Qualification Specification - QualHub

NCFE Level 3 Certificate, Diploma and Extended Diploma in Sport – Issue 6 April 2018

1 Web: www.ncfe.org.uk Email: [email protected] Tel: 0191 239 8000

Qualification Specification NCFE Level 3 Certificate, Diploma and Extended Diploma

in Sport (601/3060/X, 601/3059/3 and 601/3061/1)

http://www.ncfe.org.uk/

mailto:[email protected]



Contents

Section 1 Qualification overview ......................................................................... Page 3

Section 2 Assessment and moderation ............................................................ Page 18

Section 3 Grading information .......................................................................... 5

Section 4 Structure and content ....................................................................... Page 33

Section 5 Links to National Skills Standards................................................... Page 234

Section 6 Links to National Occupational Standards ...................................... Page 240

Section 7 Grading criteria glossary of terms ................................................... Page 244

Section 8 General information ........................................................................ Page 248





Section 1

Qualification

overview





Introduction

We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about these qualifications and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 3 Certificate, Diploma and Extended Diploma in Sport.

All information contained in this specification is correct at the time of publishing.

If you advertise these qualifications using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 3 Certificate, Diploma or Extended Diploma in Sport

About this qualification

This is a regulated qualification. The regulated number for this qualification is 601/3060/X.

These qualifications may be eligible for funding. For further guidance on funding, please contact your local funding provider.

These qualifications may be suitable for use within a Study Programme.

Things you need to know

Certificate

Qualification number (QN): 601/3060/X

Aim reference: 6013060X

Total Qualification Time (TQT): 300

Guided learning hours (GLH): 180

Credit value: 30

Level: 3

Assessment requirements: internally assessed and externally moderated portfolio of evidence

Diploma

Qualification number (QN): 601/3059/3

Aim reference: 60130593



Credit value: 60

Level: 3






Extended Diploma

Qualification number (QN): 601/3061/1

Aim reference: 60130611



Credit value: 90

Level: 3


Total Qualification Time (TQT) Total Qualification Time is the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. Total Qualification Time comprises:

the Guided Learning Hours for the qualification

an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Tutor or other appropriate provider of education or training.

Credit The credit value is equal to the Total Qualification Time divided by ten, rounded to the nearest whole number.





UCAS points

These qualifications have UCAS points as follows: • NCFE Level 3 Certificate in Sport (601/3060/X) - Distinction*: 28 - Distinction: 24 - Merit: 16 - Pass: 8

• NCFE Level 3 Diploma in Sport (601/3059/3) - Distinction*: 56 - Distinction: 48 - Merit: 32 - Pass: 16

• NCFE Level 3 Extended Diploma in Sport (601/3061/1) - Distinction*: 84 - Distinction: 72 - Merit: 48 - Pass: 24

Aims and objectives of these qualifications

These qualifications aim to help support learners’ development by providing them with the advanced skills and knowledge to either start a career in sport or progress within employment in the sector. They will also provide progression opportunities and prepare learners for higher or further education. The pathways within the qualifications allow learners to follow a particular specialist area but still allow flexibility in the choice of unit combinations.

The objectives of these qualifications are to help learners to:

allow learners to choose a pathway and units that reflect their career or academic aspirations

enter employment in the sport and active leisure sector or to progress to higher or further education

gain and develop essential skills that are valued by employers and higher and further education institutions.





Essential skills

While undertaking this qualification, learners will develop the knowledge, understanding and essential skills employers look for in employees. These range from familiar ‘key skills’ such as team working, independent learning and problem solving to more tricky-to-measure skills such as:

an appreciation for appropriate behaviour and dress

appropriate interpersonal skills

communicating with professional colleagues/peers and/or hierarchical seniors

supporting other aspiring employees

understanding work practices and how different roles and departments function within an organisation.





Entry guidance

These qualifications are designed for learners aged 16+

There are no specific recommended prior learning requirements for these qualifications. However, learners may find it helpful if they’ve already achieved a Level 2 qualification.

Entry is at the discretion of the centre. However, learners should be 16 + to undertake these qualifications.

Centres are responsible for ensuring that these qualifications are appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the assessment criteria and comply with the relevant literacy, numeracy and health and safety aspects of the qualifications.

Learners registered on these qualifications shouldn’t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility.

Achieving these qualifications

To be awarded the NCFE Level 3 Certificate, Diploma or Extended Diploma in Sport, learners are required to successfully complete a number of mandatory units and a number of optional units, depending on their chosen pathway.

Learners must choose a pathway from the following 4 options:

Pathway 1: Sport, Exercise and Fitness

Pathway 2: Outdoors

Pathway 3: Working in Sport

Pathway 4: Coaching

Pathway 1: Sport, Exercise and Fitness

To be awarded the NCFE Level 3 Certificate in Sport (Sport, Exercise and Fitness); learners are required to successfully complete 2 mandatory units and 1 optional unit.

To be awarded the NCFE Level 3 Diploma in Sport (Sport, Exercise and Fitness); learners are required to successfully complete 2 mandatory units and 4 optional units.

To be awarded the NCFE Level 3 Extended Diploma in Sport (Sport, Exercise and Fitness), learners are required to successfully complete 2 mandatory units and 7 optional units.





These qualifications consist of 2 mandatory units:

Unit 01 Exercise, health and lifestyle (10 credits)

Unit 02 Principles of anatomy and physiology in sport (10 credits)

and 27 optional units:

Unit 03 Practical team sports (10 credits)

Unit 04 Practical individual sports (10 credits)

Unit 05 The physiology of fitness (10 credits)

Unit 06 Assessing risk in sport (10 credits)

Unit 07 Fitness training and programming (10 credits)

Unit 08 Fitness testing for sport and exercise (10 credits)

Unit 09 Sports nutrition (10 credits)

Unit 10 Psychology for sports performance (10 credits)

Unit 11 Technical and tactical skills in sport (10 credits)

Unit 12 The athlete's lifestyle (10 credits)

Unit 13 Current issues in sport (10 credits)

Unit 14 Instructing physical activity and exercise (10 credits)

Unit 15 Sport injuries (10 credits)

Unit 16 Sports facilities and operational management (10 credits)

Unit 17 Sports coaching (10 credits)

Unit 18 Sports development (10 credits)

Unit 19 Leadership in sport (10 credits)

Unit 20 Analysis of sports performance (10 credits)

Unit 21 Ethics and values in sport (10 credits)

Unit 22 Business in sport (10 credits)

Unit 23 Sport and exercise massage (10 credits)

Unit 24 Organising sports events(10 credits)

Unit 25 Work experience in sport (10 credits)

Unit 26 Research project in sport and exercise sciences (10 credits)

Unit 27 Applied Strength and conditioning (10 credits)

Pathway 2: Outdoors

To be awarded the NCFE Level 3 Certificate in Sport (Outdoors), learners are required to successfully complete 2 mandatory units and 1 optional unit.

To be awarded the NCFE Level 3 Diploma in Sport (Outdoors), learners are required to successfully complete 2 mandatory units and 4 optional units.

To be awarded the NCFE Level 3 Extended Diploma in Sport (Outdoors), learners are required to successfully complete 2 mandatory units and 7 optional units.







Unit 02 Principles and practices in outdoor adventure (10 credits)








Unit 09 Psychology for sports performance (10 Credits)


Unit 11 Sport injuries (10 Credits)





Unit 16 Impact and sustainability in outdoor adventure (10 credits)

Unit 17 Alternative pursuits in outdoor adventure (10 credits)

Unit 18 Environmental education for outdoor adventure (10 credits)

Unit 19 Equipment and facilities for outdoor and adventurous activities (10 credits)

Unit 20 Skills for land-based outdoor and adventurous activities (10 credits)

Unit 21 Skills for water-based outdoor and adventurous activities (10 credits)

Unit 22 Outdoor and adventurous expeditions (10 credits)




Unit 26 Organising sports events (10 credits)


Unit 28 Applied Strength and conditioning (10 credits)

Pathway 3: Working in sport

To be awarded the NCFE Level 3 Certificate in Sport (Working in Sport), learners are required to successfully complete 2 mandatory units and 1 optional unit.

To be awarded the NCFE Level 3 Diploma in Sport (Working in Sport), learners are required to successfully complete 2 mandatory units and 4 optional units.

To be awarded the NCFE Level 3 Extended Diploma in Sport (Working in Sport), learners are required to successfully complete 2 mandatory units and 7 optional units.













Unit 07 Fitness testing for sport and exercise (10 credits)










Unit 17 Outdoor and adventurous expeditions (10 credits)






Unit 23 Research project in sport and exercise sciences (10 credits)

Unit 24 Applied strength and conditioning (10 credits)

Pathway 4: Coaching

To be awarded the NCFE Level 3 Certificate in Sport (Coaching), learners are required to successfully complete 2 mandatory units and 1 optional unit.

To be awarded the NCFE Level 3 Diploma in Sport (Coaching), learners are required to successfully complete 2 mandatory units and 4 optional units.

To be awarded the NCFE Level 3 Extended Diploma in Sport (Coaching), learners are required to successfully complete 2 mandatory units and 7 optional units.






Unit 01 Exercise, Health and Lifestyle (10 credits)









Unit 09 Fitness testing for sport and exercise (10 Credits)



Unit 12 Technical and tactical skills in sport (10 credits)

Unit 13 The athlete's lifestyle (10 credits)












Unit 25 Applied strength and conditioning (10 credits)

The learning outcomes and assessment criteria for each unit are provided in Section 4 (page 33).

To achieve the NCFE Level 3 Certificate, Diploma or Extended Diploma in Sport, learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in this qualification specification.

These qualifications are graded. For further information about grading and submitting these grades to NCFE, please see Section 3 (page 25).

Learners who aren’t successful can resubmit work within the registration period; however, a charge may apply. A Credit Certificate can be requested for learners who don’t achieve their full qualification but who have achieved at least one whole unit.





Pathways within the NCFE Level 3 Certificate, Diploma or Extended Diploma in Sport

When registering learners for these qualifications, centres should use the regulated qualification title of NCFE Level 3 Certificate, Diploma or Extended Diploma in Sport followed by the relevant option code, for example SEF. As the chosen pathway will appear on the certificate it is important that Tutors make clear to learners the specific option they will be registered against. Centres must carefully consider which option they want to register the learner onto, as the registration fee will be applied to each option.

The following pathways are available for these qualifications:

Sport, Exercise and Fitness (SEF)

Outdoors (OUT)

Working in Sport (WIS)

Coaching (COA)

Qualifications and awards with simulation and assessment in a Realistic Work Environment (RWE)

Where the assessment guidance for a unit/qualification allow[s], it is essential that organisations wishing to operate an RWE do so in an environment which reflects a real work setting and replicates the key characteristics of the workplace in which the skill to be assessed is normally employed. This will ensure that any competence achieved in this way will be sustained in real employment.

Progression opportunities

Learners who achieve these qualifications could progress to:

NCFE Level 3 Certificate in Personal Training

NCFE Level 3 NVQ Diploma in Personal Training

Pearson BTEC Level 4 HNC Diploma in Sport

Pearson BTEC Level 4 HNC Diploma in Sport and Exercise Sciences

Undergraduate or foundation degrees in, for example, sport studies, sport and exercise sciences, sport coaching, outdoor studies, sport business.

Learners can progress from a certificate to a diploma or extended diploma but centres must carefully consider which qualification they want to register the learner onto, as the registration fee will be applied for both qualifications.

Barred units, equivalencies and exemptions This qualification may contain barred units, equivalencies or exemptions. These will be identified in the summary for each unit. Recognition of Prior Learning (RPL) Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor.





Credit transfer Where a learner has already achieved a unit with credit, NCFE will recognise that prior learning and will allow the credit to be transferred onto a new qualification, provided that the units have the same Ofqual reference number.





Qualification dates

Regulated qualifications have review dates, operational end dates and certification end dates. The

qualification review date is the date by which we’ll have carried out a review of the qualification. This date is shown on the qualification page on our website www.ncfe.org.uk.

We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we’ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we’ll set an operational end date (see below).

We’ll post information relating to changes or extensions to qualifications on our website www.ncfe.org.uk, and centres approved to offer the qualification will be kept updated.

The operational end date will only show on the Register if we’ve made the decision to withdraw a qualification. After this date we can no longer accept candidate registrations.

The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims.







Staffing requirements

This section is intended to give some guidance on the experience and qualifications needed to deliver and assess these qualifications.

The guidance in this section is not intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for delivery or assessment roles.

Centres must provide sufficient numbers of suitably experienced Assessors and Internal Moderators or Verifiers to ensure that qualifications are delivered effectively. NCFE cannot be held responsible for any complications that arise in the delivery or assessment process as a result of internal recruitment decisions. Staff recruitment should be made at the discretion of centres, and centres should be aware that it is their responsibility to ensure that all staff involved in the delivery and assessment of NCFE qualifications are suitably qualified.

Examples of relevant qualifications:

Degree in sport, coaching, outdoors discipline or physical education

Level 4 qualification in a sport, coaching or outdoors discipline

NCFE Level 4 Certificate in Education and Training

NCFE Level 5 Diploma in Education and Training.

Examples of work experience:

current or recent work experience in sport, coaching or outdoors

teaching specialist in physical education/sports science/outdoor/coaching.

Resource requirements

There are no specific resource requirements for these qualifications.

Support for learners

Evidence and Grading Tracker

This gives information about these qualifications and can help learners keep track of their work. The Evidence and Grading Tracker can be downloaded free of charge from our website www.ncfe.org.uk. You don’t have to use this document – you can devise your own evidence- tracking documents instead.

Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment criterion and include:

information on the content, availability and location of NCFE’s procedures and policies

advice on support mechanisms for learners who are experiencing difficulties with their studies

a mechanism for Assessors and Internal Moderators to authenticate evidence and achievement for each unit.






Support for centres

There are a number of documents available that you might find useful. These are available to download from our website www.ncfe.org.uk or can be requested from the Centre Support team on 0191 239 8000 or by emailing [email protected].

Centre Support Guide

This explains everything you need to know, from how to apply to become an NCFE-approved centre to registering your learners and claiming their certificates, and everything in between. Centres must seek approval to offer a qualification. Only learners from approved centres can be certificated.

Directory of Products and Services

This provides summary information about all NCFE qualifications and awards including mandatory and optional units, learner registration and certification fees and assessment information.

Fees and Pricing

This document is published in the spring for the forthcoming academic year.

Training and support

We can provide training sessions for Assessors and Internal Moderators. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on 0191 239 8000.

Learning resources

Materials to support the delivery of these qualifications can be downloaded free from the NCFE website at www.ncfe.org.uk and consist of the following:

Qualification Support Pack (QSP)

Links to National Skills Standards

For these qualifications we’ve highlighted where learning opportunities for the Functional Skills qualifications may be found.

These qualifications can be used to develop learners’:

English skills

Mathematics skills

Information and Communication Technology skills.

Section 5 (page 232) shows how the units of these qualifications relate to the skills above.

If a learner wishes to gain a Functional Skills qualification, they must successfully pass the relevant Functional Skills assessment.








These qualifications have also been mapped to the Personal, Learning and Thinking Skills (PLTS) framework. The framework describes the qualities and skills needed for success in learning and life. The PLTS framework was developed over a number of years in consultation with employers, parents, schools, students and the wider public. For more detailed mapping please see Section 5 (page 232).

Mapping to National Occupational Standards

National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard- Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence.

The NCFE Level 3 Certificate, Diploma and Extended Diploma in Sport has been mapped against the relevant SkillsActive NOS. More detailed mapping is provided in Section 6 (page 238).





Section 2 Assessment and moderation





How the qualification is assessed

Assessment is the process of measuring a candidate’s skill, knowledge and understanding against the standards set in a qualification.

The NCFE Level 3 Certificate, Diploma and Extended Diploma in Sport are internally assessed.

The assessment consists of 1 component:

an internally assessed portfolio of evidence which is assessed and graded by centre staff and externally moderated by NCFE.

Internal assessment

Each candidate is required to create a portfolio of evidence which demonstrates achievement of 100% of the learning outcomes and assessment criteria associated with each unit. Learning outcomes and assessment criteria specify what each candidate has to achieve.

The main pieces of evidence for the portfolio could include, where relevant:

candidate’s proof of work

Assessor observation – completed observational checklists and related action plans

witness testimony

worksheets

assignments/projects/reports

record of professional discussion

record of oral and written questioning

candidate and peer reports

Recognition of Prior Learning (RPL).

You will also find a variety of assessment and moderation pro formas here: www.ncfe.org.uk/centre-information/assessment-and-moderation-pro-formas.

Evidence may be drawn from actual or simulated situations, where appropriate.

Assessment guidance is provided for each unit. Assessors can use other methods of assessment as long as they are valid and reliable and maintain the integrity of the assessment and of the standards required of these qualifications. Acceptable methods of assessment could be drawn from the list above.

Assessors must be satisfied that candidates have achieved all learning outcomes and assessment criteria relating to the unit being assessed prior to deciding if candidates have been successful. Assessors are also responsible for supporting candidates through the assessment process.

For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team on 0191 239 8000.



http://www.ncfe.org.uk/centre-information/assessment-and-moderation-pro-formas



Supervision of candidates

Assessors are expected to supervise and guide candidates when carrying out work that is internally assessed.

Tutors should supervise the work carried out by candidates to:

monitor their progression

prevent plagiarism

ensure that any practical work is undertaken safely and in accordance with health and safety requirements

ensure that the work completed is in accordance with the qualification specification and is suitable for internal assessment.

Supporting candidates

Tutors/Assessors are also responsible for supporting candidates through the assessment process to ensure that they are able to create and redraft/revise work independently.

Tutors/Assessors may:

help the candidate to understand the concept of work-related work, applied learning and

vocational qualifications

help the candidate to understand the performance expectations for each of the grades (both within and between units) and how their work will be assessed

help the candidate to understand how to prepare and present their evidence, including what constitutes plagiarism and other forms of cheating

motivate the candidate to work consistently through the programme, including helping them work to deadlines

encourage the candidate to take the initiative in making improvements to their work but stop short of telling them the detail of the improvements to make

provide reference material – however, model or worked answers should not be copied by the candidate.

Validity and reliability of assessment

All assessments should be valid, reliable, fair and fit for purpose.

For knowledge and understanding based learning outcomes and assessment criteria:

the assessment activities should be sufficiently separated from the teaching and learning

activities to give confidence that the candidate understands the subject matter. Assessment activities should be varied in context to ensure that learning is secure and transferable

the assessment activities should be comparable from one instance to the next (eg between teachers in different classes, or from one week to the next within a class)

Tutors should explain the purpose of the assessment and give the candidate the opportunity to prepare for it.





For skills-based learning outcomes and assessment criteria, the Tutor/Assessor should set tasks that:

permit and encourage authentic activities where the candidate’s own work can be clearly judged

are accessible and likely to lead to objective assessment judgements

encourage independent working and development of responsibility, including providing scope for achieving merit and distinction grades.

Presenting evidence

Written work

Written work may be presented in word-processed or handwritten form. Audio-visual content (videos, pictures, drawings, audio) may also be used.

Tables, graphs and spreadsheets may be produced using appropriate ICT.

Any copied material must be suitably acknowledged, and quotations must be clearly marked and a reference provided wherever possible to ensure that candidate work can be authenticated.

Recorded evidence

Where audio-visual evidence of multiple candidates is used, centres must ensure that each candidate being assessed is clearly visible and can be identified by the Examiner/Moderator.

The recorded evidence should allow the candidate to demonstrate the assessment criteria clearly but should only show work relevant to what is being assessed. For example if a performance/participation is done as part of a group the Examiner/Moderator will need to be able to see how each candidate being assessed has contributed and met the assessment criteria.

To help our Examiners and Moderators to identify clearly when a particular candidate is performing/participating we’d recommend including the following information:

the exact timing of the start and finish times, or the on-going numbered record of the recorded

evidence so that the Examiner/Moderator can go straight to that spot on the tape/recording

a running order list and a description of each candidate

information about where the performance/recorded evidence took place

what type of audience they were performing to (if applicable).





Centres must also ensure that the camera and microphone are set up in a suitable place to ensure good quality audio. This will allow the Examiner/Moderator to hear both the candidate(s) and the Assessor (if applicable).

We have set out an example used for a performance:

Test High School

Record evidence: starts 4 mins 30 seconds into the recording and finishes at 16 mins 27 seconds. Venue: School hall Audience: teachers, parents and friends

Band 1:

Lead singer – Joe Bloggs (brown hair, front of stage) Drummer – Tom Smith Guitar 1 – Dan Brown (Blonde hair, blue jumper) Guitar 2 – Mark Jones (Brown hair, left hand side)

Performance of XXX: Lead male – John Smith Lead female – Ann Jones Choir: Kay Bell (brown hair, back row 3rd from left) Jane Pattison (blonde hair, back row 5th from left) Michael Davies (brown hair, front row 3rd from right)

If candidates are not clearly identified, NCFE may not be able to moderate or examine the work.

Late submissions

Tutors and Assessors should encourage candidates to understand the importance of deadlines and when they need to submit their internal assessments. Assessors do not have to accept late work and may refuse it.

Candidates may only be given extra time for legitimate reasons such as illness. If you accept a late submission, you should follow the usual assessment process.

Grades should not be reduced as a result of late submission.





Submitting unit grades

Each internally assessed unit within the portfolio of evidence must be assessed and graded by Assessors in the centre.

A reasonable sample of portfolios must then be checked by an Internal Moderator to ensure consistency with national standards. See our website www.ncfe.org.uk for further information on sampling.

Candidates may revise and redraft work up until it’s submitted to the Assessor for end-of-unit assessment and grading. Once the work has been assessed, graded and internally moderated, the grades should be submitted to NCFE. Submitted grades for the first unit(s) of the qualification will trigger your first external moderation visit.

Following the external moderation visit the unit grades will either be accepted and banked by your External Moderator or, if they disagree with the grades, they will be rejected.

Once the grades for the internally assessed units of the qualification have been accepted and banked by your External Moderator, candidates are permitted one opportunity to revise and redraft their work in order to achieve a higher grade. The additional work will need to be assessed, graded and internally moderated again, and the centre will be required to re-submit the updated grade to NCFE for further external moderation.

Why would the unit grades be rejected by an External Moderator?

This would occur if the External Moderator did not agree with the grades the centre had submitted. It may be that the centre had been grading too harshly, too leniently or inconsistently from one candidate to the next. In either case, the centre would be required to assess, grade and internally moderate all candidates’ work again.

What is moderation?

Moderation is the process by which we confirm that assessment decisions in centres are:

made by competent and qualified Assessors

the product of sound and fair assessment practice

recorded accurately and appropriately.

We do this through:

internal moderation – which you carry out

external moderation – which we carry out through our External Moderators who, by supporting you, will make sure that assessments meet nationally agreed standards and that your quality assurance systems continue to meet our centre approval criteria.

The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre’s quality assurance agent.

If you’d like to know more about the responsibilities of Assessors and Internal and External Moderators please refer to our Centre Support Guide.






Internal moderation

Internal moderation is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. It’s the responsibility of Internal Moderators to ensure that Assessors’ decisions are sampled and monitored to ensure consistency and fairness. Internal Moderators are also responsible for supporting Assessors by offering advice and guidance.

The Internal Moderator will follow the centre’s own sampling strategy in selecting the sample to be internally moderated. See the guidance on sampling on our website www.ncfe.org.uk.

The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre’s quality assurance agent.

External moderation

External moderation of internal assessments is carried out at least twice a year to ensure that assessment and grading decisions are in line with required standards. External moderation is carried out by External Moderators who are appointed, trained and monitored by NCFE. External Moderators are responsible for monitoring and sampling candidates’ evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with national standards. Centres are notified of their External Moderator’s contact details on registration of candidates with NCFE.

For further information on the responsibilities of Assessors and Internal and External Moderators, please refer to NCFE’s Centre Support Guide.






Section 3 Grading information





Grading has been introduced to make sure that this qualification rewards candidates with a suitable grade to reflect their achievement in this subject. NCFE has developed a robust grading structure that can be applied to all its graded qualifications fairly and consistently.

Each unit of this qualification is graded using a structure of Not Yet Achieved, Pass, Merit and Distinction. Due to the synoptic nature of this qualification, the knowledge, understanding and skills developed are equally important throughout each unit, and therefore all units are weighted equally.

Grading internally assessed units

The grading descriptors for each internally assessed unit have been included in this qualification specification. Grading descriptors have been written for each assessment criterion in a unit. Assessors must be confident that, as a minimum, all assessment criteria have been evidenced and met by the candidate. Assessors must make a judgement on the evidence produced by the candidate to determine the grading decision for the unit. We’ve provided a grading criteria glossary of terms to help you to make this judgement – see Section 7 (page 242).

Once Assessors are confident that all the pass descriptors have been met, they can move on to decide if the merit descriptors have been met. If the Assessor is confident that all the merit descriptors have been met, they can decide if the distinction descriptors have been met. As the grading descriptors build up from the previous grade’s criteria, the work must meet 100% of the grade’s descriptors to be awarded that grade for the unit.

If a learner meets a combination of grades for the learning outcomes, the lowest grade will be awarded for the unit overall. Learners are only required to meet the merit/distinction descriptors where they are specified in the qualification specification. For example, if a learning outcome/assessment criteria is only achievable at a pass level, then this grading criteria can be discounted when calculating the overall unit grade.

If the candidate has insufficient evidence to meet the pass criteria, a grade of Not Yet Achieved must be awarded for the unit.

Centres must then submit each unit grade to NCFE. The grades submitted to NCFE will be checked and confirmed through the external moderation process. This is known as ‘banking’ units.

Grading the external assessment

NCFE will assess and award the candidate’s external assessment grade using grading descriptors similar to those used for other units.

Awarding the final grade

The final grade for the qualification is based on a structure of Not Yet Achieved, Pass, Merit, Distinction and Distinction*.

A Distinction* grade will be awarded to candidates who have consistently achieved a Distinction grade in every unit which demonstrates the candidates’ exceptional knowledge, understanding and skill at Level 3.

The table overleaf shows how the accumulation of each unit grade is aggregated to form the overall qualification grade.





NCFE Level 3 Certificate in Sport

3 units

Final qualification

grade

P P P P

M M M M

D D D D*

P P M P

P P D P

P M M M

M M D M

P D D M

M D D D

P M D M





NCFE Level 3 Diploma in Sport

6 Units

Final qualification

grade

P P P P P P P

M M M M M M M

D D D D D D D*

P P P P P M P

P P P P P D P

P M M M M M M

M M M M M D M

P D D D D D D

M D D D D D D

P P P P M M P

P P P P D D M

P P M M M M M

M M M M D D M

P P D D D D M

M M D D D D D

P P P P M D P

P M M M M D M

P M D D D D M

P P P M M M M

P P P D D D M

M M M D D D D

P P P M M D M

P P P M D D M

P P M M M D M

P M M M D D M

P P M D D D M

P M M D D D M

P P M M D D M





NCFE Level 3 Extended Diploma in Sport

Units

Final qualification

grade

P P P P P P P P P P

M M M M M M M M M M

D D D D D D D D D D*

P P P P P P P P M P

P P P P P P P P D P

P P P P P P P M M P

P P P P P P P M D P

P P P P P P P D D P

P P P P P P M M M P

P P P P P P M M D P

P P P P P P M D D P

P P P P P P D D D P

P P P P P M M M M P

P P P P P M M M D P

P P P P P M M D D P

P P P P P M D D D M

P P P P P D D D D M

P P P P M M M M M M

P P P P M M M M D M

P P P P M M M D D M

P P P P M M D D D M

P P P P M D D D D M

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Overall qualification grading descriptors

These grading descriptors should be used as a guide to show what we’d expect to see overall from a candidate at each grade.

Not Yet Achieved

The candidate will not have met all the assessment criteria and will not have enough work or evidence of progress available to allow a valid judgement to be made.

Pass

To achieve a Pass grade the candidate will be able to meet all the requirements as set out in the assessment criteria for each unit. The candidate will make some effort to apply knowledge, and will have a basic understanding of key concepts but may not be able to make links between them. The candidate will have a general understanding of processes, resources, techniques and materials but there may be some minor errors or one major error in application. The candidate’s evidence will show some degree of planning, organisational and investigatory skills but may be lacking in structure. The candidate will have shown that they can complete the tasks to the minimum standard.

Merit

To achieve a Merit grade the candidate will be able to meet all the requirements as set out in the assessment criteria for each unit to a good standard. The candidate will demonstrate a confident level of ability in their application of knowledge and skills and will have a clear understanding of key concepts, making some links between them and giving reasons for their choices. The candidate will have a clear understanding of processes, resources, techniques and materials with few errors in application. The candidate’s evidence will show planning, organisation and investigatory skills in a clear and logical way. The candidate will have been able to complete the tasks in a manner exceeding the minimum standard.





Overall qualification grading descriptors (cont’d)

Distinction

To achieve a Distinction grade the candidate will be able to meet all the requirements as set out in the assessment criteria for each unit to a high standard. The candidate will typically demonstrate mastery of appropriate processes, resources, techniques and materials. The candidate will demonstrate an ability to undertake relevant and wide-ranging research, analysing and evaluating information to make informed judgements. The candidate will have a detailed understanding of processes, resources, techniques and materials showing independent ideas expressed with confidence and originality. The candidate’s evidence will make cross-curricular connections showing planning, organisation and investigatory skills in a well-structured and thorough way. The candidate will have shown a high degree of motivation, ability and commitment and will have been able to complete the tasks effectively in a manner far exceeding the minimum standard.

Distinction*

The candidate will have achieved a Distinction grade for all units of the qualification demonstrating consistent work at the level of the qualification.





Section 4 Structure and content





This section provides details of the structure and content of these qualifications.

The unit summary provides an overview of each unit including:

the unit title

the unit overview

guided learning hours

credit value

level

an indication of whether a unit is mandatory or optional.

Following the unit summary there’s detailed information for each unit containing:

the unit title and number

learning outcomes (the learner will) and assessment criteria (the learner can)

guidance for developing assessment (an explanation of technical terms and the depth and breadth of coverage of the unit)

assessment guidance (types of evidence for internal assessment)

grading descriptors.

The regulators’ unit number is indicated in brackets for each unit (eg M/100/7116). For further

information or guidance about these qualifications please contact our Research and

Product Development team on 0191 239 8000.





Unit summaries

Exercise, health and lifestyle (K/505/8297)

This unit allows learners to understand the importance of a healthy lifestyle and provide lifestyle improvement strategies to an individual. Learners will investigate the impact of various factors such as exercise, alcohol and diet on a person’s lifestyle. Learners will then assess an individual’s lifestyle and create a health related fitness programme that will incorporate exercise, and lifestyle improvement strategies.

Guided learning hours: 60

Credit value: 10

Level: 3

This unit is mandatory for all pathways

This unit is equivalent to Exercise, health and lifestyle (T/502/5724)

Principles of anatomy and physiology in sport (H/505/9934)

In this unit the learners explore the structure and function of various body systems including the respiratory, cardiovascular, skeletal and energy systems. Candidates will examine how these systems respond to different types of exercise.


Credit value: 10

Level: 3

This unit is mandatory for the Sport, Exercise and Fitness pathway

Principles and practices in outdoor adventure (T/505/8299)

In this unit learners will understand the factors that influence the development of outdoor adventure. Learners will look at benefits of participating in outdoor adventure; they will also explore key concepts of good practice and what methods are used to promote good practice in outdoor adventure.


Credit value: 10

Level: 3

This unit is mandatory for the Outdoors pathway

This unit is equivalent to Principles and practices in outdoor adventure (K/600/2273)





Unit summaries (cont’d)

Work experience in sport (T/506/1672)

In this unit learners will select and apply for an appropriate work-based experience in sport. Learners will then develop their own skills by undertaking and reviewing a work-based experience in sport.


Credit value: 10

Level: 3

This unit is mandatory for the Working in Sport pathway

Sports coaching (L/505/8289)

In this unit learners will develop their knowledge of the roles and responsibilities of sports coaches; they will look at different techniques that are used to improve the performance of athletes. Learners will then plan, deliver and evaluate a sport coaching session.


Credit value: 10

Level: 3

This unit is mandatory for the Coaching pathway

This unit is equivalent to Sports coaching (Y/502/5621)

Practical team sports (L/505/8292)

This unit allows leaners to participate in a variety of team sports. Learners will explore and describe the sports skills, tactics, rules and regulations, including team formations and phases of play. The second part of the unit requires learners to develop, practice and refine these skills and tactics in different team sports. Learners will also analyse their own strengths and identify areas for improvement, including developing a personal improvement strategy.


Credit value: 10

Level: 3

This unit is optional

This unit is equivalent to Practical team sports (R/502/5634)






Practical individual sports (Y/505/8294)

This unit allows leaners to participate in different individual sports. Learners will explore and describe the sports skills, tactics, rules and regulations, including communication or phases of play. The second part of the units requires learners to develop, practice and refine these skills and tactics in different individual sports. Learners will also analyse their own strengths and identify areas for improvement, including developing a personal improvement strategy.


Credit value: 10

Level: 3


This unit is equivalent to Practical individual sports (D/502/5636)

The physiology of fitness (K/505/9935)

In this unit learners will investigate the long and short term effects of exercise on the human body systems. Learners will collect data, analyse and review the effect of exercise on these body systems pre, during and post exercise.


Credit value: 10

Level: 3


Assessing risk in sport (A/505/8255)

In this unit learners will look at the legal factors that affect sport such as health and safety responsibilities, learners will look at the importance of risk assessments in a sporting context.


Credit value: 10

Level: 3


This unit is equivalent to Assessing risk in sport (R/502/5617)






Fitness training and programming (J/505/8257)

In this unit learners will understand the fitness training methods for different components of physical fitness. Learners will produce fitness training sessions covering different components of fitness. Learners will then produce, monitor and review a fitness training programme for a selected individual.


Credit value: 10

Level: 3


This unit is equivalent to Fitness training and programming (D/502/5619)

Fitness testing for sport and exercise (L/505/8258)

In this unit learners will know about and use a range of laboratory and field based fitness tests. Within this, learners will also use health screening questionnaires and health monitoring test to compare and evaluate results of different individuals. The results of these tests will allow learners to identify areas of strengths and improvements to be recommended to the clients.


Credit value: 10

Level: 3


This unit is equivalent to Fitness testing for sport and exercise (A/502/5630)

Sports nutrition (R/505/8262)

In this unit learners will understand the structure and function of the digestive system, the importance of hydration and the components of a balanced diet in relation to sports performance. Learners will know how to plan an appropriate diet plan for a selected sports performer and activity.


Credit value: 10

Level: 3


This unit is equivalent to Sports nutrition (H/502/5640)






Psychology for sports performance (H/505/8265)

In this unit learners will develop their knowledge of psychology theory and how it affects sports performance. Learners will understand what affects personality, motivation, anxiety and arousal and apply this to assess the psychological skills of an athlete. Learners will plan a psychological skills training programme in order to enhance the performance of an athlete.


Credit value: 10

Level: 3


This unit is equivalent to Psychology for sports performance (A/502/5739)

Technical and tactical skills in sport (A/505/8269)

In this unit learners will assess their own technical and tactical ability as a sports performer in a chosen sport. Learners will produce a development plan to further enhance their own technical and tactical ability in a chosen sport.


Credit value: 10

Level: 3


This unit is equivalent to Technical and tactical skills in sport (K/502/5784)

The athlete’s lifestyle (M/505/8270)

In this unit learners will look at the lifestyle factors that can affect an elite athlete’s performance. Learners will consider strategies to help deal with these factors and the importance of appropriate behaviour. Learners will understand how their behaviour may impact have on their sports profile and produce a career plan both for as an athlete and for a career outside of sport.


Credit value: 10

Level: 3


This unit is equivalent to The athlete’s lifestyle (A/502/5790)






Current issues in sport (A/505/8272)

In this unit learners will look at the key issues that influence UK sport. Learners will look at the history and the organisation of a sport through to the influence that the media and technology has had on modern day sport. Learners will understand the cultural influences and the barriers that can affect participation in sport.


Credit value: 10

Level: 3


This unit is equivalent to Current issues in sport (H/502/5721)

Instructing physical activity and exercise (Y/505/8277)

In this unit learners will plan, deliver and review exercise sessions for different clients. The unit allows learners to develop their knowledge of the principles of training, the importance of health screening and the warm up and cool down of clients.


Credit value: 10

Level: 3


This unit is equivalent to Instructing physical activity and exercise (F/502/5726)

Sports injuries (D/505/8278)

In this unit learners will understand risk factors in relation to sports injuries and the preventative measures that can be taken. Learners will look at both the physiological and psychological responses to injuries and they will also explore different treatments for common sports injuries.


Credit value: 10

Level: 3


This unit is equivalent to Sports injuries (R/502/5746)






Sports facilities and operational management (Y/505/8280)

In this unit learners will investigate the sport and leisure sector. Learners will look current trends and how it affects products and services offered by sport and leisure facilities. It will also examine the different skills required to work in this sector.


Credit value: 10

Level: 3


This unit is equivalent to Sports facilities and operational management (T/600/0008)

Sports development (J/505/8291)

In this unit learners will develop their knowledge of the principles of sports development. Learners will look at the barriers to participation and the initiatives used to increase participation in sport. Learners will look at the structure and roles of sports development providers in the UK, and study sport development in practice.


Credit value: 10

Level: 3


This unit is equivalent to Sports development (H/502/5623)

Leadership in sport (D/505/8295)

In this unit learners will look at the qualities and characteristics common in effective sport leaders. Learners will look at psychological factors important to leading a sports activity; they will plan, lead and review a sports activity.


Credit value: 10

Level: 3


This unit is equivalent to Leadership in sport (K/502/5722)






Analysis of sports performance (K/505/8316)

In this unit learners will understand the factors that influence the performance of an athlete. Learners will analyse the performance of a selected athlete and provide feedback to the athlete based on this assessment. Learners will understand the importance of observing, analysing and evaluating sports skills and techniques.


Credit value: 10

Level: 3


This unit is equivalent to Analysis of sports performance (M/502/5754)

Ethics and values in sport (H/505/9982)

In this unit learners will understand the importance of ethical practice within sport. Learners will explain the impact that ethics and values have on sports performers, coaches, organisations and clubs. Learners will look at the importance of ethics for sporting organisations and also how drug use has affected the spirit of sport.


Credit value: 10

Level: 3


Business in sport (A/506/1673)

In this unit learners will understand how businesses in the sport sector contribute to the economy and the wider society. Learners will understand how legal and financial issues influence sports businesses. In the second part of the unit the learner will conduct market research and produce a promotional plan for a selected sports business.


Credit value: 10

Level: 3







Sport and exercise massage (F/506/1674)

In this unit learners will understand the effects and benefits of sports massage. Learners will produce a treatment plan for an athlete and use appropriate massage techniques throughout the treatment. Learners will then review the treatment plan and their own performance to suggest further treatment opportunities and areas for own improvement.


Credit value: 10

Level: 3


Organising sports events (M/506/1671)

In this unit learners will understand the different roles and responsibilities involved in planning and delivering a sports event. Learners will then plan, produce promotional material, deliver and review a sports event.


Credit value: 10

Level: 3


Research project in sport and exercise sciences (J/506/1675)

In this unit learners will plan, carry out and review a sport or exercise science -based research project. Leaners will produce a full research report based on their findings and present it using standard scientific structure.


Credit value: 10

Level: 3







Applied strength and conditioning (J/506/1725)

In this unit learners will understand the physiology of strength and conditioning. Learners will plan, lead and evaluate a periodised and progressive strength and conditioning programme for an athlete. Learners will understand and apply strength and conditioning techniques to a specific sport.


Credit value: 10

Level: 3


Impact and sustainability in outdoor adventure (H/505/8301)

In this unit learners will understand the impact that outdoor adventure has on the countryside, as well as legislation and public rights of way systems. Learners will plan, undertake and review an environmental sustainability project.


Credit value: 10

Level: 3

This unit is optional (only available in Outdoors pathway)

This unit is equivalent to Impact and sustainability in outdoor adventure (K/502/5798)

Alternative pursuits for outdoor adventure (K/505/8302)

In this unit learners will look at different alternative pursuits and potential participant groups. They will look at how the environment and equipment have on participation as well as the health and safety considerations. Learners will demonstrate practical skills in different alternative pursuits and review their performance, suggesting areas for improvement.


Credit value: 10

Level: 3


This unit is equivalent to Alternative pursuits for outdoor adventure (M/600/0007)






Environmental education for outdoor adventure (T/505/8304)

In this unit learners will describe major rock types in the UK and how they influence outdoor and adventurous activities. Learners will look at the geographical forces that influence landscape development and describe different habitats found in the UK. Learners would then design and produce a resource to identify organisms within a selected ecosystem.


Credit value: 10

Level: 3


This unit is equivalent to Environmental education for outdoor adventure (Y/502/5800)

Equipment and facilities for outdoor and adventurous activities (L/505/8308)

In this unit learners will describe different types of equipment and facilities used in outdoor and adventurous activities. Learners will demonstrate the correct use of different types of equipment and describe recent developments in equipment or facilities for outdoor and adventurous activities.


Credit value: 10

Level: 3

This unit is optional (only available for Outdoors pathway)

This unit is equivalent to Equipment and facilities for outdoor and adventurous activities (L/505/8308)

Skills for land-based outdoor and adventurous activities (R/505/8312)

In this unit learners will describe different land-based outdoor and adventurous activities. Learners will describe and demonstrate the skills and techniques required for land-based outdoor and adventurous activities. Learners will review their own performance and then develop a personal development plan based on this review.


Credit value: 10

Level: 3


This unit is equivalent to Skills for land-based outdoor and adventurous activities (L/502/5809)






Skills for water-based outdoor and adventurous activities (Y/505/8313)

In this unit learners will describe different water-based outdoor and adventurous activities. Learners will describe and demonstrate the skills and techniques required for water-based outdoor and adventurous activities. Learners will review their own performance and then develop a personal development plan based on this review.


Credit value: 10

Level: 3


This unit is equivalent to Skills for water-based outdoor and adventurous activities (J/600/2278)

Outdoor and adventurous expeditions (H/505/8315)

In this unit learners will describe different types of expedition. They will plan and undertake different types of expeditions. Learners will then carry out a review of the expeditions and produce a personal development plan based on the review.


Credit value: 10

Level: 3


This unit is equivalent to Outdoor and adventurous expeditions (J/502/5825)





Exercise, health and lifestyle (K/505/8297)

The learner will:

1. Know the importance of lifestyle factors in the maintenance of health and wellbeing

The learner can:

1.1 Describe lifestyle factors that have an effect on health

The learner will:

2. Be able to assess the lifestyle of a selected individual

The learner can:

2.1 Design and use a lifestyle questionnaire to describe the strengths and areas for

improvement in the lifestyle of a selected individual

The learner will:

3. Be able to provide advice on lifestyle improvement

The learner can:

3.1 Provide lifestyle improvement strategies for a selected individual

The learner will:

4. Be able to plan a health-related physical activity programme for a selected individual

The learner can:

4.1 Plan a health-related physical activity programme for a selected individual

Equivalent unit for Exercise, health and lifestyle (K/505/8297)

For the purpose of credit accumulation, the following unit is equivalent to this unit:

Exercise, health and lifestyle (T/502/5724)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit K/505/8297.





Exercise, health and lifestyle (K/505/8297) (cont’d)

Assessment guidance

Types of evidence: candidate report, assignment, professional discussion

Assessment criteria: 1.1

Additional information: candidates will describe lifestyle factors that have an effect on health and how these factors could affect a person’s health. The factors that the candidate could describe are (eg) physical activity recommendations and guidelines and the benefits of physical activity; alcohol recommendations and guidelines for consumption and the risks associated with excessive drinking, eg stroke, cirrhosis, hypertension, and depression; smoking and the associated risk factors, eg coronary heart disease, cancer, lung infections; stress and the associated health risks factors, eg hypertension, angina, stroke, heart attack, ulcers; diet and the possible benefits of a healthy diet, effects of poor nutrition, recommendations and guidelines.

Type of evidence: candidate report


Additional information: candidates will design and use a lifestyle questionnaire to describe the strengths and areas for improvement in the lifestyle of a selected individual. The candidate should consider lifestyle questions that provide information on factors such as levels of physical activity; alcohol consumption; smoking; stress levels; diet.

The candidate will use the questionnaire, to assess the lifestyle of an individual. They will need to conduct the consultation with these factors in mind: one-to-one consultation; communication eg questioning, listening skills, non-verbal communication, client confidentiality.

Types of evidence: assignment, professional discussion, candidate report


Additional information: candidates will provide lifestyle improvement strategies for a selected individual. The candidate should describe ways in which the selected individual could change different aspects of their lifestyle to help improve their lifestyle, these changes could include ways to increase physical activity levels by walking, stair climbing, cycling; reducing the intake of alcohol by seeking alternatives, attending counselling and therapy, detoxification, self-help groups, alternative treatment and therapies; reducing or stopping smoking by acupuncture, NHS smoking helpline, NHS stop-smoking services, nicotine replacement therapy; helping to reduce stress by developing stress management techniques like assertiveness, goal setting, time management, physical activity, positive self-talk, relaxation, breathing; developing a diet plan that supports better timing of food intake, eating more or less of certain foods, food preparation.





Exercise, health and lifestyle (K/505/8297) (cont’d)

Types of evidence: assignment, training programme, candidate report


Additional information: candidates will plan a 6-week health-related physical activity programme for a selected individual. Within the plan candidates will collect relevant information on the selected individual ie personal goals, lifestyle, medical history, physical activity history, attitudes and motivation for undertaking training program.

The program needs to have clear goals that are short, medium and long term. These targets need to be SMART (specific, measurable, achievable, realistic, time bound) targets.

The training programme needs to use the principles of training, these are overloads, specificity, progression, individual differences, variation, and reversibility. The training programme also needs to be planned using FITT (frequency, intensity, time and type) principles.

Within the training programme the candidate needs to select appropriate activities for the individual, these could be low impact activities like walking, cycling, hiking and swimming. Within the training programme the candidate should provide information with regards the exercise intensity; these could be reflected with rating of perceived exertion (RPE), maximum heart rate, maximum heart rate reserve and talk test.

The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.




Grading descriptors – Exercise, health and lifestyle (K/505/8297)

Learning Outcome 1 Know the importance of lifestyle factors in the maintenance of health and wellbeing Learning Outcome 2 Be able to assess the lifestyle of a selected individual Learning Outcome 3 Be able to provide advice on lifestyle improvement Learning Outcome 4 Be able to plan a health-related physical activity programme for a selected individual

Assessment criteria Pass Merit Distinction

1.1 Describe lifestyle factors that have an

effect on health

Candidates will describe lifestyle factors that have an effect on health

Candidates will describe a wide range lifestyle factors that have an effect on health

No Distinction for this AC

2.1 Design and use a lifestyle

questionnaire to describe the strengths

and areas for improvement in the

lifestyle of a selected individual

Candidates will design and use a lifestyle questionnaire to describe the strengths and areas for improvement in the lifestyle of a selected individual

Candidates will design and use a lifestyle questionnaire to describe a wide range of the strengths and areas for improvement in the lifestyle of a selected individual. They will work independently and not require tutor support


3.1 Provide lifestyle improvement

strategies for a selected individual

Candidates will provide lifestyle improvement strategies for a selected individual. They will require some tutor support

Candidates will provide a range of detailed lifestyle improvement strategies for a selected individual. They will require some tutor support

Candidates will independently provide a wide range of sophisticated lifestyle improvement strategies for a selected individual

4.1 Plan a health-related physical activity programme for a selected individual

Candidates will plan a health- related physical activity programme for a selected individual

Candidates will plan a detailed health-related physical activity programme for a selected individual



Principles of anatomy and physiology in sport (H/505/9934)

The learner will:

1. Know the structure and function of the skeletal system

The learner can:

1.1 Describe the structure and function of the skeletal system 1.2 Describe the different classifications of joints 1.3 Identify the location of major muscles in the human body

The learner will:

2. Know the structure and function of the muscular system

The learner can:

2.1 Describe the structure and function of the muscular system and the different fibre types

The learner will:

3. Know the structure and function of the cardiovascular system

The learner can:

3.1 Describe the structure and function of the cardiovascular system

The learner will:

4. Know the structure and function of the respiratory system

The learner can:

4.1 Describe the structure and function of the respiratory system

The learner will:

5. Know the different types of energy systems

The learner can:

5.1 Describe the different types of energy systems and their use in sport and exercise

activities




Principles of anatomy and physiology in sport (H/505/9934) (cont’d)

Assessment guidance

Types of evidence: workbook, assignment, candidate report, candidate presentation, task sheets

Assessment criteria: 1.1, 1.2

Additional information: the candidate will describe the structure and function of the skeletal system and will describe the axial skeleton and the appendicular skeleton. They should describe the structure and the function of each element. Within the function the candidates should cover support, protection, attachment for skeletal muscle, source of blood cell production, store of minerals.

The candidate should describe the 5 different types of bone: long bones, short bones, flat bones, irregular bones, sesamoid bones.

The candidate will also locate the major bones within the skeletal system: cranium, clavicle, ribs, sternum, humerus, radius, ulna, scapula, ilium, pubis, ischium, carpals, metacarpals, phalanges, femur, patella, tibia, fibula, tarsals, metatarsals, vertebral column – cervical, thoracic, and lumbar vertebrae, sacrum, coccyx.

The candidate will describe the location, structure and movements of the three different type of joints found within the skeletal system i.e. fixed; slightly moveable; synovial/freely moveable.



Additional information: the candidate will describe the function of the muscular system. The candidate will describe movement, ie antagonistic pairs (agonist, antagonist), fixator, synergist. The candidate is also required to describe the 4 types of contraction: isometric, concentric, eccentric, isokinetic.

Candidates will describe the different fibre types Type 1; Type 2a; Type 2b. They will describe the different characteristics within each of the different classifications. They should also provide examples of different sports or actions within sports that these fibres are used.

The candidate should identify the location of the major muscles found within the human body: biceps, triceps, deltoids, pectoralis major, rectus abdominis, rectus femoris, vastus lateralis, vastus medialis, vastus intermedius, semimembranosus, semitendinosus, biceps femoris, gastrocnemius, soleus, tibialis anterior, erector spinae, teres major, trapezius, latissimus dorsi, obliques, gluteus maximus. The candidate will also describe the different muscle types - smooth, cardiac and skeletal - and where these are located within the human body.







Additional information: the candidate should describe the structure and function of the cardiovascular system. Within the description of the heart’s structure candidates will describe the location of the following structures: atria, ventricles, bicuspid valve, tricuspid valve, aortic valve, pulmonary valve, aorta, vena cava – superior and inferior, pulmonary vein, pulmonary artery. The candidate should also describe the blood vessels: arteries, arterioles, capillaries, veins, venuoles, that are associated with the cardiovascular system.

The functions of the cardiovascular system and of blood that the candidate should be describing are delivery of oxygen and nutrients, removal of waste products, thermoregulation (vasodilation and vasoconstriction of vessels), function of blood (oxygen transport, clotting, fighting infection).



Additional information: the candidate will describe the structure, location and function of the respiratory system. The description should include the nasal cavity; epiglottis; pharynx; larynx; trachea; bronchus; bronchioles; lungs (lobes, pleural membrane, thoracic cavity, visceral pleura, pleural fluid, alveoli); diaphragm; intercostal muscles (external and internal).

The candidate should describe their function ie gaseous exchange; mechanisms of breathing in relation to inspiration and expiration, lung volumes, i.e. tidal volume, vital capacity, residual volume, control of breathing (neural and chemical).



Additional information: The candidate will describe the three different energy systems and their use in sport and exercise activities. The three systems are aerobic, lactic acid and phosphocreatine. Within the descriptions candidates will comment on the amount of ATP that is produced during each of the stages. The candidate is also required to describe when and how each of the energy systems works together to provide a continuous supply of energy during exercise.




Grading descriptors – Principles of anatomy and physiology in sport (H/505/9934)

Learning Outcome 1 - Know the structure and function of the skeletal system Learning Outcome 2 - Know the structure and function of the muscular system Learning Outcome 3 - Know the structure and function of the cardiovascular system Learning Outcome 4 - Know the structure and function of the respiratory system Learning Outcome 5 - Know the different types of energy systems


1.1 Describe the structure and function of the skeletal system

Candidates will describe the structure and function of the skeletal system

No Merit for this AC No Distinction for this AC

1.2 Describe the different classifications of joints

Candidates will describe the different classifications of joints


1.3 Identify the location of the major muscles in the human body

Candidates will identify the location of the major muscles in the human body


2.1 Describe the structure and function of the muscular system and the different fibre types

Candidates will describe the structure and function of the muscular system and the different fibre types

Candidates will describe in detail the structure and function of the muscular system and the different fibre types. Candidates will include some sport and exercise related examples that will support their explanation

Candidates will provide a sophisticated description of the structure and function of the muscular system and the different fibre types. Candidates will include a variety of sport and exercise examples to support their analysis





Grading descriptors – Principles of anatomy and physiology in sport (H/505/9934) (cont’d)


3.1 Describe the structure and function of the cardiovascular system

4.1 Describe the structure

and function of the respiratory system

5.1 Describe the different

energy systems and their use in sport and exercise activities

Candidates will describe the structure and function of the cardiovascular system

Candidates will describe the structure and function of the respiratory system

Candidates will describe the different energy systems and their use in sport and exercise activities

Candidates will describe in detail the function of the cardiovascular system. Candidates will include some sport and exercise related examples to support their explanation

Candidates will describe in detail the function of the respiratory system. Candidates will include some sport and exercise related examples to support their explanation

Candidates will describe in detail the different energy systems and their use in sport and exercise activities. Candidates will include some sport and exercise related examples to support their explanation



Candidates will provide a sophisticated description of the different energy systems and their use in sport and exercise activities. Candidates will include a variety of sport and exercise examples to support their analysis



Principles and practices in outdoor adventure (T/505/8299)

The learner will:

1. Know about key factors in the development of outdoor adventure

The learner can:

1.1 Describe the influence of different factors on the development of outdoor adventure

The learner will:

2. Know the benefits of participation in outdoor adventure

The learner can:

2.1 Describe the benefits of participation in outdoor adventure

The learner will:

3. Know about activities delivered in outdoor adventure

The learner can:

3.1 Describe the delivery of different activities in outdoor adventure

The learner will:

4. Know about good practice in delivering outdoor adventure

The learner can:

4.1 Describe different key concepts of good practice in outdoor adventure 4.2 Explain the reasons why good practice is important in outdoor adventure 4.3 Describe the methods used to promote good practice in outdoor adventure

Equivalent unit for Principles and practices in outdoor adventure (T/505/8299)


Principles and practices in outdoor adventure (K/600/2273)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit T/505/8299.





Principles and practices in outdoor adventure (T/505/8299) (cont’d)

Assessment guidance



Additional information: Candidates will describe the influence of three different factors on the development of outdoor adventure, eg social, nationalism, exploration and expeditions motivated by political or economic reasons, evolution of middle-class mass leisure phenomenon, growth of outdoor adventure, health and safety legislation, accessibility to activities, demand for greater choice within society, expansion of facilities and equipment, need to counter issues (obesity, social inclusion, community cohesion).

Candidates will describe how the influences affected the practices within the outdoor industry, eg Baden Powell, Kurt Hahn; bodies or movements eg The Scout Association, The Guide Association, Outward Bound, Duke of Edinburgh’s Award scheme, Local Education Authority provision, field study centres, inclusion of activities in the National Curriculum, use in community issues resolution, development of governing bodies, environmental sustainability issues, Adventure Activities Licensing Regulations (2004).

Types of evidence: candidate report, assignment, presentation


Additional information: Candidates will describe four benefits of participation in outdoor adventure, i.e. experiential learning, trust building, risk taking, group development, team building, the wilderness experience, problem solving, the novel outdoor or social environment, skills learning, empowerment, environmental awareness.

Candidates should describe the possible benefits from participating, such as personal development (mental, physical, emotional), develop personal decision-making skills, developing relationships with peers, other social classes, different age groups, self-confidence, enhance self-esteem through personal achievement, promoting self-expression, develop team-working skills through the different activities, understanding others, recognising achievement, constructive use of leisure time, personal experience of the outdoors.





Principles and practices in outdoor adventure (T/505/8299) (cont’d)

Types of evidence: candidate report, assignment, presentation, professional discussion


Additional information: Candidates will describe the delivery of five different activities in outdoor adventure. For example problem-solving activities, camping, nature activities, rope-course activities, sailing, climbing, mountain walking, caving, canoeing, windsurfing. Delivery could cover residential experiences, wilderness expeditions, inner-city programmes, urban adventure, environmental education, school education, technical skills training and assessments.

Candidates should describe how these activities are delivered highlighting locations of different activities and the method that is predominately used to allow clients to participate.

Types of evidence: candidate report, assignment, presentation, professional discussion

Assessment criteria: 4.1–4.3

Additional information: Candidates will describe five different key concepts of good practice in outdoor adventure, which could include caring leadership, appropriate leadership, challenge by choice, inclusion, equal opportunities, management of risk (psychological, physical), environmental awareness, appropriate activities, accessibility.

Candidates will also describe four reasons why good practice is important in outdoor adventure, eg safe working environment, free from unnecessary hazards and risks, caring environment in which clients learn and develop, good customer care, returning custom, good marketing tool, professional image.

Candidates should describe four methods used to promote good practice in outdoor adventure, i.e. quality assurance procedures from internal and external organisations, health and safety protocols, staff development and CPD relating to NGB coaching programmes, effective operating procedures, professional conduct, emergency procedures, induction and follow-up procedures.






Grading descriptors – Principles and practices in outdoor adventure (T/505/8299)

Learning Outcome 1 - Know about key factors in the development of outdoor adventure Learning Outcome 2 - Know the benefits of participation in outdoor adventure Learning Outcome 3 - Know about activities delivered in outdoor adventure Learning Outcome 4 - Know about good practice in delivering outdoor adventure


1.1 Describe the influence of different factors on the development of outdoor adventure

Candidates will describe the influence of different factors on the development of outdoor adventure

Candidates will provide a detailed description of the influence of different factors on the development of outdoor adventure

Candidates will provide a sophisticated description of the influence of different factors on the development of outdoor adventure

2.1 Describe the benefits of participation in outdoor adventure

Candidates will describe the benefits of participation in outdoor adventure

Candidates will provide a detailed description of the benefits of participation in outdoor adventure

Candidates will provide a sophisticated description of the benefits of participation in outdoor adventure

3.1 Describe the delivery of different activities in outdoor adventure

Candidates will describe the delivery of different activities in outdoor adventure

Candidates will provide a detailed description of the delivery of different activities in outdoor adventure

Candidates will provide a sophisticated description of the delivery of different activities in outdoor adventure




Grading descriptors – Principles and practices in outdoor adventure (T/505/8299) (cont’d)


4.1 Describe different key concepts of good practice in outdoor adventure

Candidates will describe different key concepts of good practice in outdoor adventure

Candidates will provide a detailed description of different key concepts of good practice in outdoor adventure

Candidates will provide a sophisticated description of different key concepts of good practice in outdoor adventure

4.2 Explain the reasons why good practice is important in outdoor adventure

Candidates will explain the reasons why good practice is important in outdoor adventure

Candidates will provide a detailed explanation of why good practice is important in outdoor adventure. They will support their explanation with a range of examples.

Candidates will provide a sophisticated explanation of why good practice is important in outdoor adventure. They will support their explanation with a wide range of examples

4.3 Describe the methods used to promote good practice in outdoor adventure

Candidates will describe the methods used to promote good practice in outdoor adventure

Candidates will provide a detailed description of methods used to promote good practice in outdoor adventure. They will link their evidence to current practice




Work experience in sport (T/506/1672)

The learner will:

1. Know about work-based opportunities in sport

The learner can:

1.1 Describe careers within the sports industry 1.2 Describe realistic opportunities for appropriate work-based experience in sport

The learner will:

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

The learner can:

2.1 Select an appropriate work-based experience in sport and complete the application

process 2.2 Use interview skills as an interviewee 2.3 Prepare for a work-based experience in sport, identifying targets, aims and objectives

The learner will:

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

The learner can:

3.1 Undertake a selected work-based experience in sport 3.2 Maintain a record of activities and achievements during the work-based experience in

sport

The learner will:

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

The learner can:

4.1 Present evidence of activities and achievements during the work-based experience in

sport 4.2 Review the work-based experience in sport, identifying strengths and areas for

improvement





Work experience in sport (T/506/1672) (cont’d)

Assessment guidance

Types of evidence: research project, candidates report, assignment


Additional information: candidates will describe careers within the sports industry, and possible sectors that they could work within after they have achieved their qualification. These could be public sector, private sector, voluntary sector and partnerships. Within these sectors they will describe possible skill sectors eg health and fitness, sport and recreation, outdoor education, sport and exercise sciences.

Candidates will describe realistic opportunities for appropriate work-based experience in sport. These opportunities should relate to their possible future career pathway. They will explore realistic opportunities eg career that could access direct from completing the Level 3 programme or from having entered higher education after completing this programme.

Types of evidence: research project, candidates report, assignment, role play


Additional information: Candidates will select an appropriate work-based experience in sport and complete the application process. They should select the most suitable opportunity to undertake a work placement. This should be completed in consolation with the tutor. Candidates should complete the application process, preparing the required application documentation for the selected placement. These could include a CV with a personal statement, application form, letter of application and letters of acceptance/decline.

Candidates will participate in an interview using appropriate skills. Candidates will demonstrate effective communication skills: verbal, including active listening, seeking clarification, asking relevant questions; non-verbal, including body language, facial expressions and posture. Candidates will dress appropriately for the interview, which could be assessed via role-paly or simulation. The tutor is required to complete an observation. This report needs to be supported with hard evidences that clearly show the candidate performance.

The candidate should prepare for a work-based experience in sport by identifying targets, aims and objectives. The aims and objectives should use the SMART model (specific, measurable, achievable, realistic, time-bound). Candidates should to set personal targets based around knowledge development, skills development, and personal improvement. They should also set targets relating to qualification/study, eg acquisition of knowledge, opportunity to gather supplementary evidence.





Work experience in sport (T/506/1672) (cont’d)

Types of evidence: candidate diary or report


Additional information: Candidates will undertake a selected work-based experience in sport. Within the placement they should carry out planned activities; considerations, eg codes of practice, customer care, health and safety, legislation, regulation, equal opportunities, quality assurance, specific skills.

Candidates should maintain a record of activities and achievements during the work-based experience in sport. The record should include a diary of daily activities, achievement of goals that where set prior to placement. Highlight aims and objectives that relate to personal, organisation and relating to qualification/study that have been partially or full achieved.

Types of evidence: presentation, candidate report, assignment


Additional information: Candidates will present evidence of activities and achievements during the work-based experience in sport. They should highlight the progress they made towards achieving their own targets or goals. This information could be a presentation or a written report.

Candidates will review the work-based experience in sport, identifying their own strengths and areas for improvement. They should base their review on the activities, achievements, achievement of goals and the achievement of their aims and objectives. Candidates should identify their own strengths and areas for improvement that will enable them to achieve their targets and progress towards their long term career goals.






Grading descriptors – Work experience in sport (T/506/1672)

Learning outcome 1 - Know about work-based opportunities in sport Learning outcome 2 - Be able to prepare for work-based experience in sport Learning outcome 3 - Be able to undertake a work-based experience in sport Learning outcome 4 - Be able to review the work-based experience in sport


1.1 Describe careers within the sports industry

Candidates will describe careers within the sports industry

Candidates will describe in detail careers within the sports industry


1.2 Describe realistic opportunities for appropriate work-based experience in sport

Candidates will describe realistic opportunities for appropriate work-based experience in sport


2.1 Select an appropriate work-based experience in sport and complete the application process

Candidates will select an appropriate work-based experience in sport and complete the application process


2.2 Use interview skills as an interviewee

Candidates will use interview skills as an interviewee

Candidates will confidently use interview skills as an interviewee


2.3 Prepare for a work- based experience in sport, identifying targets, aims and objectives

Candidates will prepare for a work-based experience in sport, identifying targets, aims and objectives

Candidates will prepare thoroughly for a work-based experience in sport, identifying targets, aims and objectives





Grading descriptors – Work experience in sport (T/506/1672) (cont’d)


3.1 Undertake a selected work-based experience in sport

Candidates will undertake a selected work-based experience in sport

Candidates will confidently undertake a selected work- based experience in sport

Candidates will undertake a selected work-based experience in sport, showing originality

3.2 Maintain a record of activities and achievements during the work-based experience in sport

Candidates will maintain a record of activities and achievements during the work-based experience in sport

Candidates will maintain a detailed record of activities and achievements during the work-based experience in sport


4.1 Present evidence of activities and achievements during the work-based experience in sport

Candidates will present evidence of activities and achievements during the work-based experience in sport

Candidates will present thorough evidence of activities and achievements during the work-based experience in sport

Candidates will present sophisticated evidence of activities and achievements during the work-based experience in sport

4.2 Review the work-based experience in sport, identifying strengths and areas for improvement

Candidates will review the work-based experience in sport, identifying strengths and areas for improvement

Candidates will review in detail the work-based experience in sport, identifying strengths and areas for improvement

Candidates will review and critically analyse the work- based experience in sport, identifying strengths and areas for improvement


Web: www.ncfe.org.uk Email: [email protected] Tel: 0191 239 8000 67

Sports coaching (L/505/8289)

The learner will:

1. Know the roles, responsibilities and skills of sports coaches

The learner can:

1.1 Describe the roles and responsibilities of sports coaches, using examples of coaches

from different sports 1.2 Describe the skills common to successful sports coaches, using examples of coaches

from different sports

The learner will:

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

The learner can:

2.1 Describe the different techniques that are used, by coaches, to improve the performance of athletes

The learner will:

3. Be able to plan a sports coaching session

The learner can:

3.1 Plan a sports coaching session

The learner will:

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

The learner can:

4.1 Deliver a sports coaching session 4.2 Carry out a review of the planning and delivery of a sports coaching session, identifying

strengths and areas for improvement

Equivalent unit for Sports coaching (L/505/8289)


Sports coaching (Y/502/5621)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit L/505/8289).





Sports coaching (L/505/8289) (cont’d)

Assessment guidance

Type of evidence: assignment, candidate report, professional discussion

Assessment criteria:1.1, 1.2

Additional information: Candidates should describe four roles and four responsibilities of sports coaches, using examples of coaches from different sports. They should describe the roles the coach undertakes within their coaching; such as innovator, friend, manager, trainer, role-model, and educator.

Candidates will describe the responsibilities a coach has when delivering a coaching session, for example legal obligations (child protection, insurance, organisational requirements), professional conduct, health and safety of all participants (staff and spectators), equal opportunities.

Candidates should use examples of real sports coaches that they feel show these roles and responsibilities well.

Candidates will describe three skills common to successful sports coaches, using examples of coaches from different sports. These could include communication, organisation, analysing, and problem solving, evaluating, time management. Candidates should provide examples of successful coaches that they feel demonstrate these skills successfully.

Types of evidence: assignment, candidate report, professional discussion, presentation


Additional information: Candidates will describe three different techniques that are used, by coaches, to improve the performance of athletes. They should describe what these techniques are and how they can be used effectively to improve performance. The techniques could include observation analysis, performance profiling, fitness assessment, goal setting, simulation, effective demonstration, technical instruction, developing performer coaching diaries, adapting practices to meet individual needs, designing effective practice sessions.





Sports coaching (L/505/8289) (cont’d)

Type of evidence: session plan


Additional information: Candidates will plan a sports coaching session, the session plan should have clear aims and objectives and highlight their roles and responsibilities during the session. The plan should cover basic back ground information such as participants (including number, ability, needs, age and gender) and the resources that are needed (including human, physical and fiscal). Candidates should complete a suitable health and safety check, including a risk assessment, emergency procedures, and contingencies. The plan should be structured so that it follows national governing bodies’ guidelines including warm-up, main body (which should have a skills and techniques element that will then progress through to a game) and cool down. The plan should also show what feedback activity the candidate will conduct to be able to reflect on the session.

Types of evidence: session plan, observation, candidate report


Additional information: Candidates will deliver a sports coaching session, with tutor support. Candidates should use the session plan developed in 3.1. The session should take into account the elements that were included within the plan.

The assessment could be an observation of the candidate coaching their peers or another suitable group. The assessor needs to ensure that they have hard evidence to support the assessment process, eg video.

Candidates will carry out a review of the planning and delivery of a sports coaching session. They will identify strengths and areas for improvement and the review should also identify if the aims and objectives of the coaching session were completed. Candidates should use feedback from participants, observers, peers, assessors and from this candidates can highlight areas of strength and any areas for development. A SWOT (strengths, weakness, opportunities, threats) analysis could be used to support the development plan, which should provide clear development areas, possible courses and qualifications.





Grading descriptors – Sports coaching (L/505/8289)

Learning Outcome 1 - Know the roles, responsibilities and skills of sports coaches Learning Outcome 2 - Know the techniques used by coaches to improve the performance of athletes Learning Outcome 3 - Be able to plan a sports coaching session Learning Outcome 4 - Be able to deliver and review a sports coaching session


1.1 Describe the roles and responsibilities of sports coaches, using examples of coaches from different sports

Candidates will describe the roles and responsibilities of sports coaches, using examples of coaches from different sports

Candidates will describe in detail the roles and responsibilities of sports coaches, using examples of coaches from different sports


1.2 Describe the skills common to successful sports coaches, using examples of coaches from different sports

Candidates will describe the skills common to successful sports coaches, using examples of coaches from different sports

Candidates will explain the skills common to successful sports coaches, using examples of coaches from different sports


2.1 Describe the different techniques that are used, by coaches, to improve the performance of athletes

Candidates will describe different techniques that are used, by coaches, to improve the performance of athletes

Candidates will describe in detail different techniques that are used, by coaches, to improve the performance of athletes

Candidates will provide a sophisticated description of different techniques that are used, by coaches, to improve the performance of athletes

3.1 Plan a sports coaching session

Candidates will plan a sports coaching session


4.1 Deliver a sports coaching session

Candidates will deliver a sports coaching session

Candidates will confidently deliver a sports coaching session. There will be minimum support from the tutor and candidates will work independently



Grading descriptors – Sports coaching (L/505/8289) (cont’d)


4.2 Carry out a review of the Candidates will carry out a Candidates will carry out a Candidates will critically planning and delivery of a sports coaching session, identifying strengths and areas for improvement.

review of the planning and delivery of a sports coaching session, identifying strengths and areas for

detailed review of the planning and delivery of a sports coaching session, identifying strengths and

review the planning and delivery of a sports coaching session, identifying strengths and areas for

improvement areas for improvement improvement






Practical team sports (L/505/8292)

The learner will:

1. Know the skills, techniques and tactics required in selected team sports

The learner can:

1.1 Describe skills, techniques and tactics required in different team sports

The learner will:

2. Know the rules and regulations of selected team sports

The learner can:

2.1 Describe the rules and regulations of different team sports, and apply them to different

situations for each sport

The learner will:

3. Be able to assess own performance in selected team sports

The learner can:

3.1 Demonstrate appropriate skills, techniques and tactics in different team sports 3.2 Carry out a self-analysis using different methods of assessment identifying strengths and

areas for improvement in different team sports

The learner will:

4. Be able to assess the performance of teams in selected team sports

The learner can:

4.1 Carry out a performance analysis using different methods of assessment, identifying

strengths and areas for improvement in the development of a team in a team sport

Equivalent unit for Practical team sports (L/505/8292)


Practical team sports (R/502/5634)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit L/505/8289.





Practical team sports (L/505/8292) (cont’d)

Assessment guidance

Type of evidence: candidate report, professional discussion


Additional information: Candidates will describe skills, techniques and tactics required in two different team sports, such as football, basketball, cricket, hockey, netball, rugby union, rugby league, rounders, volleyball, lacrosse, adapted team sports, wheelchair rugby, wheelchair basketball, goalball. This list is not exhaustive; the sports that are chosen will depend on the facilities available and sports knowledge.

Within their chosen sports, candidates should describe the skills and techniques that are used, eg passing, throwing, receiving, catching, shooting, movement, turning, intercepting, tackling, footwork, marking, dodging, and creating space.

Candidates should also describe the tactics that could be used within the chosen sports eg offence/attacking, defence, set plays, team formations, movement, communication, phases of play. The skills, techniques and tactics will depend on the sports that have been chosen

Types of evidence: candidate report, professional discussion, presentation


Additional information: candidates should describe the rules and regulations of two different team sports and apply them to three different situations for each sport. Candidates will describe the rules/laws as produced by governing body for the sport; unwritten rules and/or etiquette specific to sport.

Candidates will describe the regulations within their two chosen sports, relating to players, officials, spectators, facilities, equipment, playing surface, scoring system, health and safety, child protection, insurance, administration.

Candidates should relate these rules and regulation to three different situations. Candidates will describe these situations and explain how the rule is applied eg player in illegal position, player injured, ball out of play, illegal challenge, goal scored, start of play.





Practical team sports (L/505/8292) (cont’d)

Types of evidence: observation report, candidate report


Additional information: candidates will demonstrate appropriate skills, techniques and tactics in two different team sports. Candidates will perform within two sports and be able to perform the skills, techniques and tactics within that sport. These skills, techniques and tactics showed are used at appropriate times.

This could be assessed via an observation report by the tutor. This report needs to be supported with hard evidence that clearly shows the candidate’s performance.

Candidates will carry out a self-analysis using two different methods of assessment identifying strengths and areas for improvement in two different team sports. The candidate could use eg objective performance data, subjective observations, use of technology (Kandle, Dartfish), SWOT (strengths, weaknesses, opportunities, threats) analysis, testing, interviews, performance profiling.

Following the self-assessment candidates will highlight their strengths and areas for improvement. The development plan needs to use SMART (specific, measurable, achievable, realistic, and time- bound) targets. The action needs to provide information on how you could develop within the sport eg training, courses, qualifications. The performer could use a SWOT analysis.

Types of evidence: candidate report, professional discussion


Additional information: Candidates will carry out a performance analysis using two different methods of assessment, identifying strengths and areas for improvement in the development of a team in a team sport. Candidates could use the same methods from the previous assessment.

Following the observation the candidate will highlight their strengths and areas for improvement. The development plan will use SMART (specific, measurable, achievable, realistic, and time- bound) targets. The plan will provide information on how you could develop within the sport eg training, courses, qualifications. Candidates could use a SWOT analysis as part of this.




NCFE Level 3 Certificate, Diploma and Extended Diploma in Sport Issue 6 April 2018


Grading descriptors – Practical team sports (L/505/8292)

Learning Outcome 1 - Know the skills, techniques and tactics required in selected team sports Learning Outcome 2 - Know the rules and regulations of selected team sports Learning Outcome 3 - Be able to assess own performance in selected team sports Learning Outcome 4 - Be able to assess the performance of teams in selected team sports


1.1 Describe skills, techniques and tactics required in different team sports

Candidates will describe skills, techniques and tactics required in different team sports

Candidates will provide a detailed description of the skills, techniques and tactics required in different team sports

Candidates will provide a sophisticated description of the skills, techniques and tactics required in different team sports

2.1 Describe the rules and regulations of different team sports, and apply them to different situations for each sport

Candidates will describe the rules and regulations of different team sports, and apply them to different situations for each sport

Candidates will provide a detailed description of the rules and regulations of different team sports, and apply them to different situations for each sport

Candidates will provide a sophisticated description of the rules and regulations of different team sports, and apply them to different situations for each sport.

3.1 Demonstrate appropriate skills, techniques and tactics in different team sports

Candidates will demonstrate appropriate skills, techniques and tactics in different team sports

Candidates will skillfully demonstrate appropriate skills, techniques and tactics in different team sports


3.2 Carry out a self-analysis using different methods of assessment identifying strengths and areas for improvement in different team sports

Candidates will carry out a self-analysis using different methods of assessment identifying strengths and areas for improvement in different team sports

Candidates will carry out a detailed self-analysis using different methods of assessment identifying strengths and areas for improvement in different team sports

Candidates will carry out a sophisticated self-analysis using different methods of assessment identifying strengths and areas for improvement in different team sports




Grading descriptors – Practical team sports (L/505/8292) (cont’d)


4.1 Carry out a performance analysis using different methods of assessment, identifying strengths and areas for improvement in

Candidates will carry out a performance analysis using different methods of assessment, identifying strengths and areas for

Candidates will carry out a detailed performance analysis using different methods of assessment, identifying strengths and

Candidates will carry out a sophisticated performance analysis using different methods of assessment, identifying strengths and

the development of a team in a team sport

improvement in the development of a team in a

areas for improvement in the development of a team in a

areas for improvement in the development of a team in a

team sport team sport team sport






Practical individual sports (Y/505/8294)

The learner will:

1. Know the skills, techniques and tactics required in selected individual sports

The learner can:

1.2 Describe skills, techniques and tactics required in different individual sports

The learner will:

2. Know the rules and regulations of selected individual sports

The learner can:

2.1 Describe the rules and regulations of different individual sports, and apply them to

different situations for each sport

The learner will:

3. Be able to assess own performance in selected individual sports

The learner can:

3.1 Demonstrate appropriate skills, techniques and tactics in different individual sports 3.2 Carry out a self-analysis using different methods of assessment identifying strengths and

areas for improvement in different individual sports

The learner will:

4. Be able to assess the performance of other individuals in selected individual sports

The learner can:

4.1 Carry out a performance analysis using different methods of assessment, identifying

strengths and areas for improvement in the development of an individual in an individual sport

Equivalent unit for Practical individual sports (Y/505/8294)


Practical individual sports (D/502/5636)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit Y/505/8294.





Practical individual sports (Y/505/8294) (cont’d)

Assessment guidance



Additional information: Candidates will describe skills, techniques and tactics required in two different individual sports, such as cross country, golf, gymnastics, judo, archery, cycling, swimming, trampolining, badminton, tennis, squash, table tennis, boccia, wheelchair tennis. This list is not exhaustive; the sports that are chosen will depend on the facilities available and sports knowledge.

Within their chosen sports, candidates will describe the skills and techniques that are used; eg take-off, landing, grip, swing, throwing execution, attacking shots, defensive shots, serves, throwing, receiving, catching, turning, intercepting, tackling, footwork, marking, dodging and creating space.

Candidates should also describe the tactics that could be used within the chosen sports eg offence/attacking, defence, movement, communication, phases of play.

The skills, techniques and tactics will depend on the sports that have been chosen.



Additional information: Candidates should describe the rules and regulations of two different individual sports, and apply them to three different situations for each sport. The rules described could include rules/laws as produced by governing body for the sport; unwritten rules and/or etiquette specific to sport.

Candidates will describe the regulations within their two chosen sports, relating to players, officials, spectators, facilities, equipment, playing surface, scoring system, health and safety, child protection, insurance, administration.

Candidates should relate these rules and regulations to three different situations. They will describe these situations and explain how the rule/regulation is applied, such as a player in an illegal position, an injured player, ball out of play, illegal challenge, goal scored, start of play.





Practical individual sports (Y/505/8294) (cont’d)

Types of evidence: observation report, candidate report


Additional information: Candidates will demonstrate appropriate skills, techniques and tactics in

two different individual sports, which should be used at appropriate times.

Candidates could be assessed via assessor observation. Assessors could complete a report on the observation, supported by evidence that clearly show the candidate performance.

Candidates will carry out a self-analysis using two different methods of assessment identifying strengths and areas for improvement in two different individual sports. The candidate could use objective performance data, subjective observations, use of technology (Kandle, Dartfish), SWOT (strengths, weaknesses, opportunities, threats) analysis, testing, interviews, performance profiling.

Following the self-assessment candidates should highlight their strengths and areas for improvement. The development should use SMART (specific, measurable, achievable, realistic, and time-bound) targets. The plan should provide information on how candidates could develop within the sport eg training, courses, qualifications. The performer could use a SWOT analysis.



Additional information: Candidates will carry out a performance analysis using two different methods of assessment on an individual in an individual sport, identifying strengths and areas for improvement in the development of a team in a team sport. Candidates could use the same methods from the previous assessment.

Following the observation candidates will highlight their strengths and areas for improvement. The development plan will use SMART (specific, measurable, achievable, realistic, and time-bound) targets. The plan will provide information on how candidates could develop within the sport eg training, courses, qualifications. Candidates could use a SWOT analysis as part of this.





Grading descriptors – Practical individual sports (Y/505/8294)

Learning Outcome 1 - Know the skills, techniques and tactics required in selected individual sports Learning Outcome 2 - Know the rules and regulations of selected individual sports Learning Outcome 3 - Be able to assess own performance in selected individual sports Learning Outcome 4 - Be able to assess the performance of other individuals in selected individual sports


1.1 Describe skills, techniques and tactics required in different individual sports

Candidates will describe skills, techniques and tactics required in different individual sports

Candidates will provide a detailed description of the skills, techniques and tactics required in different individual sports

Candidates will provide a sophisticated description of the skills, techniques and tactics required in different individual sports

2.1 Describe the rules and regulations of different individual sports, and apply them to different situations for each sport

Candidates will describe the rules and regulations of different individual sports, and apply them to different situations for each sport

Candidates will provide a detailed description of the rules and regulations of different individual sports, and apply them to different situations for each sport

Candidates will provide a sophisticated description of the rules and regulations of different individual sports, and apply them to three different situations for each sport

3.1 Demonstrate appropriate skills, techniques and tactics in different individual sports

Candidates will demonstrate appropriate skills, techniques and tactics in different individual sports

Candidates will skillfully demonstrate appropriate skills, techniques and tactics in different individual sports


3.2 Carry out a self-analysis using different methods of assessment identifying strengths and areas for improvement in different individual sports

Candidates will carry out a self-analysis using different methods of assessment identifying strengths and areas for improvement in different individual sports

Candidates will carry out a detailed self-analysis using different methods of assessment identifying strengths and areas for improvement in different individual sports

Candidates will carry out a sophisticated self-analysis using different methods of assessment identifying strengths and areas for improvement in different individual sports


Grading descriptors – Practical individual sports (Y/505/8294) (cont’d)


4.1 Carry out a performance analysis using different

Candidates will carry out a performance analysis using

Candidates will carry out a detailed performance

Candidates will carry out a sophisticated performance

methods of assessment, identifying strengths and

different methods of assessment, identifying

analysis using different methods of assessment,

analysis using different methods of assessment,

areas for improvement in the development of an individual in an individual sport.

strengths and areas for improvement in the development of an individual in an individual sport

identifying strengths and areas for improvement in the development of an individual in an individual sport

identifying strengths and areas for improvement in the development of an individual in an individual sport






The physiology of fitness (K/505/9935)

The learner will:

1. Know the body’s response to acute exercise

The learner can:

1.1 Describe the musculoskeletal and energy systems’ response to acute exercise 1.2 Describe the cardiovascular and respiratory systems’ responses to acute exercise

The learner will:

2. Know the long-term effects of exercise on the body systems

The learner can:

2.1 Describe the long-term effects of exercise on the musculoskeletal and energy systems 2.2 Describe the long-term effects of exercise on the cardiovascular and respiratory systems

The learner will:

3. Be able to investigate the physiological effects of exercise on the body systems

The learner can:

3.1 Collect physiological data to investigate the effects of exercise on the musculoskeletal,

cardiovascular, respiratory and energy systems, with tutor support 3.2 Review physiological data collected, describing the effects of exercise on the

musculoskeletal, cardiovascular, respiratory and energy systems





The physiology of fitness (K/505/9935) (cont’d)

Assessment guidance



Additional information: Candidates should describe the musculoskeletal and energy systems response to acute exercise. They will describe the musculoskeletal responses like increased muscle pliability, increased range of movements within a joint, increased blood supply to the working muscle sites and muscle fibre micro tears that have been caused by acute exercise. Candidates should describe the body’s response to acute exercise in relation to the different energy systems i.e. phosphocreatine, lactic acid, aerobic system. Candidates will describe how the three-system works in the energy continuum to provide the required energy during the different phases of activities.

Candidates will describe the body’s responses to acute exercise on the cardiovascular system. They should consider increased blood pressure, vasoconstriction, vasodilation, heart rate anticipatory response. Candidates will describe the respiratory response to acute exercise i.e. increase in breathing rate that could be caused by neural and chemical controls within the body, the increase in the tidal volume within the performers lung function .



Additional information: Candidates will describe the long-term effects of exercise on the musculoskeletal system and energy systems. They will include the following in their description hypertrophy; increase in tendon strength; increase in myoglobin stores; increased number of mitochondria; increased storage of glycogen and fat; increased muscle strength; increased tolerance to lactic acid.

With regard to the skeletal system, the long-term adaptations that occur are increase in bone calcium stores; increased stretch in ligaments; increased thickness of hyaline cartilage; increased production of synovial fluid. Candidates will describe how these occur as a result of long-term exercise.

Candidates should describe the effects of long-term exercise on the body’s energy systems, which could include increased aerobic and anaerobic enzymes and increased use of fats as an energy source

Candidates should also describe the long-term effects of exercise on the cardiovascular and respiratory systems. They should describe cardiac hypertrophy, increase in stroke volume, increase in cardiac output, decrease in resting heart rate, capillarisation, increase in blood volume, reduction in resting blood pressure, decreased recovery time, increased aerobic fitness. Within their description candidates must state why and how these adaptation occur as a result of regular exercise.





The physiology of fitness (K/505/9935) (cont’d)

The long-term effects that occur within the respiratory system that should be included in the description are increased vital capacity; increase in minute ventilation; increased strength of respiratory muscles; increase in oxygen diffusion rate.

Types of evidence: workbook, candidate report, candidate presentation, task sheets, observation report


Additional information: Candidates will collect physiological data to investigate the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems, with tutor support. Candidates will consider exercises that are from aerobic, resistance, circuits and interval based design. Candidates will collect data that will enable them to investigate the pre-exercise, exercise and post exercise phases of the activities. The data collected could look at resting heart rate, exercise heart rate, percent heart rate maximum, percent heart rate reserve maximum, Rating of Perceived Exertion, blood pressure, flexibility tests, spirometry. This data should be collected from more than one exercise, and on the four body structures and systems (musculoskeletal, cardiovascular, respiratory and energy systems) to enable candidates to investigate the data. Tutor support can be provided during the data collection phase if required however, the more able candidate could complete this unsupported.

Candidates will review the physiological data collected during the three phases of exercise, describing the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems. Candidates should provide feedback on the strengths and areas for improvement based on the data collected. They should also review the activities selected and collection methods used. Based on this they could provide developmental feedback on how this could be improved if necessary.






Grading descriptors – The physiology of fitness (K/505/9935)

Learning Outcome 1 - Know the body’s response to acute exercise Learning Outcome 2 - Know the long-term effects of exercise on the body systems Learning Outcome 3 - Be able to investigate the physiological effects of exercise on the body systems


1.1 Describe the

musculoskeletal and

energy systems response

to acute exercise

Candidates will describe the musculoskeletal and energy systems response to acute exercise

Candidates will provide a detailed description of the musculoskeletal and energy systems response to acute exercise. They will include information on how muscle responds to exercise

Candidates will provide a sophisticated description of the musculoskeletal and energy systems response to acute exercise

1.2 Describe the

cardiovascular and

respiratory systems’

responses to acute

exercise

2.1 Describe the long-term

effects of exercise on the

musculoskeletal and

energy systems

Candidates will describe the cardiovascular and respiratory systems’ responses to acute exercise

Candidates will describe the long-term effects of exercise on the musculoskeletal and energy systems

Candidates will provide a detailed description of the cardiovascular and respiratory systems’ responses to acute exercise

Candidates will provide a

detailed description of the long-term effects of exercise on the musculoskeletal and energy systems

Candidates will provide a sophisticated description of the cardiovascular and respiratory systems responses’ to acute exercise


sophisticated description of the long-term effects of exercise on the musculoskeletal and energy systems

2.2 Describe the long-term


cardiovascular and

respiratory systems

Candidates will describe the long-term effects of exercise on the cardiovascular and respiratory systems

Candidates will provide a detailed description of the long-term effects of exercise on the cardiovascular and respiratory systems

Candidates will provide a sophisticated description of the long-term effects of exercise on the cardiovascular and respiratory systems




Grading descriptors – The physiology of fitness (K/505/9935) (cont’d)


3.1 Collect physiological data

to investigate the effects

of exercise on the

musculoskeletal,

cardiovascular,

respiratory and energy

systems, with tutor

support

3.2 Review physiological data

collected, describing the


musculoskeletal,

cardiovascular,

respiratory and energy

systems

Candidates will collect physiological data to investigate the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems, with tutor support

Candidates will review

physiological data collected, describing the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems

Candidates will collect detailed physiological data to investigate the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems, with tutor support


detailed review of physiological data collected, describing the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems They will link their review to practical exercise

Candidates will collect sophisticated physiological data to investigate the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems, with tutor support


sophisticated review of physiological data collected, analysing the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems. They will link their review to practical exercise and include strengths identified and areas for improvement






Assessing risk in sport (A/505/8255)

The learner will:

1. Know the key factors that influence health and safety in sport

The learner can:

1.1 Describe the legislative factors that influence health and safety in sport 1.2 Describe the legal factors and regulatory bodies that influence health and safety in sport

The learner will:

2. Be able to carry out risk assessments

The learner can:

2.1 Carry out risk assessments for different sports activities

The learner will:

3. Know how to maintain the safety of participants and colleagues in a sports environment

The learner can:

3.1 Describe the procedures used to promote and maintain a healthy and safe sporting environment

The learner will:

4. Be able to plan a safe sporting activity

The learner can:

4.1 Produce a plan for the safe delivery of a selected sports activity and review the plan

Equivalent unit for Assessing risk in sport (A/505/8255)


Assessing risk in sport (R/502/5617)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit A/505/8255.





Assessing risk in sport (A/505/8255) (cont’d)

Assessment guidance

Types of evidence: workbook, candidate report, presentation, case study, assignment


Additional information: Candidates will describe four legislative factors that influence health and safety in sport. Candidates can chose from a number of different legislation to cover this assessment. eg Health and Safety at Work Act (1974), additions to the (1974) Health and Safety at Work Act (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR), Management of Health and Safety at Work Act (Amendment) Regulations (1994), Personal Protective Equipment (PPE, 2002), Control of Substances Hazardous to Health (COSHH, 2002), Health and Safety (First Aid) Regulations (1981), Manual Handling Operations Regulations (1992), Management of Health and Safety Regulations (1999), Fire Safety and Safety of Places of Sport Act (1987), Adventurous Activities Licensing Authority Regulations (2004). Tutors must provide the candidate with the most up to date information legislation can change from time to time. Candidates will describe four of the legislations and how they influence the sporting environment. Depending on which act candidates choose will depend on how it relates to the sports environment

Candidates should describe the legal factors eg law (statutory, civil and case law), duty of care, higher duty of care, in loco parentis, negligence and provide information on their impact within the sports environment. Candidates will also describe regulatory bodies that influence health and safety in sport eg Health and Safety Executive, Local Authorities, Local Educational Authorities, Police, National Governing Bodies of sport. Candidates should describe what these bodies do and how they help to support the health and safety within sport. This could be at a fundamental way the sport is run or an overarching manager that oversees all sports provision.

Types of evidence: workbook, assignment


Additional information: Candidates should carry out risk assessments for two different sports activities, with tutor support. Candidates will produce a risk assessment that looks at the aims of a risk assessment i.e. minimise, protect participant from harm, eliminate hazards. The assessment will cover the objectives of a risk assessment i.e. identify hazards, identify those at risk from the hazards, assess the chance of the hazard causing harm, providing a grading structure of the risk likelihood. The candidate should also provide information on how these risks could be controlled to a manageable level eg provide training for staff and participant, modify the activity, provide personal protection equipment that will provide additional safety measures to all, provide suitable supervision from specifically qualified staff (this relates to specific specialised qualification eg gym and weight instructor, lifeguard). At this stage of learning, candidates may require support from the assessor to help them complete this element of the assessment.





Assessing risk in sport (A/505/8255) (cont’d)

Types of evidence: workbook, assignment, candidate report


Additional information: Candidates will describe three procedures used to promote and maintain a healthy and safe sporting environment. Candidates can choose to describe the procedures that they are the most familiar with. This could relate to the location that they are completing this unit in. The tutor could provide information that relates to the location of study. This would make this process more familiar and realistic. The procedures could include risk assessment, emergency procedure protocols, staff training, staff development, first aid, communication channels for providing all levels of staff the information regarding an incident, National Governing Body guidelines and equipment manufacturer’s guidelines.

Types of evidence: workbook, assignment, candidate report, candidate presentation


Additional information: Candidates is required to produce a session plan for the safe delivery of a selected sports activity and review the plan. Within the session plan candidates should provide information on the roles, responsibilities and resources that may be included within the session eg coach, leader, first aid, equipment, suitability of site or location, insurance, suitability of activity and participants. Candidates should review the effectiveness of the session plan relating to the health and safety aspect on their planning. Candidates should discuss how they planned the session and if there was any issues relating to health and safety eg near misses or dangerous occurrence, suitability of equipment, suitability of activity for the group’s needs. Candidates will provide overall strengths on the planning and operation of the session and also to highlight any areas for improvement. These could be supported from feedback from peers or assessor feedback.






Grading descriptors – Assessing risk in sport (A/505/8255)

Learning Outcome - 1 Know the key factors that influence health and safety in sport Learning Outcome - 2 Be able to carry out risk assessments Learning Outcome - 3 Know how to maintain the safety of participants and colleagues in a sports environment Learning Outcome - 4 Be able to plan a safe sporting activity


1.1 Describe the legislative factors that influence health and safety in sport

Candidates will describe the legislative factors that influence health and safety in sport

Candidates will provide a detailed description of the influences of legislation on health and safety in sport.

Candidates will provide a sophisticated description of the influences of legislation on health and safety in sport.

1.2 Describe the legal factors and regulatory bodies that influence health and safety in sport

Candidates will describe the legal factors and regulatory bodies that influence health and safety in sport

Candidates will provide a detailed description of the influences of legal factors and regulatory bodies on health and safety in sport


2.1 Carry out risk assessments for different sports activities

Candidates will carry out risk assessments for different sports activities. They will require tutor support

Candidates will carry out risk assessments for different sports activities. They will require some tutor support

Candidates will carry out risk assessments for different sports activities. They will work independently




Grading descriptors – Assessing risk in sport (A/505/8255) (cont’d)


3.1 Describe the procedures used to promote and maintain a healthy and safe sporting environment

Candidates will describe the procedures used to promote and maintain a healthy and safe sporting environment

Candidates will provide a detailed description of the procedures used to promote and maintain a healthy and safe sporting environment

Candidates will provide a sophisticated description of the procedures used to promote and maintain a healthy and safe sporting environment

4.1 Produce a plan for the safe delivery of a selected sports activity and review the plan

Candidates will produce a plan for the safe delivery of a selected sports activity and review of the plan

Candidates will provide a detailed plan for the safe delivery of a selected sports activity and will review the plan




Fitness training and programming (J/505/8257)

The learner will:

1. Know different methods of fitness training

The learner can:

1.1 Describe a method of fitness training for different components of physical fitness

The learner will:

2. Be able to plan fitness training sessions

The learner can:

2.1 Produce training session plans covering:

cardiovascular training

resistance training

flexibility training

speed training

The learner will:

3. Be able to plan a fitness training programme

The learner can:

3.1 Produce a fitness training programme for a selected individual that incorporates the principles of training and periodisation

The learner will:

4. Be able to monitor and review a fitness training programme

The learner can:

4.1 Monitor performance against goals during the training programme 4.2 Give feedback to an individual following completion of a selected fitness training

programme, describing strengths and areas for improvement

Equivalent unit for Fitness training and programming (J/505/8257)


Fitness training and programming (D/502/5619)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit J/505/8257.





Fitness training and programming (J/505/8257) (cont’d)

Assessment guidance

Types of evidence: workbook, assignment, candidate report, presentation


Additional information: Candidates will describe one method of fitness training for six different components of physical fitness. This will be a suitable method that could be used to develop one of the individual’s components of fitness. Candidates will need to cover speed, power, aerobic endurance, muscular endurance, flexibility and strength. Methods of training that could be used for these components are: speed (interval, sports specific speed training, downhill sprinting); Power (weight training, plyometrics, hill sprints); Aerobic endurance (interval training, fartlek training, continuous training); Muscular endurance (circuit training, specific weights programs); Flexibility (Dynamic stretching, static stretches, ballistic stretches , proprioceptive neuromuscular facilitation (PNF) stretching); Strength (weight training programs i.e. free weights, resistance machines, body weight exercises).

Types of evidence: workbook, session plan, candidate report


Additional information: Candidates will produce training session plans covering cardiovascular training, resistance training, flexibility training and speed training. The session should be planned with a specific group in mind eg basic group, training, elite, individual and untrained. Candidates should use the training principle of FITT (frequency, intensity, time, type) to plan the activities. The session must consider the specific aims and objectives of the participant(s). Candidates should plan the session to cover each of the fitness components mentioned above. They will ensure that the plan is structured, safe and will cover the number of exercises, order of exercises, repetitions, set, rest between sets, exercise intensities, monitoring intensity.

Candidates will produce their plan in a standard session style, this could be provided by the Tutor or the Candidates could choose this themselves.





Fitness training and programming (J/505/8257) (cont’d)

Types of evidence: workbook, session plan, candidate report


Additional information: Candidates will produce a six-week fitness-training programme for a selected individual that incorporates the principles of training and periodisation. Candidates will collect information that they need to plan the program eg performers goals, targets, current stage of performance cycle, medical information, injuries, current activity levels, lifestyle factors.

Candidates will plan the six-week programme using the principles of training, these are overload, specificity, progression, individual differences, variation and reversibility. Candidates will also consider FITT (frequency, intensity, time, type) when planning the training sessions. Candidates will plan the six weeks programme to fit the individual’s macrocycle. The six-week plan should fit the individual’s mesocycle and the candidates will provide details of the individual’s microcycles.

Candidates will need to monitor the individual’s progress during the six-week programme. A training diary could be developed to log the individual’s progression, motivation levels and goals achieved.

Types of evidence: workbook, candidate report, observation report


Additional information: Candidates will monitor an individual’s performance against set goals during the six-week training programme. Candidates could complete this by reviewing the individual’s training diary. The diary could also provide information regarding how the individual was feeling during the sessions. Candidates could use this information to provide feedback to the individual and plan the next mesocycle. Candidates could also gather feedback from the individual’s coach or instructors. Candidates should provide feedback to the performer. This could be completed via an observation with evidence to support this assessment process. Candidates could produce a report that can be given to the performer. The review needs to provide the individual with feedback that relates to their goals and how they have achieved or made progress towards achieving them. Candidates should also provide development ideas for the individual’s future training programmes. This could be based on the feedback gained from the diary or feedback from coaches or instructors.






Grading descriptors – Fitness training and programming (J/505/8257)

Learning Outcome 1 - Know different methods of fitness training Learning Outcome 2 - Be able to plan fitness training sessions Learning Outcome 3 - Be able to plan a fitness training programme Learning Outcome 4 - Be able to monitor and review a fitness training programme


1.1 Describe a method of fitness training for different components of physical fitness

2.1 Produce training session

plans covering cardiovascular training, resistance training, flexibility training and speed training

Candidates will describe a method of fitness training for different components of physical fitness

Candidates will produce

training session plans covering cardiovascular training, resistance training, flexibility training and speed training

Candidates will provide a detailed description of a method of fitness training for different components of physical fitness

Candidates will produce detailed training session plans covering cardiovascular training, resistance training, flexibility training and speed training, consideration will be given to timings and intensity


Candidates will produce sophisticated training session plans covering cardiovascular training, resistance training, flexibility training and speed training. They will provide reasons for the timings, intensity and the training selected

3.1 Produce a fitness training programme for a selected individual that incorporates the principles of training and periodisation

Candidates will produce a fitness training programme for a selected individual that incorporates the principles of training and periodization





Grading descriptors – Fitness training and programming (J/505/8257) (cont’d)


4.1 Monitor performance against goals during the

Candidates will monitor performance against goals


training programme during the training programme

4.2 Give feedback to an Candidates will give Candidates will give detailed Candidates will provide individual following completion of a selected fitness training programme, describing strengths and areas for

feedback to an individual following completion of a selected fitness training programme, describing strengths and areas for

feedback to an individual following completion of a selected fitness training programme, fully describing strengths and areas for

sophisticated feedback to an individual following completion of a selected fitness training programme, evaluating progress made

improvement improvement improvement and providing

recommendations






Fitness testing for sport and exercise (L/505/8258)

The learner will:

1. Know a range of laboratory-based and field-based fitness tests

The learner can:

1.1 Describe a test for each component of physical fitness, including advantages and

disadvantages

The learner will:

2. Be able to use health screening techniques

The learner can:

2.1 Prepare an appropriate health screening questionnaire 2.2 Devise and use appropriate health screening procedures for contrasting individuals 2.3 Safely administer and interpret the results of different health monitoring tests for

contrasting individuals

The learner will:

3. Be able to administer appropriate fitness tests

The learner can:

3.1 Select and safely administer different fitness tests for a selected individual recording the

findings

The learner will:

4. Be able to interpret the results of fitness tests and provide feedback

The learner can:

4.1 Give feedback to a selected individual, following fitness testing, describing the results

and interpreting their levels of fitness against normative data

Equivalent unit for Fitness testing for sport and exercise (L/505/8258)


Fitness testing for sport and exercise (A/502/5630)






Fitness testing for sport and exercise (L/505/8258) (cont’d)

Assessment guidance

Types of evidence: workbook, assignment, report


Additional information: Candidates will describe one test for each component of physical fitness, including advantages and disadvantages. The description of the test should include the following component of physical fitness; flexibility, strength, aerobic endurance, speed, power, muscular endurance and body composition. The descriptions of the tests could be based on the resources and facilities that are available within the local area or based on theoretical knowledge of the test.

Candidates will describe the advantages and disadvantages of the test that they have selected. Candidates should base this on equipment required, facilities required, cost, skill level of person conducting the test, test validity, test reliability and time.

Types of evidence: workbook, assignment, report, observation report


Additional information: Candidate’s will prepare an appropriate health screening questionnaire, such as a PAR-Q questionnaire. Within the questionnaire the candidate should be able to gather enough information to be able to evaluate the client’s health, including any pre – existing medical conditions. The questionnaire should collect all relevant information about the client eg name, date of birth, contact details, emergency contact details, and medication.

Candidates will use their questionnaire on two contrasting clients. The clients could be contrasting because of the level of medical conditions they currently have, age range, fitness levels, exercise levels. Candidates will keep the completed questionnaires as part of their evidence

Types of evidence: observation report, report, workbook.


Additional information: Candidates should safely administer and interpret the results of four different health-monitoring tests for two contrasting individuals. The health monitoring tests could include heart rate, lung function, waist-to-hip, blood pressure, body mass index (BMI), oxygen saturation levels. It would be beneficial if these tests were conducted on the same two contrasting clients from the previous assessment. It is important that candidates have the relevant consent prior to conducting these tests. Following the health monitoring tests, candidate will interpret the results using normative tables to support the test. Candidate should provide feedback on the test results and recommend any possible actions i.e. medical referral.





Fitness testing for sport and exercise (L/505/8258) (cont’d)

Types of evidence: observation report, report, workbook


Additional information: Candidates will select and safely administer six different fitness tests for a selected individual recording the findings. Candidates must select the tests that best suits the client and the rationale for conduction the tests. Candidates could use the information that they have previously completed within this unit. When selecting the test candidates should consider reliability, validity, practicality of test, purpose, i.e benchmarking the individual, being able to develop specific development program, education, identifying components of fitness. When the tests are administered, candidates will need to consider the pretest process: health and safety, consent forms, health questionnaires; test protocol; how to conduct the test, effective recording of the clients results; possible justification for having to terminate a test.

Types of evidence: observation report, report, workbook


Additional information: Candidates will give feedback to a selected individual following fitness testing. This feedback should take the form of a number of different formats, ie verbal, written. The feedback should be effectively recorded to ensure that an accurate assessment decision can be made. Within the feedback candidates should describe the test results and interpret the client’s fitness levels against normative data. This data needs to be selected to suit the client’s needs eg population data, accepted health range data, norms from elite performers. Candidates will make a judgement on the results and provide this to the client. If the evidence is an observation, then the Assessor should ensure that this can be moderated, this could be achieved by videoing the process.






Grading descriptors – Fitness testing for sport and exercise (L/505/8258)

Learning Outcome 1 - Know a range of laboratory-based and field-based fitness tests Learning Outcome 2 - Be able to use health screening techniques Learning Outcome 3 - Be able to administer appropriate fitness tests Learning Outcome 4 - Be able to interpret the results of fitness tests and provide feedback


1.1 Describe a test for each component of physical fitness, including advantages and disadvantages

Candidates will describe a test for each component of physical fitness, including advantages and disadvantages

Candidates will provide a detailed description of the advantages and disadvantages of a fitness test for each component of physical fitness. They will consider validity and reliability of the tests


2.1 Prepare an appropriate health screening questionnaire

Candidates will prepare an appropriate health screening questionnaire


2.2 Devise and use appropriate health screening procedures for contrasting individuals

Candidates will devise and use appropriate health screening procedures for contrasting individuals


2.3 Safely administer and interpret the results of different health monitoring tests for contrasting individuals

Candidates will safely administer and interpret the results of different health monitoring tests for two contrasting individuals

Candidates will safely administer and interpret in detail the results of different health monitoring tests for contrasting individuals





Grading descriptors – Fitness testing for sport and exercise (L/505/8258) (cont’d)


3.1 Select and safely administer different fitness tests for a selected individual recording the findings

Candidates will select and safely administer different fitness tests for a selected individual recording the findings


4.1 Give feedback to a selected individual, following fitness testing, describing the test results and interpreting their levels of fitness against normative data.

Candidates will give feedback to a selected individual following fitness testing, describing the test results and interpreting their levels of fitness against normative data

Candidates will give detailed feedback to a selected individual following fitness testing, describing the test results and interpreting their levels of fitness against normative data

Candidates will give sophisticated feedback to a selected individual following fitness testing, describing the test results and interpreting their levels of fitness against normative data. Candidates will provide recommendations on to how make changes and improvements






Sports nutrition (R/505/8262)

The learner will:

1. Know the concepts of nutrition and digestion

The learner can:

1.1 Describe nutrition, including nutritional requirements, using recommended guidelines

from public health sources associated with nutrition 1.2 Describe the structure and function of the digestive system in terms of digestion,

absorption and excretion

The learner will:

2. Know energy intake and expenditure in sports performance

The learner can:

2.1 Describe energy intake and expenditure in sports performance 2.2 Describe energy balance and its importance in relation to sports performance

The learner will:

3. Know the relationship between hydration and sports performance

The learner can:

3.1 Describe hydration and its effects on sports performance

The learner will:

4. Be able to plan a diet appropriate for a selected sports activity

The learner can:

4.1 Describe the components of a balanced diet 4.2 Plan an appropriate diet plan for a selected sports performer for a selected sports activity

Equivalent unit for Sports nutrition (R/505/8262)


Sports nutrition (H/502/5640)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit R/505/8262.





Sports nutrition (R/505/8262) (cont’d)

Assessment guidance

Types of evidence: research project, candidate report, assignment


Additional information: Candidates will describe nutrition and the nutritional requirements based on recommended guidelines. Candidates should describe nutrition in terms of macronutrients i.e. carbohydrates, protein and fats and micronutrients i.e. vitamins and minerals. Candidates will also describe fibre.

Candidates should describe nutritional requirements based on recommended guidelines from public health sources associated with nutrition, including recommended daily allowance, safe intake and optimum level. Candidates should describe how these could be used to support an individual’s nutritional plan.

Types of evidence: assignment, workbook, presentation


Additional information: Candidates will describe the structure and the functions of the digestive system, different structures that make up the system such as buccal cavity, oesophagus, stomach, duodenum, pancreas, liver, gall bladder, small intestine, large intestine, kidneys, digestive juices and enzymes. They will also describe the function of the different structures in relation to digestion, absorption and excretion.

Types of evidence: assignment, workbook, presentation, case study


Additional information: Candidates will describe energy intake and expenditure in sports performance, including how energy is measured i.e. calories, joules, kilocalories, kilojoules and where their sources within are diets i.e. carbohydrates, proteins and fats. Candidates should describe how they could assess the intake of an individual’s diet. This could depend on the resources available within the place of study i.e. calorimetry (direct and indirect), percentage body fat (skinfold analysis, bioelectrical, hydrodensitometry), lean body mass and body composition.

Candidates will relate this information and describe how intake and expenditure can affect an individual’s energy balance. Candidates should discuss factors like physical activity levels, basal metabolism, gender, age, and climate and describe how these elements could have an effect on performance.





Sports nutrition (R/505/8262) (cont’d)

Types of evidence: workbook, presentation, candidate report


Additional information: Candidates will describe hydration and its effects on sports performance, when to drink and what to drink. Candidates could describe pre-event, inter-event and post-event hydration. They could also describe the different sources of hydration that are now available. These could be hypertonic, hypotonic and isotonic and water. Candidates should also describe the effects of hydration on a performers body ie dehydration, hyperhydration, hypohydration and superhydration.

Candidates should also describe the effect on an individual if they do not follow an appropriate hydration plan eg intensity of training and competition, duration of training and competition, frequency of training and competition recovery of training and competition.

Types of evidence: presentation, candidate report, assignment, professional discussion


Additional information: Candidates will describe the components of a balanced diet based on the seven elements of a person’s diet, ie carbohydrates, fats, proteins, water, fibre, vitamins and minerals. Candidates should describe how a balanced diet could be achieved within a day-to-day routine.

Candidates will plan an appropriate two-week diet plan for a selected sports individual for a selected sports activity. The plan should include information such as sports participated in, level of participation, training undertaken, aim of diet plan. The plan should describe each meal and the amounts that would be consumed within the meals. The plan should consider all food groups and be based around the chosen individual’s activity and performance plan.





Grading descriptors – Sports nutrition (R/505/8262)

Learning Outcome 1 - Know the concepts of nutrition and digestion Learning Outcome 2 - Know energy intake and expenditure in sports performance Learning Outcome 3 - Know the relationship between hydration and sports performance Learning Outcome 4 - Be able to plan a diet appropriate for a selected sports activity


1.1 Describe nutrition, including nutritional requirements, using recommended guidelines from public health sources associated with nutrition

Candidates will describe nutrition, including nutritional requirements, using recommended guidelines from public health sources associated with nutrition

Candidates will provide a detailed description of nutrition, including nutritional requirements, using recommended guidelines from public health sources associated with nutrition

Candidates will provide a sophisticated description of nutrition, including nutritional requirements, using recommended guidelines from public health sources associated with nutrition.

1.2 Describe the structure and function of the digestive system in terms of digestion, absorption and excretion

Candidates will describe the structure and function of the digestive system in terms of digestion, absorption and excretion

Candidates will provide a detailed description of the structure and function of the digestive system in terms of digestion, absorption and excretion

Candidates will provide a sophisticated description of the structure and function of the digestive system in terms of digestion, absorption and excretion

2.1 Describe energy intake and expenditure in sports performance

Candidates will describe energy intake and expenditure in sports performance

Candidates will provide a detailed description of energy intake and expenditure in sports performance

Candidates will provide a sophisticated description of energy intake and provide analyses of the effects of energy balance on sports performance. They will link their evidence to practical examples





Grading descriptors – Sports nutrition (R/505/8262) (cont’d)


2.2 Describe energy balance and its importance in relation to sports performance

Candidates will describe energy balance and its importance in relation to sports performance

Candidates will provide a detailed description of energy balance and its importance in relation to sports performance

Candidates will provide a sophisticated description of energy balance and its importance in relation to sports performance

3.1 Describe hydration and its effects on sports performance

Candidates will describe hydration and its effects on sports performance

Candidates will provide a detailed description of hydration and its effects on sports performance

Candidates will provide a sophisticated description of hydration and its effects on sports performance

4.1 Describe the components of a balanced diet

Candidates will describe the components of a balanced diet


4.2 Plan an appropriate diet plan for a selected sports performer for a selected sports activity

Candidates will plan a diet plan for a selected sports performer for a selected sports activity

Candidates will provide a detailed diet plan for a selected sports performer for a selected sports activity

Candidates will provide a sophisticated diet plan for a selected sports performer for a selected sports activity



Psychology for sports performance (H/505/8265)

The learner will:

1. Know the effect of personality and motivation on sports performance

The learner can:

1.1 Define personality and how it affects sports performance 1.2 Define motivation and how it affects sports performance

The learner will:

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

The learner can:

2.1 Describe stress and anxiety, their causes, symptoms and effect on sports performance 2.2 Describe theories of arousal and the effect on sports performance

The learner will:

3. Know the role of group dynamics in team sports

The learner can:

3.1 Identify factors which influence group dynamics and performance in team sports

The learner will:

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

The learner can:

4.1 Assess the current psychological skills of a selected sports performer, identifying

strengths and areas for improvement 4.2 Plan a psychological skills training programme to enhance performance for a selected

sports performer

Equivalent unit for Psychology for sports performance (H/505/8265)


Psychology for sports performance (A/502/5739)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit H/505/8265.





Psychology for sports performance (H/505/8265) (cont’d)

Assessment guidance

Types of evidence: task sheet, report, professional discussion


Additional information: Candidates will define personality and its effect on sports performance. Candidates should look at covering theories based on Biological Theories, Behavioural Theories, Psychodynamic Theories, Humanist Theories, Trait Theories and Situational Approach within their definition. Candidates should also consider Type A and Type B personality types. The theories should be related to their effect on the sports performer. Candidates could compare the performer and non-performer, elite and non-elite sports performer, type A and type B and team and individuals.

Candidates should describe motivation and how it affects sports performances. Candidates should consider trait, situation centred, intrinsic and extrinsic motivation, and achievement motivation. Candidates will describe how motivation could affect a sports performer; and should discuss the positive, negative effects, success and failure.

Types of evidence: candidate report, candidate assignment, professional discussion


Additional information: Candidates will describe both stress and anxiety discussing their causes, symptoms and how they can affect the sports performer. Candidates should discuss the types of stress (eustress and distress) and highlight the possible cause eg internal, external, personal, occupational, sports environment. Candidates will also discuss the symptoms of stress eg cognitive, behavioral and somatic, and the possible effects on the sports performers performance, such as these could CNS responses, loss of confidence and concentration and a negative mental state. Candidates will describe anxiety eg state and trait, and the causes of anxiety on a performer eg the negative effect of stress on the sports performer. Candidates should describe the symptoms of stress on a performer eg somatic, behavioral and cognitive, the possible effects on the sports performance such as fear of failure, loss of self-confidence and negative mental state.

Types of evidence: candidate report, candidate assignment, workbook


Additional information: Candidates will describe three theories of arousal and their effects on the sports performances. The theories include drive theory, catastrophe theory, individual zones of optimal functioning, inverted U hypothesis. The effects considered could include improvements and decrements in performance levels, choking, changes in attention focus, and increase levels of anxiety.





Psychology for sports performance (H/505/8265) (cont’d)

Types of evidence: candidate report, candidate assignment, workbook, presentation


Additional information: Candidates should identify four factors that influence group dynamics and performance in team sports. The factors could include Steiner’s model of group effectiveness, stages of group development, Ringelmann effect, interactive and coactive group and social loafing.

Types of evidence: candidate report, candidate assignment


Additional information: Candidates will assess the current psychology skills of a selected sports performer, such as imagery, mental rehearsal, self-control, arousal, psyching up, relaxation, goal setting, self-talk, pre-performance routines. Within the assessment candidate should describe the strengths and the areas of improvements on their chosen athlete.

Following the psychology assessment candidates will produce a psychological plan including the aims and objectives of the sports performer. The plan also needs to provide details of the daily and weekly training to enhance psychological skills of the sports performer.






Grading descriptors – Psychology for sports performance (H/505/8265)

Learning Outcome 1 - Know the effect of personality and motivation on sports performance Learning Outcome 2 - Know the relationship between stress, anxiety, arousal and sports performance Learning Outcome 3 - Know the role of group dynamics in team sports Learning Outcome 4 - Be able to plan a psychological skills training programme to enhance sports performance


1.1 Define personality and how it affects sports performance

Candidates will define personality and how it affects sports performance


1.2 Describe motivation and how it affects sports performance

Candidates will describe motivation and how it affects sports performance

Candidates will describe in

detail motivation and how it

affects sports performance


sophisticated description of

motivation and how it

affects sports performance

2.1 Describe stress and anxiety, their causes, symptoms and effect on sports performance

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


2.2 Describe theories of arousal and the effect on sports performance

Candidates will describe theories of arousal and the effect on sports performance

Candidates will provide a detailed description of the theories of arousal and the effect on sports performance

Candidates will provide a sophisticated description of the theories of arousal and the effect on sports performance




Grading descriptors – Psychology for sports performance (H/505/8265) (cont’d)

Learning Outcome 1 - Know the effect of personality and motivation on sports performance Learning Outcome 2 - Know the relationship between stress, anxiety, arousal and sports performance Learning Outcome 3 - Know the role of group dynamics in team sports Learning Outcome 4 - Be able to plan a psychological skills training programme to enhance sports performance


3.1 Identify factors which influence group dynamics

Candidates will identify factors which influence



and performance in team sports

group dynamics and performance in team sports

group dynamics and performance in team

group dynamics and performance in team

sports. Candidates will sports. Candidates will

show limited understanding show a sophisticated

of how the factors impact understanding of how the

on performance in team factors impact on

sports performance in team sports

4.2 Plan a psychological skills training programme to

Candidates will plan a psychological skills training

Candidates will plan a detailed psychological skills

Candidates will plan a sophisticated psychological

enhance performance for programme to enhance training programme to skills training programme to a selected sports performance for a selected enhance performance for a enhance performance for a performer sports performer selected sports performer. selected sports performer.

They will include reasons for They will include reasons for

the activities that they have the activities that they have

included and how they will included and how they will

benefit the sports performer benefit the sports performer






Technical and tactical skills in sport (A/505/8269)

The learner will:

1. Understand the technical skills and tactics demanded by selected sports

The learner can:

1.1 Explain the technical and tactical demands of contrasting sports

The learner will:

2. Be able to assess the technical and tactical ability of an elite sports performer

The learner can:

2.1 Produce and observation checklist that can be used to assess the technical and tactical

ability of a performer in a selected sport 2.2 Use an observation checklist to assess the technical and tactical ability of an elite

performer, in a selected sport, identifying strengths and areas for improvement

The learner will:

3. Be able to assess their own technical and tactical ability

The learner can:

3.1 Use an observation checklist to assess own technical and tactical ability in a competitive

situation for a selected sport, identifying strengths and areas for improvement 3.2 Complete a log of own technical and tactical ability in a selected sport, identifying

strengths and areas for improvement 3.3 Produce a development plan of own technical and tactical ability, based on identified


Equivalent unit for Technical and tactical skills in sport (A/505/8269)


Technical and tactical skills in sport (K/502/5784)






Technical and tactical skills in sport (A/505/8269) (cont’d)

Assessment guidance

Types of evidence: research project, candidate report


Additional information: Candidates will explain the technical and tactical demands of three contrasting sports. The technical skills should be based around continuous, serial and discrete skills within the chosen sports. Candidates should describe the skills that are used and how they differ from the contrasting sports that they have chosen. The tactics should relate to choice of shot, pass, positions and use of space and formations. Candidates will explain how these tactics are used within their chosen sports and how they differ within the contrasting sports and why this could be the case eg individual sport ‘V’ team sport.

The assessment should look at sports that contrast due to the characteristics of the sport eg types of skills used, team or individual, location.

Types of evidence: candidate report, research project


Additional information: Candidates will produce an observation checklist that can be used to assess the technical and tactical performance of an elite sports performer. The checklist should cover the sports performers’ technical skills, skill selection, skill application, tactical application, selection and awareness, defensive and attacking play.

The elite sports performer should be a professional sports performer, international sports performer or national representative or champion.

Following the assessment of the technical and tactical performance of an elite performer, candidates will describe the strengths eg specific skills, specific techniques, fitness levels, ability to read the game, tactical awareness. Candidates will describe the areas of improvement that have been highlighted from the assessment eg attaching defending, technical and tactical skills, fitness, psychological aspects.





Technical and tactical skills in sport (A/505/8269) (cont’d)



Additional information: Candidates will use the checklist to conduct an assessment on their performance. The assessment needs to be conducted during a competitive situation. Following the assessment, the candidate will need to highlight their strengths and areas for improvement.

Candidates will produce a log/diary of their performance during a four-week period. The log/diary will highlight the activities undertaken and identify strength and areas for improvement.

Candidates should produce a personal development plan. This plan will be based on the four-week log/diary, and the SMART principles (Specific, Measurable, Attainable, Realistic and Time bound). The development plan should take into consideration improving areas of technical weakness and tactical weakness.





Grading descriptors – Technical and tactical skills in sport (A/505/8269)

Learning Outcome 1 - Understand the technical skills and tactics demanded by selected sports Learning Outcome 2 - Be able to assess the technical and tactical ability of an elite sports performer Learning Outcome 3 - Be able to assess their own technical and tactical ability


1.1 Explain the technical and tactical demands of contrasting sports

Candidates will explain the technical and tactical demands of contrasting sports

Candidates will provide a detailed explanation of the technical and tactical demands of contrasting sports

Candidates will provide a sophisticated explanation of the technical and tactical demands of contrasting sports

2.1 Produce an observation checklist that can be used to assess the technical and tactical ability of a performer in a selected sport

Candidates will produce an observation checklist that can be used to assess the technical and tactical ability of a performer in a selected sport

Candidates will produce a detailed observation checklist that can be used to assess the technical and tactical ability of a performer in a selected sport

Candidates will produce a sophisticated observation checklist that can be used to assess the technical and tactical ability of a performer in a selected sport

2.2 Use an observation checklist to assess the technical and tactical ability of an elite performer, in a selected sport, identifying strengths and areas for improvement

Candidates will use an observation checklist to assess the technical and tactical ability of an elite performer, in a selected sport, identifying strengths and areas for improvement

Candidates will use an observation checklist to assess in detail the technical and tactical ability of an elite performer, in a selected sport. They will identify areas that could be improved and provide ideas on how these can be achieved

Candidates will use an observation checklist to assess in detail the technical and tactical ability of an elite performer, in a selected sport. Candidates will critically analyse strengths and areas for improvement


Grading descriptors – Technical and tactical skills in sport (A/505/8269) (cont’d)


3.1 Use an observation checklist to assess own technical and tactical ability, in a competitive situation for a selected sport, identifying strengths and areas for improvement

Candidates will use an observation checklist to assess own technical and tactical ability, in a competitive situation for a selected sport, identifying strengths and areas for improvement


3.2 Complete a log of own technical and tactical ability in a selected sport, identifying strengths and areas for improvement

Candidates will complete a log of own technical and tactical ability in a selected sport, identifying strengths and areas for improvement

Candidates will complete a detailed log of own technical and tactical ability in a selected sport, identifying strengths and areas for improvement


3.3 Produce a development plan of own technical and tactical ability, based on identified strengths and areas for improvement

Candidates will produce a development plan of own technical and tactical ability, based on identified strengths and areas for improvement

Candidates will produce a detailed development plan of own technical and tactical ability, based on identified strengths and areas for improvement

Candidates will produce a sophisticated development plan of own technical and tactical ability, based on identified strengths and areas for improvement


116

Web: www.ncfe.org.uk Email: [email protected] Tel: 0191 239 8000





The athlete’s lifestyle (M/505/8270)

The learner will:

1. Know how lifestyle can affect athletes

The learner can:

1.1 Describe different lifestyle factors that can affect athletes

The learner will:

2. Know the importance of appropriate behaviour for athletes

The learner can:

2.1 Describe the importance of appropriate behaviour for athletes 2.2 Describe strategies that can be used by athletes to help deal with different situations that

could influence their behaviour

The learner will:

3. Know how to communicate effectively with the media and significant others

The learner can:

3.1 Describe the factors to be considered when giving different types of media interview 3.2 Describe the factors to be considered when communicating with significant others

The learner will:

4. Be able to produce a career plan

The learner can:

4.1 Produce a career plan covering an individual’s career as an athlete and their career outside competitive sport

Equivalent unit for The athlete’s lifestyle (M/505/8270)


The athlete’s lifestyle (A/502/5790)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit M/505/8270.





The athlete’s lifestyle (M/505/8270) (cont’d)

Assessment guidance

Types of evidence: report, professional discussion


Additional information Candidates will describe 5 lifestyle factors that can affect the athlete’s performance. The factors that could affect leisure time could be eg performance enhancing drugs, social drugs, alcohol, smoking, social life, training, completion, gambling and peer pressure. Candidates could describe pressures within their lifestyle that could have an effect on their sport. These could be sports club environment, living away from home due to moving to club or competing in different locations, wage increase or decrease depending of level of performance, gaining or losing sponsorship or funding, increased in public appearance requests, family or relationships. Candidates should describe how these factors could have a negative or positive affect on the athlete’s performance.

Types of evidence: research project, assignment


Additional information: Candidates should describe the importance of appropriate behavior for athletes. This relates to when the athlete is training or completing, are they acting as an appropriate role model, developing their sports profile or helping to increase the participation levels. Candidates should describe how these aspects of their performance and lifestyle could have a big impact in raising the profile of their sport at all levels. The candidate should use examples of positive and negative behavior from recent years within the sporting world. These could be used to highlight the effect it has on the sport and the individual.

Types of evidence: candidate report


Additional information: Candidates will describe strategies that could be used in three different situations that could influence their behavior. These situations could include: media interviews, dealing with the public and crowds, match officials, coaches, managers and teammates or competitors.

The strategies used could include one-to-one discussions, mentoring, coaching and training, lifestyle changes.





The athlete’s lifestyle (M/505/8270) (cont’d)

Types of evidence: candidate report, case study


Additional information: Candidates will describe the factors to consider when giving media interviews, including personal delivery (language, body language, vocabulary, clarity); preparation for the interview; appearance, (this could depend on type of interview and media source it is being used for); ability to communicate information accurately.

Media types could include pod cast, television, radio, newspaper or other written type or social network.

Candidates will also describe the factors to consider when communicating with signification others, such as managers, coaches, sponsors, teammates, competitors, agents and employers.

Types of evidence: candidate report, professional discussion, assignment


Additional information: Candidates will produce a career plan to cover the athlete within their sport and away from their sport. This plan will look at short, medium and long-term goals of the athlete, and should consider training and competition and plans to cover contingencies like injury and illness. The plan should also consider careers away from their chosen sport, including possible job pathways and qualifications required to enable the athlete to undertake the career pathway. These pathways could be sports related such as sport science, physiotherapist, media, coaching, and teaching. The candidate could describe what qualifications are required and how this could be followed to achieve their end goal.






Grading descriptors – The athlete’s lifestyle (M/505/8270)

Learning Outcome 1 - Know how lifestyle can affect athletes Learning Outcome 2 - Know the importance of appropriate behaviour for athletes

Learning Outcome 3 - Know how to communicate effectively with the media and significant others Learning Outcome 4 - Be able to produce a career plan


1.1 Describe different lifestyle factors that can affect athletes

Candidates will describe different lifestyle factors that can affect athletes

Candidates will provide a detailed description of how different lifestyle factors can affect athletes. There will be some links to performance

Candidates will provide a sophisticated description of how different lifestyle factors can affect athletes. They will identify how the factors are linked and their impact upon performance

2.1 Describe the importance of appropriate behaviour for athletes

Candidates will describe the importance of appropriate behaviour for athletes

Candidates will provide a detailed description of the importance of appropriate behaviour for athletes. They will support their evidence with some examples

Candidates will provide a sophisticated description of the importance of appropriate behaviour for athletes. They will include a range of examples including reasons to support their evidence

2.2 escribe strategies that can be used by athletes to help deal with different situations that could influence their behaviour

Candidates will describe strategies that can be used by athletes to help deal with different situations that could influence their behaviour

Candidates will provide a detailed description of the strategies that can be used by athletes to help deal with different situations that could influence their behaviour

Candidates will provide a sophisticated description of the strategies that can be used by athletes to help deal with different situations that could influence their behavior




Grading descriptors – The athlete’s lifestyle (M/505/8270) (cont’d)


3.1 Describe the factors to be considered when giving different types of media interview

Candidates will describe the factors to be considered when giving different types of media interview


3.2 Describe the factors to be considered when communicating with significant others

Candidates will describe the factors to be considered when communicating with significant others


4.1 Produce a career plan covering an individual’s career as an athlete and their career outside competitive sport

Candidates will produce a career plan covering an individual’s career as an athlete and their career outside competitive sport

Candidates will provide a detailed career plan. They will ensure that it is sophisticated and that consideration is given to a range of factors




Current issues in sport (A/505/8272)

The learner will:

1. Know how sport has developed in the UK

The learner can:

1.1 Describe the development and organisation of a selected sport in the UK

The learner will:

2. Know how media and technology influence modern sport

The learner can:

2.1 Describe the influence of the media on a selected sport in the UK 2.2 Describe the effect that technology has on a selected sport

The learner will:

3. Know how to contemporary issues affect sport

The learner can:

3.1 Describe the effects of contemporary issues on a selected sport

The learner will:

4. Understand the cultural influences and barriers that affect participation in sports activities

The learner can:

4.1 Explain the barriers to sports participation 4.2 Explain cultural influences on sports participation 4.3 Describe strategies or initiatives which relate to sports participation

Equivalent unit for Current issues in sport (A/505/8272)


Current issues in sport (H/502/5721)






Current issues in sport (A/505/8272) (cont’d)

Assessment guidance

Types of evidence: research project, candidate report


Additional information Candidates will describe the development and organisation of a selected sport in the UK. Candidates should look at developments based around the agricultural society, the effects of the industrial revolution and the influence public schools had on the structure, content and amount of sport undertaken within schools. Candidates will also describe how the increase in rationalisation and regulation within schools, local authorities and private businesses has affected sport. Candidates will describe how better working conditions has led to the increase in sports participation and how the second World War influences both during and post war sports activities.

Candidates will describe organisations that have supported the development of a selected sport within the UK, which could include Department for Culture, Media and Sport (DCMS), Central Council for Physical Recreation (CCPR), UK Sport, Sport England, Sport Scotland, the Sports Council for Wales, the Sports Council Northern Ireland, National Governing Bodies (NGBs).

Types of evidence: research project, assignment


Additional information: Candidates will describe the influence of the media on a selected sport in the UK. Candidates should consider different forms of media; such as TV, satellite broadcasting, internet viewing, local and national press, sports related magazines. Candidates will describe how these different forms of media can influence the different sports. The influences could be increased participation, event programming, sponsorship, advertising, broadcast rights, presentation of national events, influence on rules of the game, sponsorship, spectatorism, punditry, narrative technique, rule changes, timeouts, sensationalism, gender imbalance, jingoism, merchandising..

Types of evidence: assignment, presentation, professional discussion


Additional information: Candidates will describe the effect that technology has on a selected sport. Within their description should to look at how the technological advances have benefited sports eg clothing; personal equipment; cameras that can replay, freeze frame, drug testing equipment, video analysis, computer game applications, lactate threshold training, blood lactate testing, hyperbaric chambers, internet linked data transfer from personal products, computer/video analysis





Current issues in sport (A/505/8272) (cont’d)

Types of evidence: research project, assignment, presentation, professional discussion


Additional information: Candidates will describe the effects of four contemporary issues on a selected sport. The contemporary issues could include education and sport in schools, child protection, health initiatives, racism, commercialisation, globalisation, politics, religion and culture and gender issues can all have effects within different sports. Candidates should use real examples from the sporting world to support their information.

Types of evidence: research project, assignment, presentation, professional discussion


Additional information: Candidates will explain the barriers to sports participation. Barriers are issues or areas that could affect an individual or group of people from taking part in their chosen sport or activity. These barriers could be resources available in their area or personal resources to undertake the sport, current fitness, personal ability level, lifestyles issues like working hours, family commitments and medical conditions.

Candidates should explain three cultural influences that can affect the participation within the sport. These could be gender, ethnicity, age, social-economic class. Candidates will explain how these influences can affect a person’s ability or willingness to take part in sport.

Candidates should describe three strategies or initiatives which relate to increasing sports participation, such as BUPA start to move, TOP sport, Sainsbury’s school games, young ambassadors. Sports makers, young sports games, street games, step into sport, play to win.






Grading descriptors – Current issues in sport (A/505/8272)

Learning Outcome 1 - Know how sport has developed in the UK Learning Outcome 2 - Know how media and technology influence modern sport Learning Outcome 3 - Know how contemporary issues affect sport Learning Outcome 4 - Understand the cultural influences and barriers that affect participation in sports activities


1.1 Describe the development and organisation of a selected sport in the UK

Candidates will describe the development and organisation of a selected sport in the UK

Candidates will provide a detailed description of the development and organisation of a selected sport in the UK.


2.1 Describe the influence of the media on a selected sport in the UK

Candidates will describe the influence of the media on a selected sport in the UK

Candidates will provide a detailed description of the influence of the media on a selected sport in the UK.

Candidates will provide a sophisticated description of the influence of the media on a selected sport in the UK.

2.2 Describe the effect that technology has on a selected sport

Candidates will describe the effect that technology has on a selected sport

Candidates will provide a detailed description of the effect technology has on a selected sport

Candidates will provide a sophisticated description of the effect technology has on a selected sport




Grading descriptors – Current issues in sport (A/505/8272) (cont’d)


3.1 Describe the effects of contemporary issues on a selected sport

Candidates will describe the effects of contemporary issues on a selected sport

Candidates will provide a detailed description of the effects of contemporary issues on a selected sport. They will be able to clearly link the effects to their chosen sport


4.1 Explain the barriers to sports participation

Candidates will explain the barriers to sports participation

Candidates will provide a detailed explanation of the barriers to sports participation

Candidates will provide a sophisticated explanation the barriers to sports participation

4.2 Explain cultural influences on sports participation

Candidates will explain cultural influences on sports participation


4.3 Describe strategies or initiatives which relate to sports participation

Candidates will describe strategies or initiatives which relate to sports participation

Candidates will clearly describe strategies or initiatives which have been used to increase sports participation

Candidates will provide a sophisticated description of strategies or initiatives which have been used to increase sports participation



Instructing physical activity and exercise (Y/505/8277)

The learner will:

1. Know the principles of safe and effective exercise sessions

The learner can:

1.1 Describe the principles of fitness training 1.2 Describe the health and safety considerations associated with exercise programmes

and sessions 1.3 Describe the importance of warm-up and cool-down in exercise programmes and

sessions

The learner will:

2. Be able to design an exercise programme

The learner can:

2.1 Design an exercise programme for selected contrasting clients

The learner will:

3. Be able to plan and lead an exercise programme

The learner can:

3.1 Plan a safe and effective exercise session 3.2 Deliver a safe and effective exercise session

The learner will:

4. Be able to review the design of an exercise programme and leading of an exercise

session

The learner can:

4.1 Review own performance in designing exercise programmes, identifying strengths and

areas for improvement 4.2 Review own performance in planning and delivering an exercise session, identifying






Instructing physical activity and exercise (Y/505/8277) (cont’d)

Equivalent unit for Instructing physical activity and exercise (Y/505/8277)


Instructing physical activity and exercise (F/502/5726)







Assessment guidance

Types of evidence: candidate report, presentation


Additional information candidates will describe the principles of fitness training in relation to the five components of fitness (strength, aerobic endurance, muscular endurance, flexibility, body composition). Candidates will need to describe the principles of training i.e. overload; specificity; progression; individual differences; variation; reversibility; FITT (frequency, intensity, time and type) principles.

Candidates will describe the health and safety considerations associated with exercise programmes and sessions. These considerations could be recorded through completing a PAR-Q (physical activity readiness questionnaire), contraindications and completing risk assessments for all aspect of the planned fitness session.

Candidates should describe the importance of warm-up and cool-down in exercise programmes and sessions. They will highlight the different components of a warm-up i.e. raising of the pulse, dynamic stretches, and specific sports related activities that relate to sport to be undertaken. Candidates should describe the components of an effective cool-down i.e. lowering of the pulse, stretches that are developmental eg proprioceptive neuromuscular facilitation – PNF)

Types of evidence: candidate report, assignment


Additional information: Candidates will produce a six-week training programme for two selected contrasting clients that incorporates the principles of training and periodisation. Candidates will collect information required to enable them to plan the programme, such as performers goals, targets, current stage of performance cycle, medical information, injuries, current activity levels, lifestyle factors.

Candidate will plan the six- week programme using the principles of training, these are overload, specificity, progression, individual differences, variation, and reversibility. Candidates will also have to consider FITT (frequency, intensity, time, type) when planning the training sessions and plan the programme to fit the performer’s macrocycle, and provide detail of the individual microcycles.

Candidates will monitor the performer’s progress during the six-week training programme. A training diary that will monitor the performer’s progression, motivation levels, goals achieved, could provide evidence for this.

Candidates should chose contrasting clients eg varied ability, individuals, groups, specific groups (elderly, children, obese).






Types of evidence: session plan, candidate report, professional discussion


Additional information: Candidates will plan a safe and effective exercise session. Within the plan, candidates will be required to complete all relevant screening and risk assessment. They will also plan the session around the specific aims that the client needs to develop. The plan needs to provide relevant information such as exercises reps, intervals and intensity.

Candidates will deliver a safe and effective exercise session, with tutor support. Within the delivery candidates will introduce the session; provide clear instructions when delivering the session including communication, technique correction, correct body alignment, modification of exercises, observation, motivation, and rapport with clients. At the end of the session candidates should gain feedback from the client or participants, checking and setting down equipment. This assessment could be completed via an observation, which could be video recorded as evidence to support the observation.



Additional information: Candidates should review own performance in the designing of exercise programmes and the planning and delivery of the exercise session, identifying strengths and areas for improvement. Candidates could use peer evaluation, questionnaires, self-evaluation and tutor feedback.

Candidates should comment if the session was fit for purpose, eg track progression, adapt session, modify activities, improve own performance, and met codes of practice.

Candidates will provide information on any development needs during the feedback process. eg continue professional development (other relevant qualifications), delivery technics, and communication styles. The development plan needs to be SMART (specific, measurable, achievable, realistic, time-bound) targets.






Grading descriptors – Instructing physical activity and exercise (Y505/8277)

Learning Outcome 1 - Know the principles of safe and effective exercise sessions Learning Outcome 2 - Be able to design an exercise programme Learning Outcome 3 - Be able to plan and lead an exercise session Learning Outcome 4 - Be able to review the design of an exercise programme and leading of an exercise session


1.1 Describe the principles of fitness training

Candidates will describe the principles of fitness training


1.2 Describe the health and safety considerations associated with exercise programmes and sessions

Candidates will describe the health and safety considerations associated with exercise programmes and sessions

Candidates will provide a detailed description of a range of health and safety considerations associated with exercise programmes and sessions

Candidates will provide a sophisticated description of a range of health and safety considerations associated with exercise programmes and sessions

1.3 Describe the importance of warm-up and cool- down in exercise programmes and sessions

Candidates will describe the importance of warm-up and cool-down in exercise programmes and sessions


2.1 Design an exercise programme for selected contrasting clients

Candidates will design an exercise programme for selected contrasting clients

Candidates will design a detailed exercise programme for selected contrasting clients. Candidates will explain their choice of activity for each client

Candidates will design a sophisticated exercise programme for selected contrasting clients. Candidates will evaluate their choice of activity for each client




Grading descriptors – Instructing physical activity and exercise (Y505/8277) (cont’d)


3.1 Plan a safe and effective exercise session

Candidates will plan a safe and effective exercise session

Candidates will provide a detailed plan of a safe and effective exercise session.

Candidates will provide a sophisticated plan of a safe and effective exercise session. Candidates will justify the activities that they have chosen

3.2 Deliver a safe and effective exercise session

Candidates will deliver a safe and effective exercise session


4.1 Review own performance in designing exercise programmes, identifying strengths and areas for improvement

Candidates will review own performance in designing exercise programmes, identifying strengths and areas for improvement

Candidates will provide a comprehensive review of own performance in designing exercise programmes, identifying strengths and areas for improvement

Candidates will provide a sophisticated review of own performance in designing exercise programmes, identifying strengths and areas for improvement

4.2 Review own performance in planning and delivering an exercise session, identifying strengths and areas for improvement

Candidates will review own performance in planning and delivering an exercise session, identifying strengths and areas for improvement

Candidates will provide a comprehensive review of own performance in planning and delivering an exercise session, identifying strengths and areas for improvement

Candidates will provide a sophisticated review of own performance in planning and delivering an exercise session, identifying strengths and areas for improvement


132






Sports injuries (D/505/8278)

The learner will:

1. Know how common sports injuries can be prevented by the correct identification of risk

factors

The learner can:

1.1 Describe extrinsic and intrinsic factors in relation to sports injuries 1.2 Describe preventative measures that can be taken in order to prevent sports injuries

occurring

The learner will:

2. Know about a range of sports injuries and their symptoms

The learner can:

2.1 Describe the physiological responses common to most sports injuries 2.2 Describe the psychological responses common to sports injuries

The learner will:

3. Know how to apply methods of treating sports injuries

The learner can:

3.1 Describe first aid and common treatments used for different types of sports injury

The learner will:

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

sports injuries

The learner can:

4.1 Design a safe and appropriate treatment and rehabilitation programme for common

sports injuries, with Tutor support

Equivalent unit for Sports injuries (D/505/8278)


Sports injuries (R/502/5746)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit D/505/8278.





Sports injuries (D/505/8278) (cont’d)

Assessment guidance

Types of evidence: assignment, candidate report


Additional information Candidates will describe extrinsic and intrinsic risk factors in relation to sports injuries. Candidates should describe how extrinsic risk factors such as coaching, i.e. poor coaching/leadership, communication, ensuring adherence to rules and governing body guidelines could cause injuries. They should also describe how incorrect technique; environmental factors such as weather effects on surfaces and inappropriate clothing and footwear (protective, sport- specific, specific to surface) could all result in an injury.

Intrinsic risk factors could include 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. Candidates could also describe how postural defects eg lordosis, kyphosis, scoliosis can cause injuries.

Candidates should describe preventative measures that can be taken in order to prevent sports injuries occurring. Candidates should describe the role of the coach in helping to prevent injuries i.e. do they have up-to-date knowledge of sport/performer, relevant and current qualifications, adapt coaching style to performers ability/age/fitness level, effective communication styles, equipment and environment that is checking equipment and suitable to the participant, adequate risk assessments, protective equipment.



Additional information: Candidates will describe the physiological responses common to most sports injuries. They should describe damaged tissue, eg primary damage response, healing response, the clotting mechanism. Candidates should describe the importance of scar tissue control in the re-modelling process. Candidates should describe responses that occur for a specific injury, eg sprain/ strain (signs and symptoms of first, second and third degree), haematomas (inter/intra).

Candidates will describe the psychological responses common to sports injuries. They should describe how a performer may feel anger, anxiety, depression, frustration, isolation from team mates due to the injury. Candidates should also describe the psychological response to treatment and rehabilitation the performer may have eg anxiety, frustration, need for motivation, and use of goal setting to provide motivation.





Sports injuries (D/505/8278) (cont’d)

Types of evidence: assignment, professional discussion, role play


Additional information: Candidates will describe first aid and common treatments used for four different types of sports injury, eg fracture, dislocation, stress fracture, shin splints, haematoma, abrasion, sprain, strain, concussion, tendonitis (achilles, shoulder), tendon rupture, blister, cramp, tennis elbow, back pain, cartilage damage, friction burns. Candidates should describe first aid treatment for these areas, including priorities, resuscitation, shock, bleeding, unconscious casualty, fractures, prevention of infection, summon qualified assistance, accident report forms.

Candidates should then describe the possible treatments, these could include 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. Candidates can be assessed via a role play that observes them using first aid and identifying possible treatments for an injured person. The assessment should be supported with video evidence or completed observation checklists.



Additional information: Candidates will design a safe and appropriate treatment and rehabilitation programme for two common sports injuries, with tutor support. Candidates should plan the treatment from an immediate and long-term basis.

The rehabilitation plan must consider stages 1-5, acute stage to re-establishing functional activity, strengthening exercises, on-going treatments, and gradual increase in activity. Candidates will explain what treatment will occur during each phase.

Candidates will design a program that highlights different methods to improve the lost range of motion, i.e. 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.






Grading descriptors – Sports injuries (D/505/8278)

Learning Outcome 1 - Know how common sports injuries can be prevented by the correct identification of risk factors Learning Outcome 2 - Know about a range of sports injuries and their symptoms Learning Outcome 3 - Know how to apply methods of treating sports injuries Learning Outcome 4 - Be able to plan and construct treatment and rehabilitation programmes for common sports injuries.


1.1 Describe extrinsic and Candidates will describe Candidates will provide a Candidates will provide a

intrinsic risk factors in relation to sports injuries

extrinsic and intrinsic risk factors in relation to sports

detailed description of the extrinsic and intrinsic risk

sophisticated description of the extrinsic and intrinsic

injuries factors in relation to sports risk factors in relation to

injuries sports injuries

1.2 Describe preventative Candidates will describe Candidates will provide a No Distinction for this AC

measures that can be taken in order to prevent

preventative measures that can be taken in order to

detailed description of the preventative measures that

sports injuries occurring prevent sports injuries can be taken in order to occurring prevent sports injuries occurring. Candidates will give examples and explain how these measures can reduce risk

2.1 Describe the Candidates will describe Candidates will explain the Candidates will provide an

physiological responses common to most sports



evaluation the physiological responses common to most

injuries injuries injuries. Candidates will sports injuries. Candidates

consider a variety of injuries will consider a variety of

and clearly relate their injuries and clearly relate

explanations to sport their explanations to sport

2.2 Describe the Candidates will describe Candidates will provide a Candidates will provide a

psychological responses common to sports injuries

psychological responses common to sports injuries

detailed description of the psychological responses

sophisticated description of the psychological responses

common to sports injuries common to sports injuries




Grading descriptors – Sports injuries (D/505/8278) (cont’d)


3.1 Describe first aid and

common treatments used

for different types of

sports injury

Candidates will describe first aid and common treatments used for different types of sports injury


4.1 Design a safe and

appropriate treatment and

rehabilitation programme

for common sports

injuries, with tutor

support

Candidates will design a safe and appropriate treatment and rehabilitation programme for common sports injuries, with tutor support

Candidates will design a detailed safe and appropriate treatment and rehabilitation programme for common sports injuries, with tutor support. Candidates will consider both physiological and psychological responses

Candidates will design a sophisticated safe and appropriate treatment and rehabilitation programme for common sports injuries, with tutor support. Candidates will consider both psychological and physiological responses

NCFE Level 3 Certificate, Diploma and Extended Diploma in Sport –Issue 6 April 2018


Sports facilities and operational management (Y/505/8280)

The learner will:

1. Know the aims, objectives and resources of selected sports and leisure facilities

The learner can:

1.1 Describe the aims, objectives and resources of different sports and leisure facilities

The learner will:

2. Know the services and products offered by selected sports and leisure facilities

The learner can:

2.1 Describe the services and products of different sport and leisure facilities 2.2 Describe different trends and their effect on the services and products offered by sports

and leisure facilities

The learner will:

3. Understand the skills required for working in sports and leisure facilities

The learner can:

3.1 Explain how personal, customer service and management skills enable competent

working in sports and leisure facilities 3.2 Analyse the use of skills in different sports and leisure facilities

The learner will:

4. Be able to demonstrate effective operational skills

The learner can:

4.1 Demonstrate operational skills in different sports and leisure facility situations 4.2 Review own performance, describing strengths and areas for future development

Equivalent unit for Sports facilities and operational management (Y/505/8280)


Sports facilities and operational management (T/600/0008)






Sports facilities and operational management (Y/505/8280) (cont’d)

Assessment guidance

Types of evidence: assignment, candidate report


Additional information Candidates will describe the aims, objectives and resources of two different sports and leisure facilities. Candidates should consider the following:

Aims eg community needs, quality standards, admission targets, access to all, promoting wellbeing, schools support.

Objectives eg social, organisational, financial, equal opportunities, health, developmental, educational, other objectives relevant to the facility (code of practice)

Resources: facility characteristics, eg size, layout, lighting, technology, marketing, access, health and safety, car parking, changing rooms; equipment required, eg sports, fitness, business and support services, events, hospitality; quality monitoring, eg systems reviews and audits, inspection, sampling, and customer feedback.

Candidates should describe these aims, objectives and resources on facilities that are local to them; these could be gymnasiums, sports centres, and health and fitness centres.



Additional information: Candidates will describe the services and products of two different sports and leisure facilities. The services offered could include refreshments, personal training, crèche, and GP referral schemes. The products offered could be: programme of activities (daily, weekly), spectator events, special events (exhibitions, arts, entertainment), conferences, social clubs; pricings, eg memberships, peak, off-peak, concessionary rates, seasonality. Candidates can use this information will then give the candidate an over view of what is on offer at the two establishments.

Candidates will describe two different trends and their effect on the services and products offered by sports and leisure facilities. These trends could be sports initiatives (sports-specific, government initiatives) and candidates will describe how this has affected the facilities, socio-economic change, sport-specific trend or national event i.e. Wimbledon tennis tournament, London 2012.





Sports facilities and operational management (Y/505/8280) (cont’d)



Additional information: Candidates will explain how personal, customer service and management skills enable competent working in sports and leisure facilities. Candidates should explain how personal skills such as motivation, communication, organisation, time management, working with others are required to work within the sports industry.

Candidates will explain why customer service skills such as creating a welcoming atmosphere, communication skills (written, oral, non-verbal), identifying customer needs, effective listening skills, effective questioning skills, personal presentation, meeting customer needs would help a person and organisation within the sports industry.

Candidates should explain why management skills such as delegation, leadership, planning, decision making, problem solving key skills to work within a management position within the sports industry.

Candidates will analyse the use of skills in two different sports and leisure facilities. They will highlight what skills are needed within the two different establishments. To complete this, the tutor could organise a visit to two local facilities or get guest speakers in to support this assessment.

Types of evidence: candidate report, observation


Additional information: Candidates will demonstrate operational skills in three different sports and leisure facility situations, with tutor support. The operational skills are personal skills; customer service skills; management skills. These skills should be demonstrated within sport and leisure facility situations which could be;

Customer-related, i.e. membership, general bookings, selling of facility services.

Dealing with equipment i.e. storage, health and safety checks.

Undertaking in routine maintenance i.e. cleaning schedules, replacement equipment.

Supporting staffing, i.e. rotas, ratios, qualified staff (poolside, gym).

Candidates could also help deal with emergencies, i.e. evacuation, first aid incidents. Tutors should help select to most appropriate opportunities that are available within their location. Tutors could provide supporting hard evidence eg video to support and observations of performance.

Candidates will review their own performance. They will need to describe their own strengths and areas for future development. The review could be based on feedback gained from customers, work colleagues, supervisors, tutor, and observers. The development plan needs to be SMART (specific, measurable, achievable, realistic, and time-bound). The future training needs should to highlight specific courses or qualifications that are needed to support the role.





Grading descriptors – Sports facilities and operational management (Y/505/8280)

Learning Outcome 1 Know the aims, objectives and resources of selected sports and leisure facilities Learning Outcome 2 Know the services and products offered by selected sports and leisure facilities Learning Outcome 3 Understand the skills required for working in sports and leisure facilities Learning Outcome 4 Be able to demonstrate effective operational skills.


1.1 Describe the aims, objectives and resources of different sports and leisure facilities

Candidates will describe the aims, objectives and resources different sports and leisure facilities

Candidates will provide a detailed description of the aims, objectives and resources of different sports and leisure facilities. Candidates will include key differences and similarities between different sports and leisure facilities

Candidates will provide a sophisticated description of the aims, objectives and resources of different sports and leisure facilities. Candidates will include key differences and similarities between different sports and leisure facilities

2.1 Describe the services and products of different sports and leisure facilities

Candidates will describe the services and products of different sports and leisure facilities


2.2 Describe different trends and their effect on the services and products offered by sports and leisure facilities

Candidates will describe different trends and their effect on the services and products offered by sports and leisure facilities

Candidates will provide a detailed description of different trends and identify how they have impacted on sports and leisure services. They will make limited suggestions on how the industry can respond to these trends

Candidates will provide a sophisticated description of different trends and draw conclusions on their impact on sports and leisure. They will include strategies on how the industry can respond to the trends




Grading descriptors – Sports facilities and operational management (Y/505/8280) (cont’d)


3.1 Explain how personal, customer service and management skills enable competent working in sports and leisure facilities

Candidates will explain how personal, customer service and management skills enable competent working in sports and leisure facilities

Candidates will provide a detailed explanation of how personal, customer service and management skills enable competent working in sports and leisure facilities They will support their explanation with a range of examples

Candidates will provide a sophisticated explanation of how personal, customer service and management skills enable competent working in sports and leisure facilities They will support their explanation with a range of examples

3.2 Analyse the use of skills in different sports and leisure facilities

Candidates will analyse the use of skills in different sports and leisure facilities

Candidates will use critical judgement when analysing the use of skills in different sports and leisure facilities

Candidates will critically analyse the use of skills in different sports and leisure facilities

4.1 Demonstrate operational skills in different sports and leisure facility situations

Candidates will demonstrate operational skills in different sports and leisure facility situations

Candidates will demonstrate operational skills in different sports and leisure facility situations. Candidates will operate skilfully and will not require any tutor support


4.2 Review own performance, describing strengths and areas for future development

Candidates will review own performance, describing strengths and areas for future development

Candidates will provide a detailed review of their own performance, describing strengths and identifying areas for future development

Candidates will provide a sophisticated review of their own performance, describing strengths and identifying areas for future development



Sports development (J/505/8291)

The learner will:

1. Know key concepts in sports development

The learner can:

1.1 Describe examples of the sports development continuum, from different sports 1.2 Describe barriers to participation for individuals from different target groups at different

levels of the sports development continuum

The learner will:

2. Know the key providers of sports development

The learner can:

2.1 Describe the structures and roles of sports development providers in the UK

The learner will:

3. Understand how quality is measured in sports development

The learner can:

3.1 Explain methods of measuring quality in sports development

The learner will:

4. Know about sports development in practice

The learner can:

4.1 Describe different sports development initiatives

Equivalent unit for Sports development (J/505/8291)


Sports development (H/502/5623)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit J/505/8291.





Sports development (J/505/8291) (cont’d)

Assessment guidance



Additional information candidates will describe three examples of the sports development continuum, from three different sports. The examples should cover the different levels within performances eg foundation, participation, performance, excellence. The candidates will describe the purpose of the program eg show progression. What the program is aimed at eg target group’s i.e. pro-health, pro-education, anti-drug, anti-crime, regeneration.

Candidates will describe barriers to participation for individuals from three different target groups at different levels of the sports development continuum. The target groups that the candidate could use are eg women, young people, 50+, disabled people, black and minority ethnic groups (BMEs). Within these target groups candidates will describe the possible barrier to participation. These could be cultural, social, economic, historical factors within the sport and culture, and educational background.



Additional information: Candidates will describe the structures and roles of three sports development providers in the UK. Candidates should consider national organisations i.e. Sport England, Sports Coach UK, Youth Sports Trust, Local Authorities, Governing Bodies (international, national, regional, local), voluntary organisations, private sector providers and professional providers. Candidates will describe the structures of these providers eg committees, working groups, forums, consultation groups, and describe the role that they play within sports development eg enabling and facilitating, direct delivery, strategic, operational, advisory, participation, performance; sports development officers (sports-specific, non-sports specific, community) and providing volunteers.



Additional information: candidates will explain two methods of measuring quality in sports development. Candidates could describe benchmarks and quality schemes (Quest, IiP, Customer Service Excellence, Clubmark), use of internal or self-assessment reports and auditing, external audits to monitor the development program.





Sports development (J505/8291) (cont’d)



Additional information Candidates will describe two different sports development initiatives that have provided development programs in recent years 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.






Grading descriptors – Sports development (J/505/8291)

Learning Outcome 1 - Know key concepts in sports development Learning Outcome 2 - Know the key providers of sports development Learning Outcome 3 - Understand how quality is measured in sports development Learning Outcome 4 - Know about sports development in practice


1.1 Describe examples of the sports development continuum, from different sports

Candidates will describe examples of the sports development continuum, from different sports

Candidates will describe examples of the sports development continuum, from different sports. Candidates will include both local and national examples


1.2 Describe barriers to participation for individuals from different target groups at different levels of the sports development continuum

Candidates will describe barriers to participation for individuals from different target groups at different levels of the sports development continuum

Candidates will provide a detailed description of the barriers to participation for individuals from different target groups at different levels of the sports development continuum

Candidates will provide a sophisticated description of the barriers to participation for individuals from different target groups at different levels of the sports development continuum

2.1 Describe the structures and roles of sports development providers in the UK

Candidates will describe the structures and roles of sports development providers in the UK


3.1 Explain methods of measuring quality in sports development

Candidates will explain methods of measuring quality in sports development

Candidates will explain methods of measuring quality in sports development. They will look at the advantages and disadvantages of each

method




Grading descriptors – Sports development (J/505/8291)


4.1 Describe different sports development initiatives

Candidates will describe different sports development

Candidates will describe in detail the success and

Candidates will describe and draw conclusions about the

initiatives failures of different sports success and failures of

development initiatives different sports development

initiatives.






Leadership in sport (D/505/8295)

The learner will:

1. Know the qualities, characteristics and roles of effective sports leaders

The learner can:

1.1 Describe the qualities, characteristics and roles common to effective sports leaders

The learner will:

2. Know the importance of psychological factors in leading sports activities

The learner can:

2.1 Describe the psychological factors that are important in the leading of sports activities

The learner will:

3. Be able to plan a sports activity

The learner can:

3.1 Produce a risk assessment for a selected sports activity 3.2 Produce a plan for leading a selected sports activity

The learner will:

4. Be able to lead a sports activity

The learner can:

4.1 Lead a selected sports activity 4.2 Review the performance of participants, within activity, identifying strengths and areas

for improvement 4.3 Review own performance in the planning and leading of the sports activity, identifying


Equivalent unit for Leadership in sport (D/505/8295)


Leadership in sport (K/502/5722)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit D/505/8295.





Leadership in sport (D/505/8295) (cont’d)

Assessment guidance



Additional information candidates will describe four qualities, four characteristics and four roles common to effective sports leaders. The qualities could include knowledge of sport skills, knowledge of rules and laws, understanding the mental needs of participants, understanding the physical needs of participants

Candidates characteristics which could include objectivity, patience, persistence, empathy, approachable, consistent, goal focused, committed, discreet, forgiving, attentive, and empowering.

Candidates will describe four roles of the leader within sport which could include organiser, motivator, guardian, teacher, instructor, psychologist, trainer, role model.



Additional information: candidates will describe four psychological factors that are important in leading of sports activities. Candidates could consider and describe cohesion ( group/team cohesion, size, stability, similarity, membership); Tuckman’s stages of group development (forming, storming, norming and performing); development of cohesion in a group/team; social loafing and the Ringelmann effect; personality theories in eg confidence, self-concept; the effects and types of motivation eg extrinsic, intrinsic; the effect that stress, anxiety and arousal a has leading a sports activity.






Types of evidence: candidate report, session plan, assignment


Additional information: Candidates will produce a risk assessment for a selected sports activity. Within the risk assessment candidates will include hazards; who might be affected, likelihood of occurrence; severity; risk rating; measures to minimise; considerations eg risks relating to locations, activities, equipment, participants, leaders. Candidates could use an organisations risk assessment template or one from the health and safety executive to complete this.

Candidates will produce a plan for leading a selected sports activity. The activities that the could be delivered are basic sports coaching, modified activities for special populations (crab football, short tennis, mini basketball), fitness sessions (circuit training, exercise to music, water aerobics). Within the session plan candidates should ensure that they have clear aims and objectives, have highlighted their roles and responsibilities during the session. The plan should show the basic back ground information such as participants, i.e. number, ability, needs, age, gender; the resources that are needed for the session i.e. human, physical and fiscal. A suitable health and safety check should be completed, including a risk assessment, emergency procedures, and contingencies. The plan be structured so that it follows National Governing Bodies guidelines i.e. warm-up, main body which should have a skills and techniques element that will then progress through to a game. The session plan must include the cool down. The plan also needs to show what feedback activity candidates will conduct to be able to reflect on the session.

Types of evidence: candidate report, session plan, observation report, assignment


Additional information: Candidates will lead a selected sports activity, with tutor support. The session should be the one planned during the previous assessment. The session should take into account all elements that were included within the plan.

Tutors could observe candidates coaching their peers or another suitable group. Video recordings of coaching sessions or observational checklists could be used as supporting evidence of this activity.

Candidates should review the performance of participants, within activity, identifying strengths and areas for improvement. Candidates will highlight areas of strength and any areas for further development. The candidate could use a SWOT (strengths, weakness, opportunities, threats) analysis to support the development plan. The plan should provide clear development area(s) i.e. possible course, qualifications.

Candidates should carry out a review of the planning and delivery of a sports coaching session, identifying strengths and areas for improvement. The review should confirm that the aim and objectivities of the coaching session were completed. The candidate should use feedback from participants, observers, peers, assessors. From this they can identify areas of strength and any areas for development. Candidates could use a SWOT (strengths, weakness, opportunities, threats) analysis to support their development plan. The plan should provide clear development area(s) i.e. possible course, qualifications.





Grading descriptors – Leadership in sport (D/505/8295)

Learning outcome 1 - Know the qualities, characteristics and roles of effective sports leaders Learning outcome 2 - Know the importance of psychological factors in leading sports activities Learning outcome 3 - Be able to plan a sports activity Learning outcome 4 - Be able to lead a sports activity


1.1 Describe the qualities, characteristics and roles common to effective sports leaders

Candidates will describe qualities, characteristics and roles common to effective sports leaders

Candidates will provide a detailed description of qualities, characteristics and roles common to effective sports leaders. They will link their responses to sports leaders

Candidates will provide a sophisticated description of qualities, characteristics and roles common to effective sports leaders. Candidates will link this to a variety of sports leaders

2.1 Describe the psychological factors that are important in the leading of sports activities

Candidates will describe psychological factors that are important in the leading of sports activities

Candidates will provide a detailed description of the psychological factors that are important in the leading of sports activities. Candidates will consider the factors that affect group dynamics

Candidates will provide a sophisticated description of the psychological factors that are important in the leading of sports activities

3.1 Produce a risk assessment for a selected sports activity

Candidates will produce a risk assessment for a selected sports activity


3.2 Produce a plan for leading a selected sports activity

Candidates will produce a plan for leading a selected sports activity

Candidates will produce a detailed plan for leading a selected sports activity

Candidates will produce a sophisticated plan for leading a selected sports activity




Grading descriptors – Leadership in sport (D/505/8295) (cont’d)


4.1 Lead a selected sports activity

Candidates will lead a selected sports activity

Candidates will confidently lead a selected sports activity


4.2 Review the performance of participants, within activity, identifying strengths and areas for improvement

Candidates will review the performance of participants, within activity, identifying strengths and areas for improvement

Candidates will provide a detailed review of the performance of participants, within activity, identifying strengths and areas for improvement

Candidates will provide a sophisticated review the performance of participants, within activity, identifying strengths and areas for improvement

4.3 Review own performance in the planning and leading of the sports activity, identifying strengths and areas for improvement

Candidates will review own performance in the planning and leading of the sports activity, identifying strengths and areas for improvement

Candidates will provide a detailed review of own performance in the planning and leading of the sports activity, identifying strengths and areas for improvement

Candidates will provide a sophisticated review of own performance in the planning and leading of the sports activity, identifying strengths and areas for improvement



Analysis of sports performance (K/505/8316)

The learner will:

1. Know the performance profile of a sporting activity

The learner can:

1.1 Describe the performance profile of a selected sporting activity 1.2 Describe the factors that may influence the performance of an athlete

The learner will:

2. Be able to analyse sporting performance

The learner can:

2.1 Perform an assessment of a selected athlete undertaking sporting activity using

components of their performance profile, with Tutor support

The learner will:

3. Be able to provide feedback to athletes regarding performance

The learner can:

3.1 Provide feedback to the athlete based on the assessment of their performance, with

Tutor support

The learner will:

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

performance

The learner can:

4.1 Explain the purpose of, and the resources required for, analysis at different levels of

sports performance

Equivalent unit for Analysis of sports performance (K/505/8316)


Analysis of sports performance (M/502/5754)






Analysis of sports performance (K/505/8316) (cont’d)

Assessment guidance

Types of evidence: assignment, presentation, candidates report


Additional information Candidates will describe the performance profile of a selected sporting activity. This profile could be based on an individual sport such as pole vault, hurdling, tennis. It could be position specific i.e. goalkeeper, wing attack or it based on a specific action i.e. table tennis serve, long jump take off.

Candidates will describe the performance profile within the 5 key aspects of performance, these are technical and tactical eg shooting, crossing, catching, passing, tackling, heading, dribbling, striking, positional play, style of play; physical eg health- and sports-related fitness i.e. aerobic and anaerobic endurance, strength, flexibility, agility, power, speed and muscular endurance; physiological responses i.e. heart rate, warm-up, cool-down, lung function; psychological factors that influence sports performances i.e. motivation, anxiety, arousal, attention, confidence, aggression, relaxation, concentration; biomechanical i.e. linear displacement, velocity of release.

Candidates will describe five factors that may influence the performance of an athlete and should use factors that are both intrinsic and extrinsic. Intrinsic factors could include the performer’s age, health, diet, previous training, motivation, confidence and current ability level. Extrinsic factors could include group dynamics, group cohesion, temperature and the time of day.

Types of evidence: assignment, presentation, candidate report, observation report


Additional information: Candidates will perform an assessment of a selected athlete undertaking a sporting activity using three components of their performance profile, with tutor support. Candidates should conduct several practical assessments that could be supported with data sheets, results and observation reports. Candidates are required to select 3 component areas and could use the following data collection techniques:

technical and tactical, (notational analysis, tally charts)

physical (multi-stage fitness test, repeated anaerobic sprint test)

motor (T-run, Illinois agility run)

physiological (heart rate monitor, peak flow)

psychological, (interviews, questionnaires)

biomechanical, (recording)

Part of this assessment could be an observation of the candidates conducting tests on selected individuals. Assessors may use video recordings or observational checklist as supporting evidence for this assessment.





Analysis of sports performance (K/505/8316) (cont’d)

Types of evidence: assignment, presentation, candidate repot, observation report


Additional information: Candidates will provide feedback to the athlete based on the assessment of their performance, with tutor support. Feedback to the performer should be SMART (specific, measurable, achievable, realistic, time- bound). All targets that have been set should be short-, medium- and long-term. Within the feedback the candidates should provide the performer with recommendations of how to improve; these could be skills training, training for specific components of fitness, technique coaching specific to movement or psychological training.

Assessors may use video recordings or observational checklist as supporting evidence for this assessment.

Types of evidence: assignment, presentation, candidate report


Additional information: Candidates will explain the purpose of, and the resources required for, analysis at two different levels of sports performance. The levels of performance should be selected from are foundation, eg school children, beginners; participation eg Saturday league player, out-of-school club; performance eg county or national standard and elite eg Olympic/world- class athlete/ professional.

Candidates will explain the purpose of performance analysis within the two selected levels, this could be talent identification, monitoring current fitness level, identification of strengths and areas for improvement within the individuals performance, performance assessment, recovery after injury, assessment of health status, squad selection and goal setting.

The candidate should describe the resources that could be used to support this assessment eg fiscal, equipment, IT software, time, facilities, human, scientific support and equipment






Grading descriptors – Analysis of sports performance (K/505/8316)

Learning Outcome 1 - Know the performance profile of a sporting activity Learning Outcome 2 - Be able to analyse sporting performance Learning Outcome 3 - Be able to provide feedback to athletes regarding performance Learning Outcome 4 - Understand the purpose and resources required for analysing different levels of sporting performance


1.1 Describe the performance

profile of a selected

sporting activity

Candidates will describe the performance profile of a selected sporting activity

Candidates will provide a detailed description of the performance profile of a selected sporting activity. They will provide clear links to sport

Candidates will provide a sophisticated description of the performance profile of a selected sporting activity. There will be consideration of a variety of different sports and evidence of research

1.2 Describe the factors that

may influence the

performance of an athlete

Candidates will describe the factors that may influence the performance of an athlete

Candidates will provide a detailed description of the factors that may influence the performance of an athlete

Candidates will provide a sophisticated description the factors that may influence the performance of an athlete

2.1 Perform an assessment

of a selected athlete

undertaking sporting

activity using

components of their

performance profile, with

tutor support

Candidates will perform an assessment of a selected athlete undertaking sporting activity using components of their performance profile. They will require tutor support to complete the activity

Candidates will perform an assessment of a selected athlete undertaking sporting activity using components of their performance profile. They will require minimum tutor support

Candidates will analyse the performance of a selected athlete using components of their performance profile. They will work independently. They will link their evaluation to sport and exercise




Grading descriptors – Analysis of sports performance (K/505/8316) (cont’d)

Learning Outcome 1 - Know the performance profile of a sporting activity Learning Outcome 2 - Be able to analyse sporting performance Learning Outcome 3 - Be able to provide feedback to athletes regarding performance Learning Outcome 4 - Understand the purpose and resources required for analysing different levels of sporting performance


3.1 Provide feedback to the

athlete based on the

assessment of their

performance, with tutor

support

Candidate will provide feedback to the athlete based on the assessment of their performance. They will require some support from their tutor


4.1 Explain the purpose of,

and the resources

required for, analysis at

different levels of sports

performance

Candidates will explain the purpose of, and the resources required for, analysis at different levels of sports performance




Ethics and values in sport (H/505/9982)

The learner will:

1. Understand the principles of ethical practice within sport

The learner can:

1.1 Explain the terms ethics, values, principles and fair play in relation to sport 1.2 Describe the ways in which ethical practice affect sport

The learner will:

2. Be able to investigate values and ethics in a range of sports situations

The learner can:

2.1 Explain the impact of ethics and values upon sports performers, coaches, organisations

and clubs 2.2 Identify appropriate professional standards in a range of sports situations 2.3 Explain the importance of factors such as confidentiality, safety and appearance

The learner will:

3. Understand the meaning and importance of ethics for sporting organisations

The learner can:

3.1 Explain the ethical issues a business needs to consider in its operational activities 3.2 Evaluate the ethical concerns of the communities in which a selected sports organisation

operates

The learner will:

4. Understand the ethics of sports performers taking performance-enhancing drugs

The learner can:

4.1 Describe different types of drugs used to enhance sports performance and their effects 4.2 Describe how taking performance-enhancing drugs violates the “spirit of sport” 4.3 Explain the arguments for and against the legalisation of performance-enhancing drugs

in sport





Ethics and values in sport (H/505/9982) (cont’d)

Assessment guidance



Additional information Candidates will explain the terms ethics, values and principles and fair play in relation to sport. They should encompass such concepts that include the science of morals, the philosophy of human character and conduct, a system of morals and rules of behavior. When explaining values candidates should encompass concepts such as things of worth, intrinsic worth or goodness, recognition of worth in something, what makes something useful or estimable, esteem and excellence. When candidates explain principles they should include concepts that relates to: something fundamental within the sport, something essential in nature, something which has a theoretical basis, a fundamental truth on which others are founded or from which they come, a law or doctrine, consistent behaviour or action. Candidates will also explain what fair play within a sports concept is. Candidates should explain examples of the following i.e. respect, friendship, fair competition, sport without doping, integrity and equality.

Candidate should describe ways in which ethical practice affect sport. and should consider situations within sport and describe how these ethical issues could affect the performer or the sport. These issues could relate to “sportsmanship” within sports, “win at all cost” attitudes within coaches, individuals and teams.

Types of evidence: candidate report, assignment, professional discussion, presentation


Additional information: Candidates will explain the impact of ethics and values upon sports performers, coaches, organisations and clubs. Candidates should build on the information gathered and used in the previous assessment and explain why the ethics and values of all parties involved could have a negative or positive affect within their sport. Candidates should be encouraged to use real examples from current sports to highlight this. Candidates will explain what positive affect eg increased positive publicity, increased sponsorship, increased participation rates, or negative affect eg sponsorship withdrawals, reduced main stream broadcasting, and reduced funding has on ethics and values in sport.

Candidates will identify appropriate professional standards in a range of sports situations, and should use nationally recognised bodies such as The Sport and Recreation Alliance, Sports Coach UK and National Governing Bodies when identifying professional standards. Candidates should highlight a number of different situations within sport and then relate the relevant appropriate professional standard to these situations. Candidates should relate these back to the supporting organisations.

Candidates will explain the importance of factors such as confidentiality, safety and appearance within sport, and should highlight why these areas play an important role within sport. Candidates should highlight the key areas with each area eg confidentiality of key personal data, personal records, medical information or discloser information; safety eg coaching practice, health and safety or first aid provision; appearance eg role model, suitability, health and safety, safe guarding, image for club and sports organisation.





Ethics and values in sport (H/505/9982) (cont’d)



Additional information: Candidates will explain the ethical issues a business needs to consider in its operational activities. Stakeholders that could be affected by positive or negative ethical issues i.e. owners, employees, customers, suppliers, competitors, citizens should be identified. Candidates should explain the implication on a business these could have eg adapting business behaviours, responding to ethical pressures, implementing ethical practices; influence of stakeholders and pressure groups, impact on competitiveness, reputation, public image, ethical trade, complying with relevant legislation and codes of practice, i.e. UK law, EU law; UN Declaration on Human Rights; UN Global Compact.

Candidates will evaluate the ethical concerns of the communities in which a selected sports organisation operates. They should use the information that they have previously gained and evaluate how these issues could affect individual communities’ eg negative publicity of an incident during a sports event. Tutors should encourage candidates to find current and relevant examples to support this assessment.



Additional information: Candidates will describe different types of drugs used to enhance sports performance and their effects. Candidates should include lean mass builders, stimulants, painkillers, sedatives, blood boosters and masking drugs. Tutors should use and check the WADA website for the most up to date information regarding this area. This information changes every year (January).

Candidates will describe how taking performance enhancing drugs violates the ‘spirit of sport’ and will describe how taking performance enhancing drugs can have a negative effect on the sport. They could highlight un-fair competition, reduced reliability and trust within the sport, skill and training of players and individuals.

Candidates will explain the arguments for and against the legalisation of performance enhancing drugs in sport. They should explain how the arguments support the legalisation or the continued banning of the drugs. Candidates should highlight possible health risk associated with performance enhancing drugs, cost, injury potential, unfair playing field, regulation, the history within sport and regulation and administering.

The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be [internally / independently] and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.





Grading descriptors – Ethics and values in sport (H/505/9982)

Learning Outcome 1 - Understand the principles of ethical practice within sport Learning Outcome 2 - Be able to investigate values and ethics in a range of sports situations Learning Outcome 3 - Understand the meaning and importance of ethics for sporting organisations Learning Outcome 4 - Understand the ethics of sports performers taking performance enhancing drugs


1.1 Explain the terms, Ethics, values and principles and

Candidates will explain the terms, ethics, values and

Candidates will provide a comprehensive explanation

Candidates will critically analyse the terms, ethics

fair play in relation to sport

principles and fair play in relation to sport

of the terms, ethics and principles in fair play. They

and principles in fair play. They will draw their own

will demonstrate a thorough conclusions and link their

understanding by linking information to a wide range

their information to a range of different sporting

of different sporting situations.

situations

1.2 Describe ways in which Candidates will describe Candidates will provide a Candidates will draw ethical practice affect sport.

ways in which ethical practice affects sport

comprehensive description of the ways in which ethical

conclusions on the ways in which ethical practice affect

practice affects sport. They sport. They will validate their

will assess the impact on a explanations with evidence

range of sports of research from less

obvious sources

2.1 Explain the impact of ethics and values upon

Candidates will explain the impact of ethics and values


sports performers, coaches, organisations

upon sports performers, coaches, organisations and

and clubs. clubs

2.2 Be able to identify appropriate professional standards in a range of sports situations

Candidates will be able to identify appropriate professional standards in a range of sports situations






Grading descriptors – Ethics and values in sport (H/505/9982) (cont’d)



2.3 Explain the importance of factors such as confidentiality, safety and appearance

Candidates will explain the importance of factors such as confidentiality, safety and appearance

Candidates will provide a detailed explanation of the importance of factors such as confidentiality, safety and appearance

Candidates will explain and critically analyse the importance of such factors such as confidentiality, safety and appearance.

3.2 Evaluate the ethical concerns of the communities in which a selected sports organisation operates

Candidates will evaluate the ethical concerns of the communities in which a selected sports organisation operates

Candidates will evaluate the ethical concerns of the communities in which a selected sports organisation operates.

Candidates will draw conclusions into the ethical concerns of the communities in which a selected sports organisation operates.

4.1 Describe different types of drugs used to enhance sports performance and their effects

Candidates will describe different types of drugs used to enhance sports performance and their effects

No Merit for his AC No Distinction for this AC

4.2 Describe how taking performance enhancing drugs violates the ‘spirit of sport’

Candidates will describe how taking performance enhancing drugs violates the ‘spirit of sport’

Candidates will provide a thorough description of how performance enhancing drugs violates the ‘spirit of sport’. They will link their description to some current examples

Candidates will critically analyse how the use of drugs violates the ‘spirit of sport’. They will include some originality in their information





Grading descriptors – Ethics and values in sport (H/505/9982) (cont’d)


4.3 Explain the arguments for and against the legalisation of performance enhancing drugs in sport

Candidates will explain the arguments for and against allowing performance enhancing drugs in sport

Candidates will provide a detailed explanation of the arguments for and against the legalisation of drugs in sport. They will consider both sides of the debate.

Candidates will formulate their own opinion in explaining the use arguments for and against allowing drugs in sport. They will include originality in their ideas





Business in sport (A/506/1673)

The learner will:

1. Understand the sport sector

The learner can:

1.1 Describe the variety of businesses in the sports sector 1.2 Explain how sports businesses contribute to the economy 1.3 Explain how sports businesses contribute to wider society

The learner will:

2. Know what makes a successful sports business

The learner can:

2.1 Describe what makes a successful sports business

The learner will:

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

The learner can: 3.1 Describe legal influences on a sports business 3.2 Describe a basic cash flow for a selected sports business

The learner will:

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

The learner can:

4.1 Plan market research for a selected sports business 4.2 Conduct market research for a selected sports business, recording and interpreting

results 4.3 Describe the marketing activities of a selected sports business 4.4 Produce a promotional plan for a selected sports product or service, drawing on market

research





Business in sport (A/506/1673) (cont’d)

Assessment guidance Types of evidence: research project, candidate report, assignment


Additional information Candidates will describe the variety of businesses in the sports sector covering the following sector areas: public sports and leisure clubs; private sports and leisure clubs; professional sports clubs; amateur sports clubs; coaching services and health and fitness facilities.

Candidates will explain how sports businesses contribute to the economy, including the following business types: sole trader, partnerships, private limited companies, public limited companies, franchises, nationalised industry.

Candidates will explain how sports businesses contribute to wider society, including how the structure of a business can support a number of individuals within the community. Candidates should explain these roles and the benefits these roles could have to the person involved: structure eg senior management, management, functional departments, regional structures; staff eg chief executive, duty manager, sales manager, reception and leisure attendant.



Additional information: Candidates will describe what makes a successful sports business and will explain the elements within a business that could be used to measure its success, these are income, profit, growth, sustainable, customer satisfaction, staff satisfaction, achieving targets and aims.



Additional information: Candidates will describe legal influences on a sports business and should consider issues that relate to specific industries and the general legal issues. Candidates should describe the following: Companies Act (1989), Partnership Act (1890), Fair Trading Act (1973), Health and Safety at Work Act (1974), health and safety, employment laws, licensing, insurance, planning permission and local bye-laws.

Candidates will describe a basic cash-flow for a selected sport business and will include the following elements within their description: 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.





Business in sport (A/506/1673) (cont’d)



Additional information: Candidates will plan market research for a selected sport business. Within their plan possible methods that could be used to conduct market research should be investigated. Candidates should include customer knowledge, competitors, the market environment, demand and trends, opportunities for development, pricing strategies. They should also cover different types of research that could be completed eg primary sources, secondary sources. Candidates will also chose the most relevant type of research considering surveys, questionnaires, product testing, and recording.

Candidates will conduct market research for a selected sports business, recording and interpreting results. Candidate should use their market research plan to conduct research that will be effective and meaningful. Candidates should consider the sample size, location of sample, time of sampling, implications of different samples, the cost and accuracy of information that they will collect. The survey design and the questions to be asked, length of survey, types of question to be asked i.e. sequencing, dichotomous, multiple-choice, scaled, open-ended, should also be considered.

Candidates will describe the marketing activities of a selected sports business. Within this description will be included the type of marketing that has been used and in what forms of media, such as magazine, television, newspapers, dates and time, target audience. Candidates will also describe the sales promotion that has been used i.e. leaflets, taster sessions, open days, offers and price.

Candidates will produce a promotional plan for a selected sports product or service, drawing on market research that has been completed. Candidates will develop the promotional objectives, highlight promotional opportunities and identify resources required. They will describe the characteristics of the target market and the availability of promotional methods. Candidates should select the most suitable publicity method eg press release, feature article, magazine, radio, captioned photograph, television.






Grading descriptors – Business in sport (A/506/1673)

Learning Outcome 1 - Understand the sport sector Learning Outcome 2 - Know what makes a successful sports business

Learning Outcome 3 - Know the legal and financial influences on sport as a business Learning Outcome 4 - Be able to use market research and marketing for a sports business


1.1 Describe the variety of

businesses in the sports

sector

1.2 Explain how sports

businesses contribute to the economy

Candidates will describe the variety of businesses in the sports sector

Candidates will explain how sports businesses contribute to the economy

Candidates will provide a detailed description of the variety of businesses in the sports sector

Candidates will provide a detailed explanation of how sports businesses contribute to the economy

Candidates will provide a sophisticated description of the variety of businesses in the sports sector

Candidates will explain and critically analyse how sports businesses contribute to the economy

1.3 Explain how sports businesses contribute to wider society

Candidates will explain how sports businesses contribute to wider society

Candidates will provide a detailed explanation of how sports businesses contribute to wider society

Candidates will explain and critically analyse how sports businesses contribute to wider society

2.1 Describe what makes a successful sports business

Candidates will describe what makes a successful sports business

Candidates will provide a detailed description of what makes a successful sports business

Candidates will explain and critically analyse what makes a successful sports business

3.1 Describe legal influences on a sports business

Candidates will describe legal influences on a sports business

No merit for this a/c No distinction for this a/c




Grading descriptors – Business in sport (A/506/1673) (cont’d)


3.2 Describe a basic cashflow for a selected sport business

Candidates will describe a basic cashflow for a selected sport business


4.1 Plan market research for a selected sport business

Candidates will plan market research for a selected sport

Candidates will plan in detail market research for a

Candidates will formulate market research for a

business selected sport business selected sport business

4.2 Conduct market research for a selected sports business, recording and interpreting results

Candidates will conduct market research for a selected sports business, recording and interpreting

Candidates will thoroughly conduct market research for a selected sports business, recording and interpreting

No distinction for this a/c

results results

4.3 Describe the marketing Candidates will describe the Candidates will describe in Candidates will provide a activities of a selected sports business

marketing activities of a selected sports business

detail the marketing activities of a selected

sophisticated description of the marketing activities of a

sports business selected sports business

4.4 Produce a promotional plan for a selected sports

Candidates will produce a promotional plan for a

Candidates will produce a detailed promotional plan for


product or service, drawing on market research

selected sports product or service, drawing on market research

a selected sports product or service, drawing on market research






Sport and exercise massage (F/506/1674)

The learner will:

1. Know the effects and benefits of sport and exercise massage

The learner can:

1.1 Describe the effects and benefits of sport and exercise massage

The learner will:

2. Know the roles of sport and exercise massage professionals

The learner can:

2.1 Describe the roles of sport and exercise massage professionals 2.2 Explain the legal responsibilities of a sports massage practitioner

The learner will:

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

The learner can:

3.1 Carry out pre-treatment consultations on different athletes 3.2 Describe contraindications to massage treatment 3.3 Produce a treatment plan for athletes

The learner will:

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

The learner can:

4.1 Demonstrate appropriate sport and exercise massage techniques on athletes 4.2 Maintain optimal personal hygiene throughout treatment 4.3 Review the treatment plan for the athletes, describing future treatment opportunities 4.4 Review own sport and exercise massage techniques, identifying areas for improvement





Sport and exercise massage (F/506/1674) (cont’d)

Assessment guidance

Types of evidence: report, professional discussion, assignment


Additional information: The assessment requires candidates to describe the effects and benefits of sport and exercise massage. Candidate will need to describe both the physical and mechanical effects including blood and lymphatic circulation, tissue permeability, reducing and remodeling of scar tissue and opening micro-circulation. Candidates should also describe the physiological effects that are associated with massage, such as the effects on the autonomic, sympathetic and parasympathetic nervous system that could result from massage.

Candidates will also describe the benefits that could result from a massage. These could include reducing stress levels, enhancing wellbeing, pain reduction and relaxation during and after the massage.

Types of evidence: report, professional discussion


Additional information: The assessment requires candidates to describe the roles of sport and exercise massage professionals, including information that relates to the role undertaken when applying different treatments eg massage, relaxation, strapping, and manipulation. Candidates should also describe other roles that could be undertaken within sports and exercise massage environments, such as conducting client assessments or providing administration.

Candidates will explain the legal responsibilities of a sports massage practitioner, including gaining client consent prior to giving treatment(s), completing a criminal record check with the DBS (Disclosure and Barring Service), and insurance requirements to be able to practice as a sport and exercise masseur.






Types of evidence: report, observation, role play


Additional information: The assessment requires candidates to carry out pre-treatment consultations on different athletes (candidates should complete this for two contrasting clients). Candidates should be able to identify the area for treatment eg anterior, posterior, legs, upper back, lower back, shoulders, neck. They should also be able to identify basic injuries eg haematoma, muscle tear, tendon injuries, inflammation, ligament injuries. As part of the pre- treatment assessment candidates will complete effective client record cards/sheets and provide health and safety information relating to environment, treatments and products that will be used eg oil types.

Candidates will describe contra-indications to massage treatment. Candidates should know what would be classed as a:

Total contra-indication: fevers, contagious diseases, under the influence of drugs or alcohol, recent operation or acute injuries, neuritis and skin diseases.

Local contraindication (where massage can be given but not over an affected area): varicose veins, undiagnosed lumps or bumps, pregnancy, bruising, cuts, abrasions, sunburn, undiagnosed pain and inflammation, including arthritis.

Medical contra-indications (where a doctor needs to provide permission for this to occur): cardio-vascular conditions (thrombosis, phlebitis, hypertension, heart conditions), any condition already being treated by a medical practitioner, oedema, psoriasis or eczema, high blood pressure, osteoporosis, cancer, nervous or psychotic conditions, heart problems, angina, those with pacemakers, epilepsy, diabetes, bell’s palsy, trapped or pinched nerves, gynecological infections.

Candidates will produce a treatment plan for athletes, covering pre-, inter- and post-massage treatments, duration of treatment and the massage procedure being given.

Types of evidence: report, observation, assignment


Additional information: the assessment requires candidates to demonstrate appropriate sport and exercise massage techniques on athletes (candidates should complete this for two contrasting clients). Candidates will demonstrate safe and effective massage, effective use of different techniques, i.e. effleurage, petrissage, frictions, tapotement, vibrations. Candidates should use correct application of techniques (correct techniques, follow a set routine, suitable medium, appropriate duration, client/therapist rapport).

Candidates will maintain optimal personal hygiene throughout the treatment and ensure this is thoroughly demonstrated during the practical performance.

Candidates will review the treatment plan for the athletes and describe future treatment opportunities. Candidates will also review their own sport and exercise massage techniques identifying areas for improvement. In their review they could consider their speed, depth, rate of sport massage, effectiveness of treatment, liaison with athlete, timing and any possible adaptation of treatment.






Assessment decisions should be supported by video recordings, observational checklists and/or professional discussions.






Grading descriptors – Sport and exercise massage (F/506/1674)

Learning Outcome 1 - Know the effects and benefits of sport and exercise massage Learning Outcome 2 - Know the roles of sport and exercise massage professionals Learning Outcome 3 - Be able to identify the sport and exercise massage requirements of athletes Learning Outcome 4 - Be able to perform and review sport and exercise massage techniques


1.1 Describe the effects and benefits of sport and exercise massage

Candidates will describe the effects and benefits of sport and exercise massage

Candidates will describe in detail the effects and benefits of sport and exercise massage

Candidates will provide a sophisticated description of the effects and benefits of sport and exercise massage

2.1 Describe the roles of sport and exercise massage professionals

Candidates will describe the roles of sport and exercise massage professionals


2.2 Explain the legal responsibilities of a sports massage practitioner

Candidates will explain the legal responsibilities of a sports massage practitioner


3.1 Carry out pre-treatment consultations on different athletes

Candidates will carry out pre-treatment consultations on different athletes


3.2 Describe contra- indications to massage treatment

Candidates will describe contra-indications to massage treatment

Candidates will describe in detail contra-indications to massage treatment

Candidates will provide a sophisticated description of the contra-indications to massage treatment




Grading descriptors – Sport and exercise massage (F/506/1674) (cont’d)


3.3 Produce a treatment plan for athletes

Candidates will produce a treatment plan for athletes

Candidates will produce a detailed treatment plan for athletes

Candidates will produce a sophisticated treatment plan for athletes

4.1 Demonstrate appropriate sport and exercise massage techniques on athletes

Candidates will demonstrate appropriate sport and exercise massage techniques on athletes

Candidates will skilfully demonstrate appropriate sport and exercise massage techniques on athletes


4.2 Maintain optimal personal hygiene throughout treatment

Candidates will maintain optimal personal hygiene throughout treatment


4.3 Review the treatment plan for the athletes, describing future treatment opportunities

Candidates will review the treatment plan for the athletes, describing future treatment opportunities

Candidates will review in detail the treatment plan for the athletes, describing future treatment opportunities

Candidates will review and critically analyse the treatment plan for the athletes, describing future treatment opportunities

4.4 Review own sport and exercise massage techniques identifying areas for improvement

Candidates will review own sport and exercise massage techniques identifying areas for improvement

Candidates will review in detail own sport and exercise massage techniques identifying areas for improvement

Candidates will review and critically analyse own sport and exercise massage techniques identifying areas for improvement



Organising sports events (M/506/1671)

The learner will:

1. Know about different types of sports events

The learner can:

1.1 Analyse different types of sports events

The learner will:

2. Know about the roles and responsibilities of people involved in planning and delivering

sports events

The learner can:

2.1 Describe the roles and responsibilities of individuals involved in planning and delivering

sports events

The learner will:

3. Be able to plan and promote a sports event

The learner can:

3.1 Plan a sports event, including:

event aims

target group

venue

resources

roles and responsibilities

health and safety

cost and fees

contingencies

3.2 Produce material suitable for promoting the sports event

The learner will:

4. Be able to deliver a sports event

The learner can:

4.1 Deliver a sports event





Organising sports events (M/506/1671) (cont’d)

The learner will:

5. Be able to review the planning and delivery of a sports event

The learner can:

5.1 Review the planning and delivery of a sports event 5.2 Make suggestions relating to a future personal development






Assessment guidance



Additional information Candidates will analyse different types of sports events and investigate the different forms of event that occur within the sports environment. Such events could include competitions, tournaments, training camps, coaching courses, sponsored events, field trips, expeditions and outdoor education. Candidates will also investigate the possible purposes of these events, eg educational, environmental awareness, development of participants (physical, social or personal), social-inclusion and fundraising.



Additional information: Candidates will describe roles and responsibilities of individuals involved in planning and delivering sports events, considering the following roles and responsibilities: coordinator, chairperson, secretary, finance officer, publicity officer, marketing officer, steward, specialist coach or trainer; and responsibilities could include logistics, equipment, health and safety, liaison, marketing, publicity and raising finances.

Types of evidence: research project, candidate report, assignment, observation report, candidate portfolio (which should include minutes of meetings and copies of emails)


Additional information: Candidates will plan a sports event, including the following elements: event aims, target group, venue, resources, roles and responsibilities, health and safety, cost and fees and contingencies. This could be completed as part of a group task. It needs to be clear from the assessed work where each candidate has contributed to the overall assessment. If the Assessor has used observation reports to cover the assessment, then this report needs to be supported with clear evidence that clearly shows each individual candidate’s performance.

Candidates will produce material suitable for promoting the sports event which will include all key information relating to the event being planned, i.e. time, location, date, cost. Candidates will select the most suitable method to advertise the event eg advertisements, posters, flyers, media screens within selected organisations, radio or leaflets.






Types of evidence: research project, candidate report, observation reports, videos


Additional information: Candidates will deliver a sports event, ensuring that they carry out their own role and responsibilities effectively during the event. Candidates should ensure that the event is operating in accordance with the plan and aims as set out at the start, including the use of appropriate resources, consideration of health and safety where relevant, use of contingency plans if needed (eg due to adverse weather, illness, staffing etc), communication between candidates and others involved within the event, legal considerations and the ability to make decisions to ensure the event successful.

If Assessors use observation reports to cover the assessment, then this can be supported with video recordings of the event and records of professional discussion to clearly show candidates’ performance.



Additional information: Candidates will review the planning and delivery of the event, including how well the aims and objectives were met. They should consider their own roles and responsibilities and how they contributed to the overall success of the event.

Their review should highlight own strengths and any areas for improvement that would support the effective running of a sports event in future. Candidates will identify possible personal development opportunities and describe any potential barriers to development.





Grading descriptors – Organising sports events (M/506/1671)

Learning outcome 1 - Know about different types of sports events Learning outcome 2 - Know about the roles and responsibilities of people involved in planning and delivering sports events Learning outcome 3 - Be able to plan and promote a sports event Learning outcome 4 - Be able to deliver a sports event Learning outcome 5 - Be able to review the planning and delivery of a sports event


1.1 Analyse different types of sports events

Candidates will analyse different types of sports events

Candidates will perceptively analyse different types of sports events

No distinction for this AC

2.1 Describe roles and responsibilities of individuals involved in planning and delivering sports events

Candidates will describe roles and responsibilities of individuals involved in planning and delivering sports events

Candidates will describe in detail the roles and responsibilities of individuals involved in planning and delivering sports events

Candidates will provide a sophisticated description the roles and responsibilities of individuals involved in planning and delivering sports events

3.1 Plan a sports event including: o event aims o target group o venue

o resources o roles and

responsibilities o health and safety o cost and fees o contingencies

Candidates will plan a sports event including:

o event aims

o target group o venue o resources o roles and

responsibilities o health and safety o cost and fees o contingencies

Candidates will show initiative when planning a sports event including: o event aims o target group o venue

o resources o roles and

responsibilities

o health and safety o cost and fees o contingencies






Grading descriptors – Organising sports events (M/506/1671) (cont’d)


3.2 Produce material suitable for promoting the sports event

Candidates will produce material suitable for promoting the sports event

Candidates will produce material suitable for promoting the sports event, showing creativity


4.1 Deliver a sports event Candidates will deliver a sports event

Candidates will confidently deliver a sports events


5.1 Review the planning and delivery of a sports event

Candidates will review the planning and delivery of a sports event

Candidates will review in detail the planning and delivery of a sports event

Candidates will review and critically analyse the planning and delivery of a sports event

5.2 Make suggestions relating to future personal development

Candidates will make suggestions relating to future personal development

Candidates will make convincing suggestions relating to future personal development

Candidates will make sophisticated suggestions relating to future personal development



Research project in sport and exercise sciences (J/506/1675)

The learner will:

1. Be able to plan a sport science- or exercise science-based research project

The learner can:

1.1 Plan a sport science- or exercise science-based research project

The learner will:

2. Be able to conduct a sport science- or exercise science-based research project

The learner can:

2.1 Carry out sport science- or exercise science-based research 2.2 Collect and record data from the research project conducted

The learner will:

3. Be able to produce a sport science- or exercise science- based research project

The learner can:

3.1 Produce a full research report using a standard scientific structure

The learner will:

4. Be able to review a sport science- or exercise science-based research project

The learner can:

4.1 Carry out a review of the research project conducted, describing strengths, areas for

improvement and future recommendations





Research project in sport and exercise sciences (J/506/1675) (cont’d)

Assessment guidance



Additional information: Candidates will plan a sport science or exercise science-based research project. Within the plan candidates will cover a number of key areas including: title, aims, objectives, scope, research design, sample, data collection, data analysis, ethical considerations, legal considerations, and validity and reliability considerations.

Types of evidence: research project, candidate report, assignment, observation report


Additional information: Candidates will carry out sport science or exercise science-based research, selecting the most appropriate resources to conduct the research. Candidates should be able to check availability and book resources and facilities as required, ensure familiarity with research techniques, and familiarity with research equipment. Candidates will ensure that ethical and legal issues are covered prior to any research being undertaken, including: informed consent and confidentiality; conducting the required level of health screening; ensuring data protection steps have been implemented; ensuring the welfare and safety of the client throughout the research process (this should include child protection, DBS checking, knowledge of operating equipment) and gaining the required level of ethical clearance for the project.

Candidates will collect and record data from the research project conducted, and will ensure it is collected with precision and in a field-based or laboratory-based environment. These different locations could pose different collection difficulties. Candidates will select and use spreadsheets or databases, interviews, questionnaires, surveys, participant observation appropriately. When candidates are recording data they will ensure a suitable method is used, such as rank order, frequency, cumulative frequency, range, transcribing, audio recording, video recording.

If Assessors use observation reports to cover the assessment, then video recording or professional discussions could be used to support the assessment and clearly show the candidate’s performance.





Research project in sport and exercise sciences (J/506/1675) (cont’d)



Additional information: candidates will produce a full research report using a standard scientific structure that will include the following areas or sections: title page, abstract, general contents page; contents page for figures and tables, contents page for appendices, acknowledgements, introduction, literature review, method, results, discussion and conclusion, references section using a suitable method i.e. Harvard and appendices. The report should be a coherent and well- structured research report. Candidates should be encouraged to use suitable levels of ICT to support the production of the report.



Additional information: candidates will carry out a review of the research project conducted, describing strengths, areas for improvement and future recommendations. Within the review candidates will comment on how well the project conclusions met project aims and will present recommendations should the project be completed again, making clear what would be changed (if appropriate) and why. Candidates should explain why such changes would benefit the research project. Candidates could describe any potential future research proposals that could be developed from the research project just completed.





Grading descriptors – Research project in sport and exercise sciences (J/506/1675)

Learning outcome 1 - Be able to plan a sport science- or exercise science-based research project Learning outcome 2 - Be able to conduct a sport science- or exercise science-based research project Learning outcome 3 - Be able to produce a sport science- or exercise science-based research project Learning outcome 4 - Be able to review a sport science- or exercise science-based research project


1.1 Plan a sport science or exercise science-based research project

2.1 Carry out sport science or

exercise science-based research

Candidates will plan a sport science or exercise science- based research project

Candidates will carry out

sport science or exercise science-based research

Candidates will plan in detail a sport science or exercise science-based research project

Candidates will skillfully carry out sport science or exercise science-based research

Candidates will provide a sophisticated plan of a sport science or exercise science- based research project


2.2 Collect and record data from the research project conducted

Candidates will collect and record data from the research project conducted

Candidates will collect and record in detail data from the research project conducted

Candidates will collect and record sophisticated data from the research project conducted

3.1 Produce a full research report using a standard scientific structure

Candidates will produce a full research report using a scientific structure

Candidates will produce a full and detailed research report using a scientific structure

Candidates will produce a full and sophisticated research report using a scientific structure

4.1 Carry out a review of the research project conducted, describing strengths, areas for improvement and future recommendations

Candidates will carry out a review of the research project conducted, describing strengths, areas for improvement and future recommendations

Candidates will carry out a detailed review of the research project conducted, describing strengths, areas for improvement and future recommendations

Candidates will carry out a review and critically analyse the research project conducted, describing strengths, areas for improvement and future recommendations





Applied strength and conditioning (J/506/1725)

The learner will:

1. Understand the physiology of strength and conditioning

The learner can:

1.1 Describe the long-term adaptions due to strength and conditioning exercises to the:

neuromuscular system

skeletal system

cardiovascular system 1.2 Describe the initial responses due to strength and conditioning exercises to the:

neuromuscular system

skeletal system

cardiovascular system 1.3 Explain the energy system requirements for strength and conditioning exercises 1.4 Analyse the movements of chosen strength and conditioning exercises

The learner will:

2. Be able to screen and assess athletes

The learner can:

2.1 Explain how strength and conditioning can be used as a corrective measure 2.2 Undertake a subjective and objective assessment of an athlete 2.3 Prescribe exercises to support the athlete’s needs

The learner will:

3. Be able to plan a periodised, predictive, progressive strength and conditioning

programme

The learner can:

3.1 Design a periodised, predictive, progressive, strength and conditioning exercise

programme for an athlete 3.2 Explain the choice of activities for the athlete 3.3 Justify the choice of activities for the exercise programme for the athlete, suggesting

alternative activities




Applied strength and conditioning (J/506/1725) (cont’d)

The learner will:

4. Be able to plan, lead and evaluate a strength and conditioning session

The learner can:

4.1 Plan strength and conditioning sessions for different sports 4.2 Lead one of the planned sessions 4.3 Review and gain feedback from athlete(s) about the delivered session 4.4 Evaluate areas for improvement

The learner will:

5. Be able to use strength and conditioning techniques in a specific sport

The learner can:

5.1 Use practical skills in speed, agility, quickness (SAQ) and plyometrics 5.2 Participate in an Olympic weightlifting session 5.3 Participate in core stability training 5.4 Explain the benefits of the following, in a specific sport:

speed

agility

quickness

plyometrics

Olympic weightlifting

core stability





Assessment guidance



Additional information: Candidates will describe the long-term adaptations to the neuromuscular system, skeletal system and cardiovascular system due to strength and conditioning exercises. Candidates will describe how the adaptations effect the neuromuscular system, this could be the rate that activation of motor units is developed. They should also describe how motor-units can develop their level of endurance through long-term adaptations. Candidates should describe how the recruitment of fast twitch fibers and motor unit synchronisation could develop through long term training. Considering skeletal system adaptations candidates should describe increased bone calcium stores, increased stretch in ligaments, increased thickness of hyaline cartilage and increased production of synovial fluid. Candidates will describe the adaptations on the cardiovascular system, including cardiac hypertrophy, increase in stroke volume, increase in cardiac output, decrease in resting heart rate, capillarisation within muscles, increase in blood volume, reduction in resting blood pressure, decreased recovery time and increased aerobic fitness.

Candidates will describe the initial responses due to strength and conditioning exercises to the neuromuscular system, skeletal system and cardiovascular system. Candidates will describe the responses on the neuromuscular systems, which could include increased blood supply, increase in muscle pliability and muscle fibre micro tears. The skeletal system response may be described through an increased range of movement within the joints. Candidates will describe the response on the cardiovascular system, which could include heart rate anticipatory response, activity response, increased blood pressure, vasoconstriction and vasodilation.

Candidates will explain the energy system requirements for strength and conditioning exercises including the relationship between phosphocreatine, lactic acid and the aerobic system. Candidates should explain how strength and conditioning exercises affect the energy continuum.

Candidates will analyse the movements of chosen strength and conditioning exercises, selecting from key exercises that would be undertaken, such as squats, bench lift, arm curls, dips, lunge and flies. Candidates may select other exercise that the tutor feels are suitable.





Types of evidence: research project, candidate report, assignment, observation report


Additional information: Candidates will explain how strength and conditioning can be used as a corrective measure, and how specific exercises could be used to aid the treatment on muscle imbalances within the body. Candidates should select 3 areas where is could be the case and explain how strength and conditioning training could be used to treat it.

Candidates will undertake a subjective and objective assessment of an athlete. They will design and undertake the assessment that provides both forms of assessment. Candidates will administer pre-test procedures, test sequence, test protocols, ensuring that all health and safety requirements are met and that test results are recorded.

Candidates will prescribe exercises to support an athlete's needs and be based on the results that have been gained in the previous assessment. Candidates will prescribe exercises that will aid the athlete to achieve their goals. Again, this should be based on the test results.

If Tutors use an observation report, then this should be supported with video recording of the assessment and/or records of professional discussion to support the assessment process.

Assessment guidance



Additional information: Candidates will design a periodised, predictive, progressive, strength and conditioning exercise programme for an athlete. Within the designed plan candidates will use the principles of training, (overload, specificity, progression, individual differences, variation and reversibility). Candidates should also use the FITT principles within their plan (frequency, intensity, time and type). Candidates will develop a plan that is periodised; and will include macrocycle, mesocycle, microcycle and individual training sessions.

Candidates will explain the choice of activities for the athlete and relate their explanation back to the subjective and objective testing previously completed. Candidates will explain why they have chosen the exercises within the plan and relate this to the individual’s possible goals.

Candidates will justify the choice of activities for the exercise programme for the athlete, suggesting alternative activities. Within the justification candidates will provide evidence as to why they have chosen the specific exercise for the individual. This could be related to sports specific movements, injuries or game related movements. Candidates should also provide possible alternative activities that could bring about the same training effect.





Types of evidence: research project, candidate report, session plans, observation report


Additional information: Candidates will plan strength and conditioning sessions for different sports. Candidates will plan a session for two contrasting sports; these could be individual or team sports. Within the plan candidates will provide clear aims and objectives that use the SMART principles (specific, measurable, achievable, realistic, and time-bound). The plan will include key information that relates to the participants (number, ability, needs, age, and gender) and highlight the resources that are required (human, physical, fiscal). Candidates will provide relevant information and documentation that ensures that the health and safety requirements have been covered; including risk assessments, emergency procedures and contingencies. The session plan is required to include and follow a normal structure of a planned session, including a warm-up, main body of activity and a cool down.

Candidates will lead one of the planned sessions and will do so with tutor support if appropriate. The session should be the one planned during the previous assessment and should take into account all elements that were included within the plan.

Assessment could be via an observation of candidates coaching their peers or another suitable group. Assessors should ensure they have additional evidence to support the assessment process, such as video recordings and/or records of professional discussions.

Candidates will review and gain feedback from athlete(s) about the delivered session. Candidates will carry out a review of the planning and delivery of a session, identifying strengths and areas for improvement. The review should confirm if the aims and objectivities of the session were met or achieved. Candidates will use feedback from participants to support this review.

Candidates will evaluate areas for improvement and areas of strength. Candidates could use a SWOT (strengths, weakness, opportunities, threats) analysis to support the development plan. The

plan should provide clear development areas i.e. possible course, qualifications.





Types of evidence: observation report, session diary, candidate report


Additional information: Candidates will use practical skills in speed, agility, quickness (SAQ) and plyometrics. Candidates will participate in sessions that include training principles covering speed, agility, quickness (SAQ) and plyometrics. Candidates will complete a diary that provides details of the sessions they have undertaken.

Candidates will participate in an Olympic weight lifting session and a core stability training session. These sessions require candidates to undertake a number of different exercises within the session. To ensure the session is effective and safe, exercises can be completed within minimal weights and repetitions; the emphasis is on development of technique.

Candidates could be assessed via observation. Assessors need to ensure that video recording of the session or assessor observational checklists are available to support the assessment decision.

Candidates will explain the benefits, in a specific sport, of the following: speed, agility, quickness, plyometrics, Olympic weight lifting and core stability. Candidates will explain how these areas of training can benefit an individual within a selected sport. Candidates should include what positive adaptations would occur if these training activities where completed regularly and what benefit this would have on the individual’s sports performance.





Grading descriptors – Applied strength and conditioning (J/506/1725) (cont’d)

Learning Outcome 1 - Understand the physiology of strength and conditioning Learning Outcome 2 - Be able to screen and assess athletes Learning Outcome 3 - Be able to plan a periodised, predictive, progressive strength and conditioning programme Learning Outcome 4 - Be able to use strength and conditioning techniques in a specific sport


1.1 Describe the long-term adaptations due to strength and conditioning exercises to the:

o neuromuscular system o skeletal system o cardiovascular system

Candidates will describe the long-term adaptations due to strength and conditioning exercises to the: o neuromuscular system o skeletal system o cardiovascular system

Candidates will describe in detail the long-term adaptations due to strength and conditioning exercises to the:


Candidates will provide a sophisticated description of the long-term adaptations due to strength and conditioning exercises to the:


1.2 Describe the initial responses due to strength and conditioning exercises to the: o neuromuscular system o skeletal system o cardiovascular system

Candidates will describe the initial responses due to strength and conditioning exercises to the:


Candidates will describe in detail the initial responses due to strength and conditioning exercises to the:


Candidates will provide a sophisticated description of the initial responses due to strength and conditioning exercises to the:


1.3 Explain the energy system requirements for strength and conditioning exercises

Candidates will explain the energy system requirements for strength and conditioning exercises

Candidates will thoroughly explain the energy system requirements for strength and conditioning exercises

Candidates will provide a sophisticated explanation of the energy system requirements for strength and conditioning exercises








1.4 Analyse the movements of chosen strength and conditioning exercises

Candidates will analyse the movements of chosen strength and conditioning exercises

Candidates will thoroughly analyse the movements of chosen strength and conditioning exercises

Candidates will provide a sophisticated analysis of the movements of chosen strength and conditioning exercises

2.1 Explain how strength and conditioning can be used as a corrective measure

Candidates will explain how strength and conditioning can be used as a corrective measure

Candidates will thoroughly explain how strength and conditioning can be used as a corrective measure

Candidates will provide a sophisticated explanation of how strength and conditioning can be used as a corrective measure

2.2 Undertake a subjective and objective assessment of an athlete

Candidates will undertake a subjective and objective assessment of an athlete

Candidates will confidently undertake a subjective and objective assessment of an athlete


2.3 Prescribe exercises to support the athlete's needs

Candidates will prescribe exercises to support the athlete's needs


3.1 Design a periodised, predictive, progressive, strength and conditioning exercise programme for an athlete

Candidates will design a periodised, predictive, progressive, strength and conditioning exercise programme for an athlete

Candidates will skilfully design a periodised, predictive, progressive, strength and conditioning exercise programme for an athlete








3.2 Explain the choice of activities for the athlete

Candidates will explain the choice of activities for the athlete

Candidates will explain in detail the choice of activities for the athlete


3.3 Justify the choice of activities for the exercise programme for the athlete, suggesting alternative activities

Candidates will justify the choice of activities for the exercise programme for the athlete, suggesting alternative activities

No merit for this AC No distinction for this a/c

4.1 Plan strength and conditioning sessions for different sports

Candidates will plan strength and conditioning sessions for different sports

Candidates will plan in detail strength and conditioning sessions for different sports


4.2 Lead one of the planned sessions

Candidates will lead one of the planned sessions

Candidates will confidently lead one of the planned sessions


4.3 Review and gain feedback from athlete(s) about the delivered session

Candidates will review and gain feedback from athlete(s) about the delivered session


4.4 Evaluate areas for improvement

Candidates will evaluate areas for improvement

Candidates will comprehensively evaluate areas for improvement

Candidates will critically analyse and evaluate areas for improvement







5.1 Use practical skills in speed, agility, quickness (SAQ) and plyometrics

Candidates will use practical skills in speed, agility, quickness (SAQ) and plyometrics

Candidates will confidently use practical skills in speed, agility, quickness (SAQ) and plyometrics


5.2 Participate in an Olympic weightlifting session

Candidates will participate in an Olympic weightlifting session

Candidates will confidently participate in an Olympic weightlifting session


5.3 Participate in core stability training

Candidates will participate in core stability training

Candidates will confidently participate in core stability training


5.4 Explain the benefits of the following, in a specific sport:

o speed o agility o quickness o plyometrics o Olympic weight lifting o core stability

Candidates will explain the benefits of the following, in a specific sport:

o speed o agility o quickness o plyometrics o Olympic weight lifting o core stability

Candidates will explain in detail the benefits of the following, in a specific sport:

o speed

o agility o quickness o plyometrics o Olympic weight lifting o core stability

Candidates will provide a sophisticated explanation of the benefits of the following, in a specific sport: o speed o agility o quickness o plyometrics o Olympic weight lifting o core stability





Impact and sustainability in outdoor adventure (H/505/8301)

The learner will:

1. Know about the impact of countryside use, and the benefits of a sustainable approach to

use

The learner can:

1.1 Describe the impact of countryside use 1.2 Describe different approaches to sustainable recreational use of the countryside

The learner will:

2. Know about legislation relating to recreational use of, and access to, land

The learner can:

2.1 Describe different pieces of legislation, classification orders, and the Public Rights of

Way system

The learner will:

3. Know about organisations associated with conserving the environment

The learner can:

3.1 Describe different organisations associated with conserving the environment and the

work they do

The learner will:

4. Be able to undertake an environmental sustainability project

The learner can:

4.1 Plan an environmental sustainability project 4.2 Undertake an environmental sustainability project 4.3 Review an environmental sustainability project, identifying strengths and areas for

improvement

Equivalent unit for Impact and sustainability in outdoor adventure (H/505/8301)


Impact and sustainability in outdoor adventure (K/502/5798)






Impact and sustainability in outdoor adventure (H/505/8301) (cont’d)

Assessment guidance



Additional information: Candidates will describe the impact of countryside use from recreational activities such as canoeing, kayaking, windsurfing, sailing, power-boating, scuba-diving, walking, mountain biking, rock climbing, caving, orienteering, parascending, paragliding, hang-gliding, microlighting, ballooning. Candidates should also describe how other uses such as agriculture, military, industry, forestry could impact on the countryside. Candidates will describe the possible conflicts that the different uses could have. Different users could include fishermen and kayakers, climbers and birdwatchers, walkers and mountain bikers, surfers and windsurfers and so on. Candidates should also consider and describe the impacts on the countryside, including: social; economic; cultural; physical and the capacity within the countryside.

Candidates will describe three approaches to sustainable recreational use of the countryside. They should begin by defining what sustainability means within this environment i.e. development that meets present needs without compromising future needs. The approaches that could be described are visitor management techniques, self-regulation, and regulation by statutory and voluntary bodies. Candidates should describe how each approach helps sustain the recreational use of the countryside. Candidates could provide examples from their local area that support this.

Types of evidence: candidate report, presentation, assignment, professional discussion


Additional information Candidates will describe three pieces of legislation, three classification orders, and the Public Rights of Way system. The legislation could include: National Parks and Access to the Countryside Act (1949), Countryside Act (1968), Wildlife and Countryside Act (1981), Rio Earth Summit (1992), Environment Act (1995), Criminal Justice Act (1994), the Countryside and Rights of Way Bill (March 2000). Candidates will describe the impact of their chosen legislation.

Candidates will describe three classification orders, which could relate to land use and access. This could include: Areas of Outstanding Natural Beauty (AONB), Sites of Special Scientific Interest (SSSI), National Nature Reserves (NNR), DEFRA initiatives (countryside stewardship schemes), national parks.

Candidates will also describe the Public Rights of Way (PROW) and the roles of landowners, local authorities and highway authorities in maintaining them.





Impact and sustainability in outdoor adventure (H/505/8301) (cont’d)

Types of evidence: candidate report, presentation, assignment, professional discussion


Additional information: Candidates will describe three organisations associated with conserving the environment and the work they do. Candidates could describe statutory organisations i.e. local authorities, national park authorities, English Heritage, Scottish National Heritage, Countryside Council for Wales, English Nature, Countryside Agency, Forestry Commission. Candidates could also consider voluntary organisations such as The National Trust, British Trust for Conservation Volunteers, Royal Society for Protection of Birds (RSPB), Friends of the Earth, Greenpeace. Candidates could also describe how private organisation like water authorities and landowners work to conserve the environment. Candidates will include a description of the role, remit and overall structure of the three chosen organisations.

Types of evidence: candidate report, presentation, assignment, professional discussion, group project, observation


Additional information Candidates will plan an environmental sustainability project, which could include: tree-planting, developing an educational resource, bird identification chart, walling, footpath construction, repair or maintenance. The project selected will depend on the location and external links, and could be planned as part of a small or whole group project.

Within the planning candidates will set the aims and objectives, ensuring that these are SMART (specific, measurable, achievable, realistic, time-bound) targets. Candidates will highlight the roles, responsibilities and resources that will be needed for this project to be a success, these could include: human, physical, fiscal; health and safety eg risk assessment; contingency plans.

Candidates will undertake an environmental sustainability project, with tutor support. Candidates will complete the roles and responsibilities that were set during the planning stage and ensure that the aims and objectives are met to enable the overall targets of the project to be achieved.

This could be assessed via Assessor observation. Assessors could complete an observational checklist and support it with video recording of candidates’ participation in the project and/or with records of professional discussion.

Candidates will review the environmental sustainability project, identifying strengths and areas for improvement. Within the review candidates should review their own performance against the aims and objectives of the project plan. The review should be based on both formative and summative feedback. Candidates should also review their performance based on feedback provided by participants, observers, peers and assessors. Candidates will highlight their own strengths within the project and describe any areas for improvement.






Grading descriptors – Impact and sustainability in outdoor adventure (H/505/8301)

Learning Outcome 1 - Know about the impact of countryside use, and the benefits of a sustainable approach to use Learning Outcome 2 - Know about legislation relating to recreational use of, and access to, land Learning Outcome 3 - Know about organisations associated with conserving the environment Learning Outcome 4 - Be able to undertake an environmental sustainability project


1.1 Describe the impact of countryside use

Candidates will describe the impact of countryside use

Candidates will provide a detailed description of the impact of countryside use They will consider a range of factors including identifying some of conflicts

Candidates will provide a sophisticated description of the impact of countryside use

1.2 Describe different approaches to sustainable recreational use of the countryside

Candidates will describe different approaches to sustainable recreational use of the countryside

Candidates will provide a detailed description of different approaches to sustainable recreational use of the countryside. Candidates will support their evidence with a range of examples

Candidates will provide a sophisticated description of different approaches to sustainable recreational use in the countryside. Candidates will support their evidence with a wide range of examples

2.1 Describe different pieces of legislation, classification orders, and the Public Rights of Way system

Candidates will describe different pieces of legislation, classification orders, and the Public Rights of Way system

Candidates will provide a detailed description of different pieces of legislation, classification orders and the Public Rights of Way system

Candidates will provide a sophisticated description of different pieces of legislation, classification orders and the Public Rights of Way system




Grading descriptors – Impact and sustainability in outdoor adventure (H/505/8301) (cont’d)


3.1 Describe different organisations associated with conserving the environment and the work they do

Candidates will describe different organisations associated with conserving the environment and the work they do

Candidates will provide a detailed description of different organisations associated with conserving the environment and the work they do. Candidates will identify a range of strategies that have been implemented

Candidates will provide a sophisticated description of different organisations associated with conserving the environment. Candidates will identify a range of strategies that have been implemented

4.1 Plan an environmental sustainability project

Candidates will plan an environmental sustainability project

Candidates will plan a detailed environmental sustainability project


4.2 Undertake an environmental sustainability project

Candidates will undertake an environmental sustainability project. Candidates will require tutor support

Candidates will undertake an environmental sustainability project. Candidates will require limited tutor support

Candidates will undertake an environmental sustainability project. Candidates will work independently and not require any tutor support

4.3 Review an environmental sustainability project, identifying strengths and areas for improvement

Candidates will review an environmental sustainability project, identifying strengths and areas for improvement

Candidates will provide a detailed review of an environmental sustainability project, identifying strengths and areas for improvement

Candidates will provide a sophisticated review of an environmental sustainability project, identifying strengths and areas for improvement

201






Alternative pursuits for outdoor adventure (K/505/8302)

The learner will:

1. Know about a range of different alternative pursuits

The learner can:

1.1 Describe different alternative pursuits

The learner will:

2. Know the effect equipment and the environment have on alternative pursuits

The learner can:

2.1 Describe different effects that the environment and equipment have on participation in alternative pursuits

2.2 Describe the influences on participation in alternative pursuits 2.3 Describe health and safety considerations relating to participation in different alternative

pursuits

The learner will:

3. Be able to participate in alternative pursuits

The learner can:

3.1 Demonstrate practical skills in different alternative pursuits

The learner will:

4. Be able to review own performance in alternative pursuits

The learner can:

4.1 Review own performance in the demonstration of practical skills in different alternative

pursuits, identifying own strengths and areas for improvement

Equivalent unit for Alternative pursuits for outdoor adventure (K/505/8302)


Alternative pursuits for outdoor adventure (M/600/0007)






Alternative pursuits for outdoor adventure (K/505/8302) (cont’d)

Assessment guidance



Additional information: Candidates will describe four different alternative pursuits, which could include: adventure races, bouldering, challenge events: adventure challenges, corporate challenges, fundraising challenges, coast steering, fell running, gorge walking, group initiative problems (GIPs), mountain biking, raft building, ropes courses (high and low), skiing, snowboarding; water-based activities: body boarding, kayak surfing, surfing, white water rafting.

Candidates will describe the participant groups these activities could favour, i.e. adult thrill seeking groups, corporate groups, families, individuals, school groups, summer activity holiday groups. Candidates will consider the aim of the alternative pursuits, i.e. adrenaline and thrill seeking, bonding, GIPs, fun, financial, ice breakers, leadership development, physical development, self- esteem, social development, team building. Candidates should also describe why people may choose to participate in these activities, considering the following within their description: location, proximity of site, land use and prevailing conditions.



Additional information Candidates will describe four different effects that the environment and equipment have on participation in alternative pursuits. Candidates could consider beaches, boulders, footpaths, bridle ways, green lanes, coastlines, coastal cliffs, fells, gorges, mountains, moors, heaths, lakes, reservoirs, tarns, lochs, canals, rivers, snow, bays, surf, open ocean as natural environmental areas. They could also describe manmade environmental areas, such as climbing walls, group initiative areas, mountain bike courses, ropes courses, manmade ski slopes (indoor and outdoor), white water courses.

Candidates will describe how equipment can have an effect. They could consider cycle, kayak, body board, surf board; GIP equipment eg blind square, discourse, juggernaut, spiders-web; individual safety equipment eg buoyancy aid, glasses/goggles, helmet, spare clothing, torch, whistle; group safety equipment eg emergency shelter, first aid kit, flares, mobile phone, stove, throw line.

Candidates will describe three influences on participation in alternative pursuits and could use the following as possible examples: access, planning restrictions, cost, demand, trends, health and safety and media.

Candidates will describe health and safety considerations relating to participation in four different alternative pursuits and could include: risk assessments; safety techniques eg spotting, buddy system, self-rescue, rescue of others; safety equipment eg equipment required, care of equipment; warning signs and signals eg crossed skis above casualty, wind sock, surf area markers; incident management. Candidates could also describe how light, time and weather could be a health and safety consideration.





Alternative pursuits for outdoor adventure (K/505/8302) (cont’d)

Types of evidence: candidate report, observation


Additional information: Candidates will demonstrate practical skills in two different alternative pursuits, with tutor support. This could be assessed by using an observation checklist. Candidates will demonstrate practical skills that relate to a number of different areas within the activity, eg group skills such as facilitating skills, team work, leadership, spotting, communication and planning. Individual skills could include: travelling, stopping, turning, balance, speed, strength, planning. Candidates will demonstrate their knowledge of equipment and skills i.e. rope use, rigging, assembly and use of equipment, construction and destruction of activities.

Candidates could also demonstrate advanced skills such as leading, facilitating, associated with competition. Appropriate advanced skills for the activity could be, for example: surf kayaking: wave choice, making way, heading out, cut backs, bottom and top of wave turns, edging the boat, Eskimo rolling, support strokes; gorge walking: reading the water levels, recognising hazards, choosing an efficient route, climbing vertical walls, descending vertical drops, rope work, spotting; skiing/snowboarding: stopping, turning, linking turns, correct independent use of uplift, safe efficient descent of red runs, reading of slope signs.

Assessment could be via an observation report by the Assessor. This could be supported by video or photographic evidence or records of profession discussion to clearly show candidate performance.

Types of evidence: candidate report, professional discussion, presentation, assignment, ,


Additional information andidates will review their own performance in the demonstration of practical skills in two different alternative pursuits. Candidates will base the review on their personal skill level within their two chosen alternative sports. Candidates could also base their review on governing body elite athlete programmes, transference of skills from alternative pursuits to core outdoor activities, personal reflection and goal setting, Candidates will highlight their strengths and any possible areas for improvement that they could develop.






Grading descriptors – Alternative pursuits for outdoor adventure (K/505/8302)

Learning Outcome 1 - Know about a range of different alternative pursuits Learning Outcome 2 - Know the effect equipment and the environment have on alternative pursuits Learning Outcome 3 - Be able to participate in alternative pursuits Learning Outcome 4 - Be able to review own performance in alternative pursuits


1.1 Describe different alternative pursuits

Candidates will describe different alternative pursuits


2.1 Describe different effects that the environment and equipment have on participation in alternative pursuits

Candidates will describe different effects that the environment and equipment have on participation in alternative pursuits

Candidates will provide a detailed description of the effects that the environment and equipment have on participation in alternative pursuits

Candidates will provide a sophisticated description of the effects that the environment and equipment have on participation in alternative pursuits

2.2 Describe the influences on participation in alternative pursuits

Candidates will describe the influences on participation in alternative pursuits


2.3 Describe health and safety considerations relating to participation in different alternative pursuits

Candidates will describe health and safety considerations relating to participation in different alternative pursuits

Candidates will provide a detailed explanation of the health and safety considerations. They will consider the different requirements for the different alternative pursuits





Grading descriptors – Alternative pursuits for outdoor adventure (K/505/8302) (cont’d)


3.1 Demonstrate practical skills in different alternative pursuits

Candidates will demonstrate practical skills in different alternative pursuits. They will require some tutor support and prompting

Candidates will demonstrate practical skills in different alternative pursuits. They will not require any tutor support

Candidates will demonstrate a sophisticated level of practical skills in different alternative pursuits. They will not require any tutor support

4.1 Review own performance in the demonstration of practical skills in different alternative pursuits, identifying strengths and areas for improvement

Candidates will review own performance in the demonstration of practical skills in different alternative pursuits, identifying strengths and areas for improvement

Candidates will provide a detailed review of their performance in the demonstration of practical skills in different alternative pursuits, identifying strengths and areas for improvement

Candidates will provide a sophisticated review of their own performance in the demonstration of practical skills in different alternative pursuits, identifying strengths and areas for improvement. They will provide a justification on why they have included these areas



Environmental education for outdoor adventure (T/505/8304)

The learner will:

1. Know about the major rock types in the British Isles and their influence on outdoor and

adventurous activities

The learner can:

1.1 Describe the major rock types found in the British Isles and their influence on outdoor

and adventurous activities

The learner will:

2. Know about the geographical forces that influence landscape development

The learner can:

2.1 Describe the geographical forces that influence landscape development, and the effects

of those forces

The learner will:

3. Know about the different habitats found in the British Isles

The learner can:

3.1 Describe different habitats found in the British Isles

The learner will:

4. Be able to communicate information about an ecosystem

The learner can:

4.1 Describe a selected ecosystem and the factors that influence ecological distribution

within it 4.2 Design and produce a resource that could be used to identify different organisms within

a selected ecosystem

Equivalent unit for Environmental education for outdoor adventure (T/505/8304)


Environmental education for outdoor adventure (Y/502/5800)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit T/505/8304.





Environmental education for outdoor adventure (T/505/8304) (cont’d)

Assessment guidance

Types of evidence: assignment, presentation, candidate report, professional discussion


Additional information: Candidates will describe the major rock types found in the British Isles and their influence on outdoor and adventurous activities. Candidates will describe igneous rock, including: granite, gabbro; sedimentary i.e. limestone, sandstone; metamorphic i.e. marble, slate. Candidates will describe the origins of the different rock types eg intrusive, extrusive, sedimentary and metamorphosed, and will describe the properties and characteristics of the different rock types.

Candidates will describe the influences the different rock types have on outdoor and adventurous activities, for example, climbing styles, walking progress, choice of routes, health and safety.



Additional information: Candidates will describe the geographical forces that influence landscape development, and the effects of those forces. Candidates will describe weathering which could be caused from chemical or physical influences i.e. carbonation, hydrolysis, frost action, action of plant roots. Candidates will describe erosion from that has been caused by water, ice and people, and will include rivers, sea, glaciers, ice sheets and trampling.

Candidates will describe landscape developments, which will include: shape of landscape: U and V-shaped valleys, truncated spurs, hanging valleys, gorge, spit, sea stacks and arches; Karst scenery: cave formations. The description should also cover scenery associated with different rock types, such as: Dartmoor (granite), Malham Cove (limestone), St Bees area (sandstone).



Additional information: Candidates will describe four different habitats found in the British Isles, including: woodland, moorland, grassland, heathland, hedgerows, wetlands, rivers, ponds, salt marshes, sand dunes. Within the description of these habitats, candidates will also describe the distinctive features associated with each, for example: altitude of the habitats, the amount of rainfall, the temperature range, exposure, soil type, nutrient status, flora and fauna.





Environmental education for outdoor adventure (T/505/8304) (cont’d)



Additional information: Candidates will describe a selected ecosystem and the factors that influence ecological distribution within it. Candidates will describe the structure and make up of these ecosystems i.e. Tropical Rain Forest, Savannas, Deserts, Temperate Grasslands, Deciduous forests, Coniferous forest, Tundra. Candidates will describe the factors that influence the ecological distribution within these areas, i.e. distribution of organisms within an ecosystem; biotic eg plants and animals; abiotic eg soil, temperature, rainfall, aspect, exposure; the necessity of adaptation for survival; interrelationship of ecosystems eg food webs/chains/primacy orders.

Candidates will design and produce a resource that could be used to identify different organisms within a selected ecosystem. The resource could be a leaflet, poster or information that would support a guided walk.





Grading descriptors – Environmental education for outdoor adventure (T/505/8304)

Learning Outcome 1 - Know about the major rock types in the British Isles and their influence on outdoor and adventurous activities Learning Outcome 2 - Know about the geographical forces that influence landscape development Learning Outcome 3 - Know about the different habitats found in the British Isles Learning Outcome 4 - Be able to communicate information about an ecosystem


1.1 Describe the major rock types found in the British Isles and their influence on outdoor and adventurous activities

Candidates will describe the major rock types found in the British Isles and their influence on outdoor and adventurous activities

Candidates will clearly describe the major rock types found in the British Isles and their influence on outdoor and adventurous activities. They will support their evidence with a range of examples


2.1 Describe the geographical forces that influence landscape development, and the effects of those forces

Candidates will describe the geographical forces that influence landscape development, and the effects of those forces

Candidates will clearly describe the geographical forces that influence landscape development, and the effects of those forces.


3.1 Describe different habitats found in the British Isles

Candidates will describe different habitats found in the British Isles

Candidates will provide a detailed description of different habitats found in the British Isles



Grading descriptors – Environmental Education for Outdoor Adventure (T/505/8304) (cont’d)


4.1 Describe a selected ecosystem and the factors that influence ecological distribution within it

Candidates will describe a selected ecosystem and the factors that influence ecological distribution within it

Candidates will clearly describe a selected ecosystem and the factors that influence ecological distribution within it

Candidates will provide a sophisticated description of a selected ecosystem and the factors that influence ecological distribution within it

4.2 Design and produce a resource that could be used to identify different organisms within a selected ecosystem

Candidates will design and produce a resource that could be used to identify different organisms within a selected ecosystem

Candidates will design and produce a comprehensive resource that could be used to identify different organisms within a selected ecosystem




Equipment and facilities for outdoor and adventurous activities (L/505/8308)

The learner will:

1. Know about equipment and facilities used in outdoor and adventurous activities

The learner can:

1.1 Describe different types of equipment used in outdoor and adventurous activities 1.2 Describe different types of facility used for outdoor and adventurous activities

The learner will:

2. Be able to use equipment used in outdoor and adventurous activities

The learner can:

2.1 Demonstrate the correct use of different types of equipment used in outdoor and

adventurous activities, with Tutor support

The learner will:

3. Know about recent developments in equipment and facilities for outdoor and

adventurous activities

The learner can:

3.1 Describe recent developments in equipment, or facilities, for outdoor and adventurous

activities

The learner will:

4. Be able to test and maintain equipment for outdoor and adventurous activities

The learner can:

4.1 Demonstrate appropriate procedures for testing and maintaining different pieces of

equipment used in outdoor and adventurous activities, with Tutor support

Equivalent unit for Equipment and facilities for outdoor and adventurous activities (L/505/8308)


Equipment and facilities for outdoor and adventurous activities (M/600/2274)






Equipment and facilities for outdoor and adventurous activities (L/505/8308) (cont’d)

Assessment guidance

Types of evidence: assignment, candidate report, professional discussion


Additional information: Candidates will describe three different types of equipment used in outdoor and adventurous activities, for example: footwear, technical equipment, safety equipment, teaching and instructing aids. Candidates should include a description of the materials the equipment could be made from. Candidates will also describe the function of the equipment, eg travel, safety i.e. climbing protection, helmets, harnesses, and buoyancy aid.

Candidates will describe two different types of facility used for outdoor and adventurous activities, which could be: climbing walls, white-water courses, ski slopes, ropes courses. Within their description candidates will highlight the location and nature of the facility eg geography, indoor, outdoor, natural and man-made.

Types of evidence: observation, professional discussion


Additional information: Candidates will demonstrate the correct use of three different types of equipment used in outdoor and adventurous activities, with tutor support. Candidates will be able to choose the equipment that they are familiar with. The equipment could be clothing, footwear, technical equipment, safety equipment, teaching and instructing aids, situation specific, and site specific. Candidates will demonstrate the equipment based on related legislation eg health and safety; related regulations eg personal protective equipment (PPE), European conformity (CE); guidelines eg manufacturer, governing body, Health and Safety Executive (HSE), associations and industry bodies.

Assessment could be via an observation of candidates coaching their peers or another suitable group in using the equipment correctly. Assessors could record this on an observational checklist and support it with video evidence of the coaching and/or records of professional discussions with candidates.



Additional information: Candidates will describe two recent developments in equipment, or facilities, for outdoor and adventurous activities. Candidates could relate this to an activity that they partake in or to an industry development. Candidates could describe mass uptake in lightweight equipment for mountaineering and hill-walking; the incorporation of fabrics and coatings to assist in minimising UV exposure in clothing; the increased uptake in use of trekking poles to aid walking and minimise to the impact; the changes in kayak design for play boating and creeking; the change is personal lighting which has resulted in the increased use of light emitting diodes (LED) in outdoor lighting systems; developments in materials for soft shell clothing; use of global positioning systems (GPS). Candidates could also describe how the increase in size and availability of indoor man-made snow slopes and climbing walls have developed.





Equipment and facilities for outdoor and adventurous activities (L/505/8308) (cont’d)



Additional information: Candidates will demonstrate appropriate procedures for testing and maintaining three different pieces of equipment used in outdoor and adventurous activities, with tutor support. Candidates could chose equipment that is used for indoor, outdoor, personal, group or technical activities. Candidates will test equipment and ensure: the correct procedures have been followed; systems are in place to ensure tests are valid; current legislation is used to base the testing on; tests are completed and results recorded in the correct format.

Within the demonstration candidates will maintain equipment to centre-specific protocols and procedures, manufacturers’ guidelines and recommendations, shelf life and current legislation.

Assessment could be via an observation of candidates testing and maintaining equipment or coaching their peers or another suitable group in doing so correctly. Assessors could record this on an observational checklist and support it with video evidence of the coaching and/or records of professional discussions with candidates.





Grading descriptors – Equipment and facilities for outdoor and adventurous activities (L/505/8308)

Learning Outcome 1 - Know about equipment and facilities used in outdoor and adventurous activities Learning Outcome 2 - Be able to use equipment used in outdoor and adventurous activities Learning Outcome 3 - Know about recent developments in equipment and facilities for outdoor and adventurous activities Learning Outcome 4 - Be able to test and maintain equipment for outdoor and adventurous activities


1.1 Describe different types of equipment used in outdoor and adventurous activities

Candidates will describe different types of equipment used in outdoor and adventurous activities

Candidates will provide a detailed description of different types of equipment used in outdoor and

Candidates will provide a sophisticated description of different types of equipment used in outdoor and

adventurous activities adventurous activities.

They will consider the

strengths and weaknesses

of the equipment

1.2 Describe different types of facility used for outdoor and adventurous activities

Candidates will describe different types of facility used for outdoor and

Candidates will provide a detailed description of different types of facility

Candidates will provide a sophisticated description of different types of facility

adventurous activities used for outdoor and used for outdoor and

adventurous activities adventurous activities

2.1 Demonstrate the correct use of different types of

Candidates will demonstrate the correct

Candidates will demonstrate the correct


equipment used in use of different types of use of different types of outdoor and adventurous equipment used in outdoor equipment used in outdoor activities, with tutor and adventurous activities. and adventurous activities. support They will require some tutor They will work

support. independently and will require minimum tutor support





Grading descriptors – Equipment and facilities for outdoor and adventurous activities (L/505/8308) (cont’d)


3.1 Describe recent developments in

Candidates will describe recent developments in

Candidates will provide a detailed description of

Candidates will provide a sophisticated description of

equipment, or facilities, for outdoor and adventurous

equipment, or facilities, for outdoor and adventurous

recent developments in equipment, or facilities, for

recent developments in equipment, or facilities, for

activities activities outdoor and adventurous outdoor and adventurous

activities activities

4.1 Demonstrate appropriate procedures for testing and maintaining different pieces of equipment used

Candidates will demonstrate appropriate procedures for testing and maintaining different pieces


in outdoor and adventurous activities,

of equipment used in outdoor and adventurous

with tutor support activities, with tutor support






Skills for land-based outdoor and adventurous activities (R/505/8312)

The learner will:

1. Know about different land-based outdoor and adventurous activities

The learner can:

1.1 Describe different land-based outdoor and adventurous activities

The learner will:

2. Be able to manage risks in land-based outdoor and adventurous activities

The learner can:

2.1 Carry out risk assessments for different land-based outdoor and adventurous activities

The learner will:

3. Be able to participate in land-based outdoor and adventurous activities

The learner can:

3.1 Describe the skills and techniques required for different land-based outdoor and

adventurous activities 3.2 Demonstrate skills and techniques in different land-based outdoor and adventurous

activities

The learner will:

4. Be able to review own skills development in land-based outdoor and adventurous

activities

The learner can:

4.1 Review own performance in the demonstration of skills and techniques in land-based

outdoor and adventurous activities, identifying strengths and areas for improvement 4.2 Produce a personal development plan, based on identified strengths and areas for

improvement, for skills and techniques in land-based outdoor and adventurous activities

Equivalent unit for Skills for land-based outdoor and adventurous activities (R/505/8312)


Skills for land-based outdoor and adventurous activities (L/502/5809)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit R/505/8312.





Skills for land-based outdoor and adventurous activities (R/505/8312) (cont’d)

Assessment guidance



Additional information Candidates will describe four different land-based outdoor and adventurous activities, which could include: mountain walking, orienteering, rock-climbing, caving and mine exploration, skiing, snowboarding. Candidates will describe the different providers that could support the delivery of these activities i.e. public, private and voluntary. Potential target groups and participants should also be described. Candidates will describe the possible locations for these activities i.e. natural, man-made, fixed courses and competition courses. Candidates will describe the aim of the activities, which could be: recreation, skills development, team development and personal development. The objectives of the activities could include: journey, environmental, discovery, educational.

Types of evidence: candidate report, risk assessment form


Additional information: Candidates will carry out a risk assessments for two different land-based outdoor and adventurous activities and will highlight the following: details of possible risk factors such as: natural (rocks, water, temperature), human, equipment related; who might be affected; the possible likelihood of the accident occurrence; the potential severity of an accident if it occurred. Candidates will provide a risk rating and risk controls for each of the highlighted risks. Candidates should also provide contingencies to help reduce the risk factors.

At this stage of candidates’ learning, they may require support from the Assessor to help them complete this element of the assessment. Candidates could use a template provided by the Tutor or they could use one from the health and safety executive.





Skills for land-based outdoor and adventurous activities (R/505/8312) (cont’d)

Types of evidence: candidate report, candidate observation


Additional information: Candidates will describe the skills and techniques required for two different land-based outdoor and adventurous activities, which could include: personal technical abilities eg efficient movement, grades of climbs completed and the personal level of proficiency shown. Candidates should also describe technical skills particular to activity eg placing protection, appropriate use of rope and knots, belaying, use of compass for direction finding; personal fitness i.e. strength, stamina, flexibility. Candidates should also describe generic skills and knowledge that is necessary to undertake land-based activities eg weather forecasting, navigation, communication, conservation of energy, calculating distance, planning emergency procedures.

Candidates will demonstrate skills and techniques in two different land-based outdoor and adventurous activities, with tutor support. The skills are mentioned within the above information.

Assessment could be via an observation of candidates demonstrating their skills and techniques whilst completing their activities. Assessors could record this on an observational checklist and support it with video or photographic evidence of the activities and/or records of professional discussions with candidates.



Additional information: Candidates will review their own performance in the demonstration of skills and techniques in land-based outdoor and adventurous activities, identifying strengths and areas for improvement. Candidates could use a number of sources to inform their review, these could include: activity log, diary, feedback from peers and tutor. The review needs to be based on both formative and summative feedback.

Following the observation and review candidates will produce a personal development plan that is based on identified strengths and areas for improvement, for skills and techniques in land-based outdoor and adventurous activities. The development plan needs to use SMART (specific, measurable, achievable, realistic, and time-bound) targets. The targets will provide information on how candidates can develop within the activities eg through training, courses, qualifications, governing body requirements eg experience, registration and good practice. The development plan should also highlight and potential barriers eg human, physical, and fiscal






Grading descriptors – Skills for land-based outdoor and adventurous activities (R/505/8312)

Learning Outcome 1 - Know about different land-based outdoor and adventurous activities Learning Outcome 2 - Be able to manage risks in land-based outdoor and adventurous activities Learning Outcome 3 - Be able to participate in land-based outdoor and adventurous activities Learning Outcome 4 - Be able to review own skills development in land-based outdoor and adventurous activities


1.1 Describe different land- based outdoor and adventurous activities

Candidates will describe different land-based outdoor and adventurous activities

Candidates will describe in detail different land-based outdoor and adventurous activities. Candidates will describe a range of similarities and differences


2.1 Carry out risk assessments for two different land-based outdoor and adventurous activities

Candidates will carry out risk assessments for different land-based outdoor and adventurous activities


3.1 Describe the skills and techniques required for different land-based outdoor and adventurous activities

Candidates will describe the skills and techniques required for different land- based outdoor and adventurous activities

Candidates will describe in detail the skills and techniques required for different land-based outdoor and adventurous activities

Candidates will provide a sophisticated description of the skills and techniques required for different land- based outdoor and adventurous activities

3.2 Demonstrate skills and techniques in different land-based outdoor and adventurous activities

Candidates will demonstrate skills and techniques in different land- based outdoor and adventurous activities, with tutor support

Candidates will confidently demonstrate skills and techniques in different land- based outdoor and adventurous activities. They will not require any

tutor support




Grading descriptors – Skills for land-based outdoor and adventurous activities (R/505/8312) (cont’d)

Learning Outcome 1 - Know about different land-based outdoor and adventurous activities Learning Outcome 2 - Be able to manage risks in land-based outdoor and adventurous activities Learning Outcome 3 - Be able to participate in land-based outdoor and adventurous activities Learning Outcome 4 - Be able to review own skills development in land-based outdoor and adventurous activities


4.1 Review own performance in the demonstration of skills and techniques in land-based outdoor and

Candidates will review own performance in the demonstration of skills and techniques in land-based

Candidates will review in detail own performance in the demonstration of skills and techniques in land-


adventurous activities, identifying strengths and areas for improvement

outdoor and adventurous activities, identifying strengths and areas for

based outdoor and adventurous activities, identifying strengths and

improvement areas for improvement

4.2 Produce a personal development plan, based

Candidates will produce a personal development plan,

Candidates will produce a detailed personal

Candidates will produce a detailed personal

on identified strengths and areas for

based on identified strengths and areas for

development plan, based on identified strengths and

development plan, based on identified strengths and

improvement, for skills and techniques in land- based outdoor and adventurous activities

improvement, for skills and techniques in land-based outdoor and adventurous activities

areas for improvement, for skills and techniques in land-based outdoor and adventurous activities.

areas for improvement, for skills and techniques in land-based outdoor and adventurous activities.

Candidates will include a Candidates will provide a range of factors in their justification for the factors development plan that they include in their

development plan






Skills for water-based outdoor and adventurous activities (Y/505/8313)

The learner will:

1. Know about different water-based outdoor and adventurous activities

The learner can:

1.1 Describe different water-based outdoor and adventurous activities

The learner will:

2. Be able to manage risks in water-based outdoor and adventurous activities

The learner can:

2.1 Carry out risk assessments for different water-based outdoor and adventurous activities

The learner will:

3. Be able to participate in water-based outdoor and adventurous activities

The learner can:

3.1 Describe the skills and techniques required for different water-based outdoor and

adventurous activities 3.2 Demonstrate skills and techniques in different water-based outdoor and adventurous

activities

The learner will:

4. Be able to review own skills development in water-based outdoor and adventurous

activities

The learner can:

4.1 Review own performance in the demonstration of skills and techniques in water-based outdoor and adventurous activities, identifying strengths and areas for improvement

4.2 Produce a personal development plan, based on identified strengths and areas for improvement, for skills and techniques in water-based outdoor and adventurous activities





Skills for water-based outdoor and adventurous activities (Y/505/8313) (cont’d)

Equivalent unit for Skills for water-based outdoor and adventurous activities (Y/505/8313)


Skills for water-based outdoor and adventurous activities (J/600/2278)

Learners who have achieved this equivalent unit can use it towards achievement of this qualification without the need to complete unit Y/505/8313 .






Assessment guidance



Additional information Candidates will describe four different water-based outdoor and adventurous activities, which could include: canoeing, kayaking, wind-surfing, dinghy-sailing, surfing. Candidates will describe the different providers that could support the delivery of these activities i.e. public, private and voluntary. Potential target groups and participants should also be described. Candidates will describe the possible locations for these activities i.e. natural, man- made, fixed courses and competition courses. Candidates will describe the aim of the activities, which could be: recreation, skills development, team development and personal development. The objectives of the activities could include: journey, environmental, discovery, educational.

Types of evidence: candidate report, risk assessment form


Additional information: Candidates will carry out a risk assessments for two different water- based outdoor and adventurous activities and will highlight the following: details of possible risk factors such as: natural (rocks, water, temperature), human, equipment related; who might be affected; the possible likelihood of the accident occurrence; the potential severity of an accident if it occurred. Candidates will provide a risk rating and risk controls for each of the highlighted risks. Candidates should also provide contingencies to help reduce the risk factors.

At this stage of candidates’ learning, they may require support from the Assessor to help them complete this element of the assessment. Candidates could use a template provided by the Tutor or they could use one from the health and safety executive.






Types of evidence: candidate report, candidate observation


Additional information Candidates will describe the skills and techniques required for two different water-based outdoor and adventurous activities, which could include: personal technical abilities eg efficient movement, paddling standards, level of sailing proficiency. Candidates should also describe technical skills particular to an activity, such as strokes mastered, ability to read water, use of measures suitable for judging own ability; personal fitness i.e. strength, stamina, flexibility. Candidates should also describe generic skills and knowledge that is necesary to undertake water-based activities eg weather forecasting, navigation, communication, conservation of energy, calculating distance, planning emergency procedures.

Candidates will demonstrate skills and techniques in two different water-based outdoor and adventurous activities, with tutor support. The skills are mentioned within the above information.

Assessment could be via an observation of candidates demonstrating their skills and techniques whilst completing their activities. Assessors could record this on an observational checklist and support it with video or photographic evidence of the activities and/or records of professional discussions with candidates.



Additional information: Candidates will review their own performance in the demonstration of skills and techniques in water-based outdoor and adventurous activities, identifying strengths and areas for improvement. Candidates could use a number of sources to inform their review, these could include: activity log, diary, feedback from peers and tutor. The review needs to be based on both formative and summative feedback.

Following the observation and review candidates will produce a personal development plan that is based on identified strengths and areas for improvement, for skills and techniques in water-based outdoor and adventurous activities. The development plan needs to use SMART (specific, measurable, achievable, realistic, and time-bound) targets. The targets will provide information on how candidates can develop within the activities eg through training, courses, qualifications, governing body requirements eg experience, registration and good practice. The development plan should also highlight and potential barriers eg human, physical, and fiscal.





Grading descriptors – Skills for water-based outdoor and adventurous activities (Y/505/8313)

Learning Outcome 1 - Know about different water-based outdoor and adventurous activities Learning Outcome 2 - Be able to manage risks in water-based outdoor and adventurous activities Learning Outcome 3 - Be able to participate in water-based outdoor and adventurous activities Learning Outcome 4 - Be able to review own skills development in water-based outdoor and adventurous activities


1.1 Describe different water- based outdoor and adventurous activities

Candidates will describe different water-based outdoor and adventurous activities

Candidates will describe in detail a range of similarities and differences of different water-based outdoor and adventurous activities


2.1 Carry out risk assessments for different water-based outdoor and adventurous activities

Candidates will carry out risk assessments for different water-based outdoor and adventurous activities


3.1 Describe the skills and techniques required for different water-based outdoor and adventurous activities

Candidates will describe the skills and techniques required for different water- based outdoor and adventurous activities

Candidates will describe in detail a range of similarities and differences between skills required for different water-based outdoor and adventurous activities

Candidates will provide a sophisticated description of a range of similarities and differences between skills required for different water- based outdoor and adventurous activities

3.2 Demonstrate skills and techniques in different water-based outdoor and adventurous activities

Candidates will demonstrate skills and techniques in different water-based outdoor and adventurous activities. They will require some tutor support

Candidates will confidently demonstrate skills and techniques in different water-based outdoor and adventurous activities. They will not require any tutor support



Grading descriptors – Skills for water-based outdoor and adventurous activities (R/505/8313) (cont’d)


4.1 Review own performance in the demonstration of

Candidates will review own performance in the

Candidates will provide a detailed review of own

Candidates will provide a sophisticated review of own

skills and techniques in water-based outdoor and

demonstration of skills and techniques in water-based

performance in the demonstration of skills and

performance in the demonstration of skills and

adventurous activities, identifying strengths and areas for improvement

outdoor and adventurous activities, identifying strengths and areas for

techniques in water-based outdoor and adventurous activities, identifying

techniques in water-based outdoor and adventurous activities, identifying

improvement strengths and areas for strengths and areas for

improvement improvement

4.2 Produce a personal Candidates will produce a Candidates will produce a Candidates will produce a development plan, based on identified strengths

personal development plan, based on identified

detailed personal development plan,

sophisticated personal development plan and will

and areas for improvement, for skills and techniques in water- based outdoor and adventurous activities

strengths and areas for improvement, for skills and techniques in water-based outdoor and adventurous activities

candidates will explain how they will build on identified strengths and make the necessary improvements to develop their skills and

provide a justification for the factors that they include in their development plan. They will take into consideration their

techniques in water-based performance when outdoor and adventurous demonstrating skills and activities feedback they have

received from the tutors

and peers






Outdoor and adventurous expeditions (H/505/8315)

The learner will:

1. Know the types of expedition

The learner can:

1.1 Describe different types of expedition

The learner will:

2. Be able to plan expeditions

The learner can:

2.1 Plan a one-day expedition 2.2 Plan a multi-day expedition

The learner will:

3. Be able to undertake expeditions

The learner can:

3.1 Undertake different expeditions demonstrating appropriate skills and techniques, with

Tutor support

The learner will:

4. Be able to review their planning and undertaking of expeditions

The learner can:

4.1 Carry out a review of the planning and undertaking of expeditions, identifying strengths

and areas for improvement 4.2 Produce a personal development plan, based on identified strengths and areas for

improvement

Equivalent unit for Outdoor and adventurous expeditions (H/505/8315)


Outdoor and adventurous expeditions (J/502/5825)






Outdoor and adventurous expeditions (H/505/8315) (cont’d)

Assessment guidance



Additional information: Candidates will describe four different types of outdoor and adventurous expedition. They will select and describe the types of expeditions that could be undertaken, which could include: individual (Ellen MacArthur), groups and teams (Shackleton), corporate (commercial Himalayan mountaineering expeditions), students (gap years), educational (Duke of Edinburgh, school, college), military (uniformed service sponsored mountaineering expeditions) and local club events.

Candidates will describe the key factors relating the expedition, such as: duration: it could be one- day, multi-day, extended duration; the form the expedition takes: mountaineering, trekking, canoeing/kayaking, sailing, caving, pony trekking, multi-activity, cycling; the area of the expedition local, the location eg regional, national, international; the aims of the expedition: military, conquest, science, exploration, personal development, team-building, competition, informative, entertainment, educational; possible commercial objectives: funding: grants, sponsorship, increased leisure pound; planning; opportunity: gap years, increased leisure time, equality, better technical skills, the ‘shrinking world’, social changes.



Additional information: Ccandidates will plan a one-day and a multi-day expedition, with tutor support. Candidates should consider the following within the plan:

appropriate choice of activity;

appropriate choice of location;

aims and objectives;

permissions eg from organisation, line manager, governing body, local authority, parents, participants, landowners, appropriate administrative bodies;

logistics eg group size, staff/group ratios, transport (to and from expedition area, self-sufficient use of transport, transport support during expedition), accommodation groups, equipment;

food;

equipment eg choice of tent (base tent, mountain tent, cooking tent, lightweight tent, bivouac equipment), personal equipment (rucksack, sleeping bag, sleeping mat, base layers, warmth layers, waterproof protection, footwear), group equipment (stoves, ropes);

finance eg budgeting, income and expenditure, identifying major cost areas (food, transport, fuel, camping fees), audit systems (maintaining records, safe and secure, money handling, recording all transactions, working to planned budget, planning for emergencies);

health and safety eg medical forms, notification forms, contact details, route plan, chain of command, expected return time and date, insurance, risk assessment, first aid, weather






Types of evidence: assignment, presentation, candidate report, observation report


Additional information: Candidates will undertake two different expeditions demonstrating appropriate skills and techniques, with tutor support. Within the expeditions candidates will demonstrate skills and techniques: i.e.

navigation skills: orientation of map, direction finding, interpretation, grid references, scale and distance, handrail features, use of key, compass skills;

camp craft skills: erecting tents, striking tents, selecting camp site, use of terrain for shelter, cooking, bivouac building;

travelling skills: pace and rhythm, energy conservation, control skills, traversing difficult ground, avoidance of hazards;

weather-related skills: weather forecasts, predicting conditions, assessing conditions;

advanced skills: navigation using interpretive features, aiming off using compass bearings, identification of position by methods of relocation, navigation in poor visibility/darkness, navigation with speed and accuracy in all conditions, elementary interpretation of weather

navigation techniques: route cards, calculating time, calculating distance, map care and folding, counting off features;

camp craft techniques: maintaining a dry tent, cooking, waste disposal, personal hygiene, packing equipment, using equipment, storing equipment;

advanced techniques: pacing, calculating distance travelled through time, good route choice with alterations appropriate to conditions, walking on bearing, camping in high wilderness terrain, camping comfortably in difficult weather.

Assessment could be via an observation of candidates demonstrating their skills and techniques whilst on the expeditions. This could be recorded on an observational checklist and supported with video / photographic evidence and/or records of professional discussions with candidates.



Additional information: Candidates will review their own performance in planning and undertaking outdoor and adventurous expeditions. Candidates could use a number of sources to inform their review, these could include: activity log, diary, feedback from peers and tutor. The review needs to be based on both formative and summative feedback.

Following the observation and review candidates will produce a personal development plan that is based on identified strengths and areas for improvement, for skills and techniques in outdoor and adventurous expeditions. The development plan needs to use SMART (specific, measurable, achievable, realistic, and time-bound) targets. The targets will provide information on how candidates can develop within the activities eg through training, courses, qualifications, governing body requirements eg experience, registration and good practice. The development plan should also highlight and potential barriers eg human, physical, and fiscal.





Grading descriptors – Outdoor and adventurous expeditions (H/505/8315)

Learning Outcome 1 - Know the types of expedition Learning Outcome 2 - Be able to plan expeditions Learning Outcome 3 - Be able to undertake expeditions Learning Outcome 4 - Be able to review their planning and undertaking of expeditions


1.1 Describe different types of Candidates will describe Candidates will describe in Candidates will provide a

expedition different types of expedition detail different types of sophisticated description of

expedition different types of expedition

2.1 Plan a one-day expedition Candidates will plan a one- Candidates will plan a Candidates will formulate a day expedition, with tutor comprehensive one-day one-day expedition. They

support expedition, with tutor will not require tutor support

support

2.2 Plan a multi-day expedition Candidates will plan a Candidates will plan a Candidates will formulate a multi-day expedition, with comprehensive multi-day multi-day expedition. They

tutor support expedition, with tutor will not require tutor support

support

3.1 Undertake different Candidates will undertake No Merit for this AC No Distinction for this AC

expeditions demonstrating appropriate skills and

different expeditions demonstrating appropriate

techniques, with tutor skills and techniques, with

support tutor support




Grading descriptors – Outdoor and adventurous expeditions (H/505/8315) (cont’d)

Learning Outcome 1 - Know the types of expedition Learning Outcome 2 - Be able to plan expeditions Learning Outcome 3 - Be able to undertake expeditions Learning Outcome 4 - Be able to review their planning and undertaking of expeditions


4.1 Carry out a review of the Candidates will carry out a Candidates will carry out a Candidates will carry out a planning and undertaking of expeditions, identifying strengths and areas for

review of the planning and undertaking of expeditions, identifying strengths and

detailed review of the planning and undertaking of expeditions, identifying

sophisticated review of the planning and undertaking of expeditions, identifying

improvement areas for improvement strengths and areas for strengths and areas for

improvement improvement

4.2 Produce a personal Candidates will produce a Candidates will produce a Candidates will produce a development plan based on identified strengths

development plan based on identified strengths and

detailed development plan based on identified

sophisticated development plan based on identified

and areas for improvement

areas for improvement strengths and areas for improvement






Section 5 Links to National Skills Standards






We’ve highlighted where learning opportunities for the Functional Skills qualifications may be found. The activities learners carry out whilst completing these qualifications could help prepare them for their Functional Skills assessments.

We’ve also highlighted which of the Personal Learning and Thinking Skills (PLTS) link into the units of these qualifications.

The mapping is only at the level of the unit.

English - All

Mathematics

The physiology of fitness

Fitness testing for sport and exercise

Sports nutrition

Organising sports events

Research project in sport and exercise sciences

ICT

Exercise, health and lifestyle

Work experience in sport

Sports coaching


Fitness training and programming


Sports nutrition

Psychology for sports performance

Technical and tactical skills in sport

Analysis of sports performance

Business in sport







PLTS Independent Enquirers


Principles of anatomy and physiology in sport

Principles and practices in outdoor adventure


Sports coaching

Practical team sports

Practical individual sports


Assessing risk in sport



Sports nutrition



The athlete’s lifestyle

Current issues in sport

Instructing physical activity and exercise

Sports injuries

Sports facilities and operational management

Sports development

Leadership in sport


Ethics and values in sport

Business in sport

Sport and exercise massage



Applied strength and conditioning

Impact and sustainability in outdoor adventure

Alternative pursuits for outdoor adventure

Environmental education for outdoor adventure

Equipment and facilities for outdoor and adventurous activities

Skills for land-based outdoor and adventurous activities

Skills for water-based outdoor and adventurous activities

Outdoor and adventurous expeditions





PLTS Creative Thinkers



Sports coaching



Sports injuries



PLTS Reflective Learners


Sports coaching







The athlete’s lifestyle



Leadership in sport







Alternative pursuits for outdoor adventure

Skills for land-based outdoor and adventurous activities

Skills for water-based outdoor and adventurous activities






PLTS Team Workers


Sports coaching





Leadership in sport


Business in sport




PLTS Self-managers


Sports coaching






Leadership in sport

Business in sport







PLTS Effective Participators


Sports coaching






Leadership in sport

Business in sport




For further information please contact a member of the Research and Product Development team.





Section 6 Links to National Occupational Standards





We’ve mapped these qualifications against National Occupational Standards (NOS) in [subject area]. As they complete these qualifications, learners can gather evidence that may be used towards the knowledge requirements of a relevant competence-based qualification.

SkillsActive standards

unit title Mapped to which NOS? (unit code and title) Full/Part

Principles of Anatomy and Physiology in Sport (K/505/8252)

The Physiology of

Fitness (T/505/8254)

Assessing Risk in

Sport (A/505/8255) Fitness Training and

Programming (J/505/8257)

Fitness Testing for

Sport and Exercise (L/505/8258)

Sports Nutrition

(R/505/8262) Psychology for

Sports Performance (H/505/8265)

Technical and

Tactical Skills in Sport (A/505/8269)

The Athlete’s

Lifestyle (M/505/8270)

SKAD461 Deliver exercise and physical activity as part

of a personal training programme

SKAD460 Design, manage and adapt a personal training programme with clients

SKAD460 Design, manage and adapt a personal training

programme with clients

SKAD462 Apply the principles of nutrition to support

client goals as part of an exercise and physical activity

programme

SKAD481 Analyse participants’ current and potential

performance, needs and aspirations

SKAD485 Develop participant performance through effective sports coaching

SKAA341 Manage own professional practice when

supporting athlete/players’ lifestyle management and

personal development

SKAB117 Analyse the lifestyle management and personal

development needs of the individual athlete/player

Part

Part

Part

Part

Part

Part

Part

Part





Current Issues in Sport (A/505/8272)

Instructing Physical

Activity and Exercise (Y/505/8277)

Sports Injuries

(D/505/8278) Sports Facilities and

Operational Management (Y/505/8280)

Sports Coaching

(L/505/8289)

Sports Development

(J/505/8291)

Practical Team

Sports (L/505/8292)

Practical Individual

Sports (Y/505/8294)

Leadership in Sport

(D/505/8295)

Exercise, Health and

Lifestyle (K/505/8297)

Principles and

Practices in Outdoor Adventure (T/505/8299)

Impact and

Sustainability in Outdoor Adventure (H/505/8301)

Alternative Pursuits

for Outdoor Adventure (K/505/8302)

SKAA12 (2) Contribute to change through

implementing and reviewing strategy and policy

SKAD461 Deliver exercise and physical activity as part

of a personal training programme

SKAC260 Help to maintain activity equipment

SKAC16 Check and service activity equipment

SKAD482 Plan sports coaching programmes

SKAD474 Deliver a series of coaching sessions

SKAD483 Manage safe and effective sports coaching

programmes

SKAB229 (2) Plan and organise services

SKAA12 (2) Contribute to change through

implementing and reviewing strategy and policy SKAD482 Plan sports coaching programmes

SKAD474 Deliver a series of coaching sessions

SKAD483 Manage safe and effective sports coaching

programmes SKAB19 Promote outdoor principles, practices, values

and potential benefits

SKAB245 Plan and prepare the delivery of multiple outdoor programmes to achieve client goals

SKAC266 Manage the environmental impact of outdoor

programmes

SKAB245 Plan and prepare the delivery of multiple

outdoor programmes to achieve client goals

SKAB19 Promote outdoor principles, practices, values and potential benefits



Part

Part

Part

Part

Par

t

Par

t

Par

t

Part

Part

Par

t

Par

t

Par

t

Part

Part

Part

Part

Part

Part





Environmental Education for Outdoor Adventure (T/505/8304)

Equipment and

Facilities for Outdoor and Adventurous Activities (L/505/8308)

Skills for Land-

based Outdoor and Adventurous Activities (R/505/8312)

Skills for Water-

based Outdoor and Adventurous Activities (Y/505/8313)

Outdoor and

Adventurous Expeditions (H/505/8315)

Analysis of Sports

Performance (K/505/8316)

Research

Investigation in Sport and Exercise Sciences (M/505/8317)

Laboratory and

Experimental Methods in Sport and Exercise Sciences (T/505/8318)

Ethics and Values in

Sport (M/505/8379)

SKAB19 Promote outdoor principles, practices, values

and potential benefits


programmes SKAB245 Plan and prepare the delivery of multiple




SKAD26 Facilitate recreation in the outdoors

SKAC260 Help to maintain activity equipment

SKAC16 Check and service activity equipment


programmes

SKAB245 Plan and prepare the delivery of multiple outdoor programmes to achieve client goals






programmes

SKAB245 Plan and prepare the delivery of multiple outdoor programmes to achieve client goals SKAB239 Scope and develop the concept and purpose

of an expedition

SKAD26 Facilitate recreation in the outdoors SKAD210 (2) Promote equality and diversity in sport

and physical activity

SKAD214 Support equality and diversity in active leisure

and recreation

Par

t

Par

t

Par

t

Part

Part

Part

Part

Par

t

Par

t

Par

t

Par

t

Par

t

Par

t

Par

t

Par

t

Par

t





Section 7

Grading criteria

glossary of terms




This table has been provided as an aid to help you grade candidates’ assessments. These are generic terms used across the Level 3 qualifications and may not all appear in this qualification specification. * Non-graded words can be used across all grades but must be accompanied with a grade-specific word.

Pass

Advanced Developed, refined and comprehensive

Analyse Study or examine something

Apply Put into action in a relevant context

Appropriate Relevant to the purpose or task

Clearly A statement that is set out logically and without possibility of misunderstanding

Coherent Logically connected

Critically compare Examine and relate in order to give a judgement

Competent The skill, knowledge and ability to complete a given task to a standard

Concise Clear and succinct

Consider Reflect or judge

Contrast Identify differences

Critical understanding Deconstruct, analyse and evaluate and express opinion

Distinguish Identify differences

Effectively To achieve a satisfactory solution

Evaluate Make a qualitative judgement taking into account different factors and using available knowledge/experience. Assess

Explain Provide details or reasons

Explore To search and investigate

Interpret Translate or find meaning

Justify Give reasons or evidence to support an opinion

Modify Make changes

Realistic Relevant and in context

Review Consider or look at something

Summarise A brief account of the points






Grading criteria glossary of terms (cont’d)

Merit

Assess To examine something in order to judge or review it

Comprehensive All encompassing

Confidently Certainty in own ability

Continually review Regularly consider or look at something

Convincing Persuasive and credible

Creativity Originality, imaginatively expressed

Critical judgement Application of a critical understanding informing decisions

Merit continued

Detailed Thorough and in depth

Experimentation To try different methods and techniques

Fluently Smoothly flowing and without apparent effort

Initiative The ability to be able to work without external direction

Insight Intuitive perception

Inventive Creativity borne of original thought

Perceptively Showing insight and understanding

Predict Use evidence or experience to say what will happen

Propose Put forward an idea

Skilfully A process or task underpinned by technical knowledge and a degree of mastery

Thorough Completed fully, in some detail





Grading criteria glossary of terms (cont’d)

Distinction

Continually review and revise Regularly consider or look at something in order to make relevant amendments

Critically analyse Study or examine something to make a judgement

Draw conclusions Make a judgement or decision based on research or analysis

Formulate Draw something up carefully and in detail

Originality Ability to think or express oneself in an independent and individual manner

Sophisticated Developed, refined, advanced

Synthesise Create or combine to produce a more complex product

Validate Confirm or prove validity or accurateness

Non-graded

Accurately Capable of providing a correct reading or measurement – deviating only slightly

Demonstrate Explain or describe through actions

Range of A variety, an assortment, gamut

Reflect Review and evaluate

Relate Link or establish connections

Sufficient Adequate for the purpose; enough to meet a need or purpose

Technical skill Technique requiring understanding and ability to produce work of a good quality standard

Various Of different kinds, several, many





Section 8 General information





Equal opportunities

NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE’s Equal Opportunities Policy is available on request.

Data protection

NCFE is registered under the Data Protection Act and is committed to maintaining the highest possible standards when handling personal information.

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Tel: 0191 239 8000* Fax: 0191 239 8001 Email: [email protected] Website: www.ncfe.org.uk

© NCFE Issue 6 April 2018 Information in this qualification specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is copyright.

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