisure.co.uk/about-us/governance/Trafford Leisure’s annual report.
1 hour
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
10
Title of suggested activity Suggested activities Suggested timings Also related to
Staff recruitment Learners could be asked to research and compare job adverts for sports businesses in their local area. This could be in the local paper, social media, noticeboards and recruitment websites. Learners should be asked to consider the following in their comparisons:• the types of contract on offer for different roles• salary and benefits• number of roles/positions being recruited for• requirements and responsibilities of the positions• attractiveness of one advert over another (e.g. imagery, language used etc).
A class discussion could be held for learners to share their findings and discuss why different types of businesses recruit the way they do.
Learners may find the following website useful when considering types of employment contract:
Contract types and employer responsibilitiesGov.ukhttps://www.gov.uk/contract-types-and-employer-responsibilities/overviewAn explanation of different types of employment contract.
2 hours
Job interview Learners could be tasked with interviewing at least five members of their family or friends about their working life with an aim to find out why they are in the job they are in, how long they have been there, what has made them stay, why they left any previous jobs they may have had, what their most enjoyable job has been and why.
Learners should then prepare a presentation with the outcomes of their interviews to deliver to the rest of the group and a discussion could then ensue to consider any common answers.
2 hours
Why did you buy that? Tutors should ask learners to consider their own shopping and spending habits. Is there a certain brand of sportswear that they will always buy? Do they buy their clothes or equipment from the same shop? Do they follow a particular sports team? etc.
Learners could write their thoughts down in a table with the first column listing the product/service/outlet etc and the second giving their reasons as to what attracted them to use/follow/buy these and why they continue to do so.
30 minutes
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
11
Title of suggested activity Suggested activities Suggested timings Also related to
Thanks for the custom Following on from the previous suggested activity, learners could add an additional column to their table and write down the benefits of their loyalty to the business.
The following resources might help learners with this activity:
Benefits Of Customer Retention StrategiesCustomerretentionstrategies.orghttp://www.customerretentionstrategies.org/Benefits-Of-Customer-Retention-Strategies.htmlAn explanation of why customer retention is important to businesses.
The 5 Principles of Fan Engagement for Sports MarketersMarketohttps://uk.marketo.com/ebooks/the-5-principles-of-fan-engagement-for-sports-marketers/An e-book explaining how fan engagement makes for successful sports businesses.
30 minutes Unit 14 LO2
Build a business plan – part 2 Learners should now go back to their business plan, started in Learning Outcome 1, and add in details about their staff requirements, staff recruitment, contract types they will offer and customer attraction and retention.
1 hour
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
12
SUGGESTED ACTIVITIESLO No: 3
LO Title: Understand how volunteers support sport businesses
Title of suggested activity Suggested activities Suggested timings Also related to
What is voluntary work? To introduce the idea of volunteers in sport and the role that they play, tutors could discuss with the learners the role of the Game Makers at the London 2012 Olympics.
The following articles and videos highlight the important role that the Game Makers played during the Olympics and how they helped make it a success:
Meet the Volunteers, champions of the Olympic Games!Olympichttps://www.youtube.com/watch?v=nsxEd3MLdg8A video celebrating the Game Makers at London 2012.
Volunteers: helping to make the Games happen IOChttps://www.olympic.org/news/volunteers-helping-to-make-the-games-happenA description of the role of volunteers at the Olympics.
London Olympics: How volunteers made the Games BBC Newshttp://www.bbc.co.uk/news/uk-19201329An article highlighting the experiences of the volunteers during the London 2012 Olympic Games.
1 hour
Who else volunteers? Event support staff are just one type of volunteer used by sports businesses. Split the learners into groups and ask each group to come up with examples of other roles that volunteers in sport carry out.
Each group could create a poster that details the different types of volunteer and the roles and responsibilities that they may have.
The following website might be useful:
Types of volunteeringnidirecthttps://www.nidirect.gov.uk/articles/types-volunteeringIncludes a section on Sports volunteering and the types of role undertaken by volunteers.
1 hour
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
13
Title of suggested activity Suggested activities Suggested timings Also related to
Why use volunteers? Tutors could invite a guest lecturer from a local sports business such as a community sports club, to talk to learners about why their organisation uses volunteers, how they go about recruiting and training them, any difficulties that using volunteers presents and the benefits that it offers to their organisation.
Learners should be encouraged to prepare questions for the guest ahead of their lecture.
1 hour
Volunteer job description Learners could be tasked with writing a job profile for a sports volunteer. The job profile should include the following:• roles and responsibilities• skills and experience required• qualifications/training required• other requirements (e.g. DBS check)• time commitment• any benefits (e.g. discounts, paid expenses, meals and refreshments provided)• any other information (e.g. dress code, code of conduct etc).
Learners may find the following examples of volunteer job descriptions useful:
Sports Volunteer Job DescriptionWheelpowerhttp://www.wheelpower.org.uk/WPower/assets/File/WheelPower%20Volunteering%20forms.pdfJob description for a sports volunteer.
GLL Job & CareersGreenwich Leisure Limitedhttps://www.glljobs.org/Get.aspx?id=1342235Scroll down the page and click on the ‘volunteering’ link to find details with job descriptions of any current sports volunteer positions.
1 hour
Volunteering strategy plan Learners should be tasked with creating a volunteering strategy plan to help the success of a sports organisation. Depending on the business plan that learners have already started to create they may be able to link it to that, otherwise they can develop a standalone plan for a different organisation.
How do I develop a volunteering strategy?Sport Englandhttps://www.sportengland.org/our-work/volunteers-and-coaches/volunteering-explained/planning-and-organising/how-do-i-develop-a-volunteering-strategy/A description of how to create a volunteering strategy plan in sport.
3 hours
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
14
Title of suggested activity Suggested activities Suggested timings Also related to
Go, volunteer! Learners could undertake a voluntary placement either at a sports event as a steward or support staff, or as a sports coach or leader for a local team or primary school. This could be undertaken as part of the delivery or assessment of Unit 8 Organisation of sports events.
After the placement, learners could write a blog reflecting on the experience. They could write about the recruitment experience (how easy was it to get the position, what skills or knowledge did they need), any training they were given, the experience itself (how were they treated by other staff, supervisors, spectators, participants etc), what they learnt from it and would they do it again or recommend it to a friend.
2.5 hours Unit 8 LO4
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
15
SUGGESTED ACTIVITIESLO No: 4
LO Title: Understand Corporate Social Responsibility in sport and sports businesses
Title of suggested activity Suggested activities Suggested timings Also related to
What is CSR? Learners can be split into small groups and asked to research what Corporate Social Responsibility (CSR) is and provide examples that they are familiar with either nationally or locally (e.g. Sainsbury’s School Games, Sky Blues in the Community).
The following links might be useful:
Examples of Social Responsibility StrategiesHouston Chroniclehttp://smallbusiness.chron.com/examples-social-responsibility-strategies-10633.htmlA web page that gives examples of CSR delivered by businesses.
CommunityCoventry City Football Clubhttp://www.ccfc.co.uk/club/community/Links to articles about the community work delivered by Coventry City Football Club.
Corporate social responsibilityECBhttps://www.ecb.co.uk/news/82972A web page related to the CSR work of the ECB.
A whole group discussion can then ensue to come up with an agreed definition of CSR.
30 minutes
CSR in practice Tutors could invite a guest lecturer from a local sports business to talk to the group about their approach to CSR. The guest lecturer could discuss community projects they are involved in; how the business ensures it is environmentally friendly and ethically sound; what processes and procedures they put in place to ensure they are working within the law and any regulatory requirements and how they develop and maintain a positive reputation.
1 hour
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
16
Title of suggested activity Suggested activities Suggested timings Also related to
The importance of CSR Tutors could facilitate an open debate in the classroom on the fors and againsts of McDonald’s, an organisation that receives a lot of bad press about the unhealthy food that it provides to customers and the contribution that it and other fast food restaurants make to the increasing obesity crisis, in comparison to the work it does as part of its CSR in animal welfare, supporting local produce and sponsoring sports clubs and events.
In researching their topics, learners might find the following resources useful:
What makes McDonald’s?McDonald’shttp://www.mcdonalds.co.uk/ukhome/whatmakesmcdonalds/questions/running-the-business/student-information-pack/how-do-mcdonalds-combat-the-negative-media-and-bad-press-it-receives.htmlThe company’s response to a customer who queried how McDonald’s responds to negative press.
CSR Profile of McDonald’s CorporationCSRwirehttp://www.csrwire.com/members/12873-mcdonald-s-corporationCase studies and press releases about McDonald’s community work.
1 hour
The fish game Tutors could introduce the concept of sustainability through using ‘The Fish Game’. This game can be played online or in the classroom and the idea is for learners to ‘fish’ from a lake that can only hold a certain number of fish. After each round of fishing the fish will reproduce at a rate of 25%. The idea of the game is to collect more fish than your opponents but not empty the lake.
Play the Fish Game OnlineThe Cloud Institute for Sustainability Educationhttp://cloudinstitute.org/fish-gameAn online version of the fish game.
The Fish GameFoundation for Teaching Economicshttp://www.fte.org/teacher-resources/lesson-plans/efllessons/the-fish-game/Instructions for playing a classroom based version of the game.
1 hour
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
17
Title of suggested activity Suggested activities Suggested timings Also related to
Corruption in sport and sports businesses
There are many instances of corruption in sport; tutors can provide examples and case studies to learners. One of the most high profile was Lance Armstrong, seven-time Tour de France winner who was stripped of his victories in 2012 after he was found to have been doping. However, learners may not understand the wider implications of Armstrong being caught doping such as the impact on his charity, Livestrong.
The following resource provides further detail on the wider impacts of Armstrong’s doping scandal:
Livestrong after LanceCBS News https://www.youtube.com/watch?v=TdecidjIUMAA report on the impact of Lance Armstrong’s doping on the charity Livestrong.
Tutors could ask learners to select another example of corruption in sport (e.g. Sepp Blatter and other FIFA members accepting bribes for World Cup bids, Russian athletes doping, Manchester City breaking Financial Fair Play regulations) and investigate the case itself and any wider implications it had. Learners could then deliver a presentation to the group on their example of corruption.
2 hours
Build a business plan – part 3 Learners should revisit the business plan they have been creating in Learning Outcomes 1 and 2 and build in how they will address Corporate Social Responsibility in their business.
1 hour
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
18
SUGGESTED ACTIVITIESLO No: 5
LO Title: Understand how sports businesses obtain funding and why it is necessary
Title of suggested activity Suggested activities Suggested timings Also related to
Spot the funding Learners could be shown a video clip of Chelsea winning the Champions League Final in 2012:
Bayern Munich vs Chelsea 1-1 (pen 3-4) – UCL Final 2012GugaTVhttps://www.youtube.com/watch?v=oAke3wzhmxk
During the video clip, learners should be asked to write down all the sources of funding they see. Learners should then share with the group all of the sources they have written down and create a whole group list.
30 minutes
Other sources of funding There are many other sources of funding besides those identified in Activity 1 that are available to sports clubs (amateur or professional) and businesses.
Learners could be tasked with developing and distributing a questionnaire that can be distributed amongst local sports businesses, asking them where they obtain their funding from, how they obtain their funding and what they use it for. Businesses could include local leisure centres, community sports clubs, independent retailers and sports betting shops.
SurveyMonkeyhttps://www.surveymonkey.co.uk/A useful website for generating, distributing and collecting responses from survey and questionnaires.
Once learners have obtained responses to their questionnaires they could present their findings to the rest of the group.
2 hours
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
19
Title of suggested activity Suggested activities Suggested timings Also related to
Success attracts money Learners could analyse how funding is distributed to different Olympic sports by UK Sport dependent on their success or potential success.
Current Funding FiguresUK Sporthttp://www.uksport.gov.uk/our-work/investing-in-sport/current-funding-figuresDetails of amounts each sport is allocated by UK Sport based on the number of podium and potential podium athletes. Also details how funding has changed for the sport over time.
Learners could then write a report for a specific sport explaining how and why its funding has either increased or decreased over time.
Learners may also carry out a similar exercise with other sports/teams/athletes (e.g. Manchester City Football Club, Anthony Joshua) and consider how their streams of funding have increased/changed since becoming successful or, alternatively, since becoming less successful (e.g. Tiger Woods).
1.5 hours
Sports development officer Tutors could invite a sports development officer (SDO) from their local council to deliver a guest lecture on the process of funding, who applies for it, what for, how and why it is granted etc.
Learners should be encouraged to prepare questions to ask the SDO during their lecture.
1 hour
Bidding wars Learners could be split into groups of three or four. One group will hold a budget of £3 million which the other groups will have to bid for funding from.
Groups could be bidding for money to make improvements to community facilities, money to start up a girls’ football team, money to build a new swimming pool etc. The groups will need to work out how much money they need for their project and how it will be spent before they pitch their case to the budget holders.
It is then up to the budget holders to decide how much (if any) money is allocated to each of the groups.
2 hours
Build a business plan – part 4 Learners should revisit the business plan they have been developing throughout this Delivery Guide and add in how the business will be financed, from initial start-up, through breaking even and into profit.
30 minutes
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
20
SUGGESTED ACTIVITIESLO No: 6
LO Title: Understand the impact of the commercialisation of sport and physical activity
Title of suggested activity Suggested activities Suggested timings Also related to
What is commercialisation? Learners should be tasked with researching the term commercialisation and what it means in sport. A group discussion could then ensue to come up with a whole group definition.
CommercialisationA Level Physical Education: Subject Supporthttp://alevelphysicaleducation.co.uk/commercialisation/A report on what commercialisation in sport is and the impact it has had.
30 minutes
Professionalisation of rugby As rugby is one of the more recent sports to turn professional, learners could be tasked with producing a timeline for a professional rugby club from 1995 until now. Learners should indicate key moments in the club’s recent history which might not have been possible without the commercial aspect of professionalisation (e.g. buying/building of stadia, purchase of high profile players, sponsorship deals etc).
The ClubWaspshttp://www.wasps.co.uk/your-club/club-historyA history of Wasps RFC key events including 1995 onwards.
2 hours
Sky is the limit Now worth in excess of £5bn for three seasons, the TV rights to the Premier League is one of the most lucrative deals in sport. Learners should research the history of the relationship between Sky and the Premier League and write a report on the significant changes that have been made to the game and the pros and cons of these from a fan’s perspective (e.g. can watch games from home/increase in ticket prices as clubs become ‘bigger’, better players attracted to English football/lack of development opportunities for English players resulting in a poorer National team).
Learners could then be tasked with writing a report based on their research.
2 hours
CA
MBRID
GE TEC
HN
ICA
LS IN SPO
RT AN
D PH
YSICA
L AC
TIVITYLEVEL 3 U
NIT 21
21
Title of suggested activity Suggested activities Suggested timings Also related to
Social media and sport Learners could be asked to select one professional sports personality/team and make a ‘scrapbook’ of their social media activities (Twitter, Facebook, Instagram etc) over a period of time (two weeks/one month) surrounding an important event (before, during and after). Learners should also try and track how the personality’s/team’s social media activity is covered by the media and the impact it has had on the perception of the personality/team.
A group discussion can then take place around the impact that social media has had on their particular personality/team.
3 hours
Building a brand Learners could be asked to create a storyboard about a fictional athlete at the start of their professional career. Learners could build the story of their athlete from ‘new kid on the block’ through rising star to world class and then post career.
Throughout their story, learners could build in commercial opportunities that will give their athlete world fame both on and off the field of play.
Learners might consider the career of David Beckham and his commercial success in building ‘Brand Beckham’ to inform their athlete’s story:
David Beckham’s 8 Step Guide to Building a BrandD&Whttp://www.digitalandwise.com/david-beckhams-8-step-guide-to-building-a-brand/
2 hours
The
smal
l pri
nt
ocr.org.uk/sportOCR customer contact centre
OCR is part of Cambridge Assessment, a department of the University of Cambridge. For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.
© OCR 2017 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.
Cambridge Technicals Level 3
Sport and Physical Activitytextbook
Developed in partnership with Hodder Education this book covers a range of units within this qualification. http://www.hoddereducation.co.uk/Product/9781471874857
Publication date: 28 Oct 2016
We’d like to know your view on the resources we produce. By clicking on the ‘Like’ or ‘Dislike’ button you can help us to ensure that our resources work for you. When the email template pops up please add additional comments if you wish and then just click ‘Send’. Thank you.
Whether you already offer OCR qualifications, are new to OCR, or are considering switching from your current provider/awarding organisation, you can request more information by completing the Expression of Interest form which can be found here: www.ocr.org.uk/expression-of-interest
OCR Resources: the small printOCR’s resources are provided to support the delivery of OCR qualifications, but in no way constitute an endorsed teaching method that is required by OCR. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
This resource may be freely copied and distributed, as long as the OCR logo and this small print remain intact and OCR is acknowledged as the originator of this work.
OCR acknowledges the use of the following content:Cover image: Rawpixelcom/Shutterstock.comSquare down and Square up: alexwhite/Shutterstock.com
Please get in touch if you want to discuss the accessibility of resources we offer to support delivery of our qualifications: [email protected]
Looking for a resource?There is now a quick and easy search tool to help find free resources for your qualification:
www.ocr.org.uk/i-want-to/find-resources/
