DEVELOPMENT OF SPORT

Unit OverviewLearning Outcome 1

• Identify the factors that influence Sports Development:

• Definition of Sport Development• Sports Development Continuum,

* Foundation* Participation* Performance* Excellence

Development of Sport

• Target groups that are under represented• Participation Rates• Barriers to participation• Concept of inclusivity• Development plans of Sport specific National Governing Bodies• Role of Sport Scotland, • Scottish Institute of Sport

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Evidence requirements

To achieve this outcome, the student will be required to produce written evidence of their knowledge and understanding of the aspects listed. The assessment will take the form of a short answer test paper. The pass mark will be 70%.

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Assessment Guidelines

The test should be carried out under ‘examination conditions’ and be appropriately supervised.

Candidates would be expected to provide written responses that indicated both knowledge and understanding of the factors listed identified above.

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Learning Outcome 2

• Investigate a current and local sports development project.• Target groups: community, facility, governing body, school, coaching, club, health and fitness and events• Delivery methods including direct delivery, partnerships, facilitation• Range of activities appropriate to different levels depending on the client group and aim

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•Learning Outcome 2 continued

•Short and long term benefit of the activity, sustainability and exit routes for the participants

•Sources of funding for Sports Development

Development of Sport

Evidence requirementsTo achieve this outcome, candidates will be required to produce written evidence of their understanding of the items in the knowledge / skills section. The instrument of assessment will be a written report of 750 words.

Within this assignment the student will be required to identify a sports development programme that has taken place in the locality.

Development of Sport

The student will investigate the type of programme taking place, the officer(s) involved, the delivery methods used and the source of funding to support the activity. The student should evaluate the choice of activity and its suitability to the client group, the short and long-term benefits and the overall sustainability of the activity. This report will be marked out of 30.1 i.e. marks for each key point. The pass mark will be 21.

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Candidates may collect the information required for the assignment in small groups provided each candidate produces their own report and adhere to the above requirements.

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Learning Outcome 3 • Plan, deliver and evaluate a sports development programme

• Sports development theory and delivery methods

• Programme planning skills

• Analytical and evaluative skills

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• Group communication dynamics

• Ability to negotiate goals, roles and responsibilities in a complex task

• Resource identification management

• Teamwork skills

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Q.) What is sports development?

• helps to promote interest

• Increases participation

• Improves performance for all the community/area/country

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Q. What is the role of the sports development officer?

• Promote events• Organise and Manage events• Role model• Recruiting • Training (Coach education• Equipment (source and incorporate)• Strategic Planning

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Q.) What are the qualities of a sports development officer?

• Motivator• Self Starter• Good Communicator• Organised• Sense of humour• Outgoing/confident personality• Coaching ability

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Sports Development Continuum

For sports performers to attain the best of their abilities, a generic model for progression through sporting activities is continually used across many sports organisations.

This is called – ‘The sports development continuum’ (see handout).

Development of Sport

• At the foundation level, as you would imagine, this is the normal entry level for most beginners learning sport for the first time. (Note that beginners applies to adults as well as children)

• At the participation level, individuals will develop their skill level by regular participation in the sporting activity.

Development of Sport• For the performance level, individuals would normally be competing against others at a county or regional level.

• At the top level, excellence, the individual would normally be representing their country at national level.

Development of Sport

Task

For each level, discuss with your partner, give examples of how an individual may take part in sporting activity. E.g. how would they learn the sport as a beginner? etc.

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Your answers should have included the following areas:•Foundation level – during school i.e. PE / after school activities, holiday programmes fun and recreationally based.

•Participation level – school sports teams, local juvenile clubs that play within a league structure.

•Performance level – regional squads, professional youth club teams, academies at professional clubs.

•Excellence – Scottish schools youth squad, International youth team.

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Barriers to ParticipationQ.) What do you think a potential barrier to participating in sport may be?

A.) Barriers are anything that prevents someone from taking part in sport

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Q.) Give 3 examples of barriers that you believe would prevent individuals from taking part? A.) Barriers may be identified in 3 ways:

Physical – access for wheelchair athletes, lack of transport in rural areas.

Financial – cost of equipment, sessions, transportation.

Social – being the only member of a particular group, i.e. feeling socially excluded.

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Task

Select one of these areas and explain how a sports development activity may help overcome the potential barrier.

Ideas may include; reduced admission, i.e. free swimming for kids during holiday time, provision of buses to pickup and drop off school kids, equipment provided free of charge, encompass ‘Sport for all’ philosophy to encourage participants from all walks of life.

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http://www.youtube.com/watch?v=QChhn-MYq0w

Watch this video link, 6 minutes – 12 minutes

Task

• Write down 3 things that this footage has made you think about with regards to sport in this country?