sport & recreation - city and guildsassessors’ assignment guide 7 optional unit guidance 1....

Sport & Recreation

Assessors’ Assignment Guide Version A 6951 Progression Award in Sport & Recreation Level 3

©2002 City & Guilds 1 Giltspur Street London EC1A 9DD England

Level 3 Progression Award in Sport and Recreation (6951) Assessors’ Assignment Guide

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Contents General Scheme Guidance ..................................................................................................................... 5 General Unit Guidance ........................................................................................................................... 6 Optional Unit Guidance .......................................................................................................................... 7 Generic Guiding Criteria ......................................................................................................................... 8 Task Grading Example ............................................................................................................................ 9 Mark Sheet Example ............................................................................................................................ 10 Core Unit Assignments: Core Unit Specific Guidance ................................................................................................................. 13 301 Working in the Sport and Recreation Industry .......................................................................... 15 302 Organising Resources in the Sport and Recreation Industry ...................................................... 19 303 Meeting Legal Responsibilities in the Sport and Recreation Industry ......................................... 23 Optional Unit Assignments: 304 Sports Coaching ...................................................................................................................... 29 305 Improving the Sports Performance of Self and Others .............................................................. 35 306 Design and Organise the Delivery of Sport and Recreation Programmes and Courses ............... 41 307 Working with Disabled People ................................................................................................. 47 308 Organising a Residential Experience ......................................................................................... 53 309 Adventure Leadership ............................................................................................................. 59 310 Expedition Leadership ............................................................................................................. 65 311 Developing Sport ..................................................................................................................... 71 312 Contribute to Service Delivery in Sport and Recreation Facilities ............................................... 77 313 Contribute to Service Delivery in Health and Fitness Facilities ................................................... 83 314 Contribute to Service Delivery in Swimming Pool Facilities ....................................................... 89 315 Contribute to Service Delivery in Holiday Destinations Providing Sport, Recreation and Adventure

Opportunities .......................................................................................................................... 95 316 Working at Event Venues ....................................................................................................... 101 317 Spectator Control .................................................................................................................. 109 318 Working in Retail and Merchandising in the Sport and Recreation Industry ............................. 115 319 Nutrition and Exercise ........................................................................................................... 121 320 Sports Massage ..................................................................................................................... 127 Appendices: Appendix 1 Value Statements........................................................................................................... 133


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General scheme guidance The scheme In order to achieve the full award, the candidates are required to complete the THREE core and FOUR Option Units. Candidates can also be credited with individual Units. The following are recognised pathways in the Sport and Recreation Industry • Exercise and Fitness • Outdoor Education • Service Delivery • Sports Coaching Assessment for the Core Units is through externally set assignments and externally set and marked written tests. For Optional Units assessment is through externally set practical assignments with an additional task of an end test which is set and marked internally. Grading Grading criteria are supplied, and the particular criteria for each task are indicated on the assignment front sheets. Assessors should use the criteria as a basis for marking assignments. Quality Assurance Centres are expected to appoint an Internal Verifier to ensure that standards are applied consistently throughout assessment activities. External Verification An External Verifier will be appointed by City and Guilds to verify the programme. The External Verifier will visit the centre each year. The role of the External Verifier includes:

• monitoring the internal quality assurance systems • sampling assessment activities, methods and records • approving centre devised end test papers.

Witness Testimony Where witness testimony is used or required, the statements should relate directly to the requirements of the task involved. Tutors should encourage candidates to obtain a qualified, competent witness who should be identified on the statement, before commencing the relevant tasks. Specific Task Guidance Specific Guidance for assignment tasks, is only provided where deemed necessary. Version “A” Assignments Assignments set by City and Guilds to launch the scheme will be classed as “Version A”. Subsequent assignments will be classed as “Version B”, “Version C”, etc.


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General unit guidance 1. Candidates should be advised, where appropriate to approach Core assignment tasks through

their chosen pathway – Exercise and Fitness, Outdoor Education, Service Delivery, Sports Coaching, but will not be penalised for taking an overview of the Sport and Recreation Industry. It should be noted that some tasks require an approach via the pathways. See page 15 of the Scheme Handbook.

2. Assignments relate to the Practical Activities and Underpinning Knowledge in the scheme

handbook. 3. Core Units Examination papers are externally set and marked. They are based on the Underpinning

Knowledge and are set according to the following specifications. 4. Marking Assignments.

All Core assignments comprise four tasks, all optional assignments comprise 3 tasks and a Unit end test.. Each task must be marked and graded using the Generic Grading Criteria – see page . All tasks in assignments are equally weighted. The grade awarded translates to a mark – as below

Pass

1

Credit

2

Distinction

3

To calculate an overall assignment grade, the marks given for each are totalled and then divided by the number of tasks. This gives the average mark and grade as shown below. Average

Grade

1 to 1.5

Pass

1.6 to 2.5

Credit

2.6 to 3

Distinction


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Optional unit guidance 1. All tasks in option unit assignments have equal weighting, including Task D. 2. For guidance on the marking of Tasks A-C of option unit assignments see General

unit guidance TASK D 3i. The choice of date for the end test paper is at the discretion of the centre. 3ii) Candidates should be given sufficient notice of the date, time and location of each

end test paper. 3iii) The end test paper should be administered under examination conditions. 3iv) Test papers and mark schemes should be approved by the External Verifier. Marked

scripts should be kept for sampling by the External Verifier. 3v) Grades for Task D should be awarded as follows:

Marks

Grade

20-29

Pass

30-39

Credit

40-50

Distinction

3vi. Absent candidates or those wishing to re-sit must be set a paper that contains a

maximum of two questions from the previous paper.


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Generic Grading Criteria Level 3 Sport and Recreation Progression Award Criteria Pass (1 mark) Credit (2 marks) Distinction (marks) 1. Use of resources and / or evidence of research

Adequate for the task, but narrow or limited range of appropriate sources/resources and/or little evidence of independent research

Effective use of a range of appropriate sources / resources and/or some evidence of independent research

Effective use of a wide range of appropriate sources/resources and/or evidence of extensive independent research

2. Planning and preparation.

Adequate for the task. All aspects addressed.

Thorough planning and preparation. All aspects covered some in detail.

Detailed preparation and planning of all aspects.

3. Application and presentation of knowledge

Limited application and presentation of knowledge appropriate to the task, with limited evidence of depth and breadth.

A good standard of application and presentation of knowledge appropriate to the task, with some evidence of depth and breadth

An excellent / professional standard of application and presentation of knowledge appropriate to the task, with considerable evidence of depth and breadth.

4. Presentation / delivery of a practical task.

Acceptable / appropriate for the task involved

A good standard of presentation and appropriate for the task.

Excellent / professional standard of presentation.

5. Originality / creativity / initiative. Working as an individual

Adequate for the task, but little evidence of own work / initiative.

Able to conduct task with support / advice and evidence of own thinking.

Entirely original work. Conducted own research / student devised tasks.

6. Working with others – to include colleagues / clients / customers.

Appropriate for the task, evidence of working with others and / or contributing to a team.

Appropriate for the task. Working effectively with others and / or evidence of making a positive contribution to a team.

Makes a significant contribution and displays leadership and / or decision making skills.

7. Dealing with routine and non-routine situations.

Able to work to agreed plans and procedures. Can recognise non -routine situations.

Able to follow agreed plans and procedures, showing understanding of situations. Propose actions to meet non-routine situations.

Lead others through an agreed plan. Initiate and implement action to meet non-routine situations.

8. Safety awareness Awareness of safety issues / situations.

Propose actions in response to hazards and risks.

Initiate and implement action in response to hazards and risks.

9. Evaluation / feedback / analysis / review.

Adequate and appropriate for the task.

Constructive comments and some recommendations for improvement.

Critical, in depth, innovative comments and makes recommendations leading to significant improvements.


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Task grading example Assignment 6951-304 Sports coaching Task C Record participant’s performance and evaluate the first 3 sessions against the short term

goals. Use the evaluation from the first 3 sessions to plan the last 3 sessions. Record participant’s performance in the final 3 sessions and evaluate against the medium term goals. Using the evaluation from the last 3 sessions make recommendations for future sessions.

Grading Criteria 2,3 and 9 (from Page 8 Generic Grading Criteria) Criteria Pass Credit Distinction 2. Planning and preparation.

Adequate for the task. All aspects addressed.

Thorough planning and preparation. All aspects covered some in detail.

Detailed preparation and planning of all aspects.

3. Application and presentation of knowledge

Limited application and presentation of knowledge appropriate to the task, with limited evidence of depth and breadth.

A good standard of application and presentation of knowledge appropriate to the task, with some evidence of depth and breadth

An excellent / professional standard of application and presentation of knowledge appropriate to the task, with considerable evidence of depth and breadth.

9. Evaluation / feedback / analysis / review.

Adequate and appropriate for the task.

Constructive comments and some recommendations for improvement.

Critical, in depth, innovative comments and makes recommendations leading to significant improvements.

Example Grade Calculation The task is marked and given, for criterion 2 pass = 1 mark for criterion 3 pass = 1 mark for criterion 9 credit = 2 marks Write in the marks for each criterion in the blank boxes on the Mark Sheet. Add up the marks and write the sum in the table. Now divide the total marks (4) by the number of grading criteria applicable (3) i.e. 4 ÷ 3= 1.33 – round to the nearest whole number (see general unit guidance p 6), giving a final mark for Task B of 1. This would equate to a pass grade for this task. The overall grade for the assignment is calculated by combining the grades from all the tasks.

Grading criteria

1 2 3 4 5 6 7 8 9 sum of marks for task C

÷ by no criteria for task C result

Task C

Mark (0, 1, 2 or 3) 1 1 2 4 4÷3=1.33

1 (pass) See the following example ‘’’’’’’’’’ofhow to fill in the results for a whole assignment and how to calculate the overall grade for the assignment


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Mark sheet example Assignment 6951-304 Sports coaching - example Mark sheet – For completion by the assessor and signature by the candidate (Worked example) Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by

this assignment 1. Identify the key principles of coaching. 2, 3

2. Plan coaching programmes. All

3. Implement coaching programmes. 1, 2, 3, 5, 6,

4. Evaluate coaching programmes. 1, 2, 4

Calculating the overall grade

Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks for task A

÷ by no criteria for task A result

Task A

Mark (0, 1, 2 or 3)

2 1 2 3 8 8÷4=2 2 (credit)

Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks for task B

÷ by no criteria for task B result

Task B

Mark (0, 1, 2 or 3)

2 3 3 3 2 3 16 16÷6=2.6 3 (distinction)

Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks for task C


Task C

Mark (0, 1, 2 or 3) 1 1 2 4 4÷3=1.33

1 (pass) Test result 36 Task

D Conversion to marks

20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D 2 (credit)

Sum of results for all tasks

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÷ by 4 7÷4=1.75 2 (credit)

Conversion back to grade (1 - 1.5=pass, 1.6 - 2=credit, 2.6 - 3=distinction)

Overall grade

Credit

Candidate’s signature Date

Assessor’s signature Date

Internal verifier’s signature Date

External verifier’s signature Date


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Core unit Assignments


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Core unit specific guidance Assignment 6951-301 Task A With reference to ‘recently’ and ‘area’, candidates should be guided to select an appropriate area and time scale to provide sufficient information to complete the requirements of the task. With reference to ‘facilities’ and ‘opportunities for participation’ candidates can either adopt an overview of the sport and recreation industry or take a pathway specific approach. Task B With reference to ‘key factors’ see Underpinning knowledge 1.2/1.9/1.12/1.13/1.16 Assignment 6951-302 Task D With reference to ‘sport and recreation programme for a facility’, candidates should be guided to base their work on a facility of sufficient size and a timescale of sufficient length to provide appropriate information, but should not attempt to programme a major facility for a long period of time. e.g. a programme for a swimming pool for one week would meet the requirement; with smaller facilities such as squash courts or aerobics studios, these could be combined to meet the requirement.


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Complex number 6951-03

Progression Award in Sport and Recreation Level 3

Unit 1

Version A Working in the Sport and Recreation Industry

Assignment number 6951-301

Candidates should read the whole assignment and any instructions provided before starting the first task. All tasks in this assignment must be completed satisfactorily for success to be achieved in this unit.


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Assignment 6951-301 Working in the sport and recreation industry Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Describe the developing structure of the sport and recreation industry and identify issues that affect service delivery

1,2,3

2. Identify employment opportunities and investigate career development in the sport and recreation industry.

1,2,3

Calculating the overall grade Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks

for task A ÷ by no criteria for task A result

Task A

Mark (0, 1, 2 or 3)

Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks

for task B ÷ by no criteria for task B result

Task B

Mark (0, 1, 2 or 3)


for task C ÷ by no criteria for task C result

Task C

Mark (0, 1, 2 or 3)


for task D ÷ by no criteria for task C result

Task D

Mark (0, 1, 2 or 3)


÷ by 4


Overall grade






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Assignment 6951-301 Working in the Sport and Recreation Industry Assignment 6951-301 is based on Unit 1 of the Scheme Handbook Candidates should read the whole assignment and any instructions provided before starting the first task. The range and availability of sport and recreation opportunities at a local level is constantly changing. The nature of the change may be viewed as being decline, growth, development, improvement or replacement. Candidates should do the following Task A Investigate and report on the main changes to the provision of sport and recreation that have recently taken place or are currently occurring in your area. Research should focus on changes that have recently taken place or changes that are occurring in terms of i) facilities ii) opportunities for participation Summarise what has been the impact of the change, or what the anticipated impact of the change will be, on sport and recreation provision in your area. Task B Identify and explain the key factors responsible for the changes that you have researched in Task A. Task C Gather and present information about the range of employment opportunities in ONE of the pathways and identify and state the essential and desirable experience, skills, qualities and qualifications which employers are seeking. Task D Gather and present information about the range of opportunities for achieving qualifications in your chosen pathway to enhance your chances of i) gaining employment and ii) career progression


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Assessor/tutor guidance notes Task A and Task B When completing these tasks, candidates should be encouraged to consider changes that have affected or are affecting the provision of sport and recreation in a defined area. With reference to ‘recently’ and ‘area’, candidates should be guided to select an appropriate area and timescale in order to provide the candidate with an adequate range of examples of changes to facilities and opportunities for participation. This may necessitate the candidate looking beyond the immediate locality. With reference to ‘facilities’ and ‘opportunities for participation’ candidates can either adopt an overview of the sport and recreation industry or take a pathway specific approach. It is important that candidates are made aware of the requirements of Task B before finally choosing the changes they will report on in Task A. Task B With reference to ‘key factors’ see underpinning knowledge:- 1.2/1.9/1.12/1.13/1.16


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Unit 2

Version A Organising resources in the sport and recreation industry


Carefully read the instructions that are provided with this assignment before undertaking the work. If there is anything you do not fully understand, ask your tutor or assessor. All tasks in this assignment must be completed satisfactorily for success to be achieved in this unit.


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Assignment 6951-302 Organising resources in the sport and recreation industry Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Describe the resources required for the operation of sport and recreation organisations.

1,2

2. Describe ways in which the use of resources can be maximised.

1,2

3. Describe approaches to programming activities and facilities.

1,2,3



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)



Task D

Mark (0, 1, 2 or 3)


÷ by 4


Overall grade






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Assignment 6951-302 Organising resources in the sport and recreation industry Assignment 6951-302 is based on Unit 2 of the Scheme Handbook. You should select an organisation from one of the following sectors of the Sport and Recreation Industry. • Sports Coaching • Outdoor Education • Service Delivery • Exercise and Fitness It is preferable, though not essential, that all tasks should be based on the same organisation. The chosen organisation should provide facilities and/or activities which can be used in Task D. Task A You need to identify and describe the resources required to operate the chosen sport and recreation organisation, in relation to facilities, equipment, staffing and funding. Task B You need to conduct a detailed investigation into the demands and constraints relating to ONE of the resources described in Task A (i.e. facilities, equipment, staffing or funding). Report your findings and analyse the impact of the demands and constraints of this resource on the ability of the organisation to operate effectively. Task C Some of the resources you have investigated in Task A may be under used or used inappropriately. You need to identify any problems with the use of any of the resources and produce suggestions for more effective use. (It is possible that the study will be confined to facilities, equipment and staff – funding is a more specialised area beyond the scope of the study). Task D You need to investigate a range of sport and recreation programmes and the factors which affect the programming of the facilities and activities. The investigation may be based on the organisation used for Tasks A, B and C. Following the investigation you need to produce a sports and recreation programme for a facility. You should indicate how the constraints and demands already investigated have affected your programme and you must identify the aims and objectives and the reasons for the structuring of the programme.


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Assessor/Tutor guidance notes Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. TASK D With reference to ‘sport and recreation programme for a facility’, candidates should be guided to base their work on a facility of sufficient size and a timescale of sufficient length to provide appropriate information, but should not attempt to programme a major facility for a long period of time. E.g. a programme for a swimming pool for one week would meet the requirement; with smaller facilities such as squash courts or aerobics studios, these could be combined to meet the requirement.


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Unit 3

Version A Meeting legal responsibilities in the sport and recreation industry




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Assignment 6951-303 Meeting legal responsibilities in the Sport and Recreation industry Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by

this assignment 1. Describe the range and importance of legislation to the sport and recreation industry.

1

2. Describe the implementation of the regulatory framework in sport and recreation organisations.

1

3. Recognise the benefits and effects of working positively within a regulatory framework.

1,2,3

4. Describe the legal rights and responsibilities of employees and employers in the sport and recreation industry.

1



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)



Task D

Mark (0, 1, 2 or 3)


÷ by 4


Overall grade






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Assignment 6951-303 Meeting Legal Responsibilities in the Sport and Recreation Industry Assignment 6951-303 is based on Unit 3 of the Scheme Handbook. Candidates should select one of the following sectors of the Sport and Recreation Industry. • Exercise and Fitness • Outdoor Education • Service Delivery • Sports Coaching You should do the following: Task A Identify and state the legislation that affects your chosen sector of the Industry. Analyse the impact of the legislation on your chosen sector of the Sport and Recreation Industry. Task B In consultation with your Tutor and with reference to an article of legislation (identified in Task A) or recent Industry Guidelines either: Review the Normal Operating Procedures (N.O.P) of a facility in your chosen sector of the Sport and Recreation Industry and make recommendations for change to the procedures.

OR Produce the Normal Operating Procedures (N.O.P) of a facility in your chosen sector of the Sport and Recreation Industry if you perceive there is a need for one to be written. Task C With reference to a facility in your chosen sector of the Sport and Recreation Industry research the benefit of working within a regulating framework and analyse your findings. Task D Research and present your findings on the statutory rights and responsibilities of either a casual or part time worker in a facility in your chosen sector of the Sport and Recreation Industry.


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Optional unit Assignments


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Unit 4

Version A Sports Coaching Assignment number 6951-304



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Assignment 6951-304 Sports Coaching Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Identify the key principles of coaching. 2,3

2. Plan coaching programmes. All

3. Implement coaching programmes. 1,2,3,5,6

4. Evaluate coaching programmes. 1,,4

Calculating the overall grade Task A

Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks for task A

÷ by no criteria for task A result

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)

Task C

Grading criteria 1 2 3 4 5 6 7 8 9 sum of marks for task C


Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






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Assignment 6951-304 Sports Coaching Assignment brief Note: You are required to select a sport. You must be familiar with the skills and techniques of your chosen sport. Identify a group (not peer) to coach for a minimum of 6 sessions. Task A Collect and analyse information on the performance of your group. Use the information to set short, medium and long term goals. Plan a programme of 6 sessions. Identify the resource requirements. Communicate the information about the programme to the group and others. Task B Plan and coach the first 3 sessions of the programme and monitor the participants’ performance. Coach the 4th, 5th and 6th sessions of the programme and monitor the participants’ performance. A tutor/qualified sports coach must provide you with a statement of your sports coaching for one of the sessions. Task C Record participant’s performance and evaluate the first 3 sessions against the short term goals. Use the evaluation from the first 3 sessions to plan the last 3 sessions. Record participant’s performance in the final 3 sessions and evaluate against the medium term goals. Using the evaluation from the last 3 sessions make recommendations for future sessions. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available is 1 hour 30 minutes. Questions will be set as follows: Unit 4 End Test - Test Specification

Paper Title – Sports Coaching Test duration 1 hour 30 minutes Total number of questions 5

Outcome Number of questions Number of marks per question

Total marks

1 2 10 20 2 1 10 10 3 1 10 10 4 1 10 10

Total marks 50


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Assessor/Tutor Guidance Candidates need the opportunity to coach the same participant group for 6 sessions. The group can be another college group, outside organisation group, but a peer group (Progression Award Level 3) is not recommended. Centres are responsible for the health and safety of candidates and participants. There are sports where unqualified candidate’s must be supervised by qualified coaches at all times. Tasks B and C Assessors should note that in order to create tasks of equal weighting for grading purposes, all the session delivery is in Task B and all the recording, evaluation and the planning of sessions 4/5/6 are in Task C. Candidates should plan, deliver and evaluate the first 3 sessions. The final grade for all tasks should be given when the assignment is complete.


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UNIT 4 Task D – Sample questions and marking brief Sports coaching Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify FOUR key points from the Coaching Code of Ethics which should influence the

behaviour of a coach. Explain how TWO of these points relate to the role of a coach in a named sport. Marking Brief 4 marks for identification of key points. 2 x 1 mark for description. 4 marks for explanation. Outcome 1 Q2. With reference to a named sport, identify and explain ONE advantage and ONE

disadvantage of TWO different coaching methods. Marking Brief 2 x 1 mark for the identification of coaching methods. 2 x 2 marks for the explanation of the advantages explained. 2 x 2 marks for the explanation of the disadvantages explained. Outcome 2 Q3. With reference to a named sport, explain how to apply TWO principles of training to a

coaching programme. Marking Brief 2 x 1 mark for identification of principles of training. 2 x 2 marks for description of principles. 2 x 2 marks for application/explanation. Outcome 3 Q4. With reference to a named sport, describe an appropriate warm-up session and give

reasons why a coach should ensure that a warm-up takes place. Marking Brief 5 marks for the description.


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5 marks for the reason. Outcome 4 Q5. Identify FOUR aspects of a coaching programme that need to be evaluated. With reference to a named sport, explain how a coach can evaluate TWO of these

aspects. Marking Brief 1 x 4 marks for the identification of the aspects. 2 x 3 marks for an explanation.


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Unit 5

Version A Improving the Sports Performance of Self and Others




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Assignment 6951-305 Improving the Sports Performance of Self and Others. Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Demonstrate the principles of skill acquisition 1,2,3

2. Use a range of teaching and learning styles. 1,2,3

3. Apply motivation theories. None

4. Investigate technological developments in improving performance.

1



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






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Assignment 6951-305 Improving the Sports Performance of Self and Others Assignment Brief Task A You are required to choose a sport in which you participate and identify a particular closed skill which you wish to improve. Organise a test to assess your ability in the chosen closed skill and record the results. Prepare and undertake a skill acquisition programme to improve your chosen closed skill over a period of at least four weeks. Organise a further assessment of the chosen skill and compare the results with those taken previously. Make an analysis of the results and suggest reasons for them. Present your results/findings. Task B You are required to choose a sport and identify a particular skill which you will teach. Measure the skill level of an individual or a group performing a particular sports skill and record the results. Design a programme (minimum 3 sessions) to improve the chosen skill. Following the programme, re-measure the skill level of the individual or group and evaluate your findings. Task C With reference to a named sport, carry out research into any technological changes which have helped or might help to improve the performance of self and others. Report on one such change. Analyse any problems experienced in improving your own skills and those of others. Conduct an experiment to show how technically efficient or up-to-date equipment helps in the development of a skill. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available is 1 hour 30 minutes. Questions will be set as follows: Unit 5 End Test -Test Specification Paper Title – Improving the Sports performance of Self and Others Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 1 10 10 3 1 10 10 4 1 10 10

Total marks 50


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UNIT 5 Task D – Sample questions and marking brief Improving the Sports Performance of Self and Others Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. With reference to a named sports skill, describe the motor abilities involved and

explain how TWO of them affect the acquisition of skill. Marking Brief 4 x 1 mark for identifying up to 4 motor abilities. 2 x 3 marks for explanation and link to skill. Outcome 1 Q2. Identify TWO open and TWO closed sports skills. Describe the difference between an

open and a closed skill. Describe the effects of short and long term memory on the acquisition of skill. Marking Brief 4 x 1 mark for identifying 2 open and 2 closed skills. 1 x 3 marks for difference between open and closed skills. 1 x 3 marks for effects of short and long term memory. Outcome 2 Q3. With reference to a named sport, identify and explain ONE advantage and ONE

disadvantage of TWO different styles of teaching. Marking Brief 2 x 1 mark identify advantage/disadvantage 2 x 2 marks explain advantage/disadvantage 2 x 2 marks for application to different styles of teaching.


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Outcome 3 Q4. With reference to a named sport, explain how the needs of the individual are factors in

motivation. Describe THREE extrinsic motivation factors which can affect the acquisition of a skill.

Marking Brief 2 x 2 marks for needs as factors in motivation. 3 x 2 marks for extrinsic motivation factors affecting skill acquisition. Outcome 4 Q5. Identify FOUR potential drug related problems which could occur in a named sport.

Explain how drug abuse could be detected and the consequences of detection to a sportsperson.

Marking Brief 4 x 1 marks for identifying problems. 1 x 3 marks for explanation of detection. 1 x 3 marks for consequences of detection.


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Unit 6

Version A Design and organise the delivery of sport and recreation programmes and courses




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Assignment 6951-306 Design and organise the delivery of sport and recreation programmes and courses. Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate a range of programmes and courses. 1,2,3

2. Design a programme or course. 1,2,3

3. Organise the delivery of part of a programme or course and carry out an evaluation.

1,2



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






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Assignment 6951-306 Design and organise the delivery of sport and recreation programmes and courses. Assignment Brief Task A Research a range of programmes and courses associated with a particular sport in a given area. Prepare a report on ONE of the programmes or courses. The report should include: • the aims and objectives • an overview of the programme or course • the resource requirements • the target population. Task B Choose a different sport or activity from that researched in Task A, in consultation with your tutor. Design a course for the sport or activity. The design should include: • the aims and objectives, clearly stated • the resource requirements (obtain the resources) • the target population • the implementation strategy. Task C Organise the delivery of part of the course designed in Task B to the target population. Conduct an evaluation on the part of the course delivered and produce a written report for your tutor. Obtain a witness testimony from your tutor to report on your part in delivery of the part of the course. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 6 End Test - Test Specification

Paper Title – Design and organise the delivery of sport and recreation programmes and courses Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 1 10 10 3 2 10 20

Total marks 50


44

Assessor/Tutor Guidance Task A Candidates are asked to research a range of programmes and courses so they can select a suitable example to meet the requirements of Task A. Task B By choosing a different sport or activity from the one covered in Task A, candidates are able to propose their own course, rather than one ‘off the shelf’. The resources need to be obtained to meet the requirements of Task C. Task C For this assignment it would not be practical to deliver a whole course – hence a part is required. The candidate has to ‘organise the delivery’. This means the course could be delivered by the candidate or another person – the candidate has to organise so that the delivery can take place.


45

UNIT 6 Task D – Sample questions and marking brief Design and organise the delivery of sport and recreation programmes and courses Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify and explain THREE aims of sport and recreation programmes or courses. With reference to a course or programme, explain how ONE of these aims could be

realised. Marking Brief 3 x 2 marks (1 for identify, 1 for explain) 2 x 2 marks (1 for context, up to 3 for explanation) Outcome 1 Q2. With reference to a programme or course, give a detailed description of the resources

required. Marking Brief 10 marks (need at least 5 resources described to obtain full marks) Outcome 2 Q3. With reference to a sport and recreation programme or course, explain how the

demand for, and overuse of, resources can affect the programme or course. Suggest solutions to these problems. Marking Brief 2 x 3 marks (1 – identify with reference to sport and recreation programme, 2 for

explanation) 1 – 4 marks (up to 4 solutions, or less fully described)


46

Outcome 3 Q4. With reference to a specific programme or course, identify and explain effective

methods of promotion. Marking Brief 1 – 4 marks identify up to 4 methods . 3 x 1 for describing the methods. 3 x 1 for explaining methods and link to programme or course. Outcome 3 Q5. With reference to a specific programme or course, describe FOUR potential problems

for the organisers. For TWO of the problems identified, explain contingency plans to overcome the

problems. Marking Brief 1 – 4 marks – 1 for each problem described. 2 x 3 marks (1 – describe, 2 – explain, 3- link to problem).


47



Unit 7

Version A Working with disabled people Assignment number 6951-307



48

Assignment 6951-307 Working with disabled people Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Identify the needs of disabled participants in sport and recreation.

2,3,2

2. Review and adapt activities to the needs of disabled participants.

2

3. Plan, deliver and evaluate sports and recreation sessions for disabled participants.

1,2



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






49

Assignment 6951-307 Working with disabled people Assignment brief Task A You are required to identify TWO participants with contrasting disabilities. Conduct a case study on each of your participants to research and record the implications for their participation in sport. Task B Research a sport available to one or both of your participants. Present the information to your peer group in the form of a practical session. At the end of the session your peers should be able to teach/coach/officiate the sport. You must produce details of your research, session plans, teaching aids etc. Evidence of your practical session to be produced in the form of a peer group evaluation. Task C Plan deliver and evaluate a coaching session to one or both of your identified participants (Task A). Evidence of your performance to include your own session plans, evaluation and a witness testimony by your tutor or another suitably qualified person. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 7 End Test - Test Specification

Paper Title – Working with disabled people Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


50

Assessor/Tutor Guidance Task A Tutors should encourage candidates to research several sports covering a wide range of issues for example participation, organisation, access, transport, how does disability limit participation, sports coaches, help from N.G.B, competition etc. Tasks B Tutors are advised to ensure a range of sports are covered across the candidate group. Task C A H.S.L.A moderator may be used to give a witness testimony.


51

UNIT 7 Task D – Sample questions and marking brief Working with disabled people. Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Explain with examples the ‘medical model of disability’. Explain with examples the ‘social model of disability’. Marking Brief 2 x 3 marks for explanations of the models. 2 x 2 marks for examples of the models. Outcome 1 Q2. Explain the terminology a) visual impairment b) hearing impairment c) physical impairment d) learning impairment. Select ONE of the above impairments and, with reference to a named sport, explain

the communication considerations that need to be followed when working with an individual with that impairment.

Marking Brief 4 x 1 mark for explanation. 3 marks for stating communication considerations. 3 marks for explaining communication considerations. Outcome 2 Q3. Explain how TWO named mainstream sports can be adapted to include people with

disabilities. Marking Brief 5 marks for each sport.


52

Outcome 2 Q4. Describe the pathway for a disabled beginner in a named sport to progress to the

world championships. Name a Disability Sports Organisation and explain how it can assist an aspiring world

champion. Marking Brief 5 marks for describing the pathway. 1 mark for naming an organisation. 4 marks for explaining how it can assist. Outcome 3 Q5. Identify the information that is needed to plan a session for people with disabilities.

With reference to coaching, explain how this information can be used to ensure sessions run smoothly.

Marking Brief 5 marks for the identification of information. 5 marks for explaining how this is used.


53



Unit 8

Version A Organising a residential experience




54

Assignment 6951-308 Organising a residential experience Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Plan a residential experience. All

2. Organise travel for participants and equipment. 2,3,

3. Supervise a residential experience. All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






55

Assignment 6951-308 – Organising a residential experience Assignment brief Note: You are required to organise a residential experience for a group of a minimum duration of one night, two days. Task A Produce a plan for the residential to include the aims and objectives, venue, details of the accommodation, budget, menu, travel arrangements, equipment lists, activity programme, legal requirements. Task B Produce and process the documentation required by the participants, parents, authorities and organisers. Task C Supervise the residential to include travel, arrival, sleeping arrangements, daily routine, departure. You are required to produce a report of the residential to include a witness testimony of your performance by your tutor or another responsible adult. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 8 End Test - Test Specification

Paper Title – Organising a residential experience Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


56

Assessor/Tutor Guidance The overall responsibility for the safety of the candidates and participants lies with the centre. Where required activity must be supervised by a qualified person. Centres need to ensure that candidates do have the opportunity to plan and supervise a residential. This does not include the actual running of the activity programme. TWO or THREE candidates could organise a residential depending upon the size of the trip. Tutors must use their discretion to ensure the candidates have the opportunity to complete the tasks. Task B – Outcome 1, UK 15, can be used as a check list of documentation. Organisations may already have this in place, the candidates can use this and then process the information. Other documentation may need to be produced.


57

UNIT 8 Task D – Sample questions and marking brief Organising a residential experience Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify TWO contrasting types of accommodation for a residential for a mixed group

of 16-18 year olds. Comment on the suitability of these for this age group. Marking Brief 2 x 1 mark for identification of accommodation. 2 x 4 marks for comments on suitability. Outcome 1 Q2. With reference to a residential, explain how to determine the staffing ratios. Outline the essential communication channels to be established in case of an

emergency. Identify and explain the essential details on a parental consent form. Marking Brief 2 marks for reasons for staffing ratios. 2 marks for communication channels. 6 marks for identifying and explaining details on consent form. Outcome 2 Q3. Explain THREE legal requirements for a mini bus designed to carry 15 passengers. Describe how you would load the bus to ensure the safety of the passengers. Marking Brief 3 x 2 marks state and explain requirements. 4 marks for loading the bus. Outcome 2 Q4. Outline the legal requirements for driving a mini bus in Europe. Identify the documentation required to take a mini bus to Europe.


58

Marking Brief 6 marks for legal requirements. 4 marks for documentation. Outcome 3 Q5. Produce a check list of information to be given to participants on arrival at a residential

centre. Give reasons for the details included in the list. Marking Brief 5 marks for checklist – award marks for essential health and safety first, do not award marks for duplication of answers. 5 marks for the reasons for the details in the list.


59



Unit 9

Version A Adventure Leadership Assignment number 6951-309



60

Assignment 6951-309 Adventure Leadership Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Understand the theory, philosophy and practice of adventure leadership.

1,2

2. Investigate and experience components of an adventure activity session.

2,3

3. Plan facilitate and review an adventure activity sessions.

All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






61

Assignment 6951-309 Adventure Leadership Assignment Brief Task A Research TWO theories that underpin the structure and content of an adventure programme. Participate in or observe an adventure session and produce a report that relates the structure and content of the session to the two theories identified. Assess the benefits of the session to the participants from your own observations and participant feedback. Task B Create and record an initiative exercise using TWO of the following: 1 planks, poles and tyres 2 ropes (not rock climbing) 3 water 4 maps. Carry out a risk assessment of the exercise and state what (if any) N.G.B guidelines apply. Test the exercise on your peer group and evaluate the response. Obtain a peer group evaluation. Task C Plan, deliver and review an adventure activity session to a group (not peer) to include an icebreaker and review activity. Evidence to be produced to include your planning, review and a witness testimony from your Tutor or another suitably qualified person. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 9 End Test - Test Specification

Paper Title – Adventure leadership Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 1 10 10 3 2 10 20

Total marks 50


62

Assessor/Tutor Guidance The centres are responsible for the safety of the candidates and participants. Candidates working with groups of children (under 18 yrs) must be supervised. Supervisors must be qualified in the activities they are supervising.


63

UNIT 9 Task D – Sample questions and marking brief Adventure Leadership Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Explain the term ‘sequencing’ in relation to an adventure activity session. Suggest a sequence of FOUR activities suitable for a group of 16 year olds who are

new to adventurous activities and explain the aims of each activity. Marking Brief 2 marks for explaining sequencing. 4 marks for listing appropriate activities. 4 marks for appropriate aims. Outcome 1 Q2. With reference to adventure leadership situations, explain the terms ‘adventure

threshold’ and ‘challenge by choice’. Marking Brief 2 x 5 marks for explanation and relating to adventure leadership. Outcome 2 Q3. With reference to an activity, explain the meaning of real and apparent risk. Explain, with an example, why it may be necessary to modify or abandon an exercise. Marking Brief 5 marks for explanation. 5 marks for relating explanation to activities. Outcome 3 Q4. With reference to adventure activity sessions, describe TWO different review

exercises and explain how the information gained from them could be used in the future.


64

Marking Brief 5 marks for review exercises. 5 marks for use of information gained. Outcome 3 Q5. Identify FOUR key points from the value statement for outdoor education, outdoor

recreation and development training. Explain how TWO of these relate to your role as a facilitator of outdoor adventurous

experiences. Marking Brief 4 x 1 mark for key points. 2 x 3 marks for explanation.


65



Unit 10

Version A Expedition Leadership Assignment number 6951-310



66

Assignment 6951-310 Expedition Leadership Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Define the purpose of and plan an expedition. 1,2

2. Prepare a group for an expedition. 1,3

3. Lead an expedition under supervision. All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade




External verifier’s s ignature Date


67

Assignment 6951-310 Expedition Leadership Assignment Brief Note: You are required to identify a group (minimum 2 participants) to lead on an expedition (two days one night). Task A Define the purpose of the expedition. Produce detailed plans for the expedition for participants and leaders. Task B Teach the participants the campcraft skills required for the expedition. Brief the participants on the safety procedures for the expedition. You need to produce a training plan for your practical training with briefing notes and notes or safety cards for your safety talk. Task C Lead/supervise the expedition within a framework of safety. Evaluate the expedition and make recommendations to improve your leadership. You are required to produce an ‘Expedition Log’ to include tasks A/B, a tutor/witness testimony of your teaching and a reflective account of the expedition. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 10 End Test - Test Specification Paper Title – Expedition leadership Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


68

Assessor/Tutor Guidance The overall responsibility for the safety of the candidates and participants lies with the centre. Where required expeditions must be supervised by a qualified person. Centres must ensure that candidates do have the opportunity to train others and lead or supervise (D of E expedition) an expedition. This could be a small group within a large expedition. Candidates may help with a local scout/D of E or Youth group or assist with an expedition for another college group. Candidates may be working towards a B.E.L.A. Task A – Outcome 1, UK can be used as a check list for this task. Task B – Outcome 2, UK can be used as a check list for this task.


69

UNIT 10 Task D – Sample questions and marking brief Expedition Leadership Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify FOUR factors to take into account when planning the expedition purpose.

With reference to TWO of these, explain how they influence the planning of an expedition.

Marking Brief 4 x 1 mark for the factors. 6 marks for explaining the influence of the factors on the planning. Outcome 1 Q2. List THREE essential items of information to be left with a responsible adult in an

organisation. Give reasons for the items of information identified. Design a route card to show the essential information needed by an expedition

supervisor. Marking Brief 5 marks for the information and reasons. 5 marks for the route card. Outcome 2 Q3. Explain FOUR factors involved in the selection of food for a backpacking expedition.

With reference to the factors identified, explain how to plan a menu for an evening meal.

Marking Brief 4 x 2 marks for the factors with explanation. 2 marks for the menu. Outcome 2 Q4. Explain the factors involved in the selection of a rucksack for a camping expedition. With the aid of a diagram, explain how to pack the rucksack. Marking Brief


70

5 marks for the relevant factors in rucksack design. 5 marks for items packed in appropriate positions. Outcome 3 Q5. Explain the importance of an expedition having ‘minimum impact’ on the environment. Explain how a leader can ensure ‘minimum impact’ through pre-expedition training

and advice. Marking Brief 2 marks for the importance of minimum impact. 8 marks for training and advice.


71



Unit 11

Version A Developing Sports Assignment number 6951-311



72

Assignment 6951-311 Developing Sport Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Identify a range of individuals and organisations involved in the development of sport.

2

2. Examine the role of individuals and organisations involved in developing sport.

1,2,3

3. Contribute to the implementation of a sports development project.

1,2



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






73

Assignment 6951-311 Developing Sport Assignment Brief Task A You need to identify a range of individuals and organisations involved in the development of sport locally. Choose TWO individuals involved in the development of sport locally. Prepare a set of questions to discover their role in sports development, conduct an interview with each individual and write up a report of the interview. Choose ONE organisation involved in the development of sport locally and report on its role. Task B In consultation with your tutor and others, you need to identify an aspect of a sports development project to which you can contribute. Having identified the personal contribution you can make you should help in the implementation of the sports development project. A witness testimony should be supplied to outline your contribution to the project. Task C Collect information on the progress of the project. Produce an evaluation of your own contribution to the project. Make an assessment of how well the aims and objectives of the project are met, and what is still to be achieved by the project. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 11 End Test - Test Specification

Paper Title – Developing sport Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 / 2 3 10 30 3 1 10 10 4 1 10 10

Total marks 50


74

Assessor/Tutor Guidance General Clearly this assignment will be much easier to arrange if candidates can work alongside a Sports Development Officer on a project. There are, however, many projects where development of sport takes place without an official S.D.O. Such projects are also acceptable. Task A A range of individuals is useful so that candidates can select those most likely to assist in completing the task. Task B Candidates need to be able to identify an aspect of a project to which they can make a contribution.


75

UNIT 11 Task D – Sample questions and marking brief Developing Sport Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1/2 Q1. Name the National Governing Body of a chosen sport and describe its role in the

current development of the sport. Explain the relationship between Sport England and the National Governing Body in

the development of the sport. Marking Brief 1 mark – name of NGB – up to 4 marks for role in current development. Up to 5 marks for explanation of relationship linked to development. Outcome 1/2 Q2. Describe TWO roles of a Sports Development Officer in detail and explain how they

contribute to the development of sport. Marking Brief 2 x 5 marks (role in detail and explanation). Outcome 1/2 Q3. Identify TWO local organisations involved in the development of sport. With reference to each organisation identified, explain the contribution they make to

sports development locally. Marking Brief 2 x 5 marks – 1 for contribution each makes to sports development. Outcome 3 Q4. With reference to a sports development project, explain the aims and objectives. Analyse the contribution of ONE key person involved in the project. Marking Brief 5 marks – aims and objectives. 5 marks – analysis of contribution.


76

Outcome 4 Q5. Describe the range of reports required to monitor the progress of a sports

development project. Explain the reasons for the reports of a sports development project.

Marking Brief 5 marks for description of range of reports. 5 marks for reasons for reports.


77



Unit 12

Version A Contribute to service delivery in sport and recreation facilities




78

Assignment 6951-312 Contribute to service delivery in sport and recreation facilities Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate and understand the provision of sport and recreation facilities and services.

3

2. Work safely and effectively as an individual and with others in the operation of sport and recreation facilities and equipment.

All

3. Work safely and effectively as an individual and with others in the delivery of services.

All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






79

Assignment 6951-312 Contribute to service delivery in sport and recreation facilities Assignment Brief Note – In order to complete Tasks B and C you must work in a facility providing sport and recreation services. Task A Visit a range of sport and recreation facilities. With particular reference to TWO of the facilities produce a report that focuses on how facility design impacts on the ability of providers and operators to deliver services and meet their operational objectives. Give examples that illustrate how the strengths and weaknesses of facility design affect staff in carrying out their duties and the experiences of customers visiting and using the facility. Task B Gather and present information on at least TWO of the following issues that relate to the service delivery in sport and recreation facilities. • Safety • Security • Customer Care • Staff Training • Marketing and Promotion Use the information collected to make detailed recommendations that would lead to the continued improvement of the service. Task C Keep a record of how you worked safely and effectively as an individual and with others. You are required to obtain and submit a witness testimony to authenticate your contribution. Evaluate your contribution as an individual and with others, with particular reference to working safely and effectively. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available 1 hour 30 minutes. Questions will be set as follows: UNIT 12 End Test - Test Specifications Paper Title – Contribute to service delivery in sport and recreation facilities. Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


80

Assessor/Tutor Guidance Task A To achieve a high standard for Task A, candidates need to access, include and make reference to the operational objectives of the organisations that operate the chosen facilities. Design can have either a positive or a negative impact on customers and staff. The following is an example of an area of a facility and the aspects of design that candidates could consider reviewing, but any comments should be clearly explained, whenever possible supported by additional evidence and then related to aims and objectives: Changing rooms – location, space, clothes storage, privacy, disabled access, ventilation, number of showers, floor surface – in terms of safety and cleaning etc. Task B Tutors/Assessors should advise candidates on the number of issues to be addressed in Task B. The number of issues will depend upon the size and scale of the facility, the systems in place and the opportunity for the candidate to be involved and develop an understanding.

Task C Candidates are required to keep a record of how they worked safely and effectively as an individual and with others. Tutors/assessors should make candidates aware that the record kept should focus on the underpinning knowledge of Outcomes 2 and 3 and their experiences in a suitable place of work.. Candidate records should be supported by a witness statement written by a member of staff working at team leader/supervisory or management level in the workplace.


81

UNIT 12 Task D – Sample questions and marking brief Contribute to service delivery in sport and recreation facilities Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. With reference to sport and recreation facilities, identify THREE factors that influence

the range of activities and services provided. Explain the influence the factors identified can have by making reference to specific activities and services. (10 marks)

Marking Brief 1 mark for reference to appropriate sport and recreation facilities. 3 x 3 marks for identification, description and explanation of each factor identified in the context of specific activities or services. Outcome 1 Q2. Explain how organisations involved in the provision of sport and recreation can

generate income to cover the major costs associated with the operation of facilities and service delivery. (10 marks)

Marking Brief 1 mark for reference to appropriate sport and recreation organisations. 3 x 1 mark for identification major costs. 3 x 2 marks for the explanation of how income is generated to cover the costs identified. Outcome 2 Q3. With reference to a named sport and recreation organisation, identify three major

hazards associated with the facilities or activities provided. Explain how the organisation could reduce one associated risk with each hazard identified. (10 marks)

Marking Brief 1 mark for reference to an appropriate sport and recreation organisation. 3 x 1 mark for the identification of hazards. 3 x 2 marks for explanation.


82

Outcome 2 Q4. With reference to an organisation in the sport and recreation industry, describe the

correct procedures to be followed by staff when handling and operating three items of equipment. (10 marks)

Marking Brief 1 mark for reference to an appropriate sport and recreation organisation. 3 x 3 marks for the description of procedures involved in the handling and operation of each named item of equipment. Outcome 3 Q5. With reference to a named organisation, describe THREE needs or expectations of

customers visiting or using sport and recreation facilities. Explain how staff can help to meet each need or expectation described. (10 marks)

Marking Brief 1 mark for answering in the context of an appropriate organisation. 3 x 1 mark for description of customer needs/expectations. 3 x 2 marks for explaining how staff can help meet each need/expectation described.


83



Unit 13

Version A Contribute to service delivery in health and fitness fac ilities




84

Assignment 6951-313 Contribute to service delivery in health and fitness facilities Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate and understand the provision of health and fitness facilities and services.

3

2. Work safely and effectively as an individual and with others in the operation of health and fitness facilities and equipment.

All


All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






85

Assignment 6951-313 Contribute to service delivery in health and fitness facilities.

Assignment Brief NOTE – In order to complete Tasks B and C you must work in a facility providing health and fitness services. Task A Visit a range of health and fitness facilities. With particular reference to TWO of the facilities produce a report that focuses on how facility design impacts on the ability of providers and operators to deliver services and meet their operational objectives. Give examples that illustrate how the strengths and weaknesses of facility design affect staff in carrying out their duties and the experiences of customers visiting and using the facility. Task B Gather and present information on at least TWO of the following issues that relate to the service delivery in health and fitness facilities. • Safety • Security • Customer Care • Staff Training • Marketing and Promotion (?) Use the information collected to make detailed recommendations that would lead to the continued improvement of the service. Task C Keep a record of how you worked safely and effectively as an individual and with others. You are required to obtain and submit a witness testimony to authenticate your contribution. Evaluate your contribution as an individual and with others, with particular reference to working safely and effectively. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available 1 hour 30 minutes. Questions will be set as follows:

UNIT 13 End Test -Test Specifications

Paper Title – Contribute to service delivery in health and fitness facilities. Test duration 1 hour 30 minutes Total number of questions 5

Outcome Number of questions

Number of marks per question

Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


86

Assessor / Tutor Guidance Task A To achieve a high standard for Task A, candidates need to access, include and make reference to the operational objectives of the organisations that operate the chosen facilities. Design can have either a positive or a negative impact on customers and staff. The following is an example of an area of a facility and the aspects of design that candidates could consider reviewing, but any comments should be clearly explained, whenever possible supported by additional evidence and then related to aims and objectives: Changing rooms – location, space, clothes storage, privacy, disabled access, ventilation, number of showers, floor surface – in terms of safety and cleaning etc. TASK B Tutors/Assessors should advise candidates on the number of issues to be addressed in Task B. The number of issues will depend upon the size and scale of the facility, the systems in place and the opportunity for the candidate to be involved and develop an understanding.

Task C Candidates are required to keep a record of how they worked safely and effectively as an individual and with others. Tutors/assessors should make candidates aware that the record kept should focus on the underpinning knowledge of Outcomes 2 and 3 and their experiences in a suitable place of work. Candidate records should be supported by a witness statement written by a member of staff working at team leader/supervisory or management level in the workplace. UNIT 13 Task D – Sample questions and marking brief


87

UNIT 13 Task D – Sample questions and marking brief Contribute to service delivery in health and fitness facilities Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify and explain the role of other key organisations (other than the organisation

operating the facility) involved in the effective operation of facilities and delivery of services in the health and fitness sector. (10 marks)

Marking Brief 1 mark for the identification/naming of each organisation (UK15) – to a maximum of 4 marks. 6 marks for additional description and explanation of the role of each organisation identified. Outcome 1 Q2. With reference to health and fitness facilities, identify and explain THREE factors that

affect the range of activities and services available to customers. (10 marks) Marking Brief 1 mark for reference to appropriate health and fitness facilities. 3 x 1 mark for the identification of each relevant factor that affects the range of activities and services. 3 x 2 marks for the explanation of each factor identified. Outcome 2 Q3. Identify and explain the need for administrative procedures to ensure the effective

operation of a health and fitness facility/organisation. (10 marks) Marking Brief 1 x 4 marks for the identification of appropriate administrative procedures. (UK10) 3 x 1 mark for the description of each administrative procedure identified. 3 x 1 mark for explanation of each administrative procedure identified. Outcome 2 Q4. Describe and give reasons for checks to be made by staff each day before health and

fitness facilities close for business. (10 marks)


88

Marking Brief 6 marks for the identification and description of appropriate checks (maximum of 4 marks for identification) (UK14) 4 marks for giving reasons for making the checks identified and described. Outcome 3 Q5. With reference to a named organisation, describe THREE needs or expectations of

customers visiting or using sport and recreation facilities. Explain how staff can help to meet each need or expectation described. (10 marks)

Marking Brief 1 mark for answering in the context of an appropriate organisation. 3 x 1 mark for description of customer need/expectation. 3 x 2 marks for explaining how staff can help to meet each need/expectation described.


89



Unit 14

Version A Contribute to service delivery in swimming pool facilities




90

Assignment 6951-314 Contribute to service delivery in swimming pool facilities Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate and understand the provision of swimming facilities and services.

1,3

2. Work safely and effectively as an individual and with others in the operation of swimming facilities.

All


All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






91

Assignment 6951-304 Contribute to service delivery in swimming pool facilities Assignment Brief NOTE – In order to complete Tasks B and C you must work for an organisation providing swimming facilities and activities. Task A Visit a range of swimming facilities. With particular reference to TWO of the facilities produce a report that focuses on how facility design impacts on the ability of providers and operators to deliver services and meet their operational objectives. Give examples that illustrate how the strengths and weaknesses of facility design affect staff in carrying out their duties and the experiences of customers visiting and using the facility. Task B Gather and present information on at least TWO of the following issues that relate to the service delivery in swimming facilities. • Safety • Security • Customer Care • Staff Training • Marketing and Promotion Use the information collected to make detailed recommendations that would lead to the continued improvement of the service. Task C Keep a record of how you worked safely and effectively as an individual and with others. You are required to obtain and submit a witness testimony to authenticate your contribution. Evaluate your contribution as an individual and with others, with particular reference to working safely and effectively. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available 1 hour 30 minutes. Questions will be set as follows: UNIT 14 End Test Specifications

Paper Title – Contribute to service delivery in swimming pool facilities Test duration 1 hour 30 minutes Total number of questions 5



Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


92

Tutor/Assessor Guidance Task A To achieve a high standard for Task A, candidates need to access, include and make reference to the operational objectives of the organisations that operate the chosen facilities. Design can have either a positive or a negative impact on customers and staff. The following is an example of an area of a facility and the aspects of design that candidates could consider reviewing, but any comments should be clearly explained, whenever possible supported by additional evidence and then related to aims and objectives: Changing rooms – location, space, clothes storage, privacy, disabled access, ventilation, number of showers, floor surface – in terms of safety and cleaning etc. TASK B Tutors/Assessors should advise candidates on the number of issues to be addressed in Task B. The number of issues will depend upon the size and scale of the facility, the systems in place and the opportunity for the candidate to be involved and develop an understanding.

Task C Candidates are required to keep a record of how they worked safely and effectively as an individual and with others. Tutors/assessors should make candidates aware that the record kept should focus on the underpinning knowledge of Outcomes 2 and 3 and their experiences in a suitable place of work. Candidate records should be supported by a witness statement written by a member of staff working at team leader/supervisory or management level in the workplace.


93

UNIT 14 Task D – Sample questions and marking brief Contribute to service delivery in swimming pool facilities Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Describe the choices available to customers interested in swimming as either a sport

or a recreational activity, by making reference to the main operators and the function and purpose of a range of indoor and outdoor swimming pools. (10 marks)

Marking Brief 1 mark (to a maximum of 4) for reference to the range of swimming facilities. (UK 2) 1 mark (to a maximum of 3) for reference to operators of swimming facilities. (UK 1) 1 mark (to a maximum of 3) for reference to function and purpose. (UK 3) Outcome 1 Q2. With reference to swimming facilities, identify and explain THREE factors that affect

the range of activities and services available. (10 marks) Marking Brief 1 mark for reference to appropriate swimming facilities. 3 x 1 mark for the identification of each relevant factor that affects the range of activities and services. 3 x 2 marks for the explanation of each factor identified. Outcome 2 Q3. Describe and give reasons for preparations and checks to be made by staff each day

before swimming facilities open for business. (10 marks) Marking Brief 6 marks for the identification and description of appropriate preparations and checks (maximum of 4 marks for identification) 4 marks for giving reasons for making preparations and checks. Outcome 2 Q4. Explain the importance of maintaining the correct environmental conditions in

swimming facilities. (10 marks)


94

Marking Brief 1 mark for the identification of each environmental condition (maximum of 4 marks). (UK 7) 3 marks for description. 3 marks for explanation Outcome 3 Q5. With reference to a range of swimming activities and sessions, explain the staffing

arrangements and procedures that are required to ensure the safety of customers. (10 marks) Marking Brief Max of 5 marks for the description and explanation of staffing arrangements required to ensure customer safety. Max of 5 marks for the description and explanation of procedures required to ensure customer safety.


95



Unit 15

Version A Contribute to service delivery in holiday destinations providing sport, recreation and adventure opportunities




96

Assignment 6951-315 Contribute to service delivery in holiday destinations providing sport, recreation and adventure opportunities, programmes and courses. Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate and understand the provision of sport, recreation and adventure opportunities in holiday destinations industry.

1

2. Work safely and effectively as an individual and with others in the delivery of sport, recreation and adventure opportunities in holiday destinations industry.

All

3. Work safely and effectively as an individual and with others in the delivery of service.

All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






97

Assignment 6951-315 Contribute to service delivery in holiday destinations providing sport,

recreation and adventure opportunities.

Assignment Brief NOTE – You must work for an organisation providing sport, recreation or adventure activities in a holiday destination in order to complete Tasks B and C.

Task A With reference to holiday destinations, research and produce a directory of opportunities to take part in a maximum of FOUR sport, recreation or adventure activities. Details presented in the directory should include, location, organisation (contact details) availability etc. Research and compare the operational objectives of TWO of the organisations in your directory. Task B Gather and present information on at least TWO of the following issues that relate to the provision/delivery of sport, recreation and/or adventure opportunities in holiday destinations • Safety • Security • Customer Care • Staff Training • Marketing and Promotion Use the information collected to make detailed recommendations that would lead to the continued improvement of the service. Task C Keep a record of how you worked safely and effectively as an individual and with others. You are required to obtain and submit a witness testimony to authenticate your contribution. Evaluate your contribution as an individual and with others, with particular reference to working safely and effectively. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available 1 hour 30 minutes. Questions will be set as follows: UNIT 15 End Test - Test Specifications

Paper Title – Contribute to service delivery in holiday destinations providing sport, recreation and adventure opportunities. Test duration 1 hour 30 minutes Total number of questions 5



Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50

Tutor/Assessor Guidance


98

Task A It is important that tutors and candidates appreciate that all tasks are equally weighted before deciding on the number of activities and scale of research. Tutors may consider negotiating the task with the group, allocating/agreeing work with individuals (activities and areas) in order to produce a comprehensive directory. Each candidate will be responsible for selecting two of the organisations included in their directory and researching and comparing operational objectives. Task B Tutors/Assessors should advise candidates on the number of issues to be addressed in Task B. The number of issues will depend upon the size and scale of the organisation/facility/holiday destination, the systems in place and the opportunity for the candidate to be involved and develop an understanding. Task C Candidates are required to keep a record of how they worked safely and effectively as an individual and with others. Tutors/assessors should make candidates aware that the record kept should focus on the underpinning knowledge of Outcomes 2 and 3 and their experiences in a suitable place of work. Candidate records should be supported by a witness statement written by a member of staff working at team leader/supervisory or management level in the workplace.


99

UNIT 15 Task D – Sample questions and marking brief Contribute to service delivery in holiday destinations providing sport, recreation and adventure opportunities Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify TWO different providers of sport, recreation or adventure activities in holiday

destinations. Describe the choices available to customers in terms of the type of destination and the range and purpose of the activities provided. (10 marks)

Marking Brief 1 mark for the identification of each provider (UK 1) to a maximum of 2 marks. 4 marks for describing types of destination. (UK 2) 4 marks for describing the range and purpose of activities provided. (UK 3) Outcome 1 Q2. Identify THREE aims and/or objectives of organisations providing sport, recreation

and/or adventure activities in holiday destinations and explain how these are achieved. (10 marks)

Marking Brief 1 mark for reference to appropriate organisations. 3 x 3 marks for additional description and explanation of each aim/or objective identified. Outcome 2 Q3. With reference to a named organisation operating in a holiday destination, identify

three major hazards associated with the facilities or activities provided. Explain how the organisation could reduce one associated risk with each hazard identified. (10 marks)


100

Marking Brief 1 mark for reference to an appropriate sport and recreation organisation. 3 x 1 mark for the identification of hazards. 3 x 2 marks for explanation. Outcome 2 Q4. With reference to organisations providing sport, recreation and/or adventure activities

in holiday destinations, identify and explain the importance of a range of routine and non-routine tasks that need to be undertaken at the end of a season or during out of season periods. (10 marks)

Marking Brief 1 mark for reference to appropriate organisations 3 marks for identification of appropriate tasks 3 marks for explaining the importance of undertaking routine and non-routine the tasks identified. Outcome 3 Q5. With reference to organisations providing sport, recreation and/or adventure activities

in holiday destinations, identify and describe THREE common causes of customer complaints. Give a detailed explanation of the procedures to following in relation to ONE of the complaints described. (10 marks)

Marking Brief 3 x 1 mark for the identification common complaints 3 x 1 mark for additional description/causes of complaints 4 marks for the explaining the procedures to be followed in relation to ONE of the complaints described.


101



Unit 16

Version A Working at Event Venues Assignment number 6951-316



102

Assignment 6951-316 Working at event venues Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate and understand the provision of sport and recreation event venues and events.

1,2

2. Work safely and effectively as an individual and with others prior to the events.

All

3. Work safely and effectively as an individual and with others during the delivery of events.

All

4. Work safely and effectively as an individual and with others following and between events.

All



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






103

Assignment 6951-316 Working at event venues Assignment Brief NOTE – You must work at an event venue or an event in order to complete Tasks B and C.

Task A Research and present details of how event venues and events are funded and then with specific reference to a named event venue or event present a detailed breakdown of income and expenditure. Task B Gather and present information on at least TWO of the following issues that relate to the event venue and/or event: • Safety • Security • Customer Care • Staff Training • Marketing and Promotion • Use the information collected to make detailed recommendations that would lead to the continued improvement of the service. Task C Keep a record of how you worked safely and effectively as an individual and with others. You are required to obtain and submit a witness testimony to authenticate your contribution. Evaluate your contribution as an individual and with others, with particular reference to working safely and effectively. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available 1 hour 30 minutes. Questions will be set as follows:

UNIT 16 End Test - Test Specifications

Paper Title – Working at event venues Test duration 1 hour 30 minutes Total number of questions 5



Total marks

1 2 20 20 2 1 10 10 3 1 10 10 4 1 10 10

Total marks 50

Assessor/Tutor Guidance Notes


104

TASK B

The number of issues addressed by candidates will depend upon the size/scale of the event or event venue.

Tutors/Assessors should advise candidates on the number of issues to be addressed in Task B. The number of issues will depend upon the size and scale of the facility, the systems in place and the opportunity for the candidate to be involved and develop an understanding. Task C Candidates are required to keep a record of how they worked safely and effectively as an individual and with others. Tutors/assessors should make candidates aware that the record kept should focus on the underpinning knowledge of Outcomes 2 and 3 and their experiences in a suitable place of work. Candidate records should be supported by a witness statement written by a member of staff working at team leader/supervisory or management level in the workplace.


105

UNIT 16 Task D – Sample questions and marking brief Working at event venues Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. With reference to recently staged events, list and explain THREE aims and objectives

of event organisers and/or promoters. (10 marks) Marking Brief 3 marks for correctly listing aims and objectives of organiser/promoters (UK 7). 3 marks for additional explanation of each aim and/or objective listed. 2 additional marks for relating answers to appropriate events. Outcome 1 Q2. With reference to TWO recently staged events, identify and explain the role of the

organisations and individuals involved in the organisation, delivery and promotion. (10 marks) Marking Brief 2 x 1 mark for referring to appropriate events. 2 x 4 marks for the identification and explanation of the role of the organisations and individuals involved in the organisation, delivery and promotion. Outcome 2 Q3. Describe and give reasons for preparations and checks to be made by staff each day

before customers (spectators and/or competitors) are allowed to enter an event venue. (10 marks)

Marking Brief 6 marks for the identification and description of appropriate preparations and checks (maximum of 4 marks for identification) (UK 5) 4 marks for giving reasons for making preparations and checks. Outcome 3 Q4. With reference to a named event, explain the staffing arrangements and procedures

that are required to ensure the safety of participants and spectators. (10 marks) Marking Brief Max of 5 marks for the description and explanation of staffing arrangements required to ensure the safety of participants and spectators.


106

Max of 5 marks for the description and explanation of procedures required to ensure the safety of participants and spectators. Outcome 4 Q5. With reference to an event venue or an event i) Describe the systems and procedures for ensuring the safe departure of

customers (participants and spectators) ii) Describe the safe systems of work for clearing the event venue of equipment. (10 marks) Marking Brief Max of 5 marks for description arrangements required to ensure the safe departure of participants and spectators. Max of 5 marks for the description and explanation of systems of work for clearing the event venue of equipment.


107

Assessor/Tutor Guidance Task B The number of issues addressed by candidates will depend upon the size/scale of the event or event venue.


108



109



Unit 17

Version A Spectator Control Assignment number 6951-317



110

Assignment 6951-317 Spectator control Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Describe the procedures for preparing stewards and venues for events.

All

2.Monitor the entry and exit and movement of people at an event..

1,3

3. Demonstrate an awareness of how to deal with problems and emergencies during events.

1



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






111

Assignment 6951-317 Spectator Control Assignment Brief Task A With reference to a named venue where spectators need controlling, investigate and produce a report on the roles and responsibilities of a steward. Task B You must work as a steward on a number of occasions. You must keep a record of how you worked safely and effectively as an individual and part of a team. Evaluate your contribution and obtain and submit a witness testimony to authenticate your contribution. Task C Whilst working you are required to gather information on TWO of the following: • Steward briefings • Searches of the venue • Evacuation procedures • Customer care • Communications Using the information you have obtained, make detailed recommendations that would lead to an improvement in the stewarding. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 17 End Test Test Specification

Paper Title – Spectator Control Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 1 10 10 3 2 10 20

Total marks 50


112

UNIT 17 Task D – Sample questions and marking brief Spectator Control Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify and explain the procedures for a steward to prepare themselves for an event..

Explain the importance of the pre-event briefing. Marking Brief 6 marks for identify and explain the procedures. 4 marks for importance of pre-event briefing. Outcome 1 Q2. Describe the procedures of a pre-event search of the venue. Identify TWO possible hazards and describe the actions a steward would take if these

hazards were discovered. Marking Brief 6 marks for a description of a search. 2 x 2 marks for identification and action. Outcome 2 Q3. Describe the procedure for searching a spectator’s bag. With reference to TWO

banned items, explain fully the action of a steward if the items are found. Marking Brief 6 marks for search procedures. 2 marks for banned items. 2 marks for stewards actions. Outcome 3 Q4. Describe THREE problems that can occur within the crowd during an event. Explain

the procedures to be followed by a steward if one of these should occur. Marking Brief 6 marks for description of problems. 4 marks for procedures to be followed.


113

Outcome 3 Q5. Identify an emergency situation which could result in the evacuation of the spectators.

With reference to a named venue, explain the role of the steward in this situation. Explain the reasons for keeping in contact with control, supervisor and the police

during an incident. Marking Brief 1 mark for identification. 4 marks for explanation of the role of steward. 5 marks for the reasons.


114



115



Unit 18

Version A Working in retail and merchandising in the sport and recreation industry




116

Assignment 6951-318 Working in retail and merchandising in the sport and recreation industry Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Investigate the range of retailing and merchandising operations in the sport and recreation industry.

1,3

2. Contribute to the operation and administration of retail operations and the marketing of merchandise and products.

1,3

3. Work effectively with customers and staff in retail and merchandising operations.

3,2



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






117

Assignment 6951-318 Working in retail and merchandising in the sport and recreation industry Assignment Brief Task A Select an area and produce a comprehensive and detailed directory of retailing and merchandising organisations that operate in the sport and recreation industry. You are responsible for selecting an appropriate format in which to present your research. Task B Choose a sport and research the product range. Depending upon the sport chos en the range may include merchandising products aimed at spectators and/or products aimed at participants. Select ONE of the operations included in your directory (Task A) and look at how the product range is promoted. Consider other ways that the organisation could market and promote the range. Give a 10-minute presentation on your research and proposals. Task C You must work in an organisation within the sport retail/merchandising sector. Identify and describe common complaints and/or problems. Suggest ways of reducing the likelihood/frequency of each complaint or problem described which would contribute to the continuous improvement of the service provided by the organisation. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available 1 hour 30 minutes. Questions will be set as follows: Unit 18 End Test -Test Specification

Paper Title – Working in retail and merchandising in the sport and recreation industry Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 2 10 20 2 1 10 10

Total marks 50


118

Assessor/tutor guidance notes Task A It is important that tutors and candidates appreciate that all tasks are equally weighted before deciding on the scale of research (area). Tutors may consider negotiating the task with the group, allocating/agreeing work with individuals in order to produce a comprehensive directory. Task B

Tutors should remind candidates that the product range researched should be available in one of the retailing and merchandising operations included in their directory (Task A). It may be advisable that the operation chosen, is the organisation the candidate gains experience in Task C.


119

UNIT 18 Task D – Sample questions and marking brief Working in retail and merchandising in the sport and recreation industry Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. With reference to a named organisation, identify THREE aims and/or objectives of

retail and merchandising operations in the sport and recreation industry and explain how these are achieved. (10 marks)

Marking Brief 1 mark for the identification/naming of an appropriate sport and recreation, retail and merchandising organisation. 3 x 3 for additional description and explanation of each aim/or objective identified. Outcome 1 Q2. With reference to a named retail and merchandising organisation in the sport and

recreation industry, identify and explain THREE factors that affect the range of products offered. (10 marks)

Marking Brief 1 mark for naming an appropriate sport and recreation retail and/or merchandising

operation. 3 x 1 mark for the identification of relevant factors. 3 x 2 marks for the explanation of each factor named. Outcome 2 Q3. With reference to retail and merchandising organisations in the sport and recreation

industry, identify and explain measures taken to ensure the security of premises and/or stock. (10 marks)

Marking Brief 1 x 4 marks for identification of appropriate measures. 3 x 1 mark for the description of each measure identified. 3 x 1 mark for the explanation of each measure identified. Outcome 2 Q4. With reference to a retail and/or merchandising organisation in the sport and

recreation industry, identify and explain effective methods of displaying and promoting products. (10 marks)


120

Marking Brief 1 x 4 marks for the identification of each appropriate/effective method of displaying and promoting products. 3 x 1 mark for the description of each appropriate/effective method identified. 3 x 1 mark for the explanation of each appropriate/effective method identified. Outcome 3 Q5. Identify and describe THREE needs/expectations a customer has of sales staff in a

sports retail organisation. (6 marks) Explain the importance of personal presentation for staff employed in sports retail

operations. (4 marks) Marking Brief 3 x 1 mark for the identification of appropriate needs/expectations. 3 x 1 mark for the description of appropriate needs/expectations. 4 marks for explaining the importance of personal presentation in the context of staff/customer relations in sports retailing.


121



Unit 19

Version A Nutrition and Exercise Assignment number 6951-319



122

Assignment 6951-319 Nutrition and Exercise Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Provide advice on healthy eating 1,2,4,6,7

2. Provide individual remedial exercise. 4,5,8



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






123

Assignment 6951-319 Nutrition and exercise Assignment Brief Task A Produce a consultation sheet and conduct a consultation with a client to determine details of: • Current diet • Lifestyle • Frequency and intensity of exercise • Contra-indications • Client’s aspirations Read information neatly and accurately and maintain confidentiality. Analyse the results from the consultation with reference to diet and exercise. Task B Using the results and analysis from Task A, i) Prepare advice for the client to show ways of improving eating habits to encourage proper

nutrition and enhance the maintenance of health and the proper functioning of the body. ii) Prepare exercise programmes for the client for gymnasium and home use. Task C Inform the client of the advice on eating habits in a sensitive and polite manner. Inform the client of the exercise programmes and demonstrate exercises to be used. Identify questions and problems which need referral. Assess the potential benefits to the client of the advice given. Obtain a witness testimony of own performance in advising the client. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 19 End Test - Test Specification

Paper Title – Nutrition and exercise Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 2 10 20 2 2 10 20 3 1 10 10

Total marks 50


124

Assessor/Tutor Guidance General Centres should ensure that candidates work safely. There should always be expert, qualified help at hand. Task A Candidates should design their own consultation sheets following study of examples of good practice. Task B Advice given to clients by candidate must be carefully checked by tutors to ensure suitability.


125

UNIT 19 Task D – Sample questions and marking brief Nutrition and exercise Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Identify TWO factors which contribute to client ‘lifestyle’. Describe the detailed information which would be required and explain how it would

affect the advice given on nutrition and/or exercise. Marking Brief 2 x 1 mark for identify. 2 x 4 marks (2 for information, 2 for effect). Outcome 1 Q2. Describe and explain the sources, functions and energy values of carbohydrates and

proteins. Describe the effects of exercise in utilising food intake. Marking Brief 2 x 3 marks (1 mark each for description/explanation of sources, functions, energy values for each food group). 1 x 4 marks for effects of exercise. Outcome 2 Q3. Recommend TWO exercises to improve flexibility. Describe how the exercises would

be introduced to a client and explain the correct techniques to be followed in the exercises.

Marking Brief 2 x 1 mark for exercises. 2 marks for introduction. Up to 3 marks for techniques for each exercise.


126

Outcome 2 Q4. Describe and explain, using examples, how flexion and extension take place, noting

the major muscles, and their functions, involved in the movement. Marking Brief 2 x 5 marks (1 for description, 1 for example, up to 3 marks for muscles, functions etc). Outcome 3 Q5. Describe and explain the advantages and disadvantages of using fitness schedules at

home. Marking Brief 1 x 5 marks for advantages. 1 x 5 marks for disadvantages.


127



Unit 20

Version A Sports Massage Assignment number 6951-320



128

Assignment 6951-320 Sports massage Mark sheet – For completion by the assessor and signature by the candidate Candidate Name: Enrolment number: Mapping of practical activities Outcome Practical activities assessed by this

assignment 1. Prepare self and equipment for sports massage.

2,4

2.Prepare the participant for sports massage. 2,3,4,6

3. Apply sports massage.

1,2,3,4,5

4. Evaluate the effectiveness of sports massage. 1,3,4,5,6,7



Task A

Mark (0, 1, 2 or 3)



Task B

Mark (0, 1, 2 or 3)



Task C

Mark (0, 1, 2 or 3)

Test result Task


20-29 = 1 mark 30-39 = 2 marks 40-50 = 3 marks

Result for task D


÷ by 4


Overall grade






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Assignment 6951-320 Sports Massage Assignment Brief Task A Produce a client consultation sheet and conduct a consultation with a client. Following the consultation, plan a massage session with the client. Select materials that are appropriate and adequate for the planned massage technique. Check that equipment is clean, hygienic and safe. Task B Prepare the client for sports massage. Apply sports massage. Obtain witness testimony from an expert to outline the performance of the masseur/masseuse. Task C Obtain feedback from the client and measure against aims and objectives. Evaluate your own performance and report to your tutor. Record all necessary details of the massage applied and its effects. Ensure the area and all equipment used is clean, tidy and safe. Task D An internally set and marked end test based on the underpinning knowledge of the unit. Each question is worth a total of 10 marks. Time available – 1 hour and 30 minutes. Questions will be set as follows: Unit 20 End Test - Test Specification

Paper Title – Sports massage Test duration 1 hour 30 minutes Total number of questions 5


Total marks

1 1 10 10 2 2 10 20 3 1 10 10 4 1 10 10

Total marks 50


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Assessor/Tutor Guidance General Centres must ensure that candidates work safely and under supervision when dealing with clients. It is envisaged that candidates taking this unit will also follow a course leading to qualification in sports massage.


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UNIT 20 Task D – Sample questions and marking brief Sports Massage Centres may use the sample questions provided or produce their own. End test papers which include centre devised questions must be forwarded to, and be approved by the External Verifier before being set to students. The External Verifier will also require the mark scheme for each paper. Outcome 1 Q1. Explain the importance of cleanliness and hygiene in a massage area. Describe accepted standards of personal hygiene, dress and appearance of a

masseur/masseuse, and explain why they are important. Marking Brief 1 x 4 marks for cleanliness and hygiene. 2 x 3 marks (1 for each description, 2 for explanation of importance for each) NB dress/appearance taken together. Outcome 2 Q2. Explain the importance of maintaining the dignity and comfort of an adolescent client

receiving massage. Explain the importance of having a suitable chaperone present when working with

participants of the opposite sex. Marking Brief 1 x 5 marks (up to 5 marks covering dignity and comfort). 1 x 5 marks (up to 5 marks for whole answer). Outcome 2 Q3. Identify TWO contra-indications to massage. Give a detailed description of each, and

explain why massage should not be applied. Marking Brief 2 x 1 mark identify. 2 x 2 marks detailed description. 2 x 2 reasons for not applying massage. Outcome 3 Q4. Recommend and describe the massage techniques for the following conditions and

explain the benefits of applying these techniques.

• Cramp


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• Muscle spasm • Post inflammatory swelling

Marking Brief Cramp and muscle spasm – 1 mark for recommend/describe 2 marks for explaining benefits. Post inflammatory swelling - 2 marks for recommend/describe 2 marks for explanation. Outcome 4 Q5. Describe possible adverse reactions to massage and explain how they are identified. With reference to sports massage, explain the importance of feedback. Marking Brief 1 – 3 marks for description. 1 – 3 marks for explanation of identification. 1 – 4 marks for importance of feedback to and from client.


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Appendix 1 Value Statements


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Values Statement for Managers and Staff Working in Sport and Recreation Facilities Competent facility staff operate at all times by reference to a set of values that includes the following: A As regards himself or herself, all staff should:

1 display commitment, initiative, honesty, integrity and a proper sense of responsibility, honouring the trust reposed by clients, employers, colleagues and the general public;

2 uphold the good standing of management, education, sport and sportsmanship;

3 provide conscientiously a service of value to society, concerned with the development of

quality in all matters, including the quality of life; 4 be conscious of values issues and resolve values conflicts by using a reasoned approach;

5 exercise responsible stewardship over all resources under their control: financial, material

and human, striving always, to turn them to purposeful account; 6 take active steps to improve his or her own personal competence;

7 pay due regard to the law and avoid the abuse of misuse of their position.

B As regards the facility, the manager should:

1 ensure that the set of values that governs the conduct of the organisation as a whole extends to and includes the conduct of every member of it;

2 engender a spirit of openness, participation and co-operation but which recognises the

need for authority structures and provides for conflict and competition to be managed;

3 give rights and responsibilities equal emphasis;

4 establish high expectations for all in the pursuit of excellence;

5 ensure consistently high standards of health, safety and psychological well-being for employees, volunteers and clients.

C As regards those who work at the facility, the manager should:

1 ensure that the general principles of ethical conduct and their applications in specific contexts are understood and taken seriously by all staff and volunteers;

2 seek to ensure that the conscience of others are never put at risk;

3 value staff highly; recognise them as valuable resource and encourage and assist them to

develop their competence, self-esteem and potential;

4 develop internal relationships on the basis of mutual trust and reciprocal loyalty;

5 provide safe, congenial and healthy working conditions;


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6 plan work and personal development jointly so as to provide maximum job satisfaction, challenge, opportunity and, as far as external circumstances permit, job security for those with a satisfactory record of performance;

7 develop and maintain a working climate in which improvements occur naturally and

continuously without being enforced or imposed;

8 by leadership, co-ordination and personal commitment and example, achieve acceptance by all of the need to be effective and successful.

D As regards client and suppliers, all staff should:

1 ensure that the facility offers good value for money, reflected in the quality of service provided;

2 sustain and develop mutually beneficial relationships with clients and suppliers;

3 regard every client as an individual with the right to dignity, respect and consideration,

and display a caring attitude at all times;

4 accept that racism, sexism and prejudice against people with disabilities or who suffer social and economic disadvantage, have no place in the facility;

5 encourage clients to accept responsibility for their learning and development.

E As regards the environment, resources and society, all staff should:

1 communicate to the public truthfully and without intent to mislead by slanting or suppressing information;

2 interact with the community, its members and its institutions so as to increase

understanding of the facility’s aims and activities, and in so doing ensure that the facility is seen as an asset to the community and a good neighbour;

3 foster responsibly the amenity and well-being of the local community and contribute to

meeting its needs;

4 minimise any adverse impact on the environment caused by the facility’s operations;

5 take full account of the need for public safety;

6 respond to global environmental issues by economising in the use of energy and non-sustainable resources, by avoiding destruction of natural resources, by controlling pollution and by careful management of waste.


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Values Statement and Code of Ethics for Coaching, Teaching and Instructing

Section A: Introduction

Background

1 Sport can contribute positively to the development of individuals. It is a vehicle for physical, mental, personal, social and emotional development. Such development is enhanced of the individual is guided by an informed, thinking, caring and enlightened coach operating within an accepted ethical framework as a self-monitoring professional.

2 It is important to establish, publicise and maintain standards of ethical behaviour in

coaching practice, and to inform and protect members of the public using the services of sports coaches. Key principles of responsibility and competence provide the core values of good coaching and the framework of this code.

3 The code is a framework within which to work. It is a series of guidelines rather than a set

of instructions, and should be used in conjunction with other National Coaching Foundation publications (eg Working with children, The Coach in Action, Protecting Children: a Guide for Sports people) and any comparable publications produced by the national governing bodies of sport.

4 Coaches who assent to this code, accept their responsibility to sports performers and

their parents/families; to coaching and other colleagues; to their national governing body (NGB), to their coaching employer and to society.

5 In this code, the general principles of practice are contained in Section B.

Terms used in this code:

6 Sports Coaching helps the development of individuals through improving their performance.

7 The role of the coach is to:

• Identify and meet the needs of individuals • Improve performance through a progressive programme of safe, guided practice,

measured performance and/or competition • Create an environment in which individuals are motivated to maintain participation

and improve performance.

8 Professional is used in a qualitative context. It does not necessarily imply a paid position or person.

9 Employer does not necessarily imply existence of a contract of employment or a paid

position. For many coaches their employers are voluntary amateur club committees. Section B: Principles Introduction

10 Sports coaches are expected to conform to ethical standards in a number of areas: humanity, relationships, commitment, co-operation, integrity, advertising, confidentiality, abuse of privilege and personal standards.

Humanity

11 Coaches must respect the rights, dignity and worth of every human being and their ultimate right to self-determination. Specifically, coaches must treat everyone equitably


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and sensitively, within the context of their activity and ability, regardless of gender, ethnic origin, cultural background, sexual orientation, religion or political affiliation.

Relationships

12 The good coach will be concerned primarily with the well-being, safety, protection and future of the individual performer. There must be a balance between the development of performance and the social, emotional, intellectual and physical needs of the individual.

13 A key element in a coaching relationship is the development of independence.

Performers must be encouraged and guided to accept responsibility for their own behaviour and performance in training, in competition, and in their domestic, academic or business life.

14 Coaches are responsible for setting and monitoring the boundaries between a working

relationship and friendship with their performers. This is particularly important when the performer is a young person. The coach must realise that certain situations or friendly words and actions could be misinterpreted, not only by the performer, but also by outsiders (or other members of a squad or group of performers) motivated by jealousy, dislike or mistrust, and could lead to allegations of misconduct or impropriety.

15 Where physical contact between coach and performer is a necessary part of the

coaching process, coaches must ensure that no action on their part could be misconstrued and that nay NGB guidelines on this matter are followed.

16 The relationship between coach and performer relies heavily on mutual trust and

respect. This means that the performer should be made aware of the coach’s qualifications and experience and must be given the opportunity to consent to, or decline proposals for training, performance or competition.

Commitment

17 Coaches should clarify in advance with performers (and/or employers) the number of sessions, fees (if any) and method of payment. They should explore with performers (and/or employers) the expectation of the outcome of coaching. Written contracts may be appropriate in some circumstances.

18 Coaches have a responsibility to declare to their performers and/or employers any other

current coaching commitments. They should also find out if any prospective client is receiving instruction from another teacher/coach. If so, the teacher/coach should be contacted to discuss the situation.

19 Coaches who become aware of a conflict between their obligation to their performers

and their obligations to their NGB (or other organisation employing them), must make explicit to all parties concerned the nature of the conflict, and the loyalties and responsibilities involved.

20 Coaches should expect a similar level of reciprocal commitment from their performers.

In particular the performer (parent/guardian in the case of a minor) should inform the coach of any change in circumstances that might affect the coach/performer relationship.

21 Coaches should receive appropriate acknowledgement for their contribution to the

performers’ progress and achievement. Where money is earned from performances, it is reasonable to expect that the coach should receive and appropriate share of the rewards. Such apportionment with any attendant conditions should be agreed in advance (in writing) to avoid any misunderstanding.


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Co-operation 22 Coaches should communicate and co-operate with other sports and allied professions in

the best interests of their performers. An example of such contact could be the seeking of: • Educational and career counselling for young performers whose involvement in sport

impinges upon their studies. • Sport science advice through the British Association of Sport and Exercise Sciences

(BASES).

23 Coaches must communicate and co-operate with registered medical and ancillary practitioners in the diagnosis, treatment and management of their performers’ medical and psychological problems.

Integrity

24 Coaches must not encourage performers to violate the rules of their sport. They should actively seek to discourage and condemn such action and encourage performers to obey the spirit of the rules.

25 Coaches must not compromise their performers by advocating measures which could

constitute an unfair advantage. They must not adopt practices to accelerate performance improvement which might jeopardise the safety, total well-being and future participation of the performer. Coaches must never advocate or condone the use of prohibited drugs of other banned performance enhancing substances.

26 Coaches must ensure that the activities, training and competition programmes they

advocate and direct are appropriate for the age, maturity, experience and ability of the individual performer.

27 Coaches must treat opponents with due respect, both in victory and defeat and should

encourage their performers to act in a similar manner. A key role for a coach is to prepare performers to respond to success and failure in a dignified manner.

28 Coaches must accept responsibility for the conduct of their performers and discourage

inappropriate behaviour in training and competition, and also away from the sporting arena.

Advertising

29 Advertising by sports coaches in respect of qualifications, training and/or services must be accurate and professionally restrained. Coaches must be able to present evidence of current qualifications upon request. Evidence should also be available to support any claim associated with the promotion of their services.

30 Coaches must not display any affiliation with an organisation in a manner that falsely

implies sponsorship or accreditation by that organisation. Confidentiality

31 Sports coaches inevitably gather a great deal of personal information about performers in the course of a working relationship. Coach and performer must reach agreement as to what is to be regarded as confidential information (ie not divulged to a third party without the express approval of the performer).


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32 Confidentiality does not preclude the disclosure of information about a performer to persons who can be judged to have a right to know. For example: • evaluation for competitive selection purposes • recommendations for employment • in pursuit of disciplinary action involving performers within the sport • in pursuit of disciplinary action by sports organisation against one of it members • legal and medical requirements for disclosure • recommendations to parents/family where the health and safety of performers

might be at stake • in pursuit of action to protect children from abuse.

Abuse of privilege 33 The sports coach is privileged to have regular contact with performers and occasionally

to travel and reside with performers in the course of coaching and competitive practice. A coach must not attempt to exert undue influence over the performer in order to obtain personal benefit or reward.

Personal standards

34 Coaches must consistently display high personal standards and project a favourable image of their sport and of coaching to performers, their parents/families, other coaches, officials, spectators, the media and the general public.

35 Personal appearance is a matter of individual taste but the sports coach has an obligation

to project an image of health, cleanliness and functional efficiency.

36 Sports coaches should never smoke whilst coaching.

37 Coaches should not drink alcohol so soon before coaching that it would affect their competence to coach, compromise the safety of the performers or obviously indicate they had been drinking (eg smell of alcohol on breath).

Safety

38 Within the limits of their control, coaches have a responsibility to ensure as far as possible the safety of the performers with whom they work.

39 All reasonable steps should be taken to establish a safe working environment.

40 The work done and the manner in which it is done should be in keeping with the regular

and approved practice with their sport as determined by the NGB.

41 The activity undertaken should be suitable for the age, physical and emotional maturity, experience and ability of the performers.

42 Coaches have a duty to protect children from harm and abuse.

43 The performers should have been systematically prepared for the activity and made

aware of their personal responsibilities in terms of safety.

44 Coaches should arrange adequate insurance to cover all aspects of their coaching practice.

Competence

45 Coaches shall confine themselves to practice in those elements of sport for which their training and competence is recognised by the appropriate NGB. Training includes the accumulation of knowledge and skills through formal coach education courses, independent research and the accumulation of relevant verifiable experience.


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46 The National Occupational Standards for coaching, teaching and instructing (and/or the

approved NGB coaching awards) provide the framework for assessing competence at the different levels of coaching practice. Competence to coach should normally be verified through evidence of qualifications. Competence cannot be inferred solely from evidence of prior experience.

47 Coaches must be able to recognise and accept when to refer performers to other

coaches or agencies. It is their responsibility, as far as possible, to verify the competence and integrity of any other person to whom they refer a performer.

48 Coaches should regularly seek ways of increasing their personal and professional

development.

49 Coaches should welcome evaluation of their work by colleagues and be able to account to performers, employers, NGBs and colleagues for what they do and why.

50 Coaches have a responsibility to themselves and their performers to maintain their own

effectiveness, resilience and abilities. They should recognise when their personal resources are so depleted that help is needed. This may necessitate the withdrawal from coaching temporarily or permanently.


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Values Statements for Managers and Staff Working Outdoor Education, Training and Recreation Outdoor Education, Training and Recreation 1. Belief in, and commitment to, these values must underpin the work of those who are responsible

for, and those who are committed to, delivering quality experiences in the outdoors. 2. These values accompany a profound belief in the special value of new and adventurous

experience, both guided and unguided, for all people throughout their lives. 3. Such experience, physical, social, spiritual, intellectual and/or emotional enhances the quality of

life, strengthens processes of learning and self discovery and builds a sense of community, respect for the environment, personal health and self fulfilment.

4. All providers should ensure they deliver a quality experience to their clients which takes

full account of the special opportunities and experiences available in the outdoors.

Principles Every person or organisation whether as a participant, purchaser or provider (or other organisation in contact with this profession) has a right to expect a quality of delivery which is underpinned by the following:

1. Those providing outdoor experience should have a balance of technical and interpersonal skills, together with personal and social qualities, such that his/ her work will be competent, purposeful and sensitive to the needs of participants.

2. Each participant has a right to be safe, both physically and emotionally; to be stimulated and

to develop confidence and self-esteem through judicially chosen and carefully introduced opportunities for new experiences, challenge and adventure.

3. Whilst everyone should have the opportunity to reach their potential adventure thresholds

and thus accelerate their personal growth, every effort must be made to ensure that no individual experiences a personally damaging degree of fear.

4. Everyone has a right to access learning opportunities and enjoyment ; no-one irrespective of

age, ethnicity, gender, disability, or on any other grounds should experience discrimination; individuality and diversity are valued, positive attitudes and anti-discriminatory practices are encouraged.

5. Those facilitating outdoor experiences should seek to develop, strengthen and affirm the

concept of the whole person (body, mind and spirit) and should seek to encourage participants to try to develop all aspects of their human personality.

6. Sensitivity and respect should be encouraged and developed towards people and the

environment. The development of caring attitudes begins by example.

7. Outdoor experiences can be individually fulfilling for the person who is alone, but can also provide opportunities for people to enjoy friendship and co-operation with others, promoting effective teamwork. It is understood that both individual and group activities, when properly supported, provide opportunities to develop self reliance, personal health and interpersonal skill and this can be enhanced by residential experience.

8. The ultimate aim should be to enable participants through the process of interacting

effectively and safely with others, and with the environment, to enjoy themselves, alone, or


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in collaboration with others, in accepting challenge, facing risk, formalising and realising aspirations and tackling problems.


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EN-03-6951

sport & recreation - city and guildsassessors’ assignment guide 7 optional unit guidance 1....

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