2nd ED Sport Handbook

2012

Course Handbook

BTEC Level 3 Extended Diploma in Sport (Development, Coaching and Fitness)

1. Welcome

Welcome to Suffolk New College and to the Business, Leisure and IT (BLiT) Curriculum Centre. We hope that you will enjoy your time with us and be successful. During the first sessions you will be introduced to your lecturers, the units you will be taught and the responsibilities you have as a student. There will be rules and regulations that you have to follow as with any type of organisation which are mostly due to ensuring your safety and the safety of others.

Your new surroundings will become very familiar quite quickly – if you get lost in the beginning just look out for the signs or ask someone – everyone will feel the same! It is very important to look after the building and there will be strict classroom rules such as no eating and the only drink allowed is water.

All groups will be asked to nominate a class representative who will have meetings with senior members of staff at our student parliament. Details about this will be given you to by your course tutor during group tutorial times. There will be some training sessions for this role and it will be very useful to be able to show this on your CV when applying to either University or for employment.

Every student will have a personal academic review every six weeks with your tutor but if you have anything that you need to discuss that is urgent please do not hesitate to contact them. You will also have a personal tutorial on a regular basis.

You must make sure that you check out the policies on the student intranet – it is important that you know where to find out about our procedures such as discipline, equal opportunities, copying other people’s work and what to do if you feel unsafe at any time.

Once you have your student ID badge you must keep this somewhere safe – you cannot get into the building without it and if you lose it you will have to pay £5 to get another one.

Please keep this handbook for reference during your time here – your lecturers will refer to it from time to time and you need to have this with you.

Good luck with your course and remember we are here to help you as much as we can.

Sue PartingtonHead of BLiT

Contents

Section 1: Key dates

Section 2: Your Programme of Study

1. Your course team

2. The course structure

3. Your study week

4. Assessment

5. Presentation of written work

6. Classroom guidelines

7. Practical participation policy

8. Personal tutorials

9. Transport for off-site activities and trips

10. Information sheets

Information sheet 1 – Submission of work policy

Information sheet 2 - Presentation of written work

Information sheet 3 - Classroom guidelines

KEY DATES - TERM DATES

THURSDAY 13TH SEPTEMBER 2012

INDUCTION DATE

17TH SEPTEMBER 2012 FULL TIME TEACHING STARTS

29TH OCTOBER 2012 – 2ND NOVEMBER 2012

HALF TERM

20TH DECEMBER LAST TEACHING DAY Christmas break

7TH JANUARY 2013 TEACHING STARTS

18TH FEBRUARY 2013 – 22ND FEBRUARY 2013

HALF TERM

1ST APRIL 2013 – 12TH APRIL 2013

EASTER BREAK

27TH MAY 2013– 31ST MAY 2013

HALF TERM - SUFFOLK SHOW DAYS

26th June 2013 FE AWARDS

12th July 2013 END OF TERM

Section 1: Your Programme of Study

General information about your programme of study can be found in the college handbook including:

Induction Learning Agreements Functional Skills Enrichment Programme Attendance and Punctuality Assessment Progression Personal Tutorials

1. Your course teamThe members of your course team work closely to ensure that you receive the best possible care whilst you are studying at Suffolk New College.

2. Your course structureThe BTEC Level 3 Extended Diploma in Sport is a practical, work-related course. It is equivalent to three GCE A levels. The course is made up of eighteen units over the two years.

The first year units are:1. Principles of Anatomy and Physiology in Sport2. The physiology of Fitness3. Assessing Risk in Sport4. Fitness Training and Programming7. Fitness Testing for Sport and Exercise8. Practical Team Sports11.Sports Nutrition13. Leadership in Sport15. Instructing Physical Activity and Exercise23. Organising Sports Events

The second year units are:5. Sports Coaching6. Sports Development10. Outdoor and Adventurous Activities *16. Exercise for Specific Groups17. Psychology for Sports Performance18. Sports Injuries19. Analysis of Sports Performance21. Sport and Exercise Massage *25. Sport as a Business26. Work Experience in Sport

* Students will either study Sport and Exercise Massage or Outdoor and Adventurous Activities as one of the nine second year units

Work placement:On a vocational course it is essential that you have the opportunity to put the theory learned in the classroom into practice or observe it in the workplace. For this reason there is a two-week period in the second year of the course.

During your placement, which should take place in a sport organisation, you will be required to complete any duties, which the placement organisation allocates to you. Coursework related to the placement will be set and handed out prior to the start of your placement period.

Students are encouraged to seek out, negotiate and establish their own work placements so that the experience may also prove useful for future career developments or choices. This is an excellent opportunity to establish useful contacts within the industry and to demonstrate your skills to prospective employers. Your tutor will closely monitor your performance at your chosen organisation, as it is an essential part of the course assessment. A member of the course team will visit you during the placement.

The aims of the placement are: To provide an experience of the industry and to provide a background of reality for

other coursework To further develop and improve, in a structured and monitored way, your key skills

and to assist you in the achievement of these. To assist you in making a decision about what you do (and do not) want to do in

terms of a job and career. To enhance your employability at the conclusion of the course To complete / achieve the course.

3. Your study week

You will be expected to complete 35 hours of study each week (during term time). The study hours will include:

Your main study area and Personal Tutorial periods. Your programme contains additional qualifications in year one: CYQ Level 1 Award in fitness and physical activity and Level 2 Award in Sports Leadership and in year two: First Aid, CYQ Level 2 Certificate in Fitness Instructing/Gym-based Exercise and Level 3 Award in Higher Sports Leadership.

Study time in the Learning Curve or other Resource Areas, on work placement, or at work, or away from college, completing course work or assignments set by your tutors.

4. Assessment

General detail regarding assessment is provided in the College handbook.All units are internally assessed and graded by unit tutors. An overall grade for the qualification is awarded to all learners who successfully complete the qualification. Grades awarded can range from PPP to D*D*D*. Points are awarded for the

In each unit you can attain:PASS (similar to an A’ Level grade E) worth 70 pointsMERIT (similar to A’ Level grade C) worth 80 points orDISTINCTION (similar to A’ Level grade A) worth 90 points

To work out your overall grade you add together your points from each unit.

Points range GradeUp to 1300 PPP1300 - 1339 MPP1340 – 1379 MMP1380 – 1419 MMM1420 – 1459 DMM1460 – 1499 DDM1500 – 1529 DDD1530 – 1559 DDD*1560 – 1589 DD*D*1590 and above D*D*D*

Assessment methods:You will be assessed in a variety of ways. Some assessments may take the form of written reports produced individually; others may be oral presentations, displays, practical work displays. You may also be required to organise a trip or a competition.

Submission of work:You will be given a date to submit each piece of course work. It is vital that you meet these dates in order to progress with your studies. Failure to submit a piece of course work by the deadline will result in disciplinary action.A detailed submission of work policy is included as ‘ information sheet 1’. You should take the time to have a thorough read of this important policy.

Plagiarism:Copying work is not allowed. Plagiarism is using work produced by another as your own, for example cutting and pasting chunks of information from the internet into your assessment work; directly copying text from a course book or using work produced by another student and submitting it as yours. It will result in disciplinary action along with disqualification of the work submitted which in turn will impact upon achievement of the qualification.

Moderation of work:The main purpose of moderation is quality control i.e. to check that your unit tutors are assessing accurately and consistently to agreed national standards.Very occasionally grades may be altered if they are found to vary from national standards. Moderation will apply to all types of student work including written work, presentations, practical assessments and other performance evidence.

Summative assessment:This is carried out in order to make final judgements about your performance in relation to the grading criteria of each unit. This is the definitive assessment and recording or your achievement that is conducted to the national standard to finalise the unit assessment and grading. It is not expected that you are offered opportunities to revisit assignments at this stage of the process unless time is available and agreed with the tutor.

Reporting grades:On completion of assessment, moderation and the assessment board, your unit results will be reported to Edexcel. Reporting takes place in February, to record semester 1 units and June/July to record semester 2 units. The grade reported will be the final one for each unit.

5. Presentation of written work

‘Information sheet 2’ provides guidelines for presenting written assignment work. The document should be used to help you complete work to the required standard.

6. Classroom guidelines

‘Information sheet 3’ contains details regarding the use of classrooms. The guidelines have been produced to ensure that you have a positive learning experience at Suffolk New College and that you get the most out of your sessions.

7. Practical Participation Policy

Some BTEC Sport Units include practical elements.

Students who are unable to participate in practical sessions for more than one week of any unit should obtain a medical certificate or note from their GP or physiotherapist.

Any student who is unable to participate in a practical session should wear sports kit to the session and demonstrate their learning through coaching/officiating.

Failure to comply with the above will have a negative impact on your ability to complete the unit.

8. Personal tutorials

You will have a named Personal Tutor and you are entitled to have at least six meetings with your Personal Tutor during each year of your course. Your Personal Tutor will help you to keep your Learning Agreement up to date, review your progress on the course and give advice and guidance you may need with your studies.

You may meet with your Personal Tutor individually or with small groups of other students, depending on what kind of information, advice or guidance you need.

Your Personal Tutor will be either Rob Jessop or Gill Gooding and they may be found in South Cluster staff room or contacted by email.

9. Transport for off-site activities and trips

The College will provide appropriate transport for you to travel to off-site activities and for any trips taken during the course. You are advised to use this transport. The current College policy states that students should not take other students in their cars to off-site activities or on trips. If you decide to take your own transport there isn’t any insurance cover by the college for this.

If you take your own vehicle for any College event and inappropriate driving occurs you will be subject to the College Disciplinary Policy (details are included in the College handbook). Reckless driving will result in a ban from taking your vehicle to the activity and a written warning.

10. Information sheets

Information sheet 1 - Submission of work policy

All work should include a title, an introduction, the report from your research and findings, a summary and sources of information.

StandardsAll work must be submitted by the deadline date as indicated on the assessment. It should be your best effort (detailed, in-depth, covering all of your targeted criteria). After marking there will be an opportunity to make minor adjustments to the criteria you have already submitted evidence for (no new criteria can be covered at this stage). The subject tutor will include a date for the resubmission on your work.

If you have not achieved the Pass criteria after the second marking the work will be a Referral. This will be discussed at the Assessment Board at the end of the semester. You should work hard in the unit to complete and pass all other assessments.

Assessment BoardAt the end of the semester the tutors meet to discuss individual student achievement. If you have a referral in a unit you will be required to attend the Assessment Board to explain the referral. The Board will then make a decision.

Any last attempt to cover the criteria will be completed under supervision in quiet conditions.

GradesIf, at the end of a unit, you have one criterion that hasn’t been completed for a particular grade and the rest have, you will be given an opportunity to complete the outstanding criteria.

Late workIf work is not handed in on the due date it will be classed as late (this includes the next morning) and will result in disciplinary action. You will then have to hand in your work on the resubmission date. It will be marked once only.

If you are ill and unable to come into college to submit the work you will need to telephone your tutor that day and bring the work to the subject tutor on the first day you return after illness.If the work is referred then an R grade will be recorded and it will go to the Assessment Board (as detailed above)

Reporting grades:On completion of assessment, moderation and the assessment board, your unit results will be reported to Edexcel. Reporting takes place in February, to record semester 1 units and June/July to record semester 2 units. The grade reported will be the final one for each unit.

Information sheet 2 – presenting written workGood presentation is an essential feature in the workplace, therefore, as a student on a vocational programme, you will need to follow standard practice in presenting your assignment work, detailed below:

Presentation

Ideally work should be completed on a computer as one continuous file to include page numbers.

Your signed assignment and task sheet must be included

Work must be submitted in a clear plastic wallet

Structure

Front cover: single sheet detailing the unit name, assignment title, your name and unit tutor name.

Contents: A list of the main topic headings included in your work.

Introduction. A brief outline of what you will be covering in the assignment.

Main body. Detailed findings (these should be presented under headings and sub-headings as covered by the unit tutor). Refer to ‘presentation conventions’ below.

Conclusion. A summary of your findings / work.

Bibliography. A list of all the information sources used and displayed.

Appendix. Include any diagrams, photographs, brochures etc. in this section. Number each item and refer to them in the main part of your work.

Presentation conventions

The main body of your assignment work must be broken-down into headings, sub-headings and paragraphs.

The headings and sub-headings must be distinguished by font size and/or bold, underline etc. A clear line space must be left after a heading and before a paragraph.

Paragraphs should not be indented and a clear line space must be left between them.

Leave two spaces after a full stop.

Information sheet 3 – Classroom guidelines

We hope to make your learning at Suffolk New College a positive experience. Tutors and students have drawn up the guidelines outlined below to enable you, your tutor and your peers to get the most out of your sessions.

You may drink water during the session to keep you hydrated. Fizzy drinks etc are not permitted – Check guidelines for IT rooms with your tutor.

You have regular timetabled breaks when you can go to the atrium to eat. Eating in classrooms is not permitted during a break or in sessions.

Your phone and other electrical equipment is not for use in class, it is an unwelcome distraction. Please ensure that they are turned off and put safely away in your bag.

You may keep your bag on the floor by your chair or under your desk. Please make sure that the gangways are clear.

The classroom is a place of work and should be kept tidy. Please put all of your litter in the bin at the end of each session.

Reading newspapers and magazines are a good way to keep in touch with current affairs however they should not be read during sessions and must be put out of sight during the session. Focus your attention on the subject in hand.

Please respect the learning environment by allowing others to listen, contribute and learn without being interrupted or distracted unnecessarily.

The course that you are studying is a vocational course and is designed to prepare you for work in the industry. The following rules are designed to equip you with the skills you will need in the workplace:

When you enter the classroom prepare yourself for work by getting out notes, pens and paper.

I f late, knock before entering and speak to the tutor at the time or at the end of the

session if the tutor prefers. Be dressed and equipped appropriately for the session. Be ready to engage with tutor and peers. No swearing/offensive/abusive language. No feet on chairs/tables. At the end of the session check the room is left clean and tidy ready for the next session. If you are the last person out of the room please make sure the room gets locked.

Thank you for following these guidelines without having to be constantly reminded.

Unit Specification

Unit 21: Sport and Exercise Massage Unit code: R/502/5763 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

The aim of this unit is to provide learners with an understanding of the theory and practice of sport and exercise massage techniques.

Unit introduction

There is a big demand on today's athletes to improve their performance and recover quickly from their training and competition schedules. The importance of sport and exercise massage as a therapeutic treatment is growing in popularity amongst athletes and is significant in relaxing and restoring the body to a pre-exercise state.

As the focus of this unit is practically based, learners will be able to prepare a treatment area, and organise the necessary resources needed to complete a sport and exercise massage treatment in a variety of locations such as a treatment room or even at the pitch side. The supervised practical aspects of the unit combine theory and practical elements, enabling learners to integrate their skills safely and effectively on different athletes or sports participants who require different treatments. Undertaking practical massage allows learners to draw on their knowledge from anatomy, physiology, fitness testing, sports injuries and sports psychology.

This unit is particularly relevant to those who would like to follow a career in the therapeutic or rehabilitation areas of sport or who are interested in the prevention, management and treatment of injuries.

The first part of the unit looks at the different benefits of sports and exercise massage techniques and how this affects the physiology of the body especially muscles, joints, the nervous system and circulation. Learners will also consider the therapeutic benefits of massage for athletes and how this can affect the body. The importance and role of the professional sports and exercise masseur will also be discussed.

The second part of the unit will develop the communication skills and application of knowledge during a pre-treatment consultation for two athletes or sports performers. This will include the type of massage, the techniques to be used and the area(s) to be treated. This will result in the production of an agreed safe and effective treatment plan, including the selection of the massage medium and the type of sports and exercise massage to be performed.

Learners will then demonstrate a variety of practical sport and exercise massage skills to different areas of the body. On completion of these skills, learners will undertake a review of the treatment plans offering future treatment opportunities.

Edexcel BTEC Level 3 Nationals specification in Sport - Issue 1 - January 2010 © Edexcel Limited 2009 1

Learning outcomes

On completion of this unit a learner should: 1 Know the effects and benefits of sport and exercise massage 2

Know the roles of sport and exercise massage professionals

3 Be able to identify the sport and exercise massage requirements of athletes

4 Be able to perform and review sport and exercise massage techniques.

2 Edexcel BTEC Level 3 Nationals specification in Sport - Issue 1 - January 2010 © Edexcel Limited 2009

Unit content

1 Know the effects and benefits of sport and exercise massage

Effects: physical and mechanical (blood and lymphatic circulation, tissue permeability, stretching, reducing and remodelling scar tissue, opening micro-circulation); physiological (autonomic, sympathetic and parasympathetic nervous system)

Benefits: reduce stress; enhance wellbeing; improved body awareness; pain reduction; relaxation

2 Know the roles of sport and exercise massage professionals Roles: types of work; types of activities, eg administration, client assessments; treatments applied, eg massage, relaxation, strapping, manipulation; electrotherapy modalities; knowledge, eg training, career opportunities, application to sport

3 Be able to identify the sport and exercise massage requirements of athletes Assessment: initial consultation; referral to practitioners; treatment area, eg anterior, posterior, legs, upper back, lower back, shoulders, neck; simple injuries, eg haematoma, muscle tear, tendon injuries, inflammation, ligament injuries

Documentation: record cards; effect of treatments; advice for homecare; health and safety, eg clients are aware of fire exits, correct oil is used

Contraindications: eg client history, type of injury, location of injury, skin conditions, circulatory conditions, multiple sclerosis, cancer

Proposed treatment plan: pre-, inter- and post-massage treatments; treatment duration; massage procedure

4 Be able to perform and review sport and exercise massage techniques

Client preparation: health and safety; hygiene

Demonstrate: safe and effective massage; different techniques, eg effleurage, petrissage, frictions, tapotement, vibrations; application of techniques (correct techniques, follow a set routine, suitable medium, appropriate duration, client/therapist rapport)

Mediums: eg oil, talc, creams, advantages and disadvantages of each medium

Documentation: date; treatment completed; treatment duration; response to treatment; future appointments

Review: eg speed, depth, rate of sport massage, effectiveness of treatment, liaison with athlete, timing; adaptation of treatment; future treatment


Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.

Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

P1

P2

P3

P4

P5

P6

describe the effects and benefits of sport and exercise massage

describe the roles of sport and exercise massage professionals

carry out pre-treatment consultations on two different athletes [IE1, IE4]

describe six contraindications to massage treatment

produce a treatment plan for two athletes [IE4, IE5, IE6, TW1, TW2, TW3]

demonstrate appropriate sport and exercise massage techniques on two athletes [EP4, TW3, TW4, TW5, TW6]

M1 explain the beneficial effects of sport and exercise massage

M2 explain the sport and exercise D1 massage requirements of two different athletes

compare and contrast the sport and exercise massage requirements of two athletes

P7 review the treatment M3 explain the appropriate D2 evaluate the appropriate plan for two athletes, sport and exercise massage sport and exercise massage describing future treatment treatment for two athletes. treatment for two athletes. opportunities. [IE4, RL3, RL6, SM3]

PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.

Key IE - independent enquirers RL - reflective learners SM - self-managers CT - creative thinkers TW - team workers EP - effective participators


Unit 26: Work Experience in Sport Unit code: T/600/2275 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

The aim of this unit is to provide learners with the skills needed to undertake a work experience placement in the sports industry.

Unit introduction

The career opportunities available to those who study sport are expanding all the time, with a large and diverse range of occupations within all sectors of the industry. These can range from management positions, coaching and fitness, sports development, sports science-based occupations, teaching, and roles where many begin their careers for example, sports attendants or lifeguards. This unit presents an ideal opportunity to prepare learners for careers within the sports industry.

Occupational experience is vital for learners to develop into informed and competent employees. In order to maximise opportunities for personal, professional and career development within their chosen field, learners must be able to effectively experience, as well as identify and plan for, that development.

In the first part of the unit learners will explore the range of career opportunities available within the different sectors of the industry. Learners will identify the personal and organisational objectives and key activities needed to gain a greater level of understanding of the requirements of employment in the sports industry. Learners will also acquire an understanding of how to prepare application documents and develop their interview skills in order to maximise their potential.

In the second part of the unit learners will undertake work-based experience within an appropriate area. This will be underpinned by the learner having identified and planned to achieve specific personal and organisational objectives which will be reviewed through a reflective log during the work experience. The objectives will be evaluated on completion of the work experience period. Learners will review the success of achievement against targeted outcomes, drawing valid conclusions and recommendations for work and career aims.

Learning outcomes

On completion of this unit a learner should: 1 Know about the opportunities for work-based experience in sport

2 Be able to prepare for a work-based experience in sport

3 Be able to undertake a work-based experience in sport

4 Be able to review a work-based experience in sport.

Edexcel BTEC Level 3 Nationals specification in Sport 1

Unit content

1 Know about the opportunities for work-based experience in sport Opportunities: sectors, eg health and fitness, sport and recreation, outdoor education, sport and exercise sciences; providers, eg public sector, private sector, voluntary sector, partnerships

Types of occupation: opportunities in health and fitness, sport and recreation and the outdoors, eg sports scientist, exercise physiologist, bio-mechanist, sports psychologist, sports medicine, injury treatment, sports dietician, coaching and fitness, sports attendant, fitness instructor, PE teacher, sports coach, sports development officer, sports centre management, professional sports performer, sports promotion, sports ground facility worker, instructor; considerations, eg location, travel, cost, hours, regulations, health and safety, roles and responsibilities, development opportunities, progression, continued development

2 Be able to prepare for a work-based experience in sport Application process: job specifications; preparing required application documents, eg CV, application form, letter of application, personal statements, letters of acceptance/decline; interviews (preparation, skills)

Interview skills: verbal communication (active listening, seeking clarification, relevant questions); non-verbal communication (body language, facial expressions, posture); appropriate presentation

Prepare: aims and objectives; SMART (specific, measurable, achievable, realistic, time-bound) targets; personal, eg knowledge development, skills development, personal improvement, qualifications; organisational; relating to qualification/study, eg acquisition of knowledge, opportunity to gather supplementary evidence

3 Be able to undertake a work-based experience in sport Carry out: planned activities; considerations, eg codes of practice, customer care, health and safety, legislation, regulation, equal opportunities, quality assurance, specific skills

Record: diary of daily activities; achievement of goals, aims and objectives (personal, organisational, relating to qualification/study)

4 Be able to review a work-based experience in sport Present: activities; achievements; formats, eg oral, written, use of ICT, graphics, written materials

Review: activities; achievements; achievement of goals, aims and objectives; strengths and areas for improvement; evidence and techniques, eg interviews and use of witness testimony; further development - aims and objectives, eg experiences, training, qualifications







P1 describe four realistic M1 explain four realistic D1 evaluate the opportunities opportunities for appropriate opportunities for appropriate for appropriate work-based work-based experience in work-based experience in experience in sport sport sport [CT1]

P2 select an appropriate work- based experience in sport and complete the application process [RL1]

P3 demonstrate interview skills as an interviewee

P4 prepare for a work-based M2 justify identified targets, aims experience in sport, and objectives of work- identifying targets, aims and based experience in sport, objectives suggesting how they can be [IE1, CT1, CT2, RL2] achieved

P5 undertake a selected appropriate work-based experience in sport [TW1, TW3, TW4, TW5, SM1, SM2, SM3, SM4, SM5, SM6]

P6 maintain a record of activities and achievements during a work-based experience [RL1, RL3, RL4]

P7 present evidence of activities and achievements during a work-based experience [IE5, RL1, RL3, RL6]

P8 review a work-based M3 explain identified strengths D2 justify identified strengths, experience in sport, and areas for improvement areas for improvement identifying strengths and areas and make suggestions relating and suggestions for further for improvement. to own further development. development. [IE6, RL1, RL5, EP2, EP3, EP4]

Edexcel BTEC Level 3 Nationals specification in Sport

Unit 17:

Unit code: QCF Level 3: Credit value:

Psychology for Sports Performance A/502/5739 BTEC National 10

Guided learning hours: 60

Aim and purpose

The aim of this unit is to develop learners' understanding of the psychological dimensions of sport and develop techniques to improve sporting performance.

Unit introduction

How often do we hear about sporting success being attributed to a performer's mental state or the way that a team functions? In modern day sport, success is the result of several variables. These include physical preparation, appropriate strategies or tactics, nutritional plans, self control and mental strength. Sports performers are leaving no stone unturned to gain that extra edge to help them achieve success and as a result the application of psychology in sport is becoming increasingly prevalent.

This unit develops learners' knowledge of sport psychology and how psychological techniques can be applied to influence the performance of individuals and teams. Initially, learners will look at personality, which is seen as the basis for behaviour, and how this is a key factor in choosing sport and subsequent level of achievement. A second major factor in successful sports performance is the motivation of the individual and how this can be developed and influenced.

Learners will then move away from the individual and start to address the environments that sports people find themselves performing in and how these can affect both motivation levels and stress levels. The sports performer's ability to deal with increasing levels of stress and anxiety will be vital to their performance; stress often plays a positive role in sports performance. However, too much stress can cause major decrements in performance.

Learners will develop an appreciation of the social environment sport is played within and how the functioning of a group can influence the outcome that a sports team produces. Essential features of groups, such as group development, dynamics, cohesion and leadership are all examined in terms of how they influence group effectiveness.

Finally, learners will look at bringing their knowledge of sport psychology together, using it to improve their performance in a practical way. Learners will assess the psychological strengths of a sports performer and identify areas for improvement. Learners will have an opportunity to explore psychological techniques which could be employed to enhance their performance. Learners will then be able to bring this together in a coherent framework and produce a psychological skills training programme for a selected sports performer.


Learning outcomes

On completion of this unit a learner should: 1 Know the effect of personality and motivation on sports performance

2 Know the relationship between stress, anxiety, arousal and sports performance

3 Know the role of group dynamics in team sports

4 Be able to plan a psychological skills training programme to enhance sports performance.


Unit content

1 Know the effect of personality and motivation on sports performance Personality: definition; theories (Marten's schematic view, psychodynamic theory, trait theory, situational approach, interactional approach); types (type A and type B); effects on sports performance (athletes versus non athletes, individual versus team sports, elite versus non-elite athletes, type A versus type B)

Motivation: definition; views (trait centred, situation centred, interactional view); types (intrinsic and extrinsic); theories eg achievement motivation, attribution theory; effects on sports performance (positive, negative, future expectations of success and failure); developing a motivational climate

2 Know the relationship between stress, anxiety, arousal and sports performance Stress: definition; types (eustress and distress); causes (internal, external, personal, occupational, sports environments); symptoms (cognitive, somatic and behavioural); effects on sports performance (nervous system responses, negative mental state, loss of self-confidence and concentration)

Anxiety: definition; types (state and trait anxiety); cause (negative effect of stress); symptoms (cognitive, somatic and behavioural); effects on sports performance (negative mental state, loss of self-confidence and decreased expectations of success, fear of failure)

Arousal: definition; theories eg drive theory, inverted U hypothesis, catastrophe theory, individual zones of optimal functioning; effects on sports performance (improvements and decrements in performance level, changes in attention focus, increases in anxiety levels, choking)

3 Know the role of group dynamics in team sports Group processes: eg groups or teams; stages of group development (forming, storming, norming and performing); Steiner's model of group effectiveness; Ringelmann effect, social loafing; interactive and coactive groups

Cohesion: definition eg task and social cohesion; creating an effective team climate; factors affecting cohesion eg environmental, personal, leadership and team factors; relationship between cohesion and performance

Leadership: qualities; behaviour; prescribed versus emergent leaders; theories of leadership eg trait approach, behavioural approach, interactional approach, multidimensional model; styles eg autocratic, democratic, consultative, group style

4 Be able to plan a psychological skills training programme to enhance sports performance Assessment: psychological strengths and weaknesses of the individual; identifying psychological demands of sports; performance profiling

Plan: current situation; aims and objectives; action plan to address aims and objectives; daily and weekly content of the plan

Psychological skills: motivation eg goal-setting, performance profiling; arousal control eg progressive muscular relaxation, mind to muscle relaxation, autogenic techniques, breathing control, psyching up techniques; imagery eg mental rehearsal, controlling emotions, concentration, relaxation, pre-performance routines; confidence building eg self-talk, positive thinking, changing self-image through imagery







P1 define personality and how M1 explain the effects of D1 evaluate the effects of it affects sports performance personality and motivation personality and motivation

on sports performance on sports performance

P2 describe motivation and how it affects sports performance

P3 describe stress and anxiety, their causes, symptoms and effect on sports performance

P4 describe three theories M2 explain three theories of of arousal and the effect arousal and the effect on on sports performance sports performance

P5 identify four factors which M3 explain four factors which D2 analyse four factors which influence group dynamics and influence group dynamics and influence group dynamics and performance in team sports performance in team sports performance in team sports

P6 assess the current psychological skills of a selected sports performer, identifying strengths and areas for improvement [IE2]

P7 plan a six-week psychological M4 explain the design of the D3 justify the design of the skills training programme to six-week psychological skills six-week psychological skills enhance performance for training programme for a training programme for a a selected sports performer. selected sports performer. selected sports performer, [CT5, RL1, EP3] making suggestions for

improvement.




Unit 18: Sports Injuries Unit code: R/502/5746 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

The aim of this unit is to provide learners with an overview of injury prevention, identification and basic treatment. The unit also explores differing rehabilitatory interventions for common sports injuries.

Unit introduction

Injuries are often a common occurrence for those participating in sport. It is therefore important that those involved in sport gain an appreciation of the main factors that can cause injuries, as well as those that can play a part in preventing them, and how effective treatment and rehabilitation can reduce the amount of time spent out of normal participation.

Some risk factors are integral to participation and cannot be removed, so learners need to appreciate both the physiological and psychological mechanisms of injury, in terms of its occurrence, treatment and subsequent rehabilitation.

Whilst this unit is not designed to make learners into accomplished therapists, it does provide a basic understanding of how injury occurs, and what can be done to help promote recovery.

The first part of this unit concentrates on the importance of injury prevention, and looks at the main factors that can lead to injuries occurring, or to a performer being predisposed to suffering an injury. Having identified these risk factors, learners will then look at the different methods used to minimise risk.

Learners who enter the sports industry will undoubtedly encounter the issue of sports injuries in some capacity, from maintaining safety within a sporting environment to suffering some form of injury themselves. The second part of this unit will help provide learners with a greater understanding of the problems associated with injury prevention, and build on existing knowledge of how to recognise the onset of injury.

Learning outcomes

On completion of this unit a learner should: 1 Know how common sports injuries can be prevented by the correct identification of risk factors

2 Know about a range of sports injuries and their symptoms

3 Know how to apply methods of treating sports injuries

4 Be able to plan and construct treatment and rehabilitation programmes for two common sports injuries.


1- Issue 1 - January 2010 © Edexcel Limited 2009

Unit content

1 Know how common sports injuries can be prevented by the correct identification of risk factors Extrinsic risk factors: coaching, eg poor coaching/leadership, communication, ensuring adherence to rules and governing body guidelines; incorrect technique, eg lifting and handling equipment; environmental factors, eg weather effects on surfaces; clothing and footwear, eg protective, sport-specific, specific to surface; safety hazards, eg the importance of safety checks, environment safety checks, equipment safety checks, misuse of equipment, first-aid provision, safety checklists, risk assessments

Intrinsic risk factors: training effects, eg muscle imbalance, poor preparation, level of fitness, overuse; individual variables, eg age, fitness level, growth development, previous injury history, flexibility, nutrition, sleep; postural defects, eg lordosis, kyphosis, scoliosis, overuse

Preventative measures: role of the coach, eg up-to-date knowledge of sport/performer, qualifications, adapt coaching style to performers ability/age/fitness level, communication; equipment and environment, eg checking equipment, risk assessments, protective equipment, appropriate usage

2 Know about a range of sports injuries and their symptoms Physiological responses: damaged tissue, eg primary damage response, healing response, the clotting mechanism; the importance of scar tissue control in the re-modelling process; specific to injury, eg sprain/ strain (signs and symptoms of first, second and third degree), haematomas (inter/intra)

Psychological responses: response to injury, eg anger, anxiety, depression, frustration, isolated from team mates; response to treatment and rehabilitation, eg anxiety, frustration, need for motivation, use of goal setting

3 Know how to apply methods of treating sports injuries Types of sports injury: hard tissue damage, eg fracture, dislocation, stress fracture, shin splints; soft tissue damage, eg haematoma, abrasion, sprain, strain, concussion, tendonitis (achilles, shoulder), tendon rupture, blister, cramp, tennis elbow, back pain, cartilage damage, friction burns

First aid: emergency/immediate treatment, eg priorities, resuscitation, shock, bleeding, unconscious casualty, fractures, prevention of infection, summon qualified assistance, accident report forms

Common treatments: eg PRICED - protect, rest, ice, compression, elevation, diagnosis by professional, SALTAPS - (stop, ask, look, touch, active, passive strength), taping, bandaging, tubigrip, splints, hot/cold treatments, pain sprays limb supports, electrotherapy; medical referrals for specialist help as appropriate


4 Be able to plan and construct treatment and rehabilitation programmes for two common sports injuries Treatment: based on accurate diagnosis, eg immediate and long term, use of specialist help and advice

Rehabilitation: identification of stages of rehabilitation, eg stages 1-5, acute stage to re-establishing functional activity, strengthening exercises, on-going treatments, gradual increase in activity

Programme: methods to improve the lost range of motion, eg flexibility stretching (passive, active, proprioceptive neuromuscular facilitation - PNF); strengthening and co-ordination exercises; psychological considerations during rehabilitation, eg goal setting (short-term, long-term); the need for a careful structured approach to rehabilitation, eg motivation and anxiety within the rehabilitation programme; recording documentation and tracking of treatment, eg medical conditions, allergies, injury history, up-to- date and accurate information, appropriate forms, timescales and review dates, measurable objectives







P1 describe extrinsic and intrinsic M1 explain how risk factors can risk factors in relation to be minimised by utilisation of sports injuries preventative measures

P2 describe preventative measures that can be taken in order to prevent sports injuries occurring

P3 describe the physiological M2 explain the physiological D1 analyse the physiological responses common to most and psychological responses and psychological responses sports injuries common to most sports common to most sports

injuries injuries

P4 describe the psychological responses common to sports injuries

P5 describe first aid and common treatments used for four different types of sports injury

P6 design a safe and appropriate M3 independently design a safe D2 evaluate the treatment and treatment and rehabilitation programme for two common sports injuries, with tutor support. [IE1, IE2, IE4, TW1, TW4, EP4, RL5]

and appropriate treatment and rehabilitation programme for two common sports injuries.

rehabilitation programme designed, justifying the choices and suggesting alternatives where appropriate.




Unit 5: Sports Coaching Unit code: Y/502/5621 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

The aim of this unit is to develop a learners understanding and knowledge of the roles, responsibilities, skills and techniques of a sports coach and how to apply them whilst coaching and/or leading sports sessions.

Unit introduction

This unit will develop learners' ability to coach specific sports. It will develop their knowledge of the skills and techniques used by coaches to enhance sports performance, and will also provide them with an opportunity to apply these skills and techniques whilst coaching and leading sports sessions.

The major goal of any sports coach is to maximise the performance potential of individuals or teams, enabling athletes to achieve levels of performance that may not have been possible if left to their own endeavours.

The role of the coach can be complex and involved, yet exciting and rewarding. At any one time coaches fulfil the role of instructor, assessor, friend, mentor, facilitator, demonstrator, adviser, supporter, fact finder, motivator, counsellor, organiser and planner.

This is an exciting time for sport and coaching in the UK. The government-led UK Action Plan for Coaching is focused on recruitment and support of current and subsequent coaches. This system can provide high- quality sports opportunities for children, players and athletes at all stages of their development. They can be supported by qualified coaches working within a supportive structure at club, school, regional and national level.

There can be a pathway for every child in sport that provides them with the opportunity to pursue their dreams, guided by their choices and capabilities. Coaching will play a key role in the period ahead, providing exciting and rewarding pathways for many young people and adults in sport, as well as the extra edge that will help our athletes get to be the best in the world.

This unit allows learners to develop their own knowledge of coaching by investigating the work of recognised successful coaches and reflecting on the reasons and means of their success. From here it is possible to move on and examine the tools of the trade; the techniques and strategies that successful coaches apply and the knowledge base needed to improve performance.

Finally, and in a practical setting, learners will plan, deliver and review their own coaching performance. On completion of this unit learners will be able to explore the opportunities available to them, including seeking further qualifications that will enhance their status as a sports student.


Learning outcomes

On completion of this unit a learner should: 1 Know the roles, responsibilities and skills of sports coaches

2 Know the techniques used by coaches to improve the performance of athletes

3 Be able to plan a sports coaching session

4 Be able to deliver and review a sports coaching session.


Unit content

1 Know the roles, responsibilities and skills of sports coaches Roles: eg innovator, friend, manager, trainer, role-model, educator

Responsibilities: eg legal obligations (child protection, insurance), professional conduct, health and safety, equal opportunities, knowledge of the coaching environment

Skills: eg communication, organisation, analysing, problem solving, evaluating, time management

2 Know the techniques used by coaches to improve the performance of athletes Techniques: eg observation analysis, performance profiling, fitness assessment, goal setting, simulation, modelling, effective demonstration, technical instruction, developing performer coaching diaries, adapting practices to meet individual needs, designing effective practice sessions

3 Be able to plan a sports coaching session Plan: aims and objectives; SMART (specific, measurable, achievable, realistic, time-bound) targets; roles; responsibilities; participants, eg number, ability, needs, age, gender; resources, eg human, physical, fiscal; health and safety, eg risk assessment, emergency procedures, contingencies; components of session, eg warm-up, main body, cool down; sequencing; coaching skills and techniques; feedback

4 Be able to deliver and review a sports coaching session

Deliver: appropriate role; responsibilities; demonstration of skills and techniques; consideration of health and safety, eg emergency procedures, contingencies; use of resources, eg equipment, facilities; components of session, eg warm-up, main body, cool down; sequencing; feedback

Review: against aims and objectives; against targets; formative and summative; feedback, eg participants, observers, peers, assessors; strengths; areas for improvement; development plan, eg opportunities, further qualifications, potential barriers







P1 describe four roles and four M1 explain four roles and four D1 compare and contrast the responsibilities of sports responsibilities of sports roles, responsibilities and skills coaches, using examples of coaches, using examples of of successful coaches from coaches from different sports coaches from different sports different sports

P2 describe three skills common M2 explain three skills common to successful sports coaches, to successful sports coaches, using examples of coaches using examples of coaches from different sports from different sports

P3 describe three different M3 explain three different D2 evaluate three different techniques that are used techniques that are used techniques that are used by coaches, to improve the by coaches, to improve the by coaches, to improve the performance of athletes performance of athletes performance of athletes

P4 plan a sports coaching session [IE3, CT1, RL4, TW2, SM2, SM3]

P5 deliver a sports coaching M4 independently deliver a session, with tutor support sports coaching session [CT5, EP5, SM6, SM5, SM7]

P6 carry out a review of the M5 evaluate the planning and D3 justify suggestions made in planning and delivery of a delivery of a sports coaching relation to the development sports coaching session, session, suggesting how plan. identifying strengths and areas improvements could be for improvement. reached in the identified [RL5, RL3, RL4, EP4] areas.




Unit 6: Sports Development Unit code: H/502/5623 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

The aim of this unit is to provide the learner with an overview of the principles of sports development, the key agencies involved and to provide practical examples of current practice.

Unit introduction

Sports development has evolved over the last 20 years and is an important part of today's sports industry.

The effectiveness of sports development has a direct impact on many current issues in sport including the performance of athletes at major events, healthy living and developing key life skills. Sports development is about positive change.

This unit introduces learners to sports development and the diverse work of sports development officers. Learners will explore the key concepts in sports development including the sports development continuum, target groups and barriers to participation. Learners will also explore the cross-cutting agendas in which sports development plays a significant role.

Participation in sport and exercise is at the core of the work of any sports development officer. Learners need to understand what may prevent people from participating in sport, whether it is cultural, financial or for another reason.

Learners will identify the needs of key central and local target groups and what can be done to allow these groups more access to sport and exercise.

Learners will also study sports development in practice including within local authorities, sports National Governing Bodies, voluntary clubs and other organisations.

Learners will examine quality assurance in sports development, studying methods of measuring quality and their advantages and disadvantages.

Sports development is largely about project management. These projects are seldom delivered in isolation, and learners need to develop an understanding not just of other stakeholders or funding sources but also the protocol for designing and delivering a multi-agency project.

Learners will be expected to investigate different organisations involved in sports development. These organisations can help with funding, sponsorship or even assist in supplying volunteers for events and research.


Learning outcomes

On completion of this unit a learner should: 1 Know key concepts in sports development

2 Know the key providers of sports development

3 Understand how quality is measured in sports development

4 Know about sports development in practice.


Unit content

1 Know key concepts in sports development The sports development continuum: levels (foundation, participation, performance, excellence); purpose eg show progression; appropriateness eg target groups, communities; cross-cutting agendas eg pro-health, pro-education, anti-drug, anti-crime, regeneration

Barriers to participation: eg cultural, social, economic, historical, educational

Target groups: eg women, young people, 50+, disabled people, black and minority ethnic groups (BMEs)

2 Know the key providers of sports development Providers: eg national organisations (Sport England, SportscoachUK, Youth Sports Trust), local authorities, governing bodies (international, national, regional, local), voluntary organisations, private sector providers, professional providers; associated benefits eg cross-cutting agendas, improving performance, opportunity, healthy lifestyles

Structure: eg committees, working groups, forums, consultation groups

Roles: providers eg enabling and facilitating, direct delivery, strategic, operational, advisory, participation, performance; sports development officers (sports-specific, non-sports specific, community); volunteers

3 Understand how quality is measured in sports development Methods: eg benchmarks and quality schemes (Quest, IiP, Customer Service Excellence, Clubmark), internal or self-assessment, external audits, National Governing Body schemes (Swim 21); purpose eg measure improvement, continuous improvement, standardisation; advantages eg benchmarking, accessing funds, quality delivery, recognition; disadvantages eg cost, time, expertise

4 Know about sports development in practice Initiatives: eg London 2012 Olympic Games and Paralympic Games, Awards for All, Big Lottery, private sector programmes, local programmes; providers eg local authority sports development, governing body sports development, voluntary clubs, partnerships; areas of work eg target groups, sports-specific; location; effectiveness







P1 describe three examples M1 compare and contrast three of the sports development examples of the sports continuum, from three development continuum, different sports from three different sports,

identifying strengths and areas for improvement

P2 describe barriers to M2 explain barriers to D1 analyse the barriers to participation for individuals participation for individuals participation for individuals from three different target from three different target from three different target groups at different levels groups at different levels groups at different levels of the sports development of the sports development of the sports development continuum continuum continuum, providing effective [EP1, EP2, IE1, IE5] and realistic solutions

P3 describe the structures and roles of three sports development providers in the UK

P4 explain two methods of M3 evaluate two methods of measuring quality in sports measuring quality in sports development development

P5 describe two different sports M4 compare and contrast two D2 analyse two different development initiatives. different sports development sports development

initiatives, identifying strengths initiatives, offering realistic and areas for improvement. recommendations for

improvement.




Unit 19:

Unit code: QCF Level 3: Credit value:

Analysis of Sports Performance M/502/5754 BTEC National 10

Guided learning hours: 60

Aim and purpose

The aim of this unit is to allow learners to explore the purpose and importance of sports performance analysis, highlighting the multi-dimensional demands and interdependence of the different factors involved.

Unit introduction

In elite sport today, it can be the smallest margin between 'winning and losing' or 'success and failure', but the impact can be massive. Given the huge amount of time, dedication, investment and reward that is involved in sport today, sport performers, coaches, and managers need to understand the importance of observing, analysing and evaluating sports skills and techniques when trying to enhance performance.

It is important that all performances are analysed; if you were good, why were you good, and if you were not good, what was different?

If no evaluation takes place after performance then the performers may continue to make the same errors or not be able to take full advantage of opportunities when they arise.

Coaches, athletes and sports performers must have a thorough understanding of the demands of the sporting activity such as human movement, physiology, and the athlete's psychological make-up, as well as the technical and tactical requirements to be successful.

It is how these scientific concepts and factors are applied and interact within sports performance that allows for the analysis of performance. From this, learners should understand that sports performance is dependent on a multitude of factors for success.

Another important aspect of this unit is the level of analysis available to different types of sports performers. For example, a school child in a physical education lesson may perform a basic 1.5 mile run so that the tutor can assess their aerobic endurance. In comparison, an elite athlete will have access to the full range of scientific support, such as sports psychologists, physiologists with human performance laboratories, and comprehensive biomechanical analysis using various information technology hardware and software.


Learning outcomes

On completion of this unit a learner should: 1 Know the performance profile of a sporting activity

2 Be able to analyse sporting performance

3 Be able to provide feedback to athletes regarding performance

4 Understand the purpose and resources required for analysing different levels of sporting performance.


Unit content

1 Know the performance profile of a sporting activity

Sporting activity: individual based, eg archery, shooting; specific position, eg goalkeeper; specific action, eg tennis serve

Performance profile: technical and tactical, eg shooting, crossing, catching, passing, tackling, heading, dribbling, striking, positional play, style of play; physical (health- and sports-related fitness); physiological, eg heart rate, warm-up, cool-down, lung function; psychological, eg motivation, anxiety, arousal, attention, confidence, aggression, relaxation, concentration; biomechanical (quantitative and qualitative), eg linear displacement, velocity of release

Factors influencing performance: intrinsic, eg age, health, diet, previous training, motivation, confidence, ability level; extrinsic, eg group dynamics, group cohesion, temperature, time of day

2 Be able to analyse sporting performance

Performance profile assessment: technical and tactical, eg notational analysis, tally charts; physical, eg multi-stage fitness test, repeated anaerobic sprint test; motor, eg T-run, Illinois agility run; physiological, eg heart rate monitor, peak flow; psychological, eg interviews, questionnaires; biomechanical, eg recording

3 Be able to provide feedback to athletes regarding performance

Feedback: strengths; areas for improvement; SMART (specific, measurable, achievable, realistic, time- bound) targets; goals (short-, medium- and long-term); recommendations, eg skills training, training for specific components of fitness, technique coaching specific to movement, psychological training (concentration, anxiety and arousal control)

4 Understand the purpose and resources required for analysing different levels of sporting performance Levels of performance: foundation, eg school children, beginners; participation, eg Saturday league player, out-of-school club; performance, eg county or national standard; elite, eg Olympic/world-class athlete/ professional

Purpose: eg talent identification, monitoring current fitness level, identification of strengths and areas for improvement, performance assessment, recovery after injury, assessment of health status, squad selection, goal setting

Resources: eg fiscal, equipment, IT software, time, facilities, human, scientific support and equipment







P1 describe the performance M1 explain the performance D1 analyse the performance profile of a selected sporting profile of a selected sporting profile of a selected sporting activity activity activity

P2 describe five factors that may influence the performance of an athlete

P3 perform an assessment of a M2 independently perform an D2 analyse the performance selected athlete undertaking assessment of a selected of a selected athlete using sporting activity using athlete undertaking three components of their three components of their sporting activity using performance profile. performance profile, with three components of their tutor support performance profile [IE3, IE4, RL1]

P4 provide feedback to M3 independently provide the athlete based on feedback to the athlete based the assessment of their on the assessment of their performance, with tutor performance. support [EP2, EP3, TW6]

P5 explain the purpose of, and the resources required for, analysis at two different levels of sports performance.




Unit 25: Sport as a Business Unit code: Y/502/5781 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

This unit will enable learners to explore aspects of business in sport and enable them to conduct and use market research.

Unit introduction

Sports businesses generate substantial annual turnover. Many people participate in organised sports clubs, gyms and attend major sports events. The commercialisation of sport can be seen on the high street; well-known global sports brands have seen their products become fashion wear, and the tracksuit and trainers has become a 'uniform' for many groups around the world.

Sports businesses are always planning for growth, and in the future there may be expansion in the availability of services, facilities and products. This unit looks at the skills needed to work in business, how sports businesses are organised and what makes a successful business. Areas of work could include professional sport, private, public and voluntary sports clubs, arenas, stadia, community and recreation sport programmes, the sporting goods industry, media, print or broadcasting.

A large proportion of sports businesses are small companies. For example, the majority of fitness companies across Europe typically employ fewer than 10 staff, and most personal trainers, even those working within established health and fitness clubs, are self-employed.

Sports businesses face challenges because those who provide the experience cannot predict the outcome; the nature of the activity is spontaneous and the results can be uncertain. Sports businesses can earn significant portions of revenue, not just for the sale of a game but other sources such as television rights and merchandise.

This unit develops learners' understanding of the core aspects of business including organisation, structure and reasons for success. Learners will examine the legal and financial factors that influence sports businesses. Learners will also explore the use of market research, marketing and promotional planning which are essential in developing a successful customer-focused business.

Learning outcomes

On completion of this unit a learner should: 1 Know how businesses in sport are organised

2 Know what makes a successful sports business

3 Know the legal and financial influences on sport as a business

4 Be able to use market research and marketing for a sports business.


Unit content

1 Know how businesses in sport are organised Sports businesses: eg public sports and leisure clubs, private sports and leisure clubs, professional sports clubs, amateur sports clubs, coaching services, health and fitness facilities

Organisation: types of business eg sole trader, partnerships, private limited companies, public limited companies, franchises, nationalised industry; structure eg senior management, management, functional departments, regional structures; staff eg chief executive, duty manager, sales manager, reception, leisure attendant

2 Know what makes a successful sports business Success: eg income, profit, growth, sustainable, customer satisfaction, staff satisfaction, achieving targets and aims, fulfilling remit

3 Know the legal and financial influences on sport as a business Legal influences: eg Companies Act (1989), Partnership Act (1890), Fair Trading Act (1973), Health and Safety at Work Act (1974), statutory requirements, health and safety, employment laws, licensing, insurance, planning permission, local bye-laws

Projected cash flow: eg cash inflows, capital, sales, loans, timing of inflows, cash outflows, purchases, loan repayments, wages, rent, promotion costs, purpose of having projected cash flow, determine working capital requirements, make business decisions, use of projected cash flow software, interpretation of results

4 Be able to use market research and marketing for a sports business Plan: reasons eg customer knowledge, competitors, the market environment, demand and trends, opportunities for development, pricing strategies; methods eg primary sources, secondary sources; selection of appropriate methods eg surveys, questionnaires, product testing, recording, interpreting; areas eg customer types, customer behaviour, sales trends, market share, market segmentation, competitor activities

Conduct: sample eg choosing the sample size, location of sample, time of sampling, implications of different samples; cost and accuracy of information; survey design (questions to be asked, length of survey); types of questions (sequencing, dichotomous, multiple-choice, scaled, open-ended); bias; relevance; response; recording response data

Marketing activities: eg select major type of promotion to be used (magazine, television, newspapers, dates and time, target audience), develop advertising messages, training sales staff, plan and implement sales promotion (leaflets, taster sessions, open days, offers, price), analyse competitor's prices, formulate pricing plan, set prices, establish discounts for certain buyers, establish terms of memberships and entrance fees

Promotional plan: development of promotional objectives; assess promotional opportunities, resources and policies; characteristics of target market; availability of promotional methods; formulate the promotional plan and revise the plan for implementation; coordinate and control promotional activities; advertising eg budget objectives, target audience, non-personal communication; publicity eg press release, feature article, magazine, radio, captioned photograph, television; public relations eg manage and control use of effective publicity; sales promotion eg personal selling, seasonal promotion offering product at attractive price







P1

P2

P3

P4

P5

describe the organisation of two different sports businesses

describe what makes a successful sports business

describe three legal influences on a sports business

describe a basic cashflow for a selected business

plan market research related to, and appropriate for, a selected sports business [IE1, CT1, CT2, TW1, TW2, TW3, TW4, TW5]

M1 compare and contrast the organisation of two different sports businesses

M2 explain what makes a successful sports business

M3 explain three legal influences on businesses in sport

P6 conduct market research related M4 conduct market research D1 analyse the results of the to, and appropriate for, a selected sports business, recording and interpreting results [IE1, IE2, CT1, CT2, TW1, TW2, TW3, TW4, TW5]

related to, and appropriate for, a selected sports business, explaining the results

market research, drawing valid conclusions

P7 describe the marketing activities of a selected sports business

P8 produce a promotional plan M5 justify a promotional D2 evaluate the promotional for a selected sports product plan for a selected sports plan identifying areas for or service, drawing on market product or service. improvement. research. [IE2, IE3, IE4, IE5, TW1, TW2, TW3, TW4, TW5]



3

Unit 16: Exercise for Specific Groups Unit code: Y/502/5733 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60

Aim and purpose

The aim of this unit is for learners to understand exercise provision for specific groups and be able to plan, deliver and review an exercise session for a specific group.

Unit introduction

The increase in health awareness and the Government's drive for increasing the health of the nation means that general practitioners and other healthcare professionals recommend that the general population increase their physical activity levels. Consequently, those who are responsible for delivering physical activity programmes or prescribing exercise must have a range of knowledge and skills specific to groups such as disabled people, antenatal and postnatal women, older adults, children and young people and referred clients.

This unit is particularly relevant for individuals aiming to work in the exercise and fitness industry, sports leadership, sports coaching or health promotion.

The unit will explore the provision of exercise for specific groups and will give learners knowledge of provision for specific groups in local areas. Learners will investigate schemes that are available and will examine the exercise referral process. The unit will give learners an understanding of the physiological and psychological benefits that exercise confers for each specific group, enhancing learners' awareness of the importance of physical activity. Contraindications to physical activity participation will also be explored.

Learners will gain an understanding of the importance of adapting activities and exercise programmes to suit individual specific needs and will examine exercise prescription guidelines. Learners will also gain practical competency in planning, delivering and reviewing an exercise session targeting one specific group.

Learning outcomes

On completion of this unit a learner should: 1 Know about the provision of exercise for specific groups 2

Know the benefits of exercise for different specific groups

3 Be able to prescribe exercise for specific groups

4 Be able to plan, deliver and review an exercise session for a specific group.


1- Issue 1 - January 2010 © Edexcel Limited 2009

Unit content

1 Know about the provision of exercise for specific groups Specific groups: eg disabled people, antenatal, postnatal, older adults, children and young people, referred clients

Provision: providers, eg public, private, voluntary, partnerships; types of provision for specific groups, eg facilities, classes, equipment, range of activities

Exercise referral process: initial screening procedures; referral professionals, eg sports therapists, physiotherapists, general practitioners; referral conditions, eg obesity, sedentary, cardiac, pulmonary or metabolic disease, injuries, arthritis, osteoporosis, mobility problems, multiple sclerosis, mental health; exercise prescription; recommended guidelines; monitoring

2 Know the benefits of exercise for different specific groups Benefits: physiological, eg antenatal (improved circulation, reduced swelling, enhanced muscular balance), postnatal (improved posture, increased energy, increased self-confidence), children and young people (learn, socialise, increase motor skills), referred clients (increased fitness, rehabilitation, disease risk reduction, condition management); psychological, eg reduction in depression, reduction in anxiety, improve self-confidence

Specific groups: older adults; disabled people; antenatal and postnatal clients; children and young people; referred clients, eg obesity, sedentary, cardiac, pulmonary or metabolic disease, injuries, arthritis, osteoporosis, mobility problems, multiple sclerosis, mental health

3 Be able to prescribe exercise for specific groups Exercise prescription: frequency; intensity; time; type

Contraindications: absolute contraindications (high blood pressure, uncontrolled tachycardia, uncontrolled conditions, eg asthma or diabetes, acute heart failure, unstable angina); specific to certain groups, eg high impact exercise, high intensity exercise, heavy weights, abdominal exercises

Specific groups: older adults; disabled people; antenatal and postnatal clients; children and young people; referred clients, eg obesity, sedentary, cardiac, pulmonary or metabolic disease, injuries, arthritis, osteoporosis, mobility problems, multiple sclerosis, mental health

4 Be able to plan, deliver and review an exercise session for a specific group Plan session: aims; outcomes; resources (human, facilities, equipment); screening and medical history; informed consent; other considerations, eg health and safety, contraindications, participants, timing and sequencing of activities, ability level, marketing

Deliver session: safe and effective; warm-up (pulse raiser, mobility and stretches); session components, eg cardiovascular training, resistance training, skills, game; cool-down (pulse lower and stretches); delivery, eg rapport with participants, motivation, communication (verbal and non-verbal), observation skills, correction of technique, modification of exercises, adaptation of exercises, feedback

Review of session: methods, eg questionnaires, peer feedback, checklist, self-evaluation; strengths; areas for improvement; development plan; SMART (specific, measurable, achievable, realistic, time-bound) targets







P1 describe the provision of M1 compare and contrast D1 analyse the provision of exercise for three different the provision of exercise exercise for three different specific groups for three different specific specific groups providing

groups, identifying strengths recommendations relating and areas for improvement to identified areas for

improvement, and the benefits to specific groups

P2 describe the exercise referral process

P3 describe four different M2 explain four different benefits benefits of exercise to each of of exercise to each of three three different specific groups different specific groups

P4 produce safe and effective exercise prescriptions for three different specific groups [CT3, CT5]

P5 plan and deliver an exercise M3 independently plan and D2 independently plan and session for a selected specific deliver an exercise session deliver an exercise session group, with tutor support for a selected specific for a selected specific [IE2, TW3, TW4, TW6, group, explaining chosen group, justifying chosen CT1, CT3] components. components.

P6 review the planning and delivery of an exercise session for a specific group, describing strengths and areas for improvement. [RL3, RL4, RL5]




Documents

2nd ED Sport Handbook