ocr.org.uk/sport

A PROJECT APPROACH TO DELIVERY – RECREATIONAL ASSISTANT PATHWAYVersion 1

Cambridge TECHNICALS LEVEL 3

SPORT AND PHYSICAL ACTIVITY

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CONTENTS

Introduction 3

About the modules and activities 7

Assessment of units 9

The Project Brief 10

Module 1 – Developing sport and physical activity opportunities 11

Module 2 – Roles and responsibilities of a Recreational Assistant 14

Module 3 – Planning and promoting the programme 18

Module 4 – Safety and safeguarding 21

Module 5 – Delivering the programme 25

Module 6 – Reviewing the programme 27

Other resources 29

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INTRODUCTIONThe purpose of this guide is to give you an overview of how you could holistically deliver a range of learning outcomes from a number of units from the Level 3 Cambridge Technical in Sport and Physical Activity - Recreational Assistant Pathway.

Link to qualification: 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/

The intention is for learners to undertake investigation, research, planning, practical delivery and evaluation in order to deliver a sports event, using learning outcomes from different units within the Recreational Assistant Pathway.

When delivering any qualification it is always useful to be able to look at the full range of units selected and consider how they are or could be linked together – a holistic approach.

This holistic approach will provide you with a structured plan to teach learners how a range of topics work together across a number of units, creating an efficient, effective and coherent pathway through different elements of the qualification.

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Unit LO

Unit 2 Sports coaching and activity leadership

LO1 Know the roles and responsibilities of sports coaches and activity leaders

LO2 Understand principles which underpin coaching and leadership

LO3 Be able to use methods to improve skills, techniques and tactics in sport

LO4 Be able to plan sports and activity sessions

LO5 Be able to prepare sport and activity environments

Unit 3 Sports organisation and development

LO1 Understand how sport in the UK is organised

LO2 Understand sports development

LO3 Understand how the impact of sports development can be measured

LO4 Understand sports development in practice

Unit 4 Working safely in sport, exercise, health and leisure

LO1 Understand emergency procedures in sport, exercise, health and leisure

LO2 Understand health and safety requirements in sport, exercise, health and leisure

LO3 Understand how to minimise risk in sport, exercise, health and leisure

LO4 Know first aid requirements for sport, exercise, health and leisure

LO5 Know how to safeguard children and vulnerable adults in sport, exercise, health and leisure

Unit 8 Organisation of sports events

LO1 Know different types of sports events and their purpose

LO2 Know the different roles and responsibilities involved in the planning and delivery of sports events

LO3 Be able to plan and promote a sports event

LO4 Be able to participate in the delivery of a sports event

LO5 Be able to review the planning and delivery of a sports event

THIS PROJECT APPROACH ENABLES THE DELIVERY AND FACILITATION OF LEARNING OF THE FOLLOWING UNITS:

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Unit LO

Unit 11 Physical activity for specific groups

LO1 Know about the provision of physical activity for specific groups

LO2 Know the benefits of and barriers to participating in physical activity for specific groups

LO4 Be able to plan physical activity sessions for specific groups

Unit 12 Nutrition and diet for sports and exercise

LO1 Understand the principles and importance of a balanced diet

LO2 Understand energy balance

LO3 Understand the importance of hydration in sport and exercise

LO5 Understand the psychology of healthy eating

Unit 14 Working in active leisure facilities

LO1 Know the active leisure sector

LO2 Understand the importance of customer care in active leisure

LO3 Be able to complete daily cleaning and tidying operations in active leisure

LO4 Be able to set up and take down equipment in active leisure

LO5 Be able to maintain and store equipment in an active leisure environment

Unit 17 Sports injuries and rehabilitation LO2 Be able to minimise the risk of sports injuries

Unit 18 Practical skills in sport and physical activities LO4 Be able to officiate in sport and physical activity

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The intention is that the learners will be taught a range of knowledge and skills within each of the units and then carry out relevant review activities at various stages. Each of the review activities (once successfully completed by the learner) will provide some of the required underpinning knowledge for their final assessment.

However, the practice review activities within the modules must not be used for final assessment purposes of Cambridge Technicals in Sport and Physical Activity.

Model assignments for each of the mandatory internal assessment units (2, 8, 11, 12, 14, 17 and 18) for Cambridge Technical in Sport and Physical Activity Level 3 units can be found at: 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/

It is assumed that the learners will be given the opportunity to carry out activities that will enable them to practice the skills they have learned within each module prior to being given final assessment activities.

When considering a holistic approach to delivery and learning it is important to consider the overall objectives. In this guide the objectives are to:

• Deliver elements from a variety of units from the Cambridge Technical Level 3 in Sport and Physical Activity – Recreational Assistant pathway

• Structure a programme of knowledge and competence based learning which is exciting and engaging for learners

• Allow learners to apply their skills in relevant and ‘real life’ scenarios

• Give learners the opportunity to consolidate their knowledge and practice their skills prior to being assessed.

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ABOUT THE MODULES AND ACTIVITIESThis guide is divided into six modules which may be combined or sub-divided according to teaching time available.

The table below shows where each of the modules in this project provides delivery approaches and learning opportunities to ensure a thorough review of skills and understanding, prior to final assessment and evidencing by the learner.

BY UNIT/LEARNING OUTCOME (LO)

UNIT No LO1 LO2 LO3 LO4 LO5 LO6 LO7

Unit 2 Module 2

Activity 1

Module 2

Activity 2

Module 5

Activity 1

Module 3

Activity 1, 3

Module 5

Activity 2

Module 5

Activity 3

Module 6

Activity 1 to 5

Unit 3 Module 1

Activity 3

Module 1

Activity 2

Module 6

Activity 6

Module 1

Activity 2

Unit 4 Module 4

Activity 4

Module 4

Activity 1, 3

Module 4

Activity 1, 2, 3

Module 4

Activity 4

Module 4

Activity 5

Unit 8 Module 2

Activity 3, 5

Module 2

Activity 4

Module 3

Activity 1, 3, 4, 5

Module 5

Activity 3

Module 6

Activity 1 to 5

Unit 11 Module 1

Activity 4, 6

Module 1

Activity 5

Module 3

Activity 1, 2, 3

Unit 12 Module 5

Activity 5

Module 5

Activity 6

Module 5

Activity 5

Module 5

Activity 5, 6

Unit 14 Module 1

Activity 3

Module 2

Activity 6

Module 4

Activity 6

Module 4

Activity 6

Module 4

Activity 6

Unit 17 Module 4

Activity 2

Unit 18 Module 5Activity 4

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BY MODULE

The following table includes the same information as the table above, but from a different perspective; showing where each module sits within the different units and learning outcomes.

Module Unit LO Activity

Module 1 Unit 3 LO1 Activity 3

LO2 Activity 2

LO4 Activity 2

Unit 11 LO1 Activity 4, 6

LO2 Activity 5

Unit 14 LO1 Activity 3

Module 2 Unit 2 LO1 Activity 1

LO2 Activity 2

Unit 8 LO1 Activity 3, 5

LO2 Activity 4

Unit 14 LO2 Activity 6

Module 3 Unit 2 LO4 Activity 1, 3

Unit 8 LO3 Activity 1, 3, 4, 5

Unit 11 LO4 Activity 1, 2, 3

Module 4 Unit 4 LO1 Activity 4

LO2 Activity 1, 3

LO3 Activity 1, 2, 3

LO4 Activity 4

LO5 Activity 5

Unit 14 LO3 Activity 6

LO4 Activity 6

LO5 Activity 6

Unit 17 LO4 Activity 2

Module Unit LO Activity

Module 5 Unit 2 LO3 Activity 1

LO5 Activity 2

LO6 Activity 3

Unit 8 LO4 Activity 3

Unit 12 LO1 Activity 5

LO2 Activity 6

LO3 Activity 5

LO5 Activity 5, 6

Unit 18 LO4 Activity 4

Module 6 Unit 2 LO7 Activity 1 to 5

Unit 3 LO3 Activity 6

Unit 8 LO5 Activity 1 to 5

Although this project approach provides a direct opportunity to deliver the learning outcomes and units referenced above, it also provides opportunities to include further learning outcomes and units into its synoptic delivery including, but not limited to:

• Unit 1 – Body systems and the effects of physical activity

ABOUT THE MODULES AND ACTIVITIES

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ASSESSMENT OF UNITSPlease note that this Project Approach should not be used directly for assessment purposes. It is intended to support the teaching and learning of the units/learning outcomes specified.

This project provides opportunities to produce additional and separate evidence to meet the assessment requirements for units 2, 3, 4, 8, 11, 12, 14, 17 and 18. The tables on pages 7 and 8 indicate how each module and activity provides an opportunity for additional and separate evidence for each unit. Completion of the modules does not guarantee all of the criteria have been met; this is entirely dependent on the quality of the evidence produced.

This project approach should be read in conjunction with the published grading criteria in the unit documents.

Methods of Assessment

Unit No Unit title How are they assessed?

Unit 2 Sports coaching and activity leadership Internal = Centre assessed and moderated by OCR

Unit 3 Sports organisation and development External assessment

Unit 4 Working safely in sport, exercise, health and leisure External assessment

Unit 8 Organisation of sports events Internal = Centre assessed and moderated by OCR

Unit 11 Physical activity for specific groups Internal = Centre assessed and moderated by OCR

Unit 12 Nutrition and diet for sports and exercise Internal = Centre assessed and moderated by OCR

Unit 14 Working in active leisure facilities Internal = Centre assessed and moderated by OCR

Unit 17 Sports injuries and rehabilitation Internal = Centre assessed and moderated by OCR

Unit 18 Practical skills in sport and physical activities Internal = Centre assessed and moderated by OCR

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THE PROJECT BRIEF

Planning and delivering a sports programme for a specific community group

The learner version of the Project Brief is available from 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/

This project has been devised around the idea of planning and delivering a sport or physical activity programme for an identified group in the community. This may take the form of a holiday or extra-curricular programme and should include activities that are appropriate to the target group. The programme should include an element of coaching and skill development as well as some sort of event or competition.

It is hoped that, as well as being fun and active, the programme will also aim to improve the health and fitness of those taking part; through education regarding diet and the importance of maintaining a healthy lifestyle.

Learners might like to imagine that they are employed within a local sports facility and that they have been given the task of planning and delivering this programme as part of their job role.

This project approach has been broken down into the following modules, which should form a coherent pathway through the project:

• Developing sport and physical activity opportunities

• Roles and responsibilities of a Recreational Assistant

• Planning and promoting the programme

• Safety and safeguarding

• Delivering the programme

• Reviewing the programme.

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DEVELOPING SPORT AND PHYSICAL ACTIVITY OPPORTUNITIESLink to qualification: 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/

This first module will give learners the opportunity to investigate the role of sports development and, by following basic sports development principles, begin to explore the target group/s for whom they might deliver their sports programme.

Alternatively learners could approach this module in reverse; selecting a target group and then using that group to investigate the different elements of the module.

Learners will be asked to investigate:

• How sport is organised in the UK including the roles and responsibilities of the different agencies at national and local level

• The active leisure sector: looking at the different types of organisations and their roles, the facilities and opportunities on offer locally and a variety of roles within active leisure

• The roles and purpose of sport development including target groups and related initiatives

• The barriers to and benefits of participating in physical activity for specific groups and the availability of local opportunities and provision for these groups.

The following units and learning outcomes are included within this module:

Unit No LO No LO

Unit 3 LO1 Understand how sport in the UK is organised

LO2 Understand sports development

LO4 Understand sports development in practice

Unit 11 LO1 Know about the provision of physical activity for specific groups

LO2 Know the benefits of and barriers to participating in physical activity for specific groups

Unit 14 LO1 Know the active leisure sector

During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

MODULE 1

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PRACTICE REVIEW ACTIVITIES FOR MODULE 1ACTIVITY 1Overview of the project approachTaking a project led approach to teaching and learning may be a new way of working for learners. It may be useful for them to be given an overview of the project that they will be involved with and to understand how the various aspects of this approach link together to cover different elements of the overall qualification.

Tutors can share with learners the modules and main aims of the project along with any pre-set parameters (for example, the group that learners will be planning for and delivering to may be preordained).

Learners should feel confident that they understand the use of a project approach to learning and have the opportunity to ask questions and clarify what is expected of them.

ACTIVITY 2What is sports development?

If possible and practical the tutor could invite a local Sports Development Officer (SDO) in to speak to learners about their job and the role they play in facilitating physical activity in the local area. Learners could make notes and, after the visit, could create a fact sheet, imaginary job advert with job description or similar to consolidate their learning and share the key information with other people.

If it is not possible to bring a Sports Development Officer in to speak to learners then perhaps a video conference or conference call could be arranged, learners could arrange to speak individually (face to face, over email or via telephone) with an SDO or they could create and ask an SDO to complete a questionnaire.

This link gives a comprehensive overview of the role, responsibilities and requirements of a sports development officer:

http://www.sportdevelopment.info/index.php/component/content/article/67-i-want-to-be-a/269-sports-development-officer

ACTIVITY 3Organisation of sport in the UK

Learners could be asked to list sports organisations that they can think of (the tutor could guide them by providing a few examples or categories). Each identified organisation can then be discussed and grouped according to its type/remit (e.g. national, local, NGB, charity, quango etc.)

Once learners understand the different types of organisation, they could select or be allocated a specific one (making sure that a cross section of organisational types is represented across the whole group) and be asked to find out more about the organisation (what it does, who it works with, how it is funded etc.)

Learners can feedback their research (by means of presentation or similar) and then the various identified organisations could be discussed as part of a wider investigation into the sporting landscape in the UK.

The Sport England website includes many different types of sports organisation, click on the link and go to the ‘our work’ tab. https://www.sportengland.org/

ACTIVITY 4Target groups

The tutor can discuss with learners what they think the term ‘target group’ means. Learners could suggest what the different target groups might be/who might be included in which target groups. Tutors should make it clear to learners that National Governing Bodies (NGBs) and other organisations use the term ‘target groups’ as a tool to identify groups of participants; for ease of tracking and targeting those who might have similar barriers and motivators for participating in sport. Learners should understand that it is not a way to isolate, discriminate against, make assumptions about or demonstrate prejudice against people in identified groups.

Learners could explore the main characteristics of each group and the effects that these characteristics might have on their participation in sport or physical activity.

ACTIVITY 5Barriers and benefits

Learners could explore the barriers to and benefits of participation in sport and physical activity. They could focus on a sport they are involved with or knowledgeable about or look more generally across a range of sports. Learners could create a questionnaire that they can ask to friends and family which explores the reasons they do or don’t participate in sport or physical activity. The results can be collated and general trends identified.

The Sport England website has a wealth of information regarding this topic, including research, facts and figures and current strategies to address barriers to participation. https://www.sportengland.org/research/

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ACTIVITY 6Provision of sport and physical activity for specific groups

Having looked at target groups at a fairly high level and at the barriers and benefits of participating for various groups, learners may now want to look in more detail at a specific target group in the local area. Working individually, in pairs or small groups, learners could carry out research in the local community to discover:

• What sports and physical activities are on offer for members of the identified target group

• What local groups, clubs and/or support networks are available to people who wish to participate

• What national and/or local programmes, schemes and/or agenda are accessible by local participants

• Other relevant information regarding the provision of sport and physical activity for their target group.

PRACTICE REVIEW ACTIVITIES FOR MODULE 1

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MODULE 2ROLES AND RESPONSIBILITIES OF A RECREATIONAL ASSISTANTIn many cases recreational assistants will take on a range of roles within the sports facility and, as the title suggests, this module looks at these various roles and responsibilities.

The programme that learners plan and deliver will see them taking on a range of different roles and responsibilities: leader, coach, official, customer service assistant, safety officer and others. In order to carry out these roles successfully learners must understand them (and the responsibilities they will have) and appreciate why each is vital to the success of their sports programme.

In order for learners to appreciate and take on relevant roles successfully they will need to understand:

• The similarities and differences between coaching and leading

• Different types of sports event and the roles and responsibilities of leaders, coaches, event organisers and officials

• The importance of customer care and creating positive experiences for participants.

The following units and learning outcomes are included within this module:

Unit No LO No LO

Unit 2 LO1 Know the roles and responsibilities of sports coaches and activity leaders

LO2 Understand principles which underpin coaching and leading

Unit 8 LO1 Know different types of sports events and their purpose

LO2 Know the different roles and responsibilities involved in the planning and delivery of sports events

Unit 14 LO2 Understand the importance of customer care in active leisure

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ACTIVITY 1Sports coaches and sports leadersSports coaches are concerned with improving the performance of participants, whilst sports leaders are concerned with participation – getting as many people involved and active as possible.

During this project, the tutor will refer to learners as both coaches and leaders and it is important that they understand the similarities and differences between the two and the roles and responsibilities of each.

The tutor could ask learners to mind map words (skills, qualities, behaviours, roles, responsibilities) that they would associate with either a sports coach or a sports leader.

Learners can be asked to share their words with the rest of the group and larger lists for a sports coach and a sports leader can be created.

These lists can be used as the basis of discussions around the similarities and differences between coaches and leaders. The main roles and responsibilities of each and how, throughout their sports programme, they will undertake both roles.

ACTIVITY 2Coaching principlesThe performance of the coach or leader is directly linked to the success of the session they are involved with. There are key aspects of the way that a coach or leader approaches the session and interacts with participants, for example their preparation and planning, their delivery style, their behaviour, mannerisms, the type of relationship they build and so on, that will directly influence the success of the session.

The tutor could use the following resources (and/or any others that are relevant), either to share key elements with learners, or to give to learners so that they might highlight the main points for themselves.

• The following document gives a comprehensive overview of coaching principles and includes quotes and anecdotal evidence from practicing coaches. https://www.sportscoachuk.org/sites/default/files/Excellent-Coaching-Practice-Youth-Coaching-Environment.pdf

• The following article focuses on the role of a leader in sport and gives a good summary of the three main leadership styles: autocratic, democratic and laissez-faire. http://believeperform.com/coaching/leadership-and-the-role-of-a-leader-in-sports/

The tutor might like to create role play cards for the identified leadership styles; a learner could select a card and then be asked to lead in that style. The group could then discuss the pros and cons of each and explore when each style might be most appropriate.

PRACTICE REVIEW ACTIVITIES FOR MODULE 2

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ACTIVITY 3Different types of sports event

Learners could be asked to select a sports event that they are familiar with (E.g. Olympics, Paralympics, World Cup (in a variety of sports), Masters, Wimbledon, Grand Prix etc.) or a sport that they are familiar with and research a major event that happens in that sport.

The tutor could provide a list for learners to choose from or could allocate to learners as appropriate.

This website gives a list of 10 famous sporting events http://travel.nationalgeographic.com/travel/top-10/sporting-events/

This website lists more than 200 different sports http://www.topendsports.com/sport/recognized-sports.htm

For their sports event, learners could research and present to their peers (in whatever format is most appropriate) the key elements such as:

• Who takes part (and how do they get to take part)?

• Under what ‘banner’ do people participate (e.g. for their country, team, personally etc.)?

• What format does the event take?

• How is it structured, scored, a winner decided etc.?

Learners can then compare and contrast the events, thinking about similarities and differences, advantages and disadvantages and which format might be best for them to use for the competition/event element of their sports programme.

ACTIVITY 4Roles and responsibilities at an event

Learners can be asked to think about an event they are familiar with (this may be a world famous tournament such as Wimbledon or a local or regional event they know about or have been involved with) and to list every role they can think of/see that was involved in the event. The tutor could show some footage from a televised competition to help learners start their list.

For large events the list will probably include roles such as:

• player

• coach

• umpire/referee

• other official(s)

• stewards

• ground staff

• medical staff/physio

• sponsors

• facility manager/staff

• backroom staff.

The tutor could allocate one of the identified roles to each learner, who must research and then present to the rest of the group the main responsibilities of their given role.

Some of these roles are visible (coach, referee/umpire) whilst others may not be seen (ground or medical staff ), but their input is no less important.

Learners can research using the internet or by visiting sports clubs and/or sporting venues to find information for their presentation.

Learners should be encouraged to make notes on the responsibilities of each job role as they listen to their peer’s presentations.

PRACTICE REVIEW ACTIVITIES FOR MODULE 2

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ACTIVITY 5Competition formats

It is likely that the sports events identified and explored by learners so far will have been competitions. This activity continues the theme of sports event as competition and asks learners to understand the different competition formats. Formats covered will include:

• Round robin

• Knockout (with plate)

• Ladder.

The event or competition that learners will facilitate as part of this project may well include a competitive ‘tournament’ element and an understanding of these three main competition formats will enable them to make an appropriate decision regarding the format their own event will take.

The tutor can explain, with examples, each of the main competition formats as listed above. Learners can be given the opportunity to take part in each competition format in a practical setting if time allows. Or it may be possible to carry out ‘mini’ competitions by tossing a coin, cutting cards (higher and lower), playing paper, scissors, stone or a similar activity that allows learners to experience the different formats in a controlled, time aware way.

The tutor should also introduce learners to the relevant supplementary information and documentation that accompanies each format, such as:

• The formula to work out a round robin order of play

• The results grid for a round robin

• The use of ‘byes’ in a knockout

• The various methods of recording and displaying results as they happen

• How to produce a ‘ladder’ and manage movement up and down the ladder.

ACTIVITY 6Importance of customer care

A vital role that learners will take on is with regards to customer care. Some learners may see this as a less exciting or a less dynamic role, but the tutor should impress on learners the importance of this role on the success of their sports programme.

Learners can be asked to think about a time when they received poor customer service – this may have been in a shop, restaurant, over the phone or social media, at a sports club/session or similar. The tutor can ask learners to share their experiences with the rest of the group and they can then discuss how the service they received made them feel.

Learners can now be asked to think about a time they received excellent customer service, a time when someone went above and beyond the dictates of their job role. Again learners can share their experiences and discuss how this positive experience made them feel.

Now learners can think about what they will do/won’t do to ensure that the people who come to their sports programme receive excellent customer care.

Learners could summarise their discussions and decisions by creating a Customer Care Charter (a quick internet search brings up lots of examples of customer care charters – maybe learners could use one of these as a starting point).

PRACTICE REVIEW ACTIVITIES FOR MODULE 2

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PLANNING AND PROMOTING THE PROGRAMMEThis module will enable learners to focus on the knowledge and skills they will need in order to plan and promote their sports programme successfully.

This project focusses on the planning and delivery of a sports programme for a specific group/s. If they haven’t already done so, learners will need to decide at this stage which target group/s their programme will be created for.

In this module learners will explore:

• Planning considerations and the planning of their programme

• How to tailor their programme to meet the needs of their target audience

• Different ways to promote their programme.

The following units and learning outcomes are included within this module:

Unit No LO No LO

Unit 2 LO4 Be able to plan sports and activity sessions

Unit 8 LO3 Be able to plan and promote a sports event

Unit 11 LO4 Be able to plan physical activity sessions for specific groups

MODULE 3

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ACTIVITY 1Planning considerations

Learners should understand that before they can start to plan their sports programme they need to find out lots of different information. The tutor can lead a whole group/facilitate a small group mind mapping activity to find all of the questions that learners will need to ask and the answers they will need to get, before they can begin to plan their programme. These will include questions such as:

• Age of the participants

• Numbers involved

• Previous experience of participants

• Ability/disability/specific needs of participants

• Facilities/playing surface/space available

• Equipment available

• Duration of the programme and each session within it.

If learners will get the chance to deliver their programme (or elements of it) for real then the tutor can give any information that they already know – for example the date of the session/s may be predetermined, as might the participant group, the timings and so on. The tutor can also give learners any other information they will need in order to ask their questions – for example contact details for relevant stakeholders.

Learners can now find the information that they need in order to plan their programme and record it in an appropriate format.

ACTIVITY 2Planning for specific groups

It may be that the group/s that will be participating in the sports programme have specific needs or considerations that must be thought about at this planning stage. Having selected their target group/s, learners must now take into account:

• Potential barriers to participation (learners can look back at activity 5 from module 1) and how these barriers may be minimised or overcome at this planning stage

• What are the overall aims of the programme and are these aims compatible with the needs, abilities and preferences of the target group?

• If any adaptations to equipment, activities, facilities, processes etc will be necessary in order to accommodate specific needs

• How the structure, format and activity choices may affect the enjoyment and achievement of participants and therefore ultimately the success of the programme.

It may be helpful if learners who have selected a target group with specific needs and/or a group with which they are not so familiar get the opportunity to speak with, observe and/or shadow a more experienced deliverer working with a similar group.

ACTIVITY 3Action planning

The information that falls out of activities 1 and 2 could help learners to create an action plan to see what decisions still have to be made and which jobs still need doing. The tutor can support learners in this task and ensure that no important steps are omitted. A pre-prepared template will be a useful tool for learners to complete and may include information such as:

Task – what needs doing?

How will it be done?

Who will do it?

By when? Notes ✓when done

Learners should be encouraged to discuss their action plan with other learners/groups to minimise the risk of missing out important tasks. The action plan should be referred to at regular intervals and appropriate steps should be taken to ensure all jobs get done.

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ACTIVITY 4Planning the event/competition

For the event/competition section the tutor should encourage learners to think about the roles and responsibilities that will be needed to make it successful.

These may include roles such as:

• Umpire/referee

• Scorer

• Timekeeper

• Other officials (lines judge etc.).

They may also need to consider things such as:

• How the order of play will be devised and communicated to participants/officials

• How scores will be collated and displayed

• Timings of matches

• The mechanics of team/player changeover.

The teacher should encourage learners to record their decisions in an appropriate format for ease of future reference.

ACTIVITY 5Promoting the event

Learners can explore different promotional strategies. Learners could think about the different ways that they are ‘promoted to’ by noting down where and when they see advertisements and/or promotional materials. Learners can share their findings with the rest of the group and can discuss the links between the medium used, the products being promoted and the target audience (e.g. are certain groups targeted in a specific way? Are certain products promoted using a specific medium?)

Thinking about their own sports programme learners can decide how they will promote it, linked to the nature of the event, the target audience/participants, the options open to them and what they think will be most effective.

Learners can create a ‘promotional strategy’. There are various websites that can support learners in the development of their plan, including:

http://www.sportenglandclubmatters.com/home/club-promotion/planning-your-promotion/marketing-strategy-essentials/

http://www.irishrugby.ie/downloads/IRFU_Marketing-Communications.pdf

Having explored the various ways that they might promote their event and made some choices regarding methods they want to use, learners can now put into practice their promotional strategy. Depending on the strategies they use learners may have to work with other people from inside and outside of the organisation, form links with the local community, find money for promotional materials etc. The tutor may have to support learners with elements of their promotional strategy where necessary.

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SAFETY AND SAFEGUARDINGIt is important that learners appreciate the importance of keeping themselves and the participants that attend their programme safe. This module will give learners the opportunity to:

• Ensure the environments they use are safe and appropriate

• Carry out risk assessments and know emergency procedures

• Know how to safeguard children and vulnerable adults in a sports setting

• Carry out operational duties to ensure safety is maximised.

The following units and learning outcomes are included within this module:

Unit No LO No LO

Unit 2 LO5 Be able to prepare sports and activity environments

Unit 4 LO1 Understand emergency procedures in sport, exercise, health and leisure

LO2 Understand health and safety requirements in sport, exercise, health and leisure

LO3 Understand how to minimise risk in sport, exercise, health and leisure

LO4 Know first aid requirements for sport, exercise, health and leisure

LO5 Know how to safeguard children and vulnerable adults in sport, exercise, health and leisure

Unit 14 LO3 Be able to complete daily cleaning and tidying operations in active leisure

LO4 Be able to set up and take down equipment in active leisure

LO5 Be able to maintain and store equipment in an active leisure environment

Unit 17 LO4 Be able to minimise the risk of sports injuries

MODULE 4

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ACTIVITY 1Importance of health and safety

The tutor could deliver a practically based session, asking learners to make a mental note of all the things that are done to minimise risk during the session (e.g. using a working area that is big enough, using equipment that is in a good state of repair, having participants all ‘going the same way’, not having hazards in or around the working area, taking action if something ‘unsafe’ happens or is noticed etc.) Learners could share their observations at the end of the session and discuss why each was important and what the implications of not following safety rules could be.

ACTIVITY 2Risk assessment

Once learners understand the importance of health and safety in their sports programme the tutor could explore with them the use of a risk assessment to maximise safety.

The tutor may like to use a template they are familiar with/already use, find a template online or learners can work together to devise a bespoke risk assessment template for their programme. Once a risk assessment template has been finalised, the tutor should explain how and when they will use it and learners should have the opportunity to practice completing it.

The teacher could assign a ‘health and safety officer’ to practical sessions; this person will have responsibility for completing a risk assessment prior to the session and will also be tasked with highlighting any behaviour or situations which may risk the health and safety of participants throughout the session.

ACTIVITY 3Making their plan safe

Learners will have already planned their sports programme. This activity asks learners to go back to their plans and to look again at them from a health and safety point of view. The tutor can support the learners in this task, ensuring that every opportunity to improve the health and safety of the sessions at the planning stage has been taken.

Learners could add an extra ‘health and safety’ column to their planning template and could use this extra column to note down procedures they will follow and/or measures they will take in order to maximise health and safety for that specific activity/at that particular time as well as things to watch out for/be aware of regarding health and safety.

ACTIVITY 4Emergency situations

An important part of maximising the health and safety of the programme is the management of first aid and emergency situations.

Learners must be comfortable and confident that they know what to do should an emergency situation occur during their sessions. Learners may simply have to familiarise themselves with well-established first aid and emergency procedures or they may have to do some research to find out who the various points of contact are and what they would have to do in any given situation.

ACTIVITY 5Safeguarding

Although learners may only see participants for a limited time during their programme (and therefore won’t have the same level of interaction or opportunities to build a relationship that they might do if they coached them regularly) a basic understanding of safeguarding will be important.

The tutor could discus with learners what is meant by ‘safeguarding’ and the term ‘duty of care’ and learners could mind map the steps they will take to: keep themselves safe (e.g. not being alone with a participant, not offering physical support etc.), keep the participants safe (e.g. following steps outlined in the risk assessment, carrying out dynamic risk assessment throughout the sessions etc.), follow good practice (e.g. not promising to keep a secret, not accepting or giving out personal contact details etc.) and be aware of the process to report any concerns they might have.

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ACTIVITY 6Operational safety

As a recreational assistant, a learner will have a wide ranging remit with regards to equipment and facilities and may well have responsibility for the equipment’s:

• Storage

• State of repair

• Setting up

• Taking down

• Putting away

• Safe usage.

And for the facility’s:

• Cleanliness

• Safe use by participants

• State of repair

• Readiness for use.

All of these elements are linked to safety and safe working practice and it might be useful for learners to understand their responsibilities and to build these into the planning of their programme.

Learners could speak to a practicing recreational assistant at a local facility to see what their role and responsibilities are with regards to safety.

This article includes a useful overview of the role of a recreational assistant http://oureverydaylife.com/duties-recreation-assistant-2791.html

This document is a role profile and person specification for a recreational assistant job https://www.glljobs.org/Get.aspx?id=1947053

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DELIVERING THE PROGRAMMEHaving researched and planned their sport or physical activity programme, learners will now be given the opportunity to put this into practice and deliver.

Remind learners that their programme should be for a specific target group and should include: some skill development elements, event or competition and should aim to educate participants regarding the importance of a balanced diet and maintenance of a healthy lifestyle.

Whatever the programme looks like and whoever it has been devised for, learners should be given the opportunity to:

• Deliver activities and sessions that show effective communication, motivation and safety

• Participate in the delivery of a sport or physical activity programme carrying out their role/s effectively

• Take on the role of the official, applying rules accurately, consistently and confidently

• Improve participants understanding of a balanced diet and energy balance.

The following units and learning outcomes are included within this module:

Unit No LO No LO

Unit 2 LO3 Be able to use methods to improve skills, techniques and tactics in sport

LO5 Be able to prepare sports and activity environments

LO6 Be able to deliver sports and activity sessions

Unit 8 LO4 Be able to participate in the delivery of a sports event

Unit 12 LO1 Understand the principles and importance of a balanced diet

LO2 Understand energy balance

LO3 Understand the importance of hydration in sport and exercise

LO5 Understand the psychology of healthy eating

Unit 18 LO4 Be able to officiate in sport and physical activity

MODULE 5

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ACTIVITY 1Improving performance

The sport or physical activity programme that learners will be involved in planning and delivering will have a competitive element, but will also have a coaching focus; learners will plan and deliver activities designed to improve skills, technique and/or tactics.

The tutor can lead learners through some ‘skills and drills’ that focus on improving performance and then discuss with learners:

• The format and structure of the activities

• How the space and equipment was used

• The coaching style, communication methods and language used

• What motivated the learners.

Learners can select (or be allocated by the tutor) a specific skill or technique to focus on and can devise and plan an activity to improve it. They can lead the rest of the group through their activity and evaluate as appropriate afterwards

ACTIVITY 2Preparing the environment

Before any session can run successfully, learners will have to prepare the environment; gathering and setting out equipment, selecting boundaries, lines and areas to work within etc. Learners will have considered these elements in their planning but they should be encouraged to arrive early and make sure that their plans will transfer successfully across to the practical space they will be using.

Learners can practice this by being given certain parameters for a session (e.g. focus/aim, numbers, and facility) and a given time to go and set up the session. The rest of the group can then act as participants whilst the session runs.

ACTIVITY 3Plan, perform, evaluate, and repeat

A key factor in the success of the programme will be the learners’ confidence and one way to raise confidence levels is for learners to have the opportunity to practice elements of their sessions before the day.

Having planned the ‘skills and drills’ part of their programme, learners can lead their peers through their planned activities, evaluating afterwards (self, peer, tutor or any appropriate combination) to see what worked and any problems or weaknesses that need addressing.

ACTIVITY 4Officiating

Before they take on the role of the official, learners might need to research or recap the rules and regulations they will be responsible for upholding. This can be done in the classroom, but more valuable will be to give learners plenty of opportunity to practice their officiating in a practical setting.

It will be important to remember that learners will be officiating but do not necessarily need to take on the role of umpire/referee. In most sports there are a range of officials who work together to ensure the smooth running of matches and tournaments and all relevant roles will need undertaking during the learners’ sessions.

It is also important to bear in mind that learners need only officiate relevant to the activities included in their event. So, if the competition element of their event will include small sided, conditioned and/or adapted games rather than traditional matches, then this is what learners need to practice, be familiar with and undertake at the event itself.

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ACTIVITY 5Importance of a balanced dietIt is hoped that as well as the physical and practical elements of the sports programme, learners will also aim to educate participants with regards to the importance of a balanced diet. The tutor could introduce the concept of a balanced diet by using the ‘Eatwell Guide’ as a point of discussion. Learners could be asked to identify the different types of food groups, examples of foods within these groups, as well as the percentage that each food group should ideally make up in a healthy, balanced diet.

From this discussion, the tutor could then ask the learners to come up with their own definition of what a balanced diet is.

The Eatwell Guide and recommendations on health eating can be found here:

http://www.nhs.uk/Livewell/Goodfood/Pages/the-eatwell-guide.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/Healthyeating.aspx

Tutors could task the learners with discussing the importance of a balanced diet. This could take the form of a group task where the learners present their discussions to the group as a mind map/spider diagram. The tutor could provide verbal prompts (e.g. weight control, diseases, health and well-being) to facilitate discussion.

This article discusses the benefits of a balanced diet:

http://www.euro.who.int/en/health-topics/disease-prevention/nutrition/a-healthy-lifestyle

ACTIVITY 6Energy balanceEnergy balance is a really important topic for learners to help participants understand, but it also lends itself well to delivery in this practical sport/physical activity based setting.

The Tutor could begin by putting the word ‘energy’ on the whiteboard with two columns: ‘Energy in’ on the left and ‘Energy out’ on the right. The tutor could then ask the learners to list some of the things that they have done today that required energy – list under the ‘Energy out’ heading. Then ask them if they know where that energy came from – list under the ‘Energy in’ heading. A useful web resource for this task is listed below:

https://www.nutrition.org.uk/nutritionscience/obesity-and-weight-management/energy-intake-and-expenditure.html

Learners could discuss with participants a range of different foods and how much energy each will give (the discussion could extend to include calorific value if appropriate) along with different sports and how much energy each uses.

This website gives a basic list of calories burned for different sports along with the calorific value of various foods: https://www.nutracheck.co.uk/Library/HotTopic/burningcalories_1.html

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REVIEWING THE PROGRAMMEThis final module will focus on learners reviewing their programme and the role they played in its success.

Learners should be encouraged to evaluate their sports programme:

• In relation to the plan they produced

• Reflecting on own effectiveness

• Using feedback from participants

• Identifying strengths and areas for improvement and creating a personal development plan based on these findings

• To suggest future changes.

The following units and learning outcomes are included within this module:

Unit No LO No LO

Unit 2 LO7 Be able to review sports and activity sessions

Unit 3 LO3 Understand how the impact of sports development can be measured

Unit 8 LO5 Be able to review the planning and delivery of a sports event

MODULE 6

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ACTIVITY 1Review of personal performanceLearners could evaluate the role/s and the responsibilities they have undertaken as part of this project approach. The tutor can support learners to find the most appropriate way of evaluating their roles and responsibilities. This may include:

• Small group/one to one discussion

• Completion of a pre-prepared evaluation form

• Self-evaluation

• Peer evaluation

• Witness statement

• Other valid evaluation methods.

Review questions could include:

• Were the roles I took on important to the success of the programme?

• What responsibilities did I carry out and what impact did these have on the programme?

• Which of the roles/responsibilities did I carry out well?

• Were there any roles/responsibilities that I didn’t do so well?

• What aspects of my own roles/responsibilities didn’t go so well?

• What would I do differently if I could go back in time and do this event again?

ACTIVITY 2Review of the sports programmeLearners could now review the sports programme as a whole, not just looking at their own roles, responsibilities and performance, but taking into account all aspects of the event. Learners could review:

• The planning process

• The promotion of the programme

• The preparation and organisation of equipment, facilities etc.

• Their interaction with participants

• Their selection of coaching activities, competitive activities and choice of competition format

• Their delivery of the sessions

• Any other aspects of the programme.

Learners should highlight particular strengths, areas in need of development and make suggestions to improve future performance. Learners should record their review in an appropriate format.

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ACTIVITY 3Health and safety evaluation

Health and safety will have been an integral part of the planning and delivery of the programme, so it might be useful if learners focus on this as an area in need of evaluation. The tutor can support learners as they evaluate specifically the safety of their sports programme.

Learners could think about how well they:

• Planned for safety (including the use of risk assessment)

• Explained specific safety factors to participants

• Identified and responded to safety concerns as they arose during the sessions

• Responded to any first aid (or emergency) situations.

Learners should highlight particular strengths, areas in need of development and make suggestions to improve future performance. Learners should record their evaluation in an appropriate format.

ACTIVITY 4Participant evaluation

It is always gratifying for learners to hear from the participants how much they enjoyed taking part in their event. It is also useful for review purposes to find out what the participants thought of the programme.

There is a range of different ways that learners can find this information including:

• Holding simple, fun, practical evaluations at the end of a session (hold up a green cone if you loved it, red if you didn’t etc.)

• Asking for verbal feedback in small groups at the end of the session/event/activity

• Giving evaluation forms to participants and asking for them to be completed after the session/event/programme (appropriate for the age of the participants – glad/sad/mad faces etc.)

• Engaging the teacher/coach/group leader of the participants in gaining feedback from their group.

Learners should be encouraged to review the feedback that participants give and to incorporate it into their overall evaluation of the programme. They should include it in their thoughts on strengths, areas for development and improvements for next time.

ACTIVITY 5Development plan

Having thoroughly evaluated all aspects of the programme, learners can use the information gained to create a personal plan for development. The tutor can decide on and explain the format to be used and support learners in their completion of a personal development plan.

This plan should highlight two or three aspects in need of further development and suggest ways in which they might improve in these areas. The plan should be SMART and should have opportunities for review and teacher support included.

ACTIVITY 6Measuring the impact of sports development

Learners could look back at the work they did regarding sports development in module 1, and in particular think about the aims of sports development and the aims of their sports programme. The evaluation process that learners undertake will enable them to see clearly the strengths and weaknesses, successes and failures of the programme they have delivered fairly instantaneously. But, if a large part of sports development is encouraging long term participation and supporting healthy, active lifestyles, then learners may want to think about how this could be measured.

Learners could revisit the main aims of sports development and then discuss ways in which these aims might have been enhanced by the delivery of their programme. Learners could then suggest ways that longer term aims could be supported, measured, evaluated and ideas for continued, sustainable development put forward.

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Below is a list of resources available from the OCR website which can support the delivery of this project.

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/

Delivery Guides

Delivery Guides contains suggestions for activities for lessons. There is a Delivery Guide for each unit, structured by learning outcome so that you can see how each activity helps learners cover the unit. We’ve also included links to other resources you might find useful.

Lesson Elements

There are a number of Lesson Elements for some of the units. Each Lesson Element contains fully worked-up activities with tutor instructions and answers along with learner task sheets.

Resources Links

There are a number of Resources Links for some of the units. Resources Links provide a range of other resources you might find useful – videos, data sets and other online content.

Skills Guides

We have produced a range of skills guides covering a variety of topics, including research, communication skills, managing projects, problem solving.

www.ocr.org.uk/i-want-to/skills-guides/

OTHER RESOURCES

Research Skills 1

Research Skills Guide

understanding

learning guidance

resources communication

industry knowledge skills

employment training education

qualification understanding learning

guidance resources communication in

dustry

knowledge skills employment training education

qualification understanding learning guidance

resources communication industry knowledge

skills employment training education qualification

understanding learning guidance resources communication

industry knowledge skills employment training education

qualification understanding learning guidance resources

communication industry knowledge skills employment tr

aining

education qualification understanding learning guidance

resources communication industry knowledge skills employment

training education qualification understanding learning guidance

resources communication industry knowledge skills employment

training education qualification understanding learning guidance

resources communication industry knowledge skills employment

training education qualification understanding learning guidance

resources communication industry knowledge skills employment

training education qualification understanding learning guidance

resources communication industry knowledge skills employment

training education qualification understanding learning

guidance resources communication in

dustry knowledge skills

employment training education qualification understanding

learning guidance resources communication in

dustry

knowledge skills employment training education

qualification understanding learning guidance resources

communication industry knowledge skills employment

training education qualification understanding

learning guidance resources communication

industry knowledge skills employment

training education qualification

understanding learning guidance

resources communication

industry knowledge

skills

research

The OCR Guide to

ResearchVersion 1

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