Cambridge Nationals Sport R053 Sports Leadership Sample ...€¦ · SAMPLE LEARNER WORK WITH COMMENTARY UNIT R053: SPORTS LEADERSHIP SPORT STUDIES Level 1/2 APRIL 2015

SAMPLE LEARNER WORK WITH COMMENTARY

UNIT R053:SPORTS LEADERSHIP

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SPORT STUDIESLevel 1/2APRIL 2015

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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARYOCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT

2

CONTENTSIntroduction 4

Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities 5

associated with effective sports leadership

MB1

Marking commentary on MB1 sample learner work

Suggested improvements to progress sample learner work to MB2

Learning Objective 2 – Be able to plan sports activity sessions 7

MB1



Learning Objective 3 – Be able to deliver sports activity session 13

MB1



Learning Objective 4 – Be able to evaluate own performance in delivering a sports 16

activity session

MB1



Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities 17

associated with effective sports leadership MB3


Why it was awarded MB3 not MB2

Learning Objective 2 – Be able to plan sports activity sessions 21

MB3




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Learning Objective 3 – Be able to deliver sports activity session 28

MB3



Learning Objective 4 – Be able to evaluate own performance in delivering a sports 31

activity session

MB3



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INTRODUCTIONThis is a guide for teachers so that you can see how we would mark work, Cambridge Nationals are designed to give the learners the project and let them create the work.

The guide contains sample learner work for this unit and covers all learning objectives, graded at Marking Band 1 (MB1) and Marking Band 3 (MB3).

The accompanying commentary explains why each piece of work was awarded its grade.

For MB1 graded work, additional guidance has been added to suggest improvements that could be made to make it an MB2 graded piece of work.

For MB3 graded work, additional guidance has been added to explain why it was awarded that grade and not the lower grade of MB2.

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5

Different leadership roles and opportunities in sport

Captain

Every team has a captain and it is their job to lead the team to victory. They will tell other players what to do on the pitch so that the team can win. They will lead the team out onto the pitch and will shake hands with the captain of the other team and the officials. They have to motivate the players on match day to make sure all players give 100%. They need to praise the players.

Manager

The manager is the person who picks the team. He tells the team how he wants them to play. The manager has to make sure everyone in the team knows what their role is. The manager will organise the team to play a certain way maybe 4 – 4 – 2 in football.

Teacher

The PE teacher takes the sports lessons in schools. They teach the children how to play sport and they organise the school teams. The PE teacher teaches the skills needed to play a sport and makes sport enjoyable.

Coach

The coach is usually a coach to a particular sport. They will teach the skills of that sport and they will have coaching badges for that sport. They will try and improve the skills of the player they are coaching.

Expedition leader

An expedition leader is someone who leads people in the mountains on an overnight camp in the wild.

Role models

Role models always play within the rules so that anyone watching them play will want to play the same way as them. Role models show other players and officials respect and do not argue with the officials.

Role-related responsibilities

Knowledge of activity

A sports leader will need to know about the sport they are leading as if they don’t know anything they won’t teach the correct way of doing the skill and if they don’t know the rules injuries could happen.

Enthusiasm for activity

A sports leader needs to be enthusiastic and encourage all the people playing the sport so that they improve. If the sports leader is enthusiastic then the people will want to learn the sport.

Knowledge of safety

A sports leader needs to know about safety. He needs to know the rules of the sport as some sports have rules about safety eg cricketers have to wear pads when batting. If he didn’t know the rules then someone could get hurt.

Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership MB1

SAMPLE LEARNER WORK


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Knowledge of child protection issues

A sports leader must have a CRB check. This is to make sure the children are safe.

Knowledge of basic First Aid

A sports leader needs to have a first aid certificate so that they can help someone who gets injured. If they have their coaching badges they have to have a first aid certificate.

Personal qualities which relate to leadership roles

Reliability

A sports leader must attend every session as when people start a course where they are being coached they expect the same person to turn up to coach them every time.

Punctuality

A sports leader must always turn up on time in fact they should be early so that they can set up all the equipment before the training session starts. If there is a match they need to make sure they are punctual so that the team can leave on time if it is an away match.

Confidence

A sports leader should be confident they should know what they are teaching and praise anyone who does the skill well so that they are confident as well.

Communication

A sports leader must be able to communicate with his team. If he can’t communicate then the team won’t know what he wants them to do.

Leadership styles

Democratic

The leader does not make all the decisions they discuss things with all of the players. A captain is a democratic leader.

Autocratic

This is when one person is in charge and they make all the decisions. A manager is an autocratic leader.

Laissez-faire leaders

This is where the manager doesn’t tell the players what to do and the players do what they want.


A range of different sports leadership roles have been outlined and the responsibilities associated with the roles have been outlined. The styles and personal qualities which relate to leadership roles in sport have been identified. All of the information provided demonstrates an understanding of all of the roles, responsibilities, qualities and leadership styles. The centre has awarded a mark of 4 this is because there needs to be a more detailed description and more sporting examples need to be included.


Each of the roles, responsibilities, personal qualities and leadership styles need to be described in more depth. There also needs to be evidence of linkage between the four different categories. This can be achieved by using more detailed, relevant, sporting examples and linking them to an aspect(s) taken from each of the four categories. The linkage has to show some accuracy.

SAMPLE LEARNER WORK

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Learning Objective 2 – Be able to plan sports activity sessions MB1

SAMPLE LEARNER WORK

SPORTS ACTIVITY SESSION PLAN – TASK 2

CANDIDATE NAME Paul

ACTIVITY Hockey

NO OF PARTICIPANTS 10 AGE RANGE 11 - 12 boys ABILITY LEVEL Beginners

VENUE School astro turf - I will be using half of one of the hockey pitches

SUPERVISION NEEDS FOR SESSION Me and my PE teacher

OBJECTIVES FOR THE SESSION To be able to hit the ball with the stick

To be able to dribble with the ball

To be able to stop the ball

To be able to pass the ball to someone

EMERGENCY PROCEDURES/CONTINGENCY PLAN

If someone falls over on the astro turf and gets injured then stop the class and get a first aider.

If the weather is bad the lesson will have to be in the sports hall

HEALTH AND SAFETY Make sure there is no rubbish on the surface.

Make sure there is no equipment left out from another session

RESPONSIBILITIES I am in charge of the group

SOME PROMPTING FROM THE TUTOR X LITTLE PROMPTING FROM THE TUTOR PRODUCED INDEPENDENTLY

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TIME ACTIVITY MAIN TEACHING POINTS ORGANISATION RESOURCES/EQUIPMENT

3

minutes

Introduction/warm up

Traffic lights.

The group run round the astro turf when I shout red they stop when I shout yellow they jog round and when I shout green they run fast.

Ladders

Group sit opposite each other in pairs then they take it in turns to get up and run over the other pair’s legs being careful not to step on anyone.

Traffic Lights

Group runs round the astro turf.

Ladders

Group sit opposite each other in pairs.

None

5

minutes

Main activity – skill and technique development

Practice 1

Pass the ball from one person to another.

Show everyone how to hold the hockey stick.

Show everyone how to pass the ball to each other.

Show everyone how to stop the ball when it comes to them.

In 2’s stand facing your partner. 10 hockey sticks

5 hockey balls

5

minutes


Practice 2

Dribble the ball.

Show everyone how to dribble the ball keeping it close to the stick.

Each player has a stick and a ball and stands in a space on the astro turf. They then dribble the ball around the astro turf.

10 hockey sticks

10 hockey balls

5

minutes


Practice 3

Dribble the ball.

Show everyone how to dribble the ball through the set of cones keeping the ball as close to the stick as possible.

In 2 teams of 5 each team standing behind a row of 5 spaced out cones.

10 hockey sticks

2 hockey balls

10 cones

10 minutes

Play game

Play a small 5 a side game.

As we are using a hockey pitch on the astro turf we will play the game across the width. Have 2 cones to act as goal posts.

10 hockey sticks

1 hockey ball

2 sets of bibs

4 cones

2 minutes

Warm down

Do a lap of the astro turf starting by sprinting then slowing down to a walk.

Single file – no overtaking I will tell them when to change to a slower pace.

SAMPLE LEARNER WORK

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SAMPLE LEARNER WORK

RISK ASSESSMENT – TASK 2

CANDIDATE NAME Paul

SPORTING ENVIRONMENT Astro Turf Date completed 9 September

Had some tutor support X Had little tutor support Produced independently

STEP 1

Identify significant hazards below

STEP 2

State the severity of the hazard (high, low, medium)

STEP 3

State the probability of the hazard occurring (high, low, medium)

STEP 4

List the people who are at risk from the hazards you have identified

STEP 5

List what could be done to reduce the risks. Note any action that you think is needed

Rubbish on the astro turf medium medium Students Go round before the lesson and pick up any litter.

Water medium medium Students Brush any water off.

Equipment on playing area low low Students Make sure all the equipment used for other sports is moved away from the playing area.

Water bottles low low Students Make sure everyone puts their water bottles away from the playing area.

This session plan required some prompting from the teacher

This draws upon limited skills/knowledge/understanding from unit R052

10


SAMPLE LEARNER WORKSome teacher support was required in planning and setting up the risk assessment.

Emergency procedures

If someone hurts themselves a first aider needs to be called.

If the weather is bad then the lesson will have to take place in the sports hall.

If there is a broken stick then it will need to be replaced.

If someone has an accident then an accident report form will need to be filled in.

If there is a fire alarm then the lesson will have to stop as the astro turf is where everyone has to go to.


A basic session plan has been produced which demonstrates limited considerations of the key requirements for an effective and safe sporting activity session. The template from the model assignment has been used and all of the relevant boxes have been completed. The centre has awarded a mark of 4 for this section as tutor prompting was needed. The risk assessment template from the model assignment has been completed although there is not much information contained within the template it does show a limited awareness of safety considerations. Corrective action of the risks is basic. There is a brief outline of emergency procedures related to the facility and equipment. The centre has awarded a 3 for this section as teacher support was needed.


There needs to be a more detailed warm up. There needs to be more detail on the practices being done in particular there should be more coaching points and more practices developing the skills. The session plan also needs to be produced with little prompting. The risk assessment needs to contain a great deal more detail. There needs to be more hazards listed with the appropriate corrective action. The planning of the risk assessment needs to require little tutor support. There needs to be more information on emergency procedures related to the facility and equipment to be used in the session.


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Learning Objective 3 – Be able to deliver sports activity sessionMB1

SAMPLE LEARNER WORK

Witness Statement – Task 3

LEARNER NAME Paul

ASSESSOR NAME G M Knowles

Date 9 September

Unit R053 – Sports leadership

LO3 Be able to deliver sports activity session

ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the grade awarded.

Safe practice during the activity and safe supervision

Mark awarded MB1 6 MB2 MB3

Assessor comments Paul checked the weather and as it was fine decided the lesson could still take place on the astro turf. Paul checked to see that there was no rubbish on the playing surface and he checked that there was no equipment left out from another session.

Throughout the session he demonstrated a basic appreciation of safe practice as he made sure there was enough room for the students to do the activities without them bumping into each other. The session was safely supervised at all times.

Communication skills and motivation techniques


Assessor comments Paul followed his lesson plan and kept looking at it as he did not feel very confident and wanted to make sure he kept to his plan.

He is a very quiet person so found it difficult to give instructions in a loud voice which meant that the students did not always understand what he wanted them to do so he had to repeat the instructions.

Paul used the technical terms for hockey throughout. However once the students knew what they had to do all the practices were completed successfully. Paul did praise the students when they did what he asked so was able to motivate them. When communicating and trying to motivate he was hesitant.

The class all said they had enjoyed the session after Paul had finished which boosted his confidence.


12

Subject knowledge and adaptability


Assessor comments

Paul has played hockey for a number of years so does have the subject knowledge, however, his lack of confidence meant that his subject knowledge was not always apparent. He focused on keeping to his lesson plan and therefore did not adapt it in any way even when his practices finished earlier than he expected – he wasn’t able to improvise and add additional practices. Paul did a demonstration before all of the practices so that the learners could see what was required of them. Although in discussion afterwards he said he should have been able to add other practices but lack of confidence prevented this. Paul demonstrated a limited application of skills and knowledge in delivering his sports activity session.

AREAS FOR IMPROVEMENT/GENERAL COMMENTS

In future make sure that there are more skills to be practiced, or there was more progression in the skills, as it was difficult to keep concentration for just the three skills.

RECORD OF QUESTIONS/ANSWERS

ASSESSOR QUESTION 1

LEARNER RESPONSE 1

ASSESSOR QUESTION 2

LEARNER RESPONSE 2

ASSESSOR QUESTION 3

LEARNER RESPONSE 3

ASSESSOR SIGNATURE G M Knowles DATE 9 Sept

LEARNER SIGNATURE Paul DATE 9 Sept

SAMPLE LEARNER WORK


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A detailed witness statement was provided the comments on which quantified the mark awarded as they related to the specification content and the assessment criteria. The centre has awarded a mark of 6 this is because of the limited application of skills and knowledge and little awareness of adaptability.


The witness statement would need to reflect the following: a demonstration of the effective application of skills and knowledge in delivering the session; effective application of activity specific knowledge and some awareness of adaptability. There also needs to be more information on how a clear appreciation of safe practice was evident on most occasions during the session. There is a section on the entitled ‘communication and motivation techniques’ and these need to be more comprehensively completed so that there is evidence these were achieved with direct reference to the lesson delivery.


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What I did well in the session

• I checked the weather to make sure we could still go outside as it had been raining in the night

• I checked to see that the astro turf had no rubbish on it

• I checked to make sure everyone had tied their shoe laces up and that they had no jewellery

• I kept to my lesson plan

• My lesson plan followed what a lesson plan should contain – warm up; skills; game; warm down

• I used the correct terms when talking about hockey

• I did good demonstrations I showed everyone clearly what they had to do

• I met all the objectives I had set for the lesson

• Everyone behaved

• I praised the people when they did something well

• Everyone enjoyed my session.

What I could have done better in the session

• I checked the astro turf before the lesson which meant I only just arrived for the lesson on time. I need to be there earlier

• I was not very loud so I had to repeat the instructions. I need to speak louder in future

• I was hesitant when talking so I need to be more confident

• I kept referring to my lesson plan. I should have known it by heart so that I didn’t have to keep looking at it

• I could have given more encouragement to the students

• My practices finished earlier than I thought they would so I should have some extra practices to add

• I know all about hockey so I should have been more confident in what I was doing.

My lesson was successful and I learnt a lot about myself. The students enjoyed the session which is good and has given me confidence. I think I have developed some skills I now know how to communicate with younger people.

Learning Objective 4 – Be able to evaluate own performance in delivering a sports activity session MB1


The session has been evaluated. The evaluation is brief mainly bullet points. Some positive and negatives have been identified. The evaluation has looked at the plan for the session, how it was delivered and its overall success. The improvements are limited. The centre has awarded a mark of 6 this is because the evaluation lacks detail.


The evaluation needs to be more detailed in all aspects. More positive and negative aspects need to be identified. There needs to be a more in-depth evaluation of the actual session plan, how it was delivered and its overall success. The ideas for improvement need to be expanded upon.

SAMPLE LEARNER WORK


15

Different leadership roles and opportunities in sport

Captain

A captain is the leader of a team they try to lead the team to win every match they play. The captain of a handball team will often tell members of the team where to stand when defending and encourage them when attacking. A captain is chosen by the manager or PE teacher and is often liked by the other players as they think she is a good player and will help them win. A captain will have the respect of all the players in the team and they will listen to what she suggests. A captain leads by example and will abide by the rules of the sport.

Manager

A manager is in charge of the team. The manager picks the best players to play in the team so that the team will win. If the manager is in charge of a team of children he has to make sure they are safe all the time. A manager is in charge of team building so that the team support each other. He encourages all the players to give their best in every game. A manager has to treat all players equally - they must not have favourites.

Teacher

A PE teacher takes sport lessons. They teach school children how to play handball in PE lessons. They make sure the lessons are good and enjoyable and that the children learn all about the skills needed in handball and how to play it. They have to be able to control the class and manage the behaviour of the class so that the children are able to learn. They must make sure that everyone is wearing the correct clothing and the correct safety equipment. They must motivate the children so that they want to learn the skills for the sport. They must adapt their teaching to accommodate the rate at which the children are learning the skills. They must observe the progress of the class and adapt the lesson when necessary. They have to be loud so everyone can hear them. They need to be enthusiastic so that the children will want to learn. PE teachers are often role models for the people who are interested in sport.

Coach

A coach is someone who knows a lot about handball and teaches people to play it. He teaches them the skills for handball and the tactics and the rules and how to play the game. Handball coaches will work with the manager of the team to make the team play better. Coaches have to have qualifications like a British Handball coaching badge. Coaches have to assess the people they are coaching and have to devise suitable practices so that the person develops in that sport. A good coach will be able to demonstrate the skills they are coaching. Good coaches will give feedback all the time so that the person knows if they are doing the skill properly. Coaches are often role models for the sport they are coaching.

Expedition leader

An expedition leader is someone who might lead people on a walking and camping trip in the mountains. The leader needs to know where they are going and how to make it safe for the people who are on the expedition. You have to do this when you are doing your Duke of Edinburgh’s Award.

Role models

A good sports leader will look at other leaders and see what they do and try and copy them. A learner will look at their PE teacher or their sports coach and try and copy what they do when they are leading an activity.

Stuart Lancaster England rugby coach has had success with the England team so is a good role model for rugby sports leaders.

Stephen Gerrard was a good captain in Euro 2012 so is a good role model for football captains who are also sports leaders.

Roberto Di Matteo is the Chelsea manager he is a good sports leader as he took over when the team weren’t playing well and they ended up as European Champions.

SAMPLE LEARNER WORK

Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership MB3


16

Role-related responsibilities

Knowledge of activity

Having good knowledge of the rules and regulations of handball is very important. It is important because if the class ask you something about how to play handball you need to give them the correct answer. If they ask a question and the leader doesn’t know the answer then it doesn’t look very good. A good sports leader also needs to be able to plan a session this means knowing about the skills for handball and how to make sure the people being coached understand what they are being taught. The sports leader needs to be able to demonstrate the skills. If the sports leader can’t demonstrate the skills themselves they need to use someone who can do the skills from the class to demonstrate. Also if you run a session at the beginning you have to tell them what to do and if you are not sure what to do then the group won’t understand either and will become less bothered about taking part. The sports leader needs to know how to run a session from the warm up to doing drills to the game and the warm down this is called planning. The good sports leader needs to make sure that the players know how to play handball in a good manner and good spirit and they play to the rules.

Enthusiasm for activity

Enthusiasm is a great skill that is needed to be a sports leader. If you encourage the members in your group to keep doing things and show you are enthusiastic and want them to do well it will make them try harder. Especially in handball which they may not have played before.

Knowledge of safety

The good sports leader needs to make sure everything is safe. They have to do a risk assessment for the area they are using for the handball and they have to make sure all the equipment that is being used is not broken. The good sports leader has to make sure people who are playing have got the right clothing and shoes and are not wearing any jewellery.

Knowledge of child protection issues

People who work with children have to have a CRB check. They should have a coaching award as to get a coaching award they need a CRB check. This is to make sure the children are safe.

Knowledge of basic First Aid

A sports leader needs to have knowledge of basic first aid in case one of the people playing handball gets injured. They need to know how to treat the injury and what to do so that the person does not get injured anymore. A sports leader often has a first aid certificate.

Personal qualities which relate to leadership roles

Reliability and Punctuality

The leader should make sure they are setting a good example by turning up to the handball session in the correct kit, on time or a little bit before time so that they can set up equipment or sort equipment out ready for the session. The sports leader should make sure they attend every handball session so they are seen as reliable as children won’t want to go if the leader changes all the time.

Confidence

Confidence is a very important skill that is needed to be a good sport leader. To show people that you have confidence will make the group feel more comfortable and will show them that you are confident about taking the handball session and that you know what to do. Also if you are confident the group will be able to enjoy the session better because they will have understood you clearly when you are telling them what to do.

SAMPLE LEARNER WORK


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Communication

Communication is very important skill to have to be a sports leader. Good communication will let the class clearly know what they need to do and it will show the group that you are confident about taking the group. The group will listen to you if you communicate with them better than if you were speaking really quiet. If you speak quietly then they won’t hear properly what they need to do in the activity so they will not be able to do it but if you have clear communication they will get on with the task straight away instead of keep asking questions.

Creativity

A good sports leader needs to know about the people they are going to coach. They need to know the age of the people, if they have any medical problems, if the group has boys or girls or is mixed. The sports leader needs to know if they have played handball before as the lesson will be different if everyone is a beginner or if some have played before. The sports leader needs to make the session good so that everyone enjoys it this means she might have to be creative and change things when they don’t work.

Leadership styles

Democratic

This is where you are giving people the power to say what they want to for example asking all group members for ideas and inputs in choosing what they want to do. This type of leadership style is important when it matters that the team agree and are all ‘on board’. But it can be quite difficult to manage when there are lots of different personalities and different perspectives and ideas.

A captain would have a democratic style as they like to involve other team members in decision making when appropriate.

A coach at professional sport level would have a democratic style as they will talk to their players to got their ideas and input as well as suggesting to them what they should do.

Autocratic

This is where one person has control over all the team members. The leader is in control and no-one is permitted to make any suggestions or give any opinions no matter if it benefits the group or not. This is considered appropriate though when decisions need to be made quickly and when there is no need for any input.

A manager would have an autocratic style especially if they are managing young people.

A teacher would have an autocratic style with young children but as the children get older the teacher might be able to develop a democratic style when dealing with the school teams.

An expedition leader would have an autocratic style as they are responsible for the safety of those they are leading.

Laissez-faire leaders

This is where the leader doesn’t get involved when making decisions. This is where they allow the people in the team to make the decisions for the leader. This works well when the team is highly motivated and capable and when it doesn’t need much monitoring or close supervision. This style of leadership can come across that the leader is being lazy or distracted by something else.

SAMPLE LEARNER WORK


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Examples of leaders who use different approaches but who are successful.

Roy Hodgson

Roy is the England Football Manager. He is responsible for overseeing and coaching the England team. He will manage the team by organising the fixtures. He will organise the training sessions and he will pick the team that he thinks will play well together and that will play in the formation he wants. He will pick the captain this is someone who he relies on to get the team motivated on the pitch and who will carry out his instructions. He will coach the team in the tactics he wants to use and he will have other coaches to help him coach different positions. If he is successful he will act as a role model for other managers as they will follow his style. He will be enthusiastic and encourage his team all the time. He knows the rules of the game and will make sure everyone keeps to the health and safety rules – he makes sure they all wear shin pads. He will always be punctual setting a good example to his players. He will communicate with them all the time. His leadership style will be partly autocratic and he wants the players to play in a certain way and partly democratic as the players are responsible for how the team plays during the match.

Stephen Gerrard

Stephen Gerrard is the Liverpool Captain. He is a good captain because he helps the team to fulfil their dreams of winning matches and cup competitions. When he is playing he is encouraging all of the other players on the pitch this is also called motivating them. This is also called communication as he is telling the team what he wants them to do. Gerrard also helps the manager and the coach put into practice their ideas on how they want the team to play. Gerrard makes sure all the players are working together as a team so that their chances of winning are better than if they try to play as individuals. Gerrard leads the team onto the pitch and tries to play within the rules at all times so that he is seen as a role model to other players in his team and at other clubs and is a good examples for young players to follow. Gerrard will always have a positive upbeat attitude he will never give up even when the team are losing and all his team mates will follow the lead and try to win the game. This leadership style will be democratic as he will try and talk to the older players in the team and get their ideas as well as following the manager and coaches ideas and using ideas of his own. Gerrard will always be punctual and he will be reliable as he needs to set an example to the rest of the team. Gerrard has been playing football for a long time so he is very knowledgeable about it he also knows all about health and safety in football.

SAMPLE LEARNER WORK


A wide range of sports leadership roles have been described and the responsibilities related to the roles have been described. Clear and accurate links have been made between the different roles and personal qualities and leadership styles of those who undertake them. The centre has awarded a mark of 8 this is because there needs to be a more detailed description in some of the sub headings in particular the leadership styles with more relevant examples. Also the section on Roy Hodgson and Stephen Gerrard could relate more to the roles, responsibilities, personal qualities and leadership styles.


Clear and accurate links have been made between the different roles and personal qualities and leadership styles of those who undertake them. This has been done in two ways. Firstly by linking each of the descriptions of the roles, responsibilities, and personal qualities and leadership styles to relevant sporting examples. Secondly by using Roy Hodgson and Stephen Gerrard as examples and linking as many of the roles, responsibilities, personal qualities and leadership styles to them as are relevant.

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Learning Objective 2 – Be able to plan sports activity sessions MB3

SPORTS ACTIVITY SESSION PLAN – TASK 2

CANDIDATE NAME Claire

ACTIVITY Basketball

NO OF PARTICIPANTS 12 AGE RANGE 14 - 15 females ABILITY LEVEL Beginners – this is their second lesson

VENUE School sports hall

SUPERVISION NEEDS FOR SESSION Myself + PE teacher + 2 other members of my group

OBJECTIVES FOR THE SESSION The importance of keeping to rules and regulations and to succeed in working as a team.

To improve the skill of dribble bouncing the ball with confidence.

To improve shooting.

EMERGENCY PROCEDURES/CONTINGENCY PLAN

My PE teacher is available to help should there be an emergency.

If someone gets injured stop the lesson and ask the PE teacher for help.

If there is a fire alarm leave through the fire exit.

If the sports hall is not available for any reason this lesson could be taken outside on the netball courts.

Be ready to make changes to the plan if all 12 do not turn up or are not able to participate.

HEALTH AND SAFETY Make sure the floor is clear, clean and dry.

Make sure no one is eating.

Make sure everyone is wearing the correct footwear.

Make sure I know if anyone has any medical problems.

No jewellery.

Do a risk assessment of the activity – sports hall.

SAMPLE LEARNER WORK

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RESPONSIBILITIES Ask for help from other members of the group if necessary.

Make sure I have all the equipment ready before the start of the lesson.

Make sure the group are listening to me at all times so that they know what they are doing.

SOME PROMPTING FROM THE TUTOR LITTLE PROMPTING FROM THE TUTOR PRODUCED INDEPENDENTLY X

TIME ACTIVITY MAIN TEACHING POINTS ORGANISATION RESOURCES/EQUIPMENT

3

minutes


(pulse raiser)

Mountains and valleys.

There will be cones and upside down cones on the ground inside half a basketball court. The group will be split up into 2 teams and the teams will run around and will have to turn the cones to either ‘mountains’ if they are on the mountain team and ‘valleys’ if they are on the valley team. There will be 3 rounds; each round will be 60 seconds with a break between each round.

Teams of 6 and if teams cannot be split equally one of the leaders will participate.

The supervisors will be standing on the side-lines making sure no one is cheating or gets hurt.

If one team wins both the first two games then the teams will be changed round for the third game.

30 cones 15 up and 15 down.

2

minutes


(mobility)

1. Rolling shoulders backwards

2. Rolling shoulders forward

3. Bend down and touch toes

4. Roll feet around by the ankles

5. Flex elbows, shake hands and arms

6. Move hips in a circle motion; place feet flat on the ground and rotate hips with arms out in front.

I stand on the backline of the basketball court and the students stand in front of me. I give instructions and demonstrations.

SAMPLE LEARNER WORK

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10 minutes

Skills and technique development

Skill 1 – Dribbling

• Dribble the ball to the halfway line and back using the right hand

• Dribble the ball to the halfway line and back using the left hand

• Dribble the ball to the halfway line and back through the cones using the right hand

• Dribble the ball to the halfway line and back through the cones using the left hand.

I will demonstrate the skill pointing out the following:

• Use the fingertips when pushing the ball not the palm of the hand

• Keep the ball in front of you so that it is easy to run with it

• Make sure you are looking ahead as well as looking at the ball.

For the first 2 activities the 12 will be side by side, evenly spaced out. For the second 2 activities there will be 4 groups of three with six cones for each group to dribble round.

12 basketballs

24 cones

10 minutes

Skills and technique development

Skill 2 – Shooting

• Shooting from one of 4 set positions within the D

• Shooting from various positions around the D in line with the basketball markings

• Shooting from the Free Throw Line.

I will demonstrate the skill pointing out the following:

• Feet shoulder width apart

• Balance the ball on the fingertips

• Make a ‘v’ with your hands with the ball in the middle when you move the ball above your head

• The front of the ‘v’ should be facing the basket

• Bend your knees then jump into the air

• At the high point in your jump release the ball.

• First practice – there will be four coloured hoops placed within the D there will be 3 people at each hoop. They will start at one hoop and move round to another (red – blue – yellow – green) having one shot from each hoop. Each player will have a basketball.

• Second practice – there will be 7 positions marked round the D and players will move round the positions having one shot from each position. Each player will have a basketball

12 basketballs

1 red hoop

1 blue hoop

1 yellow hoop

1 green hoop

Tape to mark positions on the D

SAMPLE LEARNER WORK

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• Third practice – this will be a competition all players will stand behind the free throw line in a line. 3 basketballs will be in use. The first 3 people will have the basketballs. The first person shoots and if they score they collect the ball and pass it to the next free person. If they miss they have to collect the ball then shoot a basket before the next person has taken a shot from the free throw line and scored a basket. If the person behind them scores a basket before they do they are out.

15 minutes

Play game Go through the rules again.

Teach them what signals mean – blowing whistle and so on.

Rules for a conditioned game

• Team must pass between at least 3 players before having a shot

• Once the attacking team is over the halfway line they can’t retreat

• No touching each other

• No violence.

I will split the group into 2 teams. Have a leader with each team.

Play for 5 minutes. After 5 minutes change teams round if necessary (if they are very uneven). Play 3 x 5 minute games in total.

I will coach from the side.

1 basketball

2 sets of coloured bibs

2 minutes

Warm down (pulse lowering)

Do a lap of the handball court starting by sprinting then slowing down to a walk.

Warm down (stretching)

Hamstrings

Quadriceps

Calf

Triceps

Deltoid.

Single file – no overtaking.

I tell them what to stretch and show them how to do it.

This session plan was produced independently.

This clearly draws upon relevant skills/knowledge/understanding from unit R052.

SAMPLE LEARNER WORK

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RISK ASSESSMENT – TASK 2

CANDIDATE NAME Claire

SPORTING ENVIRONMENT

Sports Hall Date completed 9 September

Had some tutor support

Had little tutor support

Produced independently X

STEP 1

Identify significant hazards below

STEP 2

State the severity of the hazard (high, low, medium)

STEP 3

State the probability of the hazard occurring (high, low, medium)

STEP 4

List the people who are at risk from the hazards you have identified

STEP 5

List what could be done to reduce the risks. Note any action that you think is needed

Water on the floor medium medium Students, supervisors Mop up any water; put a sign where it is until it is thoroughly dry. If this has been caused by people bringing drinks into the sports hall make them have drinks outside the sports hall.

Dirty floor medium high Students, supervisors Clean the floor so that it is not dirty and slippery. Use the other end of the sports hall if possible until it is clean.

Pins/splinters high medium Students, supervisors Sweep the floor and make sure there are no pins or splinters. Look at the floor and sand down any bits that have been chipped or broken.

Benches high low Students, supervisors Make sure the benches are pushed right against the wall to avoid bashing into them.

Temperature high low Students, supervisors On a hot day open some windows. On cold days shut them and keep the heating at a sensible temperature at all times.

Bottles of water medium medium Students, supervisors Make sure all the water bottles brought to the lesson by the students are kept off the playing area and that when the students want a drink they only have a drink when told to do so and drink in the area where they are allowed to so that water doesn’t get split on the playing area.

SAMPLE LEARNER WORK

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Untied footwear low low Students, supervisors Make sure all students tie their shoelaces up before the lesson starts otherwise the shoes might fly off and hurt someone. Also they might trip on the shoelaces.

Jewellery low low Students, supervisors Make sure all jewellery is taken off before the lesson starts so that no one is injured. Either the person who is wearing the jewellery which includes watches or the people they are playing against.

Cricket nets medium low Students, supervisors Make sure the cricket nets are packed away in their bags at the side of the sports hall so that they are not hanging down for anyone to trip over.

The risk assessment was produced independently.

Emergency procedures

• If the fire alarm goes off we must leave the room in an orderly fashion, there must be no running and we must leave all our belongings in the room. We must all meet on the netball courts

• If someone gets hurt during the lesson I must stop the lesson and go and see how badly the person is injured. If they are badly injured then I will ask the PE teacher to help deal with the injury

• Make sure that there are details of any learners who have any medical conditions like asthma – if they do have asthma make sure they have an inhaler with them

• If an injury happens during the lesson and the person has to have first aid then an accident form will have to be filled in

• If the person has to go and have treatment at the hospital then their parents will need to be told so that they can go to the hospital to be with them

• The sports hall has to be checked using the risk assessment form before the lesson starts to make sure it is safe to use

• All equipment that is to be used during the lesson has to be checked at the start of the lesson

• If any of the equipment is faulty and this is noticed before the lesson starts then the piece of equipment has to be replaced with something that is not faulty

• If any equipment breaks during the lesson then it will be removed and replaced

• If the sports hall is not available for the lesson then it will have to take place on the netball courts outside.

SAMPLE LEARNER WORK

25



A detailed and comprehensive session plan has been produced and consideration has been given to the key requirements for an effective session. The session plan was produced independently. The centre has awarded 8 marks for this section as there could be more detail in some of the content of the session plan particularly the warm down. The risk assessment template has been completed independently and contains a great deal of relevant information. Corrective action of the risks has been considered. At the end of the risk assessment there is a section on emergency procedures relating to the facility as well as the equipment. The centre has awarded 7 marks for this section as there could be more information relating to the equipment.


The session plan is detailed in respect of the warm up and the progressive skills practices. There are detailed coaching points and a detailed description of how the session would be organised. The majority of the key considerations to be taken into account when planning the session have been included. Safety consideration has been explained and there is a detailed risk assessment. There is a thorough explanation of emergency procedures relating to the facility and the equipment. Both the session plan and the risk assessment have been produced independently.


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Learning Objective 3 – Be able to deliver sports activity sessionMB3

SAMPLE LEARNER WORK

Witness Statement – Task 3

LEARNER NAME Claire

ASSESSOR NAME G M Knowles

Date 9 September

Unit R053 – Sports leadership

LO3 Be able to deliver a sport activity session.

ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the grade awarded.

Safe practice during the activity and safe supervision

Mark awarded MB1 MB2 MB3 13

Assessor comments Claire made sure that all the participants were wearing the correct PE kit. She checked to make sure they were not wearing any jewellery. She asked if any of the group had any medical problems and if any of them needed an inhaler because they were asthmatic. Claire arrived early for the lesson so that she was able to organise all the equipment before the lesson started and she checked that all the equipment was in good condition. As Claire was so organised the lesson flowed therefore there were no safety issues. Throughout the lesson Claire made sure that the participants stayed in the area in the sports hall where she wanted them to be. She was in front of the whole group when she gave instructions so that everyone could see her. She made sure they all understood what they had to do. She organised the group well and they were safe at all times. Claire made sure that the surface of the sports hall was clean and that all equipment was put away tidily. She gave good clear demonstrations and for the warm up she ensured that all the exercises were performed safely.

Communication skills and motivation techniques


Assessor comments Claire demonstrated all of the warm up activities with the help of a fellow student where necessary. She explained what the participants had to do and made sure they all understood what they had to do by asking them questions. She demonstrated with the help of another student the skills that had to be practiced. She made sure all participants understood and if one did not understand she explained again what they had to do. If anyone was in difficulty she spoke to them individually. She reacted well to any situation that arose. Her demonstrations were good and her instructions and explanations of what was required were clear. Claire’s verbal communication was good she spoke clearly and with enough volume so that everyone could hear. She used a whistle when needed during the game. Claire used appropriate language throughout and used the participant’s names when she was able. She used the technical terms appropriate to handball when giving instructions.

Claire encouraged the participants throughout the lesson and praised them when they did something well. She encouraged those who were having difficulty. The participants were asked whether or not they found the lesson interesting and enjoyable and they all said they had thoroughly enjoyed it and that they had been praised whenever they had done something correctly.


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Subject knowledge and adaptability


Assessor comments

Claire has played basketball for a year herself and is a member of the school team so she was able to show the participants the correct way to perform the skills she required and was able to teach them some tactics when they played a short game at the end. The session was appropriate for the participants as they were only beginners so the sessions were not too hard for them and they were able to play a game. One of the participants was having difficulty with the shooting drills so Claire spent time with her coaching her therefore adapting her teaching.

Apart from correcting poor technique no adjustments had to made to the lesson plan as all 12 participants attended.

AREAS FOR IMPROVEMENT/GENERAL COMMENTS

In future make sure that there are more skills to be practiced, or there was more progression in the skills, as it was difficult to keep concentration for just the two skills.

RECORD OF QUESTIONS/ANSWERS

ASSESSOR QUESTION 1

LEARNER RESPONSE 1

ASSESSOR QUESTION 2

LEARNER RESPONSE 2

ASSESSOR QUESTION 3

LEARNER RESPONSE 3

ASSESSOR SIGNATURE G M Knowles DATE 9 Sept

LEARNER SIGNATURE Claire DATE 9 Sept

SAMPLE LEARNER WORK


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A detailed witness statement was provided the comments on which quantified the mark awarded as they related to the specification content and the assessment criteria. The centre has awarded a mark of 13 this is because the nature of the session made it difficult to demonstrate advanced application of skills and knowledge throughout the lesson. Due to the nature of the session apart from one example of adaptability there was limited evidence of adaptability.


The witness statement details appreciation of safe practice is well developed and evident throughout in both the organisation and supervision of the session. There is evidence of good communication and the uses of motivational techniques are clear and confident.

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What went well? What did not go so well? What could be improved in the future?

The plan - Planning and organisation

I planned my session in advance to make sure that I was well prepared for my lesson and I think this was essential to ensure the success of my lesson. Finishing the plan quickly meant I could learn it by heart so that I was ready to carry it out.

I checked all the facilities before the start of the session to make sure the surface was clean and clear and that all equipment from previous lessons was away.

I was aware of safety throughout the lesson.

At one point one participant was bouncing the ball and throwing it when they shouldn’t have been this was not safe.

Make sure that all balls are put down and everyone is listening.

The warm up was successful as it was good fun. The warm down went well.

I did not include details of the warm down exercise.

Include details of the warm down exercises.

My session started at a basic level. I should have had some more skills as the skills I had went on too long.

I should have made the skills progress from easier skills to harder skills.

Practice more skills. Include some skills which involve attack and defence maybe in a 2 v 2 situation then a 3 v 3 situation.

As all 12 participants turned up it made it easy to do the lesson as I had planned it as I have an even number of players.

I could learn the participant’s names so that it would make it easier to help them.

Because there were only two skills to practice it was difficult to keep the group motivated all the time.

More practices.

The content was relevant. There were a few coaching points however I needed more so that they could improve.

More coaching points especially on how to use the skills in a game situation.

Learning Objective 4 – Be able to evaluate own performance in delivering a sports activity session MB3

SAMPLE LEARNER WORK

30


The lesson objectives were met. By the end of the session the students dribbling and shooting had improved. The students were more confident and safety aware. They understood the importance of keeping to rules and regulations. They also worked as a team in order to score goals.

The delivery My session had good content, the game was simple enough for the age group, the warm up was a fun game which would keep everyone running at all times.

The main activity could have been more interesting by creating silly forfeits and creating examples ‘scoring basketball goals is like birds throwing nuts in their nest.’

The weather was very hot so the children got very hot too soon in the warm up.

Reconsider what is included in the warm up if the weather is very hot.

I praised them throughout the lesson so that they were motivated.

I spoke with a little authority to show the students that I was the leader, I then familiarised myself with them and didn’t make any promises I couldn’t keep. I had control over them in terms of talking and making noise and used my training to speak clearly, give eye contact and show that I knew what I was doing however I was not patronising.

I would have thoroughly checked the area more to see the possible risks eg if the ball went down the other end of the sports hall. I needed to assert the fact that someone else from my group would be the only ones to go and get it.

I spoke with a clear voice and gave appropriate instructions in the appropriate dialect for the age of the students. I was assertive at all times and showed them that I was the leader.

Some of the learners needed more help than others as they had slight learning difficulties. I should have known this at the beginning of the lesson.

By knowing more about the group I could have made sure that I had enough helpers to help those who had some difficulty in understanding what they had to do and therefore slowing down the progress of some of the others.

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I could have read over my session plan timing more to make sure I had everything planned.

I was always in front of the group when I was delivering the instructions so that they could see me and could see what I was demonstrating.


The evaluation of the session is comprehensive. Both positive and negatives aspects of the session have been identified. The plan for the session and how it was delivered have been considered in evaluating its overall success. Areas for improvement are insightful. The centre has awarded a mark of 12 this is because there needs to be more detail in particular on the session plan and how it has been delivered. This needs to be fully considered.


All aspects of the lesson have been evaluated in detail. There are comments on the session plan as well as health and safety. There is a section on improvements and these are insightful, specific, detailed and relevant.

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Documents

Cambridge Nationals Sport R053 Sports Leadership Sample ...€¦ · SAMPLE LEARNER WORK WITH COMMENTARY UNIT R053: SPORTS LEADERSHIP SPORT STUDIES Level 1/2 APRIL 2015