LAO Level 2 Certificate in Principles of Sports Psychology ... · 8/31/2015 · (Award/Certificate/Diploma) and details indicating the content of qualification. For example: LAO*

LAO Level 2 Certificate in Principles of Sports Psychology (QCF)

Qualification Reference Number 600/8961/1

LAO Level 2 Certificate in the Principles of Sports Psychology (QCF) August 2015

Lifetime Awarding is a national awarding organisation that creates many different nationally recognised vocational qualifications – all on the Qualifications Credit Framework (QCF).

Our portfolio is ever growing and we currently have qualifications in the following sectors:

Active Leisure Hospitality and Catering

Customer Service Business Administration

Management Health and Social Care

Childcare Sales

IT Warehousing

…coming soon… Retail and many more.

We’re very fast growing and are adding new qualifications all the time; we encourage you to visit our website regularly to keep up-to-date www.lifetimeawarding.co.uk.

This document will be updated if there are any changes so it’s important to make sure you are working from the most up-to-date version, which is available to download from our website www.lifetimeawarding.co.uk.

This Specification also provides details on administration, quality assurance policies and the requirements and responsibilities that are associated with the delivery of vocational qualifications.

Lifetime Awarding is recognised as an awarding organisation by the following qualifications regulators – Ofqual (England), the Welsh Government (in Wales) and CCEA (in Northern Ireland).

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QUALIFICATION SUMMARY Qualification Accreditation Number (QAN)

600/8961/1

Operational end date: Certification end date:

31.08.15 31.08.17

Guided Learning Hours (GLH) Minimum 116 hours Maximum 116 hours

QCF Level 2

Qualification Credit Value 18 Credits

Assessment Requirements Portfolio of Evidence This qualification is internally assessed and internally quality assured by Centre staff and externally quality assured by Lifetime Awarding External Quality Assurance Consultants (EQACs)

Aims and Objectives of the Qualification

The Level 2 Certificate in the Principles of Sports Psychology (QCF) aims to provide Learners with an introduction to sports psychology. The qualification covers goal setting, techniques for change and how to remove inner and outer barriers to improve sporting performance.

Entry Guidance There are no formal entry requirements for this qualification. This qualification is suitable for those who work within the sports and fitness sector who work with, or who are looking to work with others to improve their performance. It provides Learners with an opportunity to gain an understanding of the principles of sports psychology.

Progression Opportunities Learners who achieve this qualification could progress into employment in the sports, fitness or coaching sectors. On completion of this qualification, Learners may progress to:

LAO Level 2 Certificate in Fitness Instructing (QCF)

LAO Level 2 NVQ Diploma in Instructing Exercise and Fitness (QCF)

LAO Level 3 Certificate in Personal Training (QCF)

LAO Level 3 NVQ Diploma in Personal Training (QCF)

Funding For details on eligibility for government funding please refer to the following websites:



http://www.education.gov.uk/section96/ http://www.thedataservice.org.uk/

LIFETIME AWARDING When you work with Lifetime Awarding, you’re working with an awarding organisation that sets itself apart – a dynamic company with a collaborative approach to doing business. We’re consultative and innovative… everything that our customers say they want an awarding organisation to be. We’re easy to work with, committed and passionate about exceeding our customers’ expectations. We’re not tied down by bureaucracy and red tape and can think outside the box and respond quickly to our customers’ needs. We have a Customer Service Charter that sets out our approach to working with Centres and a Performance Pledge that details guaranteed response times. Copies of these can be found on our website www.lifetimeawarding.co.uk. Feedback Your feedback is very important to us. We’re always open to suggestions when it comes to enhancing and improving our services, products and systems. Email us at [email protected] or call us on 0117 314 2800. Complaints If we do get things wrong, we’ll make every effort to resolve your issues quickly and efficiently. If you’d like to raise a formal complaint then we recommend you read our Complaints Procedure which can be found on our website www.lifetimeawarding.co.uk. Fees Our pricing structure is transparent and straightforward. Our fees are published on our website in a clear format with no hidden charges. Advance notice of at least 60 days will be given on any planned fee increases. Unlike other awarding organisations, we do not charge an annual Centre fee. Visit our website www.lifetimeawarding.co.uk to compare our fees. Appeals We recognise that sometimes decisions are made that a Centre (or Learner) may wish to appeal. We have an Appeals Policy and Process on our website that sets out guidelines on grounds for appeal and the process. This is available on our website www.lifetimeawarding.co.uk. Data Protection Lifetime Awarding takes the protection of data seriously; we have a data protection statement outlining how we, and our Centres, comply with the current legislation on data protection. This statement can be found on our website www.lifetimeawarding.co.uk


http://www.education.gov.uk/section96/

http://www.thedataservice.org.uk/


mailto:[email protected]






Equality and Diversity Lifetime Awarding is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives, including the Disability Discrimination Act (DDA) and the Equality Act. Centres are required, as conditions of approval, to use an equality and diversity policy that works together with ours and that they maintain an effective appeals process. We expect Centres to tell Learners how to find and use their own equality and diversity and appeals processes. For information, visit our website www.lifetimeawarding.co.uk. Section 3 /27 Reasonable Adjustment and Special Consideration All Learners must be treated fairly and equally and we have developed a policy and procedure in support of this. A copy of our policy on Reasonable Adjustments and Special Considerations, and application forms, can be found on our website www.lifetimeawarding.co.uk. Malpractice and Maladministration Lifetime Awarding has a responsibility to do everything it can to prevent any malpractice or maladministration from occurring, and where it has already occurred, ensuring action is taken proportionate to the gravity and scope of the occurrence. A copy of our policy and procedure on Malpractice and Maladministration is available on our website www.lifetimeawarding.co.uk. Recognition of Prior Learning (RPL) RPL recognises how the contribution of a Learner’s previous experience could contribute to a qualification or unit. Lifetime Awarding have produced guidance on RPL and this can be found on our website www.lifetimeawarding.co.uk







THE QUALIFICATIONS AND CREDIT FRAMEWORK (QCF) What is the QCF? The Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. Every unit on the framework will have a credit value which is based on the notional learning hours for that specific unit The QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate credit at their own pace and use it to claim for a qualification when they are ready. All of Lifetime Awarding’s qualifications are on the QCF. Size and levels of qualifications within the QCF There are three sizes of qualifications in the QCF:

Award (1-12 credits)

Certificate (13-36 credits)

Diploma (37 credits) It is possible to have all three of these qualifications at each level. This is because the classification of the qualification as an Award, Certificate or Diploma refers to the size of the qualification, not the level of difficulty. The level reflects the challenge or difficulty of the unit or qualification. Each qualification title will contain the level of qualification (e.g. Level 2), the size (Award/Certificate/Diploma) and details indicating the content of qualification. For example: LAO* Level 2 Award in Health and Social Care LAO Level 3 NVQ Certificate in Sales *All qualification titles have the name or acronym of the awarding organisation. LAO is the acronym for Lifetime Awarding.



Credit values Every unit and qualification on the QCF has been given a credit value, which denotes the number of credits that will be awarded to each candidate who successfully completes the unit or qualification.

1 credit represents 10 notional learning hours Notional learning hours represent the amount of time a learner is expected to take, on average, to complete the learning outcomes of the unit to the standard required within the assessment criteria. It is important to note that notional learning hours is not the same as guided learning hours (GLH). GLH represents the hours during which a tutor or trainer is present and contributing to the learning process. Notional learning hours represents the hours which are needed to successfully cover all the learning required to achieve the unit, either guided or independently. Section 4 /27 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are ‘what you must do’ and ‘what you must know’ whereas the QCF units are all ‘the Learner can’ or ‘the Learner is able to’. Rules of Combination (RoC) Every qualification on the QCF is structured through Rules of Combination. Rules of Combination are important because they define the number of credits which need to be achieved and where these credits must come from in order for a Learner to achieve the qualification. Rules of Combination also state what the potential is for Learners who wish to transfer credits between qualifications and awarding bodies.



QUALIFICATION STRUCTURE

Learners must complete all six mandatory units to gain the required 18 credits.

The total Guided Learning Hours (GLH) for this qualification is 116 hours.

Unit Structures

All units are listed below.



Mandatory units

Unit ref Unit title Level Credit

value

GLH

F/504/9914 Understand how to remove outer barriers to

sporting performance

Level 2 3 19 hours

J/504/9915 Understanding techniques for change in

sports psychology

Level 2 3 19 hours

K/504/9910 Setting goals to improve sporting

performance

Level 2 3 21 hours

L/504/9916 Understanding techniques to improve


Level 2 3 19 hours

M/504/9911 Principles of psychology in improving


Level 2 3 18 hours

T/504/9912 Understand how to remove inner barriers to

improve performance

Level 2 3 20 hours



Title: F/504/9914 Understand how to remove outer barriers to sporting performance

Level: 2

Credit Value: 3

GLH 19

Learning Outcomes

The learner will;

Assessment Criteria

The learner can;

1. Understand how to minimise external barriers to an athlete’s performance

1.1 Identify external barriers to an athlete’s

performance

1.2 Describe the following barriers:

outer people

stress

environment

1.3 Outline possible goal setting exercises

1.4 Describe how the technique of relaxation

can be used to affect performance

2. Understand the use of team applications 2.1 Explain how team goals develop team

affirmations

2.2 Describe the link between team relaxation

and visualisation

2.3 Identify team symbols and music

2.4 List positive things about team members

3. Know how team communications can improve performance

3.1 Identify strategies for coping

3.2 Define positive communication

3.4 Describe how positive quality is affirmed

Additional information about this unit

Unit aim (s) The aim of the unit is to provide learners

with knowledge and understanding of the



outer barriers to sporting performance and

how these can be overcome.



Title: J/504/9915 Understanding techniques for change in sports psychology

Level: 2

Credit Value: 3

GLH 19

Learning Outcomes

The learner will;

Assessment Criteria

The learner can;

1. Understand techniques which can be used to change the beliefs of athletes to improve performance

1.1 Define the terms:

positive listing

reflection

affirmation

1.2 Explain the technique of reframing including

the:

methods

process

1.3 Describe a technique for pattern breaking

1.4 Define the term 'rational analysis'

2. Understand how positive experiences can be used to improve performance

2.1 Describe the use of anchors to reinforce

positive experiences

2.2 Describe the use of a 'circle of excellence'

2.3 Explain how visualisation can be used to

reinforce positive experiences

3. Understand techniques which can be used to reduce negativity

3.1 Identify techniques which can be used to

develop:

self-esteem

self-confidence

3.2 Explain techniques which can be used to

improve:

self-esteem

self-confidence




Unit aim (s) The aim of the unit is to introduce learners

to techniques which can be used with

athletes to change their behaviours in order

to improve sporting performance.



Title: K/504/9910 Setting goals to improve sporting performance

Level: 2

Credit Value: 3

GLH 21

Learning Outcomes

The learner will;

Assessment Criteria

The learner can;

1. Understand the link between the mind and the body's performance

1.1 Describe the effect of different frames of

mind on own performance

1.2 Describe the effect of different frames of

mind on the performance of others

2. Understand how to recognise strengths and weaknesses

2.1 Identify own strengths

2.2 Identify own weaknesses

2.3 Describe own role as a coach

2.4 Evaluate own strengths and weaknesses as

a coach

3. Understand how to identify the belief set of athletes

3.1 Summarise communication with athletes

that identifies their beliefs on:

Potential

Motivation

Training

Peak performance

Response to winning or losing

3.2 Identify common beliefs from own

communication with athletes

4. Understand the psychology of successful athletes

4.1 Identify autobiographies and/or

biographies of successful athletes

4.2 Summarise observations on the frame of

mind, moods and beliefs of successful

athletes



4.3 Identify thinking patterns which contribute

to the achievement of successful athletes

5. Understand how to set personal goals to improve sporting performance

5.1 Identify goals to be achieved within six

months

5.2 Identify goals to be achieved within one

year

5.3 Identify goals to be achieved within three

years

5.4 Describe the rationale for setting own goals

5.5 Describe how barriers to the achievement

of the goals will be addressed



with knowledge and understanding of

setting goals to improve sporting

performance and the interaction of mind

and body in achieving these goals



Title: L/504/9916 Understanding techniques to improve sporting performance

Level: 2

Credit Value: 3

GLH 19

Learning Outcomes

The learner will;

Assessment Criteria

The learner can;

1. Understand self-confidence and its effect on an athlete’s performance

1.1 Describe self-confidence

1.2 Outline how beliefs determine performance

1.3 Identify possible solutions to address

confidence problems

1.4 Describe how affirmation can support

confidence

2. Understand thought patterns as barriers to sports performance

2.1 Describe the following patterns:

Self-sabotage

Over-competitiveness

Middle zone

Old stuck states

Dreamers

2.2 Explain the use of positive alternatives

2.3 Describe how thinking patterns of winners

can be used to reinforce positive

alternatives

3. Understand how to get positive actions which take the athlete closer to their outcomes

3.1 Define the term “positive action”

3.2 Identify techniques which can be used to

develop positive actions

3.3 Explain techniques which positive actions

can improve

3.4 Describe how to use identified techniques

with athletes





with the knowledge and understanding of

techniques used to improve sporting

performance.



Title: M/504/9911 Principles of psychology in improving sporting performance

Level: 2

Credit Value: 3

GLH 18

Learning Outcomes

The learner will;

Assessment Criteria

The learner can;

1. Understand the function of the reticular activating system

1.1 State the location of the reticular

activating system in the human body

1.2 Outline the structure of the reticular

activating system

1.3 Describe the function of the reticular

activating system

2. Understand the use of “self-talk” in sports psychology

2.1 Define the term 'self-talk'

2.2 Outline how a confident person might

describe their sporting performance

2.3 Outline how a person lacking confidence

might describe their sporting performance

2.4 Describe the link between confidence and

performance

2.5 Summarise how athletes use “self-talk”

during performance

2.6 Describe how a coach can use self-talk to

improve an athlete's performance

3. Understand how to apply the concept of the “comfort zone” in relation to sporting performance

3.1 Define the term 'comfort zone'

3.2 Outline the symptoms a person might

experience when outside of their comfort



zone

3.3 Describe the relationship between comfort

zone and sporting performance

3.4 Identify athlete’s “comfort zones”

4. Understand how changes in belief can impact on performance

4.1 Describe the relationship between belief

and performance

4.2 Explain how a sports coach can exploit the

relationship between belief and

performance to improve athletes'

performance

4.3 Identify the psychological qualities that

enhance an athlete’s performance



with knowledge and understanding of how

psychology impacts sporting performance.



Title: T/504/9912 Understand how to remove inner barriers to improve performance

Level: 2

Credit Value: 3

GLH 20

Learning Outcomes

The learner will;

Assessment Criteria

The learner can;

1. Understand techniques which can be used to change the beliefs of athletes to improve performance

1.1 Describe negative memories

1.2 Describe triggers

1.3 Define the term “rational analysis”

1.4 Explain the technique of reframing,

including the:

methods

process

2. Understand how negative expectations can cause poor performance

2.1 Describe the use of:

self-talk

images

feelings

2.2 Describe the use of detachment

2.3 Describe the methods of:

rational analysis

affirmation

2.3 Explain how creative visualisation and swish

patterns can be used to remove negative

expectations

3. Understand how limiting beliefs can be barriers to peak performance

3.1 Identify limiting beliefs which impact on

performance

3.2 Explain techniques which challenge a

limiting belief

4. Understand how inappropriate emotions 4.1 Describe inappropriate emotions



can be barriers to peak performance 4.2 Outline examples of negative internal states

4.3 Outline the stages to support well-formed

outcomes for athletes to achieve



with the knowledge and understanding of

how to remove inner barriers to improve

sporting performance.


Documents

LAO Level 2 Certificate in Principles of Sports Psychology ... · 8/31/2015 · (Award/Certificate/Diploma) and details indicating the content of qualification. For example: LAO*