Sports and Exercise Science

Sports and Exercise Science

Schemes of Work

For use with the Higher National Certificate and Higher National Diploma in Sports and Exercise Science

First teaching from September 2018

Higher Nationals

Higher National Certificate Lvl 4

Higher National Diploma Lvl 5

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

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Contents

1 Introduction 1

2 How to Read the SOW 1

3 Learning Outcomes and Assessment 2

4 SOW Sessions 3

5 Frequently Asked Questions 4

6 Schemes of Work 6

Unit 1: Nutrition 7

Unit 2: Fundamentals of Sport & Exercise Psychology 13

Unit 3: Anatomy & Physiology 23

Unit 4: Professional Skills 31

Unit 5: Coaching Practice & Skill Development 42

Unit 6: Training, Fitness, Testing 50

Unit 7: Physical Activity, Lifestyle & Health 58

Unit 8: Lifestyle Coaching 66

Unit 9: Biomechanics 71

Unit 10: Technology in Sport 79

Unit 11: Injury Prevention 86

Unit 12: Community Coaching 96

Unit 13: Sports Massage 104

Unit 14: Research Project 112

Unit 15: Advanced Coaching 123

Unit 16: Performance Analysis 131

Unit 17: Talent Identification & Development 139

Unit 18: Exercise Prescription 146

Unit 19: Contemporary Issues in Health 155

Unit 20: Health Community Engagement 161

Unit 21: Sport & Exercise for Specific Groups 170

Unit 22: Physical Education & School Sport 177

Unit 23: Physical Literacy 184

Unit 24: Personal & Professional Development 192

Unit 25: Work Experience 203

Unit 26: Exercise Physiology 210

Unit 27: Advanced Nutrition 218

Unit 28: Leadership & Management 224

Unit 29: Teaching Practice 230

Unit 30: Entrepreneurism in Sport 237

Unit 31: Biochemistry of Exercise 244

Unit 32: Psychology for Performance 252

Unit 33: Strength & Conditioning for Coaching 263

Unit 34: Innovation in Coaching 274

Unit 35: Contemporary Issues in Coaching 282

Unit 36: Applied Lifestyle Coaching 290

Unit 37: Sport Rehabilitation 295

Pearson BTEC Levels 4 and 5 Higher Nationals in Sport and Exercise Science Schemes of Work – Issue 1 – August 2020 © Pearson Education Limited 2020 1

1 Introduction

These Example Schemes of Work (SOW) are intended to give you an insight into how you might structure the delivery of the Essential Content for the units within this Higher National Qualification. They are not an indication of what you must deliver or an example of the ideal manner in which to deliver the Essential Content. Rather, we hope that these SOW will give you ideas as to the types of teaching and learning activities that might be employed to meet the requirements of providing the requisite Guided Learning Hours (GLH) for the unit. You should ensure that the SOW you produce for your course are appropriate to your students, programme delivery plan, resources and local needs.

2 How to Read the SOW

In order to support consistency across our qualifications, in developing these SOW, we have taken a simple approach to the structure of the SOW. This is:

● A 15-credit unit requires 60 GLH

● To deliver 60 GLH we define 20 3-hour teaching sessions

● 20 sessions x 3-hours = 60 GLH

Similarly, for a 30-credit unit:

● A 30-credit unit requires 120 GLH

● To deliver 120 GLH we define 40 3-hour teaching sessions

● 40 sessions x 3-hours = 120 GLH

This is not intended to dictate the way that you may deliver the GLH. Depending on your mode of delivery (full-time, part-time, etc.), timetable, resources and approach to the subject, you will develop your own pattern of delivery.

Keep in mind that while we are using a standard length of time for each taught session, this is not required. You may find that it is necessary, or desirable, to vary the length of taught sessions; in order to give students a varied timetable, to manage (physical or human) resources, or to allow greater taught provision for other units running in parallel.


3 Learning Outcomes and Assessment

The SOW includes an indication of how the taught sessions support a particular approach to assessment, by indicating the number of assignments and their relation to learning outcomes. Keep in mind that this is not a suggestion of how you must assess, but an indication of how the SOW has been designed to support the number of assessments.

In the example below, we can see that this SOW is designed to support a Single Unit Assessment; where all learning outcomes will be covered in a single assessment.

Learning Outcome (LO) Assessment 1

LO1 Examine the role of sport psychology in performance development

LO2 Explore the psychological state of different athletes

LO3 Plan psychological skills training programmes to improve sports performance

LO4 Implement psychological skills training programmes to improve sports performance

To find out more about different types of assessment, that can be used in Higher Nationals, see the BTEC Higher Nationals – (RQF) Assessment & Feedback Guidance for Centres & Tutors.

Pearson provide a range of information and guidance to support centres to deliver and manage quality in BTEC Higher Nationals.

Visiting our website, for Enhanced quality assurance, here, provides information and guidance related to:

● Centre approval and re-approval

● Teaching and learning

● Assessment (Peer, self, group work and time constrained activities)

● Quality assurance, including external examination

● Annual Programme Monitoring Review (APMR)

● Annual Student Survey

http://hnglobal.highernationals.com/sites/default/files/hn-assessment-feedback-guidance.pdf

http://hnglobal.highernationals.com/sites/default/files/hn-assessment-feedback-guidance.pdf

https://qualifications.pearson.com/en/qualifications/btec-higher-nationals/about/quality-assurance-process.html


4 SOW Sessions

Each 3-hour session, in the SOW, is in the format:

[1] [2] [3]

Session Learning Outcome(s)

Session Activities

Session 5

LO1 and LO2

[4] Topic(s): Psychological skills training

[5] ● The approaches to sport psychology – psychodynamic

[5] ● Psychological requirements of team sports

[6] Sample activities:

● Tutor-led activity: Exploring the focus of the psychodynamic approach to sport psychology.

● Pair review of the effectiveness of the psychodynamic approach to sport psychology to include journal evidence where appropriate.

● Group discussion of the appropriateness of the psychodynamic approach for different athletes.

● Small group activity: Exploring the psychological requirements of team sports (groups to be given different sports).

Note the numbers in brackets are for reference, here, and do not appear in the actual SOW.

[1] Session – this is the session number. Sessions are numbered in order to ensure that we are clear that we are meeting the GLH requirements.

[2] Learning Outcome(s) – this indicates to which learning outcomes the content of this session relates.

[3] Session Activities – these are the topics, sub-topics to be covered during this session, and the activities that may support student learning during the session.

[4] Topic – this is the main topic(s) of the session. Typically, this will correspond to one (or more) of the main topics from the Essential Content of the Unit.

[5] Sub-topics – not every session will have sub-topics, but where they are presented, they give information about the additional detail that will be covered in the session. Again, typically, these will be drawn from the Essential Content of the Unit.

[6] Sample Activities – these give an indication of the activities of the tutor and the students, for the given session. Depending on the nature of the session, you may find greater or lesser amounts of student or tutor activity. For example, if the main aim of the session is to introduce a body of knowledge to the students, the tutor activity may be a ‘lecture’; which may mean there is less student activity. Whereas, if the session is designed to allow students to explore the application of knowledge or skill, there may be much more student activity listed, with the role of tutor being that of support.


5 Frequently Asked Questions

Q. Am I required to have 20 3-hour sessions in my teaching plan for a 60 GLH unit?

A. No. The model used in the SOW has been designed to be a simple standard that is applied to all the SOW across our Higher Nationals qualifications. You will design your SOW or teaching plan based on the specific needs of your students, timetable and resources. However, you must ensure that you are providing the requisite number of Guided Learning Hours (GLH).

Q. Should every session cover a single topic (and sub-topics) from the Essential Content?

A. No. The Essential Content, for a unit, is the list of material that Pearson has determined a student must be taught to support their achievement of the related learning outcome. However, we recognise that there will be variations in what are deemed to be the most important parts of the Essential Content. This may be based on your location, employment opportunities and progression opportunities for your students. Therefore, tutors are able to determine; keeping in mind the requirements of the Assessment Criteria, how much time should be given to the delivery of the different topics and sub-topics in the Essential Content. This will consequently determine the way that individual sessions, in a SOW, cover single or multiple topics.

Q. Can I include assessment and feedback within my SOW?

A. Yes. Supervised assessment and feedback are part of the students’ learning and can; therefore, be included as part of the GLH.

Q. Are there any elements of good practice that I should include in my SOW?

A. It is advisable that you consider building the following into your SOW:

● Use your first session to introduce the subject of the unit and, most importantly, to allow time to discuss learning outcomes and assessment criteria with students. Try to make this a student-led discussion, so that you can gain an understanding how the students are interpreting the learning outcomes and assessment criteria. This understanding will help you to consider ways that you may need to adjust your learning and teaching strategy to ensure that both you and the students have a shared understanding of what learning outcomes and assessment criteria mean.


● Include some time for discussing feedback, after the assessment. This may be a group discussion; where you highlight some of the common challenges that students may have found in their assignments and some of the positive things that were common in their submissions. Or, you may timetable individual discussions with students so that you can address their specific assessment results. In either case, it will give students some additional support for their continued development in the future.

● Remember that Guided Learning Hours are not restricted to those that are classroom based or delivered by the tutor. Guided Learning Hours include any time that a student is directly supported by a suitable member of staff. This may include time in a workshop (supported by a workshop technician), time in the library (supported by a librarian who is helping the student with research), a field/study visit (when a student may be interacting with professionals under the guidance of a member of staff), work placement supervision where the student’s activities are being guided by a professional in line with the relevant learning outcomes etc. It is important to include a range of activities, that are appropriate to the specific Essential Content, and this may not always be a ‘tutor-led’ activity.


6 Schemes of Work


Unit 1: Nutrition

Please note that Schemes of Work are for guidance and support only. They can be customised and amended according to localised needs and requirements. All Schemes of Work can be adapted to suit specific establishment time frames in line with GLH delivery.

Scheme of Work

Programme Title:

Higher Nationals in Sport & Exercise Science Level:

Unit Title: Nutrition Tutor:

Unit Number: 1 Academic Year:

Learning Outcomes (LO) Assessment

1 Assessment

2 Assessment

3 Assessment

4

LO1 Identify the main components of nutrition for optimal health and sports performance

LO2 Explain the main components of the digestive system and the factors that affect optimal function

LO3 Investigate the connection between food consumption and disease

LO4 Explore a range of specific diets, with particular focus on their dietary principles


Sessions Learning Outcome(s)

Session Activities

Session 1

LO1

Topic(s):

● Lecture on the micro and macro nutrients.

● Examine the structure, function and sources of micro and macro nutrients.

● Examine the impact of deficiencies of micro and macro nutrients.

Sample activities:

● In groups focus on the skeletal system the muscular system and the nervous system, research all the vitamins and minerals that support the optimal function of these body systems. Discover what will occur to these systems if we do not have our recommended daily allowance.

Session 2

LO1

Topic(s):

● Lecture on the different groups of people with specific nutritional needs.

● Examine the impact of deficiencies of micro and macro nutrients.

● Consider the nutritional needs of specific populations in society – for example, athletes, children, young people, adults, the elderly, and pregnant mothers amongst others.

Sample activities:

● In pairs investigate what will occur to these systems if we do not have our recommended daily allowance.

● Mind mapping exercise in relation to the specific needs of specific populations.

Session 3

LO1

Topic(s):

● Consider the nutritional needs of specific populations in society – for example, athletes, children, young people, adults, the elderly, and pregnant mothers amongst others.

Sample activities:

● Divide the class into groups representing different populations and ask them to prescribe a nutritional plan for that population based on their needs.

● Each group is to make a presentation based on the nutritional needs of their chosen population.



Session Activities

Session 4

LO1

Topic(s):

● Complete group presentations based on the nutritional needs of their chosen population.

● Practical assessment of a selection of food labels.

Sample activities:

● Complete group presentations based on the nutritional needs of their chosen population.

● Each pair will assess a label, reporting on the image, the market it is focused at, the ingredients and its nutritional value.

Session 5

LO1

Topic(s):

● Summary of nutrients and labels.

● Distribute assignment brief 1.

Sample activities:

● Quiz.

Session 6

LO2

Topic(s):

● Lecture on the digestive system.

Sample activities:

● Class task: Label a blank diagram.

● Write the functions of the organs in the digestive system.

● Crossword on the function of digestive enzymes.

● Discussion on the breakdown of nutrients and the digestive juices that break them down.

Session 7

LO2

Topic(s):

● Lecture on mechanical and chemical digestion, the different phases of digestion.

Sample activities:

● Quiz.

● Word search using terminology.



Session Activities

Session 8

LO2

Topic(s):

● Ted talk on the micro biome – lecture and slide show on the microbiome and micro biota.

Sample activities:

● Group discussion on the relevance and importance of the microbiome and the concept of it being the second brain.

Session 9

LO2

Topic(s):

● The microbiome and the associated pathologies.

Sample activities:

● In pairs, research journal articles and different studies associated with treatments of the pathologies.

● Produce a review of the article.

Session 10

LO2

Topic(s):

● Class review of paired research.

Sample activities:

● Discussion on the latest work in research.

● Project workshop.

Session 11

LO3

Topic(s):

● Lecture on the pathologies associated to poor nutrition.

● Disordered physiological processes.

Sample activities:

● Look at the different body systems and discover how the leaking gut may affect the rest of the body functions (digestive system, endocrine system, nervous system, cardiovascular system).

Session 12

LO3

Topic(s):

● Lecture on the pathologies associated to poor nutrition.

● Disordered physiological processes.

Sample activities:

● Look at the different body systems and discover how the leaking gut may affect the rest of the body functions (the skeletal, muscular, urinary, immune system).



Session Activities

Session 13

LO3

Topic(s):

● Lecture on nutritional prescription to aid these pathologies.

● The types of tests that exist.

Sample activities:

● Group discussion on cancer, digestive disorders, food intolerances and factors leading to these illnesses.

Session 14

LO3

Topic(s):

● Video on the lifestyle we lead and how the environment we live in will affect our health and wellbeing.

● Case study video on people with dysfunctional eating habits.

Sample activities:

● Discussion on the video.

Session 15

LO3

Topic(s):

● Case studies on lifestyles of different people.

Sample activities:

● Group discussion on the issues pertaining to the individuals.

● Groups prescribe different lifestyle changes and nutritional changes that they must make to improve their psychological, physical and social wellbeing.

Session 16

LO4

Topic(s):

● Summary of topics discussed in the learning outcome.

● Distribute brief.

Sample activities:




Session Activities

Session 17

LO4

Topic(s):

● Lecture on different diets: prescriptive, dysfunctional and fad diets.

● Lecture on fad diets – their claims and facts.

Sample activities:

● Group discussion on fad diets – types and facts.

● Discover what the commonalities between fad diets are and why.

Session 18

LO4

Topic(s):

● Documentary on fad diets, Atkins, 5/2 diet, Paleo diet, fast diet, celebrity slim diet, probiotic diet, food map diet, ketogenic diet, alkaline diet, fermented food diet.

● Evaluate claims made by these different diets: Apple cider vinegar diet, Mediterranean diet.

Sample activities:

● Appraisal of the diets and what recommendations could be made to dieters.

Session 19

LO4

Topic(s):

● Evaluate claims made by these different diets.

● What are healthy diets?

Sample activities:

● Create an advertisement warning people about the pitfalls of fad diets and create a leaflet to educate people about healthy diets.

Session 20

LO4

Topic(s):

● Healthy diets presentations.

● Summary of unit.

Sample activities:

● Presentation of leaflets and advertisements.


Unit 2: Fundamentals of Sport & Exercise Psychology


Scheme of Work

Programme Title:

Higher Nationals in Sport and Exercise Science Level:

Unit Title: Fundamentals of Sport & Exercise Psychology Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Identify appropriate theories and principles relevant to motivation and the impact they have on sport and exercise participation

LO2 Describe the effects of self-efficacy on sport and exercise participation and performance

LO3 Recognise the impact of group processes, cohesion and leadership on successful participation in sport and exercise

LO4 Analyse the impact of sport and exercise participation on psychological wellbeing



Session Activities

Session 1

LO1

Topic(s): Introduction to motivation and theories of motivation

● Introduction to unit content and unit assessment.

● Definition of motivation.

● Types of motivation.

● Benefits and consequences of motivation.

● Approaches to motivation.

Sample activities:

● Tutor led activity to introduce lesson content and unit assessments.

● Groups of three thought shower to define motivation.

● Pair interviews: Why did you start your sport when you were younger and why do you participate now? During feedback, tutor to highlight if reasons are sources of intrinsic or extrinsic motivation on the board in different coloured pens.

● Group discussion to explore the benefits and consequences of motivation.

● Small group work exploring the different approaches to motivation by giving an approach per group followed by peer teaching.

Session 2

LO1

Topic(s): Theories of motivation

● Self-determination and Cognitive Evaluation Theory of motivation.

● Exploration of research evidence to explore the Self-determination Theory.

Sample activities:

● Individual reading activity to explore the basic assumptions of the Self-determination and Cognitive Evaluation Theories.

● Tutor led activity to discuss the main assumptions of the theory and examine them in more depth.

● Small group work reading the abstract of a journal relevant to the theory and answering questions e.g. what did they study? Who were the participants? What were the main results?

● Small group presentations of journal abstracts.



Session Activities

Session 3

LO1


● Attribution Theory of achievement motivation.

● Exploration of research evidence to explore the Attribution Theory.

Sample activities:

● Practical based workshop: Tutor to set up a range of tasks where learners are required to compete against each other and then write down the reasons for success or failure.

● Tutor facilitated discussion of the reasons for success and failure and exploration of the main assumptions of the Attribution Theory.

● Pair work reading the abstract of a journal relevant to the theory and answering questions.

● Pair presentations of journal abstracts.

Session 4

LO1


● Achievement Goal Theory of achievement motivation – goal orientations.

● Exploration of research evidence to explore the goal orientations.

Sample activities:

● Tutor led activity exploring the main assumptions of the Achievement Goal Theory.

● Individual activity completing the Task and Ego Orientation in Sport Questionnaire (TEOSQ) to measure the students’ goal orientation.

● Group discussion of the results of the TEOSQ exploring the key differences between a task and ego orientation.

● Small group work reading the abstract of a journal relevant to the theory and answering questions.

● Group presentations of journal abstracts.



Session Activities

Session 5

LO1


● Achievement Goal Theory of achievement motivation – Motivational Climate.

● Exploration of research evidence to explore the Motivational Climate.

Sample activities:

● Practical activity where the learners complete the same task twice but the tutor manipulates the climate to promote a mastery and then performance climate.

● Group discussion of the key differences between a mastery and performance climate.

● Pair work reading the abstract and introduction of a journal that explores the motivational climate.

● Pair presentations of journal information.

Session 6

LO1


● Practical application of ‘Target’ to manipulate the motivational climate.

Sample activities:

● Individual reading activity exploring ‘Target’ and what each letter of the acronym mean.

● Group work: Learners design and implement a practical activity using ‘Target’ to ensure they are creating a mastery climate.

● Group discussion evaluating each activity making links back to theory.



Session Activities

Session 7

LO2

Topic(s): Self-confidence and Bandura’s self-efficacy theory

● Definition of self-confidence.

● Types of self-confidence.

● Benefits of self-confidence.

● Bandura's self-efficacy theory.

● Determinants and consequences of self-efficacy.

Sample activities:

● Pairs thought shower to define self-confidence.

● Group discussion to explore the benefits of self-confidence.

● Individual reading activity to explore the main assumptions of Bandura's self-efficacy theory.

● Tutor led activity examining the determinants and consequences of self-efficacy within Bandura's self-efficacy theory.

Session 8

LO2

Topic(s): Theories of self-efficacy

● Exploration of research evidence to explore Bandura's self-efficacy theory.

Sample activities:

● Small group work reading the abstract and methodology of 2–3 journal articles that explore the sources of efficacy information comparing and contrasting their findings and methodologies.

● Small group presentations of journal information.



Session Activities

Session 9

LO2

Topic(s): Theories of self-efficacy

● Practical application of Bandura's self-efficacy theory.

Sample activities:

● Individual activity rating their self-efficacy levels on a range of tasks.

● Group work: Identifying strategies using the sources of efficacy information to build self-efficacy towards each task.

● Implementation of strategies identified to build their peers' self-efficacy.

● Individual activity rating their self-efficacy levels on a range of tasks.

● Group discussion of the activity and effectiveness of the different sources of efficacy information in building self-efficacy.

Session 10

LO3

Topic(s): Topic(s): Group dynamics in sport

● Group versus teams.

● Theories of group development.

● Steiner's model of group productivity.

● Ringlemann and social loafing.

Sample activities:

● Individual reading activity exploring the different theories of group development.

● Small group activity to explore Steiner's model of group productivity – e.g. basketball free throw competition. Student rate their potential productivity (how many they think they could get in out of 20 considering the resources in their group). Groups complete 20 free throws to identify their actual productivity.

● Group discussion of Steiner's model of group productivity in relation to the task.

● Practical activity to explore the Ringlemann effect and social loafing e.g. making a catapult in groups of different sizes. Test the effectiveness of each catapult through distance travelled.

● Group discussion of the Ringlemann effect and social loafing in relation to the task.



Session Activities

Session 11

LO3

Topic(s): Group cohesion in sport

● Definition and types of cohesion.

● Factors that influence group cohesion.

● Assessing group cohesion.

Sample activities:

● Pair thought shower to define group cohesion and differentiate between task and social cohesion.

● Individual activity completing and scoring the Group Environment Questionnaire (GEQ) to assess group cohesion.

● Tutor led activity exploring the purpose of sociograms.

● Small group work creating sociograms for a selected team comparing and contrasting the results with other sociograms.

Session 12

LO3

Topic(s): Leadership in sport

● Definition of leadership.

● Leadership styles.

● Approaches to leadership.

Sample activities:

● Practical activity: Tutor to lead a particular activity using different styles of leadership e.g. a circuit-based fitness session.

● Group discussion of the styles of leadership following the practical activity.

● Pair research activity exploring an approach to leadership. Students are required to develop arguments for and against their approach.

● Group discussion/debate: Are leaders born or made?



Session Activities

Session 13

LO3

Topic(s): Group size and group cohesion

● Exploration of research evidence to the impact of group size and group cohesion on performance.

Sample activities:

● Small group work reading the abstract and methodology of 2–3 journal articles that explore the impact of group size and group cohesion on performance comparing and contrasting their findings and methodologies.


● Group discussion of the limitations of the research explored.

Session 14

LO3

Topic(s): Leadership

● Exploration of research evidence to the impact of group size and group cohesion on performance.

Sample activities:

● Small group work reading the abstract and methodology of 2–3 journal articles that explore the impact of leadership on performance comparing and contrasting their findings and methodologies.



Session 15

LO4

Topic(s): What stops people from exercising?

● Barriers to exercise in relation to different target groups.

Sample activities:

● Pair work exploring the barriers to exercise.

● Small group exploration of case studies to explore the barriers to exercise for different target groups.

● Group discussion of the strategies that can be used to overcome the barriers to exercise.



Session Activities

Session 16

LO4

Topic(s): Exercise and psychological wellbeing

● Role of sport and exercise in reducing anxiety and depression.

● Exercise dependence and addiction.

Sample activities:

● Tutor led activity exploring the role of exercise in reducing anxiety and depression.

● Pair research task exploring the difference between exercise dependence and addiction.

● Group discussion of the prevalence of anxiety, depression, exercise dependence and addiction within different target groups.

Session 17

LO4


● Role of sport and exercise in developing self-esteem.

● Link between body image, social physique anxiety, sport and exercise.

Sample activities:

● Tutor led activity exploring the role of exercise in developing self-esteem.

● Pair research task exploring the difference between body image and social physique anxiety.

● Group discussion of the prevalence of low self-esteem, negative body image and social physique anxiety in different target groups.

Session 18

LO4


● Exploration of research evidence to explore the role of exercise in developing psychological wellbeing.

Sample activities:

● Pair work reading the abstract and methodology of 2–3 journal articles that explore the role of exercise in developing psychological wellbeing.





Session Activities

Session 19

LO4

Topic(s): Models of exercise behaviour

● Theory of planned behaviour.

● Health belief model.

Sample activities:

● Tutor led activity exploring the basic elements of the theory of planned behaviour and health belief model.

● Pair work applying both models to case study examples.

● Group discussion reviewing the impact of both models in developing exercise habits.

Session 20

LO4

Topic(s): Models of exercise behaviour

● Transtheoretical model.

Sample activities:

● Tutor led exploration of the different stages of the transtheoretical model.

● Pair work reviewing real-life case studies to identify their readiness to change and barriers to exercise participation.

● Small group work applying the processes of change to the relevant stage within the transtheoretical model.


Unit 3: Anatomy & Physiology


Scheme of Work

Programme Title:


Unit Title: Anatomy & Physiology Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Identify the key structures of the skeletal system

LO2 Describe the structure and function of muscles

LO3 Explore the structure and function of the cardiovascular system

LO4 Discuss the structure and function of the respiratory system



Session Activities

Session 1

LO1

Topic(s):

● Introduction to unit structure, assessment, and anatomical terminology.

Sample activities:

● Lecture as an introduction to the unit, its content and the methods teaching and learning and assessments.

● Practical introducing anatomical terminology covering movement, positional and directional terminology.

● Group activity labelling and identifying muscles and anatomical features that they already know.

Session 2

LO1

Topic(s):

● Skeletal structure and function, growth and structure of a long bone.

Sample activities:

● Lecture: An in-depth description of the structure and function of the skeletal system looking at the differing functions of bones in relation to their structure and a description of skeletal growth and changes in structure both on a micro and macro scale with an in-depth look at the structure of a long bone and functions of its component parts.

● A practical session designed to give students the opportunity to use both skeletal models and especially human subjects to find the major anatomical landmarks and relate them to their specific function.

● Group discussion about how these landmarks might help with training or supporting an athlete.



Session Activities

Session 3

LO1

Topic(s):

● Structure and function of joints.

Sample activities:

● Lecture: An in-depth description of the various structures found in a typical synovial joint such as ligaments, cartilage, synovial fluid etc. including how their structures aid their specific functions.

● Group activity: Students explore one type of joint in detail and present their findings to the group.

● Discussion about cartilaginous and fibrous joints and the differences in structure and function to synovial joints.

Session 4

LO1

Topic(s):

● Joint, planes and axes.

Sample activities:

● A lecture is based around a brief preview of the 3 classifications of joints in relation to their structure and function. It will focus on the 6 types of synovial joint in more depth and again relate structure to function then move on to the various movements available in these joints.

● Practical: Goniometry analysis of body joints.

● Group activity constructing a hinge joint using crafting material that clearly identifies the bones, joints, and muscles involved.

Session 5

LO1

Topic(s):

● Lever systems.

Sample activities:

● A lecture based around the 3 types of lever and important aspects relating to movement and force production.

● Assignment introduction and discussion.

● Practical: Movement analysis of sporting technique. A practical based session to give students the opportunity to practice a movement analysis of a given sporting technique and to relate the movement to specific bones, joints and movement terminology.



Session Activities

Session 6

LO2

Topic(s):

● Muscle types, origins and insertions.

Sample activities:

● Lecture: An introduction to muscle types focussing on skeletal muscle in relation to types, names, origins and insertions and functional anatomy.

● Practical: Muscle surface anatomy. A practical based session to give students the opportunity to use human subjects to look at muscle surface anatomy and to relate the movement to all.

● Labelling activity in pairs: Name the muscles using stickers.

● Article review: Students bring a journal article pertinent to the topics covered in this unit to share with their group.

Session 7

LO2

Topic(s):

● Structure of muscles.

Sample activities:

● Lecture: Tendons, ligaments, muscle and tendons to sarcomere and structural proteins, sliding filament theory.

Session 8

LO2

Topic(s):

● Muscles' roles and types of contraction.

Sample activities:

● Lecture: The roles of skeletal muscle such as agonists, antagonists, and the type of contraction dictated by muscle role.

● Practical activity in fitness suite or gym, using activities such as squats, lunges, bicep curls and triceps dips to identify the antagonistic pars, origins and insertions of muscles used.

● Discussion and questions related to Assignment 1.



Session Activities

Session 9

LO2

Topic(s):

● Movement and muscle function.

Sample activities:

● Lecture: The roles of skeletal muscle, their types of contraction and the movement produced.

● Group work: Anatomical analysis of a specific movement in preparation for assessment 1 e.g. one upper body movement and one lower body movement.

● Group work: Identifying muscles used and contractions produced and producing a detailed diagram.

Session 10

LO2

Topic(s):

● Structure of muscles.

Sample activities:

● Lecture: Tendons, ligaments , muscle and tendons to sarcomere and structural proteins, sliding filament theory

● Group presentation: Prepare a 5 minute revision presentation to the group on one of the topics covered so far.

● Individual research and tutorials dedicated to assessment 1.

Session 11

LO3

Topic(s):

● Structure of heart and surrounding anatomy.

Sample activities:

● Lecture: Overview of the heart and surrounding anatomy including a dissection of the heart to demonstrate internal anatomy.

● Group activity: Group dissection following demonstration.

● Group activity: Labelling and identifying key anatomical features of the heart.



Session Activities

Session 12

LO3 & LO4

Topic(s):

● The nervous system.

Sample activities:

● Lecture: Central and peripheral nervous systems, neural anatomy and the transmission of an action potential along the neuron and across the synapse, neuromuscular control of co-ordinated movement and reflexes.

● Group activity: Draw round a human model on large paper, add in the major components of the nervous system and label.

● Article review: Students bring a journal article to share with their group pertinent to the topics covered in this unit.

● Assignment information and discussion.

Session 13

LO3 & LO4

Topic(s):

● The nervous system.

Sample activities:

● Lecture: SAN and AV node and heart regulation. Sympathetic and parasympathetic nervous system, bundle of His and Purkinje fibres. Adrenaline and noradrenaline.

● Quiz/Test reviewing the heart and nervous system.


Session 14

LO4

Topic

● The anatomy of the lungs and surrounding anatomy.

Sample activities:

● Lecture: Location, structure and major anatomical features of the lungs, dissection and demonstration of the lungs function.

● Group activity: Students construct a functioning model of a pair of lungs using crafting materials and balloons.

● Individual activity constructing and labelling a diagram of the lungs and the major features of the respiratory tract.



Session Activities

Session 15

LO4

Topic(s):

● External respiration.

Sample activities:

● Lecture: Identifying the journey through the external respiratory system, gaseous exchange, pulmonary ventilation; the process of breathing and the movement of gases into and out of the lungs. The exchange of gases between the alveoli and pulmonary blood.

● Practical: Measuring lung volume and peak flow.

● Analysing the groups measurements in relation to their gender, race, height and weight, sporting choice and training regime to identify trends and anomalies.

Session 16

LO3 & LO4

Topic(s):

● The effects of exercise on respiration and heart function.

Sample activities:

● Practical activity exploring the effects of a range of exercise on heart rate and breathing rate. Measuring and recording with various intensities and noting recovery time for comparison.

● Data analysis activity looking at groups' findings.


Session 17

LO4

Topic(s):

● Factors effecting gaseous exchange.

Sample activities:

● Lecture: The effects of environmental factors such as temperature, pressure and saturation on gas volumes, transportation of gases, gas exchange and the concept of partial pressures in response to exercise.

● Individual research on one identified environmental factor that impacts upon gaseous exchange.

● Assignment planning and preparation.



Session Activities

Session 18

LO1–LO4

Topic(s):

● Review of unit content time constrained assessment.

Sample activities:

● An activity that allows the students to reflect on the work so far. This could contribute to an assessment e.g. oral viva, group presentation, time constrained assessment.

Session 19

LO1–LO4

Topic(s):

● The effect of training on the combined systems.

Sample activities:

● Lecture: Training protocols, altitude, doping, how performance coaches can use different training methods to increase output from these systems.

● Guest speaker: Performance coach.

● Group activity: Select one system and identify the ways in which training protocols can be used to improve performance.

● Present to the group.

Session 20

LO1–LO4

Topic(s):

● Assignment work shop.

Sample activities:

● Session dedicated to the support of assignment preparation.


Unit 4: Professional Skills


Scheme of Work

Programme Title:


Unit Title: Professional Skills Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Discuss the skill requirements of a sports scientist

LO2 Explore the research process within Sport and Exercise Science

LO3 Examine quantitative research methods within Sport and Exercise Science

LO4 Review literature relevant to Sport and Exercise Science



Session Activities

Session 1

LO1

Topic(s): Professional skills in Sport and Exercise Science

● Introduction to unit and unit assessments.

● Professional skills (IT skills, time management skills, problem-solving skills and analytical skills).

Sample activities:

● Tutor led activity introducing lesson content and unit assessments.

● Whole group mind-map to identify professional skills relevant to Sport and Exercise Science.

● Pair based activity: Research the role of a sports scientist identifying the professional skills they require.

● Pair presentation of research and ideas.

● Whole group discussion, exploring the most important skills for a sports scientist.

Session 2

LO1


● IT Skills: Literature searches e.g. manual searching, search engines, journal databases (e.g. Sports Discuss).

Sample activities:

● Tutor led mind-map to identify different professional skills that would come under the IT skills heading.

● Pair work exploring Sports Discuss. Tutor to give pairs a different topic to research.

● Pair presentation of the results of the literature search.

● Whole group discussion on the advantages and disadvantages of different search engines.



Session Activities

Session 3

LO1


● IT Skills: Reading articles e.g. how to read research articles, how to summarise a research article e.g. writing a journal patch, identifying the aims of the study, identifying the research methods used, identifying the key findings, identifying the strengths and limitations of the research.

Sample activities:

● Tutor led discussion on how to read articles.

● Small group work reading through a journal article relevant to Sport and Exercise Science. Tutor to give each group different research articles and questions to answer i.e. what was the rationale behind the study? What did they examine? Who were the participants? What were the main findings?


Session 4

LO1


● Data analysis: Use of ICT-based analysis techniques e.g. Excel, SPSS (Statistical Package for Social Sciences) e.g. inputting data, interpreting statistical results, identifying statistical significance.

Sample activities:

● Tutor led mind-map to identify different profession skills that would come under the heading ‘data analysis’.

● Tutor led demonstration of ICT-based analysis technique and how to input data.

● Individual work practising running ICT-based analysis technique using ‘mock data’.

● Group review of the data analysis process.



Session Activities

Session 5

LO1


● Time management skills e.g. organisational skills, prioritising workload, setting research objectives, reliable estimate of research time.

● Analytical skills e.g. analysing information, checking for accuracy of information, collecting information, comparing information, critical thinking, data collection and analysis, making appropriate decisions, evaluating information, logical thinking, making a judgement, prioritising information.

Sample activities:

● Tutor led mind-map to identify different profession skills that would come under the headings ‘time management skills’ and ‘analytical skills’.

● Pair work researching examples of when different skills would be used by a sport scientist.

● Small group work reading activity prioritising the information given and make a judgement on its quality.

Session 6

LO1


● Problem-solving e.g. identification of research need/problem, problem analysis and clarification through current research, generating research ideas to identify the problem, identifying solutions following research, consideration of the implications of the research and how it will solve the problem, using research to develop interventions.

Sample activities:

● Tutor led mind-map to identify different profession skills that would come under the heading ‘problem-solving skills’.

● Pair work researching a current problem in the field of Sport and Exercise Science, identifying the problem and possible solutions to overcome the problem. Pairs could be given different disciplines i.e. sport and exercise psychology, sports nutrition, exercise physiology.

● Pair presentation of current problems and their solutions.



Session Activities

Session 7

LO1

Topic(s): Assessing professional skills

● Methods of assessing professional skills e.g. self-appraisal, skills audit, SWOT Analysis.

Sample activities:

● Tutor led discussion of methods of assessing effectiveness including SWOT analysis and skills audit.

● Pair activity reviewing the content of completed SWOT analysis and skills audits.

● Individual activity completing SWOT analysis on professional skills needed to be a sport scientist.

Session 8

LO2

Topic(s): The purpose of research

● Why research?

● Who conducts research in Sport and Exercise Science?

● Types of research – quantitative and qualitative.

Sample activities:

● Small group mind-map to answer the question ‘why research?’

● Small group presentation of ideas and consideration of gaps in own knowledge.

● Tutor led activity identifying who conducts research in Sport and Exercise Science.

● Whole group discussion to identify the differences between quantitative and qualitative research.



Session Activities

Session 9

LO2

Topic(s): The research process

● What is research? Definitions and characteristics.

● Research process: Steps taken when carrying out research (selecting a topic, developing research aims, objectives, questions and hypotheses, conducting a literature review, selecting an appropriate methodology for data collection, selecting an appropriate sample for the study, collecting primary data, conducting data analysis, discussing results e.g. reject or accept hypotheses, drawing conclusions, identifying research limitations following execution.

Sample activities:

● Tutor led mind-map to answer ‘what is research?’

● Pairs are given a step in the research process for a given research topic and are required to research how it is conducted, examples of different types of support and any issues that they may be presented with.

● Pairs to present their step (in progressive/logical order).

● Whole group discussion to review each stage and ways to overcome issues that may be present.

Session 10

LO2


● Key issues e.g. validity (internal, external, face, construct, ecological), reliability (test/re-test reliability, inter-observer reliability), objectivity, trustworthiness, accuracy, precision.

Sample activities:

● Tutor led discussion: What is validity and reliability?

● Small groups are given a key issue and are required to research what it means and how it may present in relation to a specific research topic.

● Small groups to present their issue and identify methods they could use to overcome the issue.

● Whole group discussion to review the issues that arise during research and the methods used to minimise the likelihood that they will occur.



Session Activities

Session 11

LO2


● Ethical and legal issues e.g. British Association of Sport and Exercise Science (BASES) code of conduct, informed consent, confidentiality, data protection, competence levels.

Sample activities:

● Small groups are given an ethical and legal issue and are required to research what it means and how it may present in relation to a specific research topic.

● Small groups to present their issue and identify methods they could use to overcome the issue.

● Whole group discussion to review the ethical and legal issues that arise during research and the methods used to minimise the likelihood that they will occur.

Session 12

LO3

Topic(s): Quantitative research designs

● Experimental designs to establish cause and effect.

● Non-experimental designs e.g. cross sectional, longitudinal, correlational.

Sample activities:

● Tutor led, lecture-based activity reviewing and discussing quantitative research designs.

● Pair work reviewing research that has used different designs and discussing the validity and reliability of the research.

● Pair presentation of the above review.



Session Activities

Session 13

LO3

Topic(s): Quantitative data collection methods

● Quantitative data collection – laboratory, field-based, questionnaires, observations, methods of recording data.

Sample activities:

● Whole group mind-map to identify different quantitative data collection methods.

● Small group work researching different methods of collecting quantitative data. Each group to be given a different method.

● Whole group discussion ‘debate style’ on which is the most valid and reliable method. Groups to use examples to support their arguments.

Session 14

LO3

Topic(s): Quantitative data analysis

● Organising and displaying data effectively, measures of central tendency, measures of variability, selecting appropriate tests e.g. type of data, number and type of variables, number of groups.

Sample activities:

● Tutor led mind-map to identify factors to consider when using data analysis.

● Tutor led demonstration of SPSS and how to input data.

● Individual work practising running SPSS using mock data.


Session 15

LO3


● Parametric tests e.g. t-tests, Pearson Product Moment Correlation Coefficient.

Sample activities:

● Tutor led demonstration of SPSS and how to run different parametric tests.

● Individual work practising running parametric tests using ‘mock data’.




Session Activities

Session 16

LO3


● Non parametric tests e.g. Chi Square, Man-Whitney U, Spearmans Rank Order Correlation, Wilcoxen Signed-Rank test.

Sample activities:

● Tutor led demonstration of SPSS and how to run different -nonparametric tests.

● Individual work practising running parametric tests using ‘mock data’.


Session 17

LO3


● Interpreting levels of significance, one-tailed versus two-tailed, type I and type II errors.

Sample activities:

● Tutor led demonstration of one-tailed and two-tailed tests.

● Individual work practising running SPSS using ‘mock data’.

● Pair interpretation of ‘mock-data’.

● Tutor led discussion of type I and type II errors.



Session Activities

Session 18

LO4

Topic(s): Purpose of a literature review

● Purpose of a literature review – e.g. identify gaps in research, justify the appropriateness of the research question, providing up to date information on research in the field of study, identifies similar findings, inconsistencies in research, generates further research ideas.

● Presentation of literature review: Academic writing style, use of Harvard Referencing format.

Sample activities:

● Whole group mind-map to identify the purpose of a literature review.

● Pair based work reviewing the purpose of different literature reviews relevant to Sport and Exercise Science.

● Whole group discussion exploring the most common reasons for conducting literature reviews and whether this is related to the discipline within Sport and Exercise Science e.g. sport and exercise psychology, exercise physiology, sports nutrition and biomechanics.

● Tutor led ‘lecture’ style presentation of the Harvard Referencing Format.



Session Activities

Session 19

LO4

Topic(s): Conducting a literature review

● Sources: Internet, books, journals, reports, web-sites, data bases, primary and secondary sources; Reading techniques to assess appropriateness of literature e.g. scanning, skimming, identification of key.

● Assessing the validity and reliability of sources e.g. source (where from), appearance, method used, timeliness and applicability.

Sample activities:

● Whole group mind map identifying sources of information.

● Small group work discussing the validity and reliability of different sources.

● Tutor led discussion of different reading techniques.

● Individual work reading source material to put reading techniques into action.

● Pair work assessing the validity and reliability of different sources used in their individual literature review.

Session 20

LO4

Topic(s): Conducting a literature review

● Presentation of literature review: Academic writing style, use of Harvard Referencing format.

Sample activities:

● Individual presentations of literature review.

● Peer assessment of the presentation of literature review.

● Peer questioning about the effectiveness of individual literature reviews.

● Tutor led discussion regarding areas for future review within the field of Sport and Exercise Science.


Unit 5: Coaching Practice & Skill Development


Scheme of Work

Programme Title:


Unit Title: Coaching Practice & Skill Development Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explain the key principles of coaching practice and the environmental factors that impact on skill development

LO2 Compare coaching practice requirements to enhance athlete performance for a range of participants

LO3 Investigate the coaching, teaching and learning styles that are used to develop a range of participants within an effective learning environment

LO4 Reflect on delivered coaching sessions that demonstrate appropriate skill development for a range of participants



Session Activities

Session 1

LO1

Topic(s):

● Introduction to coaching practice and skill development.

● Review the purpose of coaching at different levels.

● The role and requirements of a coach.

Sample activities:

● Mind mapping activity to show current knowledge of coaching practice.

● Research activity for students to find the different approaches to coaching.

● Discussion on the benefit of using different methods in coaching for varied groups of individuals.

Session 2

LO1

Topic(s):

● What is involved in the coaching practice.

● Health and safety in the coaching environment.

● How coaches use sports science to support coaching practice.

Sample activities:

● Discussion on coaching practice and the approaches that are used.

● Group task to choose a sport and select the health and safety considerations the coaching will need to make for safe practice.

● Discussion of the positives and negatives of using the different approaches to coaching practice.



Session Activities

Session 3

LO1

Topic(s):

● The environmental factors that can impact on the coaching process.

● The influence of the coach in practice sessions and competition.

● The impact of parents on athlete performance.

Sample activities:

● Lecture and discussion on motivational climate.

● Research activity reviewing the influence of the coach in practice and competition.

● Lecture and discussion on the influence of parents on the athlete.

Session 4

LO2

Topic(s):

● Understanding the phases of learning on performance development.

● How the changes in practice made will impact on learning.

Sample activities:

● Lecture and discussion on the models used in learning.

● Research the characteristics of phases of learning for different athlete levels.

● Students to demonstrate the implication the phases of learning have on practice.

Session 5

LO2

Topic(s):

● Practical applications of the phases of learning.

Sample activities:

● Practical activities to demonstrate the phases of learning.

● Demonstrate coaching techniques that develop learning.

● Application of theory into practice with different scenarios to show differences between levels.



Session Activities

Session 6

LO2

Topic(s):

● Understanding the transfer of learning.

● A review of participant and individual needs when transferring learning.

Sample activities:

● Workshop on transfer of learning reviewing positive and negative transfer.

● Research into transfer and instructional methods.

● Presentation creation on the levels of participants and individual needs in learning.

Session 7

LO2

Topic(s):

● Practical applications of the transfer of learning.

Sample activities:

● Practical activities to demonstrate transfer of learning.

● Demonstrate coaching techniques that transfer learning.

● Application of theory into practice with different scenarios to show practical transfer applications.

Session 8

LO2

Topic(s):

● Coaching practice requirements when working with a range of participants.

● Understanding the requirements for a range of participants.

● How to adapt to meet the needs of a range of participants in a practical environment.

Sample activities:

● Lecture and discussion on the approaches required for different participants.

● Debate the factors that impact on the coaching practices used for a range of participants.

● Student planning activity to show the adaption required when delivering for a range of participants.



Session Activities

Session 9

LO3

Topic(s):

● The impact of coaching and teaching styles on participants.

● Practical application of adopted coaching and teaching styles.

Sample activities:

● Lecture and discussion on coaching and teaching styles.

● Debate the influence of adopted styles on participants.

● Student planning activity to demonstrate different coaching and teaching styles.

Session 10

LO3

Topic(s):

● The influence of coaching and teaching styles in practice.

Sample activities:

● Practical activities to demonstrate teaching and coaching styles.

● Peer observations of styles used in practical sessions.

● Application of theory into practice for different styles and evaluate the influence on participants.

Session 11

LO3

Topic(s):

● Planning to meet the needs of different learning styles.

● What makes an effective learning environment.

Sample activities:

● Lecture and discussion on learning styles.

● Practical activity on applying different learning styles into a coaching drill.

● Mind mapping the factors that make up an effective learning environment.



Session Activities

Session 12

LO3

Topic(s):

● Planning and delivering sessions that incorporate different learning styles.

Sample activities:

● Practical activities to demonstrate the incorporation of learning styles in coaching drills.

● Peer observations of styles used in practical sessions.

● Application of theory into practice for different styles. Evaluate the influence on participants when creating different learning environments.

Session 13

LO3

Topic(s):

● How to meet the needs of participants in the learning environment.

● Understanding the influence of learning environments on participants.

● How to adapt the environment to meet the needs of the session.

Sample activities:

● Lecture and discussion on effective learning environments and the resources required.

● Debate the factors that influence the learning environment in practice and competition.

● Student planning activity to create an effective learning environment.

Session 14

LO3

Topic(s):

● Applying an effective learning environment into practice.

Sample activities:

● Practical activities to deliver sessions that change the learning environment.

● Peer reflection on sessions to improve the learning environment.

● Apply different environment changes to influence a session in practice.



Session Activities

Session 15

LO4

Topic(s):

● How to deliver coaching sessions to develop skill.

● Effective planning of sessions.

● Selecting drills that will aid skill development.

Sample activities:

● Discussion on what makes an effective coaching session.

● Group task to plan sessions for a range of participants.

● Research activity to look at the layout and content of sessions for a range of participants.

Session 16

LO4

Topic(s):

● Methods used to run an effective session.

● Leadership behaviours adopted to manage sessions.

● How to evaluate progress in session to adapt to meet the needs of individuals.

● Giving effective feedback to participants.

Sample activities:

● Lecture and discussion on the methods used to run a practical session.

● Research activity to review leadership behaviours adopted in practical sessions.

● Presentation activity for students to explain models of leadership.

● Research into methods coaches use to evaluate the progress of individuals within a session.

● Presentation creation on how to give effective feedback when delivering a session.

Session 17

LO4

Topic(s):

● Presentation of skills in practice.

Sample activities:

● Lecture and discussion on whole- and part-learning methods.

● Research the practice conditions.

● Students to demonstrate the types of guidance used in practice.



Session Activities

Session 18

LO4

Topic(s):

● Reflecting and evaluating sessions.

● Understanding evidence gathered in sessions to support future recommendations.

Sample activities:

● Discussion on how to evaluate delivered sessions using examples.

● Research into effective methods to set recommendations.

● Presentation on how to collect evidence to evaluate sessions.

Session 19

LO4

Topic(s):

● Delivery of student sessions.

Sample activities:

● One-to-one support.

● Peer review of assessments and feedback session.

● Completion of reflective journals.

Session 20

LO4

Topic(s):

● Practical assessment and evaluation sessions.

Sample activities:

● Demonstrate effective evaluations of sessions.

● Creation of recommendation for future developments.

● Peer review of evaluation sessions.


Unit 6: Training, Fitness, Testing


Scheme of Work

Programme Title:


Unit Title: Training, Fitness, Testing Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explain the principles of training for sport and exercise

LO2 Assess the fitness levels of different sport and exercise participants

LO3 Plan safe and effective fitness training programmes for sport and exercise participants

LO4 Carry out safe and effective training programmes for sport and exercise participants



Session Activities

Session 1

LO1

Topic(s): Components of fitness


● Health- and skill-related components of fitness.

Sample activities

● Pair working defining the terms health and fitness and their importance to sports performance.

● Small group work describing the components of fitness considering why they are important when used in different sports and their positions.

● Whole group discussion justifying the importance of the components of fitness in relation to sports performance.

Session 2

LO1

Topic(s): Principles of training

● Principles of training including: specificity, progression, overload, reversibility, individual needs/differences, tedium, variance, frequency, intensity, time and type.

Sample activities:

● Individual work defining the principles of fitness.

● Group task researching evidence to support the effectiveness of the different principles of training.

● Group presentations of research evidence.

● Whole group discussion that considers how they could use the results to inform their practice in the fitness industry.

Session 3

LO1

Topic(s): Theories of training

● General adaptation syndrome theory, supercompensation cycle, periodisation, tapering.

Sample activities:

● Tutor based activity introducing basic principles of each theory.

● Pair reading activity: Application of different theories of training to a specific sport/exercise (pairs to be given different theories and sport/activities).

● Pair presentation of theories and their application to sport/exercise.



Session Activities

Session 4

LO1

Topic(s): Fitness requirements for sports

● Individual sports e.g. running, cycling, swimming, boxing, horse racing, judo, 100m, discus, long jump, skiing, gymnastics.

Sample activities:

● Group work identifying the fitness requirements of different sports.

● Pair work researching evidence for the fitness requirements of different sports.

● Group presentation justifying the fitness requirements of different sports using research.

Session 5

LO1

Topic(s): Fitness requirements for different sports

● Team sports e.g. football, rugby, basketball, tennis, volleyball, ice hockey, cricket, rowing.

Sample activities:

● Group work identifying the fitness requirements of different sports.

● Pair work researching evidence for the fitness requirements of different sports.

● Group presentation justifying the fitness requirements of different sports using research.

Session 6

LO2

Topic(s): Administration of fitness tests

● Pre-exercise client screening.

● Physical Activity Readiness Questionnaire (PAR-Q) forms and informed consent.

● Health measurements e.g. height, weight, blood pressure, lung function.

Sample activities:

● Tutor led activity discussing the importance of health screening prior to fitness testing.

● Individual completion of PAR-Q and informed consent.

● Pair administration of health screening tests.

● Group discussion of the validity, reliability and practicality of tests.



Session Activities

Session 7

LO2

Topic(s): Administration of fitness tests – Laboratory-based tests

● Wingate test, VO2 max test, onset of blood lactate accumulation test and ventilator breakpoint testing.

Sample activities:

● Tutor led activity exploring the purpose of each test and how to administer them.

● Practical activity completing fitness tests: Learners to adopt a participant and administration role e.g. half students participate in the Wingate test and half administer.

● Pair work: Interpretation of results against normative data.

● Whole group discussion regarding the validity, reliability, generalisability and practicality of the test.

Session 8

LO2

Topic(s): Administration of fitness tests – Field-based tests

● Cardiovascular endurance tests (multi-stage fitness test and Harvard step test).

● Muscular endurance tests (10 rep-max, sit up and press up test).

● Strength tests (1 rep-max, grip strength test).

Sample activities:


● Practical activity completing fitness tests: Learners to adopt a participant and administration role.





Session Activities

Session 9

LO2

Topic(s): Administration of fitness tests – Field-based tests

● Agility tests (Illinois agility test, side-step test and shuttle run test).

● Balance tests (stork stand and balance beam test).

● Power tests (vertical jump test and Margaria-Kalamen staircase test).

Sample activities:





Session 10

LO2

Topic(s): Practicality and suitability of fitness tests

● Co-ordination tests (wall toss test and block transfer test).

● Reaction time test (Batak reaction test).

● Body composition tests (skin fold callipers and bio-electrical impedance).

Sample activities:







Session Activities

Session 11

LO3

Topic(s): Training methods

● Endurance training methods e.g. interval training, resistance training, fartlek training and continuous training.

Sample activities:

● Pair work researching endurance training methods.

● Group discussion of the principles behind the different training methods.

● Practical activity completing different training methods.

● Pair discussion of the strengths and limitations of each training method in relation to specific sports.

Session 12

LO3


● Strength training methods e.g. free weights training, resistance machines, pyramid training, tri-sets and giant sets.

Sample activities:

● Pair work researching strength training methods.




Session 13

LO3


● Power training e.g. plyometrics.

● Core stability training.

Sample activities:

● Pair work researching endurance training methods.






Session Activities

Session 14

LO3


● Flexibility training methods e.g. static stretching, dynamic stretching and proprioceptive neuromuscular facilitation.

Sample activities:

● Pair work researching flexibility training methods.




Session 15

LO3

Topic(s): Development of fitness training programmes

● Evidence-based practice.

● Design of fitness programme: Use of fitness test results, application of the principles of training, inclusion of training goals, use of appropriate training methods.

Sample activities:

● Pair research of evidence-based practice supporting the design of specific training programmes.

● Individual work designing a fitness training programme.

● Peer review of fitness training programmes.

Session 16

LO4

Topic(s): Completion of a fitness training programme

● Administration of a fitness training programme.

Sample activities:

● Individual activity completing a fitness training programme.

● Peer review of training sessions.

Session 17

LO4



Sample activities:


● Peer review and evaluation of training sessions.

● Individual task identifying modifications for changes and providing justifications.



Session Activities

Session 18

LO4



Sample activities:


● Peer review of training sessions.

● Individual task identifying modifications for change and providing justifications.

Session 19

LO4

Topic(s): Administration of fitness tests.

● Fitness test completion post training.

Sample activities:

● Practical activity completing fitness tests. Learners to adopt a participant and administration role.


● Individual task identifying modifications for future change and providing justifications.

Session 20

LO4

Topic(s): Review of fitness training programmes

● Review of training programme (strengths, areas for improvement, recommendations for improvement and review of training goals).

Sample activities:

● Individual work identifying strengths and areas for improvement of training programme.

● Pair discussion of areas for improvement and review of goals.

● Individual presentation of future recommendations including justification for change.


Unit 7: Physical Activity, Lifestyle & Health


Scheme of Work

Programme Title:


Unit Title: Physical Activity, Lifestyle & Health Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Examine the role of physical activity in the maintenance of a healthy lifestyle

LO2 Investigate the impact of lifestyle factors and physical inactivity on health and wellbeing

LO3 Plan lifestyle enhancement programmes for selected individuals

LO4 Review lifestyle enhancement programmes for selected individual



Session Activities

Session 1

LO1

Topic(s): Role of physical activity


● Physical benefits of physical activity.

Sample activities:

● Tutor led discussion exploring the unit content and assessment materials.

● Pair work defining physical activity.

● Small group work researching the physical benefits of physical activity.

● Small group presentations of the physical benefits of physical activity.

● Group discussion about the psychological benefits of physical activity for different target groups.

Session 2

LO1


● Psychological and social benefits of physical activity.

Sample activities:

● Small group work researching the psychological and social benefits of physical activity.

● Small group presentations of the psychological and social benefits of physical activity.

● Group discussion about the psychological and social benefits of physical activity for different target groups.

Session 3

LO1


● Recommended levels of physical activity.

Sample activities:

● Individual research into the ACSM guidelines for physical activity for children and adults.

● Pair work reviewing case studies and making recommendations based on ACSM guidelines.

● Peer assessment of recommendations based on ACSM guidelines.



Session Activities

Session 4

LO2

Topic(s): Lifestyle factors: Stress

● Causes of stress.

● Health and wellbeing risks associated with excessive stress.

Sample activities:

● Lecture exploring factors that cause stress.

● Individual work exploring the cause of stress specific to them.

● Pair work categorising the causes of stress.

● Whole group discussion exploring how the causes of stress change for different target groups.

● Small group research into the health risks of excessive stress.

● Pair presentations of the health and wellbeing risks of excessive stress.

● Peer assessment of presentations.

Session 5

LO2

Topic(s): Lifestyle factors: Drug use

● Health and wellbeing risk associated with drug use.

Sample activities:

● Lecture exploring drug use and its impact.

● Whole group discussion exploring drug use in different target groups.

● Individual research into the health and wellbeing risks associated with drug use.

● Peer teaching of the health and wellbeing risks associated with drug use.

● Videos of the health and wellbeing risks of drug use.



Session Activities

Session 6

LO2

Topic(s): Lifestyle factors: Poor diet

● Health and wellbeing risks associated with poor diet.

Sample activities:

● Lecture exploring the impact of a poor diet on health.

● Individual research into the health and wellbeing risks of a poor diet.

● Group presentations of the health and wellbeing risks of a poor diet.

● Whole group discussion exploring the risks of poor diet for different target groups.

Session 7

LO2

Topic(s): Lifestyle factors: Physical inactivity

● Health and wellbeing risks associated with physical inactivity.

● Factors that affect lifestyle choice.

Sample activities:

● Lecture exploring the impact of physical inactivity on health.

● Individual review of case studies identifying the reasons for physical inactivity.

● Pair research into the health and wellbeing risks of physical inactivity.

● Group presentations of the health and wellbeing risks of physical inactivity.

● Small group work reviewing case studies to identifying factors that affect lifestyle choice for different target groups.

Session 8

LO3

Topic(s): Behaviour change

● Stages of behaviour change: Precontemplation and contemplation.

Sample activities:

● Individual review of case studies and application of the stages of change.

● Group discussion of the characteristics of individuals in the precontemplation and contemplation stage.

● Individual presentations of case study reviews.



Session Activities

Session 9

LO3

Topic(s): Behaviour change: Preparation and action

● Stages of behaviour change: Preparation and action.

Sample activities:

● Pair review of case studies and application of the stages of change.

● Group discussion of the characteristics of individuals in the preparation and action stage.

● Pair presentations of case study reviews.

Session 10

LO3

Topic(s): Behaviour change

● Stages of behaviour change: Maintenance and goal setting.

Sample activities:

● Pair review of case studies and application of the stages of change.

● Group discussion of the characteristics of individuals in the maintenance stage.

● Practical activity incorporating goal setting i.e. the focus on the session could be a practical task (e.g. running) where the students are required to set themselves a range of goals (outcome, process, performance). Students will then evaluate how they perform in relation to each goal.

Session 11

LO3

Topic(s): Lifestyle assessment

● Developing lifestyle questionnaires.

● Data protection and handling.

Sample activities:

● Small group work identifying appropriate questions for each section of a lifestyle questionnaire.

● Individual production of lifestyle questionnaire.

● Peer assessment of lifestyle questionnaires.

● Individual research of data protection and handling.

● Group discussion on the importance of data protection and handling.

● Role play administering the lifestyle questionnaire in preparation of a consultation with client.



Session Activities

Session 12

LO3

Topic(s): Assessment of lifestyle factors

● Conducting interviews.

Sample activities:

● Group discussion of different interview techniques.

● Individual development of interview script.

● Role play: one-to-one conduction of interviews.

● Peer assessment of interview techniques.

Session 13

LO3

Topic(s): Lifestyle enhancement programmes

● Developing lifestyle enhancement programmes.

Sample activities:

● Small group review of case studies to identify the requirements for lifestyle enhancement for different target groups.

● Pair mind-map of possible lifestyle improvement strategies.

● Individual development of lifestyle improvement programme.

● Peer assessment of lifestyle enhancement programmes

Session 14

LO4

Topic(s): Reviewing lifestyle enhancement programmes

● Methods of reviewing lifestyle enhancement programmes.

Sample activities:

● Group discussion of the methods to review lifestyle enhancement programmes.

● Individual work reviewing the results of repeated lifestyle questionnaires identifying strengths and areas for improvement.

● Pair discussion of the results of repeated lifestyle questionnaires.

● Individual review of week 1 of lifestyle enhancement programme.

● Whole group discussion of potential future recommendations following week 1 of lifestyle enhancement programmes.



Session Activities

Session 15

LO4


● Review of lifestyle improvement programmes.

Sample activities:


● Pair discussion of lifestyle enhancement progress of their individual clients.

● Individual presentation of lifestyle enhancement progress for their clients.


Session 16

LO4



Sample activities:





Session 17

LO4



Sample activities:







Session Activities

Session 18

LO4



Sample activities:





Session 19

LO4



Sample activities:





Session 20

LO4


● Programme effectiveness.

Sample activities:

● Individual review of the lifestyle enhancement programmes to see if they are fit for purpose.

● Individual presentation of recommended changes to lifestyle enhancement programmes.

● Peer discussion of recommended changes to lifestyle enhancement programmes.


Unit 8: Lifestyle Coaching


Scheme of Work

Programme Title:


Unit Title: Lifestyle Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Analyse the theory and processes underpinning lifestyle coaching

LO2 Explore the theories of human intelligence

LO3 Investigate different methods of effective communication

LO4 Demonstrate how to facilitate positive action to effect personal change and how to record and collate results



Session Activities

Session 1

LO1

Topic(s):

● Lecture on defining the specific role of a counsellor, therapist, psychotherapist, mentor, life coach and other professionals.

Sample activities:

● Mind mapping activity: What students feel these roles should be.

● Group discussion on ethical issues relating to life coaching.

Session 2

LO1

Topic(s):

● Lecture on the importance of a coaching agreement.

● Methodology of creating such an agreement.

Sample activities:

● Design a coaching agreement in pairs including all relevant categories

● Present to the group ideas formulated in pairs.

Session 3

LO1

Topic(s):

● Lecture on coaching methodologies.

● Present an example of case studies and discuss with group.

Sample activities:

● Discussion on the appropriate methodologies for specific case studies.

Session 4

LO1

Topic(s):

● Lecture on the limitations of a life coach.

● Assignment brief.

Sample activities:

● Discussion on difficult scenarios that may arise during a session.

● Assignment plan.



Session Activities

Session 5

LO2

Topic(s):

● Outline the different theories of intelligence.

Sample activities:

● Discuss the nine theories of intelligence.

● Analyse the theories and create a review of your own opinion.

Session 6

LO2

Topic(s):

● Outline the different theories of intelligence.

Sample activities:

● Discuss the nine theories of intelligence.

● Analyse the theories and create a review of your own opinion.

● Individual presentations to the group.

Session 7

LO2

Topic(s):

● Finish student presentations on theories of intelligence.

● Lecture on individual responses.

Sample activities:

● Discussion on the coach’s responsibilities in dealing with individual responses.

Session 8

LO2

Topic(s):

● Lecture on the cognitive behavioural approaches.

● Lecture on the ACE FIRST model.

Sample activities:

● Plan different coaching approaches to different scenarios.

● Practical task on suggestions for completing the ACE FIRST model for a client.

Session 9

LO2

Topic(s):

● Review of other models for coaching e.g. the GROW mode.

● Goal setting.

Sample activities:

● Practical activity: Set goals for clients in given scenarios.



Session Activities

Session 10

LO2

Topic(s):

● Tutorial

Sample activities:

● One to one tutorial

Session 11

LO2 & LO3

Topic(s):

● Assignment.

● Lecture on communication.

● Communication skills.

Sample activities:

● Assignment discussion and plan.

● Practical communication skills demonstrated.

Session 12

LO3

Topic(s):

● Lecture on the use of powerful questioning.

Sample activities:

● Application of communication skills and powerful questioning in acted-out scenarios.

Session 13

LO3

Topic(s):

● Lecture on reframing, insight discovery, feedback and goal setting.

● Lecture on creating self-awareness with the client.

Sample activities:

● Note taking.

Session 14

LO3

Topic(s):

● Practical skills in communication.

Sample activities:

● Working in pairs trying to improve communication skills.

Session 15

LO3

Topic(s):

● Practical skills observed by tutor.

Sample activities:

● Students’ skills observed by tutor.



Session Activities

Session 16

LO3 & LO4

Topic(s):

● Assignment brief.

● Lecture on goal setting to promote specific outcomes.

Sample activities:

● Student assignment plan.

Session 17

LO4

Topic(s):

● Lecture on methods to consolidate client goals.

● Investigate different templates that enhance the coaching processes.

Sample activities:

● Plan, design and produce coaching templates.

Session 18

LO4

Topic(s):

● Lecture on methods to empower and motivate the client.

Sample activities:

● Note taking

● Discussion

Session 19

LO4

Topic(s):

● Plans for coaching sessions.

● The importance of record-keeping and data protection.

Sample activities:

● Creative work on coaching plans for different scenarios.

Session 20

LO4

Topic(s):

● Tutorial.

Sample activities:

● One-to-one tutorial.

● Observed session given a scenario.

● Opportunity to display skills learned.


Unit 9: Biomechanics


Scheme of Work

Programme Title:


Unit Title: Biomechanics Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Describe biomechanical principles in sporting contexts

LO2 Develop biomechanical techniques to record sport performances

LO3 Carry out notational analyses of performance

LO4 Explore sport performances against biomechanical models



Session Activities

Session 1

LO1

Topic(s):

● Unit introduction.

● Discuss biomechanical principles.

Sample activities:

● Brief discussion of the unit structure, methods of assessment and assignment deadlines.

● Lecture and discussion of the planes and axes of motion.

● Practical activity: Students to identify planes and axes of motion whilst performing sports activities.

Session 2

LO1

Topic(s):


Sample activities:

● Individual research on kinematic principles (linear kinematics, rotational kinematics, projectile motion).

● Peer presentation activity, students to describe and explain the theories related to the kinematics principles.

● Lecture summarising the key points of linear and rotational kinematics and projectile motion.

● Practical workshop: Application and evaluation of the kinematic principles and their influences on sports performances.

Session 3

LO1

Topic(s):


Sample activities:

● Peer research on kinetic principles (definition, linear kinetics, rotational kinetics, friction, impact, Newton’s laws and types of forces).

● Seminar: Students to discuss and present kinetic principles and their influences on sports performances.

● Practical activity: Students to apply and experience the effects of kinetic principles within the sport environment.

● Students’ feedback activity: Students to provide an overview of the influences of kinetic principles in the sport environment.



Session Activities

Session 4

LO1

Topic(s):


Sample activities:

● Lecture and discussion on fluid mechanics (viscosity, fluid kinematics, types of flow, drag forces, lift forces, Bernoulli principle and Magnus effect).

● Group research activity: Analysis of the influence of forces on different sports.

● Group presentation activity: Students to present their findings.

● Peer assessment activity and formative feedback: Students to assess others’ presentations and provide feedback.

Session 5

LO2

Topic(s):

● Recording sport and exercise.

Sample activities:

● Individual research activity: Students to investigate essential considerations when planning to record an individual’s or a team’s skills (participant preparation, equipment preparation).

● Group discussion on the most suitable plan and guidelines when planning to record individual’s or team’s skills.

● Lecture on planning to record individual’s or team’s sports (participants and equipment preparation).

Session 6

LO2

Topic(s):


Sample activities:

● Peer presentation activity: Students to explore recording techniques (digital photography, video recording, two-dimensional and three-dimensional recording).

● Lecture and discussion on differentiation of each technique.

● Individual task activity: Students to evaluate recording techniques.



Session Activities

Session 7

LO2

Topic(s):


Sample activities:

● Lecture and discussion on recording principles (frame rate, horizontal scaling, vertical referencing, perspective error, validity, reliability, accuracy, precision).

● Research activity: Students to revise recording principles and their application.

● Group discussion activity: Students to justify the use of recording techniques based on the recording principles.

Session 8

LO2

Topic(s):


Sample activities:

● Group discussion on recommended guidelines for recording techniques and recording principles.

● Lecture on recommended guidelines for recording techniques and recording principles.

● Supervised workshop to support the students with completion of assignment tasks.

Session 9

LO3

Topic(s):

● Notational analysis.

Sample activities:

● Individual research activity: Students to investigate model of technique analysis (qualitative or subjective analysis and quantitative analysis).

● Seminar activity: Students and tutor to discuss and critique qualitative and quantitative analysis.

● Lecture on the underlying background to manual notation systems.



Session Activities

Session 10

LO3

Topic(s):


Sample activities:

● Mind mapping activity: Students to revise and discuss background to electronic notation programmes.

● Lecture on electronic notation programmes and performance criteria.

● Individual activity: Students to formulate sport-specific performance criteria.

● Peer assessment activity and formative feedback: Students to assess others’ sport performance criteria.

Session 11

LO3

Topic(s):


Sample activities:

● Group research activity on data collection and interpretation of data analysis.

● Role play activity: Students to teach and discuss effective methods of displaying and presenting data with their peers.

● Question and answer activity: Students to complete quiz or test activity.

● Self-assessment activity: Students to evaluate quiz or test results.

Session 12

LO3

Topic(s):


Sample activities:

● Lecture and discussion on providing feedback: Revise the use of appropriate language for athletes and coaches.

● Group research and presentation on the use of effective methods of providing recommendations for future performance.

● Individual task activity: Students to write and present feedback for an individual or team sport.



Session Activities

Session 13

LO3

Topic(s):


Sample activities:

● Group debate on how current literature can be used to support recommendations for future performance.

● Lecture on the application of appropriate methods for target setting (outcome, performance and process goals).

● Individual task activity: Students to apply the methods and principles of target setting to an athlete or team.

● Peer assessment activity: Students to assess others' feedback.

Session 14

LO1–LO4

Topic(s):

● Assignment workshop.

Sample activities:

● One-to-one tutorials: Students to revise and discuss marked assessment and agree action plan for further development.

● Supervised workshop supporting students on development and completion of assignment tasks.

Session 15

LO4

Topic(s):

● Biomechanical models.

Sample activities:

● Lecture and discussion on distinguishing literature-based and elite athlete-based numerical models.

● Reading and revision papers activity: Students to revise and differentiate literature-based and elite athlete-based numerical models.

● Practical workshop: Students to record and analyse individual or team performances.

● Formative feedback activity: Students to provide feedback to the individual or team.



Session Activities

Session 16

LO4

Topic(s):


Sample activities:

● Supervised workshop activity: Students to revise literature-based and elite athlete-based technical models.

● Peer presentation activity: Students to evaluate literature-based and elite athlete-based technical models.


● Formative feedback activity: Students to provide feedback to the individual or team.

Session 17

LO4

Topic(s):


Sample activities:

● Supervised workshop: Students to analyse individual or team performances using YouTube.

● Individual task activity: Students to compare performance to ideal models aiming to identify strengths and areas for performance improvement.

● Formative feedback activity: Students to present the feedback on an individual or team to peers.

● Peers and tutor assessment activity on the individual’s tasks.

Session 18

LO4

Topic(s):


Sample activities:


● Formative feedback activity: Students to feedback using literature to support identified strengths and areas for improvement.

● Individual task: Students to suggest recommendations for future performance – using literature to support recommendations and target setting.



Session Activities

Session 19

LO1–LO4

Topic(s):


Sample activities:

● Independent workshop for students’ assignment work. Workshop can either be a facilitated session or an independent self-study session.

Session 20

LO1–LO4

Topic(s):

● Assessment support and signoff.

● Unit completion.

Sample activities:

● Formative assessment, individual presentations (assignment 3).

● Tutor feedback.

● One-to-one support tutorials/workshops.


Unit 10: Technology in Sport


Scheme of Work

Programme Title:


Unit Title: Technology in Sport Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Interpret the influence technological developments have had on sport and exercise performance

LO2 Investigate technologies that support participants in performance and the ethical implications of use

LO3 Review the factors that affect technology use in a practical setting

LO4 Demonstrate the effective use of technology in a practical setting



Session Activities

Session 1

LO1

Topic(s):

● Introduction to technology in sport.

● Review of the differences between equipment across sports.

Sample activities:

● Mind mapping activity to show current knowledge of technology used in different sports.

● Research activity for students to find sport-specific equipment and the way it is designed.

● Discussion on the benefits of sport-specific equipment to improve performance.

Session 2

LO1

Topic(s):

● Development of equipment in sports.

● Specifications of equipment and rules set by governing bodies.

Sample activities:

● Lecture and discussion on types and styles of different equipment to show how they are used.

● Students to research how governing bodies regulate technology in various sports. Find and review specifications and find reasons for the rules put in place.

● Student presentations of research findings of varied sports equipment and technology needs.

Session 3

LO1

Topic(s):

● Facilities' use of technology for sports.

● Surface and materials used in sports facilities.

Sample activities:

● Discussion on how facilities have changed over the decades and how technology has supported the developments.

● Group task to choose a sport and record the changes made to facilities since it was first established.

● Discussion of the positives and negatives of facility development and how it supports performance outcomes.



Session Activities

Session 4

LO1

Topic(s):

● Technology and performance enhancements of an individual.

Sample activities:

● Discussion on how video analysis is used in varied sports environments and the reasons it is implemented.

● Research activity to review the evolution of testing equipment and how technology has moved it on in today’s sport.

● Demonstration activity of available performance enhancement technology for students to experience and compare to other methods.

Session 5

LO1

Topic(s):

● Assessment development session.

Sample activities:

● Review the structure of the assessment and support creation of content.

● One-to-one development discussions.

● Quiz to check students' understanding.

Session 6

LO2

Topic(s):

● Introduction to the different types of technology used in sport.

Sample activities:

● Lecture and discussion of the types of technology to support participants in performance.

● Research activity involving students reviewing varied sports to find how they use technology to understand the benefits and limitations.

● Presentation activity for students to demonstrate the types of technology used in a specific sport.



Session Activities

Session 7

LO2

Topic(s):

● Review of the information technology generates and how it is used to support performance development.

Sample activities:

● Lecture and discussion on data collection and performance analysis methods.

● Research the types of data collected through technology and how it is used.

● Students to demonstrate the use of technology to generate data and show how it can identify performance outcomes.

Session 8

LO2

Topic(s):

● Ethical implications of technology use in sports.

Sample activities:

● Discussion on the ethical barriers of technology use and an evaluation of equality.

● Debate on the cost, ethical and equality implications on countries and individuals.

● Quiz on how money influences performance outcomes when technology is used.

Session 9

LO2

Topic(s):

● Development of assessment for learning outcome two.

Sample activities:

● Workshop on the types of technology and specific uses in sport.

● Research into technologies that support participants.

● Presentation on the ethical implications linked to geographical location of athletes.

Session 10

LO2

Topic(s):

● Assessment support and development.

Sample activities:





Session Activities

Session 11

LO3

Topic(s):

● Review the factors that affect performance.

Sample activities:

● Lecture and discussion of the key factors that affect technology use in practice.

● Debate the factors of money, time and environment on technology use.

● Creation of student presentations to review the influence of technical knowledge and support when using technology in a practical setting.

Session 12

LO3

Topic(s):

● Review the use of technology in a practical setting.

Sample activities:

● Mind mapping activity on how performance analysis is used in a practical setting.

● Students plan and demonstrate using technology to record performance in a practical session.

● Discussion on the factors that affected technology use in the practical session and how it is used to record performance.

Session 13

LO3

Topic(s):

● Planning for technology use in different practical settings.

Sample activities:

● Lecture and discussion on equipment use in different environments and potential issues.

● Research activity to look at what facility incorporates varied technology and the costs associated to it.

● Mind map what technology students would want to see within a facility to give athletes the competitive edge.



Session Activities

Session 14

LO3

Topic(s):

● Use technology in a practical setting.

Sample activities:

● Students to demonstrate different types of technology in a practical setting from a given list.

● Discussion on the factors that affected the use of the technology based on data collected.

● Quiz on the factors associated to technology in practical settings.

Session 15

LO3

Topic(s):


Sample activities:



Session 16

LO4

Topic(s):

● Planning for technology use.

Sample activities:

● Demonstration of effective planning and following protocols.

● Discussion on resources requirements for different scenarios.

● Group role play of testing elite athletes indoors, outdoors and in a fitness suite.

Session 17

LO4

Topic(s):

● Development of technical knowledge of using different technology-based equipment.

Sample activities:

● Test the knowledge of protocols and safe practice.

● Create planning sheets for practical assessment to demonstrate use of technology.

● Peer review session of planning sheets to ensure all resources and safety considerations have been made.



Session Activities

Session 18

LO4

Topic(s):

● Practical assessment sessions.

Sample activities:

● Demonstrate effective use of technology.

● Students implement sessions safely.

● Peer review of sessions.

Session 19

LO4

Topic(s):


Sample activities:

● Demonstrate effective use of technology.

● Students implement sessions safely.

● Peer review of sessions.

Session 20

LO4

Topic(s):

● Assessment support and signoff session.

Sample activities:

● One-to-one support workshops.

● Peer review tasks to support assessment developments.


Unit 11: Injury Prevention


Scheme of Work

Programme Title:


Unit Title: Injury Prevention Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Investigate the theory of the pain gate cycle and link to injury identification

LO2 Explain the benefits of different types of injury prevention and relevant holistic approaches

LO3 Identify the professionals involved in injury prevention and their specific roles

LO4 Design an injury prevention programme for a specific sport scenario



Session Activities

Session 1

LO1

Topic(s):

● Introduction to unit and investigation into the pain gate cycle.

Sample activities:

● Tutor activity: Tutor to lead a discussion about the pain gate theory and how it impacts on athletes.

● Group activity: Groups to research the role of the sensory nerves and motor neurons when preventing injuries. Groups to then present their findings.

● Paired activity: Pairs to investigate the pain gate cycle and the impact it can have on the injury prevention process.

Session 2

LO1

Topic(s):

● The structure and function of the knee ligaments.

Sample activities:

● Group activity: Groups to create a mini presentation on the given knee ligament, its function and movement patterns. These will be presented to the rest of the group.

● Individual activity: Students to research the meniscus and the role it plays during sport and exercise. Notes to be made followed by a discussion with the rest of the group of findings.

● Tutor activity: Tutor to explore the signs and symptoms of different sports injuries with students taking notes and researching further into the lecture.

Session 3

LO1

Topic(s):

● Causalities of specific sports injuries.

Sample activities:

● Group activity: Each group to explore the causalities of a specific sports injury and consider techniques for prevention. Groups to then present their findings.

● Tutor activity: Tutor to lead a discussion about the different causalities.

● Paired activity: Pairs to design information posters on the causalities that have been investigated.



Session Activities

Session 4

LO2

Topic(s):

● Holistic approaches to injury prevention.

Sample activities:

● Tutor activity: Tutor to lecture on theories surrounding the ideology of building the body around the injured area. Students to take notes.

● Group activity: Groups to consider the benefits of different types of weight training and consider the holistic approach. Ideas to be presented back to the whole group.

● Individual activity: Students to investigate the holistic approach to preventing a specific sports injury. Ideas to be communicated and discussed with whole group.

Session 5

LO2

Topic(s):

● Sports massage and foam rolling workshop

Sample activities:

● Group activity: Groups to review the different ways in which sports massage can be used as a form of injury prevention. Groups to present ideas back to the whole group.

● Tutor activity: Tutor to present different foam rolling techniques and discuss their benefits. Students to practically attempt the foam rolling techniques and make notes from the discussion.

● Individual activity: Students to explore the benefits of foam rolling and sports massage for injury prevention.

Session 6

LO2

Topic(s):

● Strapping and taping workshop

Sample activities:

● Tutor activity: Tutor to demonstrate strapping and taping of different sports injuries. Students to make notes on the process.

● Paired activity: Pairs to practice strapping and taping different areas to prevent sports injuries.

● Group activity: Groups to research the benefits of strapping and protective clothing to prevent injuries. Each group to feedback ideas and discuss with tutor input.



Session Activities

Session 7

LO2

Topic(s):

● Benefits of increased range of motion.

Sample activities:

● Group activity: Groups to research the benefits of increasing flexibility to reduce the risk of sports injuries. The group’s findings to be presented to the whole group.

● Tutor activity: Tutor to lead a discussion on the different types of stretches. Students to then make notes on videos of Pilates and yoga.

● Individual activity: Students to investigate the benefits of Pilates, Yoga and bodyweight exercises to reduce the risk of injury. Findings to be communicated back to the group.

Session 8

LO2

Topic(s):

● Psychological rehabilitation.

Sample activities:

● Group activity: Groups to explore different coping strategies that athletes could use to deal with injuries. These strategies to be investigated further and discussed as a group.

● Tutor activity: Tutor to lecture on anxiety, depression and denial, discussing how these psychological elements affect athletes during rehabilitation. Students to take notes on the lecture.

● Individual activity: Students to research the effects of isolation on injured athletes and design some potential solutions. This research to be communicated back to the whole group.



Session Activities

Session 9

LO2

Topic(s):

● Postural reconstruction.

Sample activities:

● Group activity: Groups to investigate different postural defects and how they impact sports performance. Groups to feedback their ideas to the whole group.

● Tutor activity: Tutor to lead a discussion on how joints inline and work effectively together throughout different sporting movements. Students to considering sporting movements.

● Paired activity: Pairs work practically on designing exercises to improve posture during sporting movements. Pairs to feedback to the whole group and discuss the effectiveness.

Session 10

LO2

Topic(s):

● Postural reconstruction.

Sample activities:

● Tutor activity: Tutor to lecture on the clearing of joints and types of training that can be utilised to improve posture. For example unbalanced training. Students to take notes on the lecture.

● Group activity: Groups to create a mini programme of exercises that improve posture during sporting movements and link to injuries they can prevent. Programmes to be discussed and fed back to the whole group.

● Paired activity: Pairs to research the sporting movements for a specific sport and design complex weighted exercises to prevent injury.



Session Activities

Session 11

LO3

Topic(s):

● Relevant medical professionals.

Sample activities:

● Group activity: Groups to investigate the relevant medical professionals that are involved in injury prevention. Groups to present ideas back to the whole group.

● Tutor activity: Tutor to lead a discussion about the different medical professionals that are involved in injury prevention. Students to examine their roles and responsibilities.

● Individual activity: Students to research the responsibilities of different medical professionals within a specific sport. These ideas to be recorded and available to all within the group.

Session 12

LO3

Topic(s):

● Implementation of medications.

Sample activities:

● Tutor activity: Tutor to lecture about the implementation of medications within a sporting environment. Students to take notes and discuss how this could impact long term.

● Group activity: Groups to create a video communicating the implementation and the effects of medications in sporting environments. These will be delivered to the rest of the group.

● Individual activity: Students to research the positives and negatives of the different medications implemented within sports.



Session Activities

Session 13

LO3

Topic(s):

● The involvement of sports teams in injury prevention.

Sample activities:

● Group activity: Groups to investigate the involvement of club officials in the injury prevention process. Further discussion to derive from the ideas and findings of each group.

● Tutor activity: Tutor to lead a discussion about the pressures that professional and elite-level athletes may be subject to when trying to prevent injury. Students to take notes from the discussion.

● Individual activity: Students to research the support networks that are available to assist with continued athlete engagement when trying to train to prevent injury.

Session 14

LO4

Topic(s):

● Sporting movements.

Sample activities:

● Group activity: Groups to review the sporting movements and link them to strengthening exercises for specific sports. The findings to be discussed further with the whole group.

● Paired activity: Pairs to create player profiles for their favourite sports stars focusing on size, strength, position and physical attributes. These profiles to be put together and reviewed by the whole group.

● Tutor activity: Tutor to lecture on the specific actions of key sports and review how they can be improved. Students to discuss and take notes.



Session Activities

Session 15

LO4

Topic(s):

● Training modalities and sporting environments.

Sample activities:

● Group activity: Groups to review the different training modalities for different sporting environments. All ideas and findings to be presented to the whole group.

● Paired activity: Pairs to choose an injury prone athlete and investigate their requirements to stay fit. Whole group to discuss the different requirements.

● Tutor activity: Tutor to present different types of training relevant for injury prevention, considering indoor and outdoor environments. Students to discuss and take notes.

Session 16

LO4

Topic(s):

● Managing athlete workloads.

Sample activities:

● Individual activity: Students to research how a lack of rest can impact on performance levels. Notes to be kept and discussed during lesson.

● Group activity: Groups to create a presentation about the combinations of tactical, cardiovascular and strength and conditioning sessions for athletes. Notes to be taken as these are delivered to the whole group.

● Tutor activity: Tutor to provide examples of the impact too many fixtures can have on injury prevention. Additionally, how to manage performance whilst preventing injury. Students to discuss and take notes.



Session Activities

Session 17

LO4

Topic(s):

● Match/Event preparation.

Sample activities:

● Paired activity: Pairs to investigate the different forms of travelling that may impact on an athlete’s body. Pairs to lead a discussion about their findings with the whole group.

● Group activity: Groups to explore athletes from different sports and review how they manage their training to specifically prevent injury leading up to matches or events. This will form a discussion with the whole group.

● Individual activity: Students to research match and/or event preparation and consider ice treatments, massage and strapping as precautions. Research to be discussed with tutor.

Session 18

LO4

Topic(s):

● Adaptations of sports coaching sessions.

Sample activities:

● Tutor activity: Tutors to lead a discussion on the implementation of injury prevention into sports coaching sessions. These to be investigated by the whole group.

● Individual activity: Students to identify key injury prevention techniques for specific sports and their implementation into coaching sessions. These to be discussed with tutor.

● Group activity: Groups to choose an outdoor sport and design a sports coaching session that considers injury prevention for the training ground. The whole group to review these.



Session Activities

Session 19

LO4

Topic(s):

● Adaptations of sports coaching sessions.

Sample activities:

● Individual activity: Students to research strength training techniques that would be relevant for preventing a specific injury. The ideas researched to be discussed with the whole group.

● Tutor activity: Tutor to lead gym training discussion and how approaches to this can be included in training of sport specific tactics. Students to take notes.

● Group activity: Groups to choose a sport and design a sports coaching session that considers injury prevention for the gym and home. The whole group to review these.

Session 20

LO4

Topic(s):

● Design injury prevention techniques for sporting environment.

Sample activities:

● Paired activity: Pairs to choose a sporting environment and design injury prevention techniques for that environment. These to be presented to the group and notes taken.

● Tutor activity: Tutor to lead on discussion about final assignment and to assist students with reviewing their design.

● Individual activity: Students to research injury prevention techniques and how they can assist with athletes who suffer from long-term injuries.


Unit 12: Community Coaching


Scheme of Work

Programme Title:


Unit Title: Community Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Describe a range of community sport initiatives and policies, both contemporary and historic, which have shaped coaching practice

LO2 Plan an effective coaching session, underpinned by relevant theoretical concepts, aimed at a specific population group or community context

LO3 Deliver an effective practical coaching session that addresses the needs of a specific population group or community context

LO4 Discuss the potential for sport to be used as a tool for addressing wider societal issues



Session Activities

Session 1

LO1

Topic(s):

● National coaching/sport policy.

Sample activities:

● Group activity: Students to research a variety of coaching policy documents, particularly those affecting community sport and physical activity.

● Group debate: Sport is a good tool for addressing community needs.

● Tutor-led content: Tutor identifies trends in sports policy regarding sport for development.

Session 2

LO2 & LO3

Topic(s):

● STTEPS principle.

Sample activities:

● Pair activity: Students plan a coaching activity adapting the space to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students' coaching and the effectiveness of adapting space to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the manipulation of space to address participant needs.

Session 3

LO1

Topic(s):

● International policy.

Sample activities:

● Individual activity: Find one international sports policy document and examine it to assess the impact it would have had upon community sports initiatives.

● Pair activity: Share your findings with another member of the class who chose a different international policy document.

● Tutor-led content: Outline the impact of major international policy documents upon the role of the sports coach in the community.



Session Activities

Session 4

LO2 & LO3

Topic(s):


Sample activities:

● Pair activity: Students plan a coaching activity adapting the task/time to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students' coaching and the effectiveness of adapting task/time to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the manipulation of task/time to address participant needs.

Session 5

LO1

Topic(s):

● Muscular Christianity.

Sample activities:

● Pair activity: Research the meaning of the term muscular Christianity.

● Group debate: 'Sport builds character' – groups argue for or against the statement based on their research.

● Tutor-led content: Outline the history of muscular Christianity and its impact upon our understanding of sport as a tool for development.

Session 6

LO2 & LO3

Topic(s):


Sample activities:

● Pair activity: Students plan a coaching activity adapting the equipment to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of adapting equipment to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the manipulation of equipment to address participant needs.



Session Activities

Session 7

LO1

Topic(s):

● The C’s of sports coaching.

Sample activities:

● Pair activity: Research the C’s of coaching both within National Governing Body policy documents and academic research.

● Pair activity: Design a coaching session that could address one of the C’s discovered in your literature search.

● Tutor-led content: Describe the emergence of the C’s of coaching from positive youth development research.

Session 8

LO2 & LO3

Topic(s):


Sample activities:

● Pair activity: Students plan a coaching activity adapting the people to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of adapting the people to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the manipulation of people to address participant needs.

Session 9

LO1

Topic(s):

● Assessment guidance.

Sample activities:

● Tutor-led content: Outline the assessment expectations.

● Individual activity: Produce a plan of how you will address the assessment title.

● Pair activity: Share thoughts on how best to address the assessment task.



Session Activities

Session 10

LO2 & LO3

Topic(s):

● Inclusion spectrum.

Sample activities:

● Pair activity: Students plan an open coaching activity to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of using open activities to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the design of open activities to address participant needs.

Session 11

LO4

Topic(s):

● Sport and social inclusion.

Sample activities:

● Tutor-led content: Describe the term ‘sport for social inclusion’ and outline how sport has been used to address this.

● Individual activity: Students identify a local project using sport as a tool for inclusion.

● Individual activity: Students contact a local project to visit and observe their work in a real-world community coaching context.

Session 12

LO2 & LO3

Topic(s):


Sample activities:

● Pair activity: Students plan a modified coaching activity to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of using modified activities to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the design of modified activities to address participant needs.



Session Activities

Session 13

LO4

Topic(s):

● Gender in sport.

Sample activities:

● Pair activity: Investigate national or international schemes addressing the imbalance in gender access to sports activities.

● Group debate: ‘Sport is gender neutral’ – groups argue for or against the statement in contemporary society.

● Tutor-led content: Outline current incentives to address gender issues and stereotypes in sport.

Session 14

LO2 & LO3

Topic(s):


Sample activities:

● Pair activity: Students plan a parallel coaching activity to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of using parallel activities to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the design of parallel activities to address participant needs.

Session 15

LO4

Topic(s):

● Disability in sport.

Sample activities:

● Pair activity: Investigate national or international schemes addressing disability issues and access to sports activities.

● Group activity: Choose two schemes to critique within your group.

● Tutor-led content: Outline current research and incentives addressing disability and para-sports issues and stereotypes in sport.



Session Activities

Session 16

LO2 & LO3

Topic(s):


Sample activities:

● Pair activity: Students plan a separate coaching activity to address the needs of their group.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of using separate activities to address group needs.

● Tutor-led content: Tutor models good coaching practice regarding the design of separate activities to address participant needs.

Session 17

LO4

Topic(s):

● Ethnicity and sport.

Sample activities:

● Group activity: Discuss how ethnicity may affect access to sports activities within your community.

● Group activity: Design an incentive that could use sports coaching to bridge cultural differences within our communities.

● Tutor-led content: Describe issues around ethnicity in sport and how sports coaching can address these issues.

Session 18

LO2 & LO3

Topic(s):

● Safe practice/effective coaching pedagogy.

Sample activities:

● Tutor-led content: Tutor leads an exemplar assessment session focussing upon safe practice, dynamic risk assessment and safeguarding good practice.

● Pair activity: Students reflect upon the tutor’s coaching session and its application to their own planning and preparation.

● Group activity: The group assesses the tutor against any practical assessment criteria for the unit.



Session Activities

Session 19

LO2 & LO3

Topic(s):

● Risk assessment.

Sample activities:

● Tutor-led content: Outline the process and terms associated with appropriate management of risk in coaching activities in preparation for the student’s practical assessments.

● Pair activity: Discuss why risk assessment, particularly in community coaching contexts, needs to be dynamic in its nature.

● Pair activity: Choose one location on your campus and carry out a risk assessment for an activity of your choice in preparation for your assessment activity.

Session 20

LO2 & LO3

Topic(s):

● Assessment practical.

Sample activities:

● Pair activity: Students plan and deliver a practical coaching session specifically addressing the needs of a chosen community context.

● Pair activity: Students reflect upon their coaching session and the other students’ coaching and the effectiveness of adapting space to address group needs.

● Tutor-led viva: Tutor questions students on their chosen approach and its effectiveness in addressing their aims and the needs of their chosen target group.


Unit 13: Sports Massage


Scheme of Work

Programme Title:


Unit Title: Sports Massage Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Identify the anatomy and physiology appropriate for sports massage

LO2 Indicate the specific factors leading to dysfunction of soft tissue and soft tissue repair

LO3 Apply clinical and professional practice within a sports massage environment

LO4 Demonstrate sports massage techniques and treatments



Session Activities

Session 1

LO1

Topic(s):

● The structure and function of the human cells and tissues.

Sample activities:

● Tutor activity: Tutor to provide a brief introduction to the unit, explaining what will be covered throughout.

● Group activity: Groups to research the structure and functions of human cells and present their ideas back to the group for further discussion.

● Pair activity: Pairs to investigate how the human cells and tissues are affected by sports massage. The information found to be communicated to the whole group.

Session 2

LO1

Topic(s):

● The structure and function of the skeletal system and synovial joints.

Sample activities:

● Group activity: Research the different characteristics of ligaments and tendons within the body. Present findings to the group.

● Pair activity: Practically, locate the bony prominences and landmarks relevant to sports massage.

● Individual activity: Research the Origins and Insertions of the major muscles and attachment sites suggested by the tutor and discuss with the group.

Session 3

LO1

Topic(s):

● The structure and function of the body’s systems.

Sample activities:

● Tutor activity: Discuss the structure and function of the lymphatic system in relation to sports massage.

● Group activity: Create a small presentation discussing the structure and function of the endocrine system in relation to sports massage.

● Pair activity: Identify theories considering the structure and function of the nervous system and discuss their meaning with the whole group.



Session Activities

Session 4

LO1

Topic(s):

● Physiological and psychological effects of sports massage.

Sample activities:

● Group activity: Half the group to discuss the physiological effects and the other half to discuss the psychological effects. Groups to then teach each other their effects.

● Tutor activity: Tutor to lecture the different effects of sports massage, clearly differentiating physiological and psychological areas.

● Individual activity: Students to research the physiological and psychological effects of sports massage, further considering the impact of performance.

Session 5

LO2

Topic(s):

● The dysfunction of soft tissue and soft tissue repair.

Sample activities:

● Tutor activity: Tutor to explore the process and factors affecting soft tissue repair. Students to discuss and take notes.

● Group activity: Groups to investigate the ways of utilising sports massage to induce soft tissue repair.

● Pair activity: Students to review the different sports massage techniques that could be used in soft tissue repair.

Session 6

LO2

Topic(s):

● The dysfunction of soft tissue and soft tissue repair.

Sample activities:

● Group activity: Groups to be given a type of soft tissue injury and then to investigate the different causes and severities of the injuries.

● Tutor activity: Tutor to explain the different causes and signs of soft tissue dysfunction.

● Pair activity: Pairs to review and recap the benefits of sports massage treatments to promote recovery.



Session Activities

Session 7

LO3

Topic(s):

● Roles and responsibilities of a sports massage therapist.

Sample activities:

● Tutor activity: Tutor to identify the importance of up-to-date, accurate and confidential records, providing links to legislation.

● Group activity: Groups to identify relevant accreditation to professional organisations within the sports therapy industry.

● Pair activity: Pairs to review the roles and responsibilities of The Society of Sports Therapists and Bases.

Session 8

LO3

Topic(s):

● The importance of abiding by legislation and regulation.

Sample activities:

● Pair activity: Pairs to role play different scenarios that require professional standards to be demonstrated.

● Tutor activity: Tutors to explore the different types of insurance relevant to sports massage and discuss the importance of insurance to the masseur.

● Group activity: Groups to create a mini presentation about the different types of continuous professional development and include the entry requirements.

● Individual activity: Students to create a list of potential career pathways within the industry and link them to the professional development required for these careers.

Session 9

LO3

Topic(s):

● Professional consultations.

Sample activities:

● Tutor activity: Tutor to lead the lecture on how to communicate in a professional manner with different clients and the importance of professionalism.

● Group activity: Groups to review the different contraindications that could prevent sport massage being carried out.

● Pair activity: Pairs to role play consultations concentrating on gaining informed consent and rapport building.



Session Activities

Session 10

LO3

Topic(s):

● Professional consultations.

Sample activities:

● Tutor activity: Tutor to monitor the students practising consultations.

● Group activity: Groups to identify key points that they would need to consider within a consultation and information they would be looking to gain.

● Pair activity: Pairs to role play consultations concentrating on gaining informed consent and rapport building.

Session 11

LO3

Topic(s):

● Carrying out an effective assessment.

Sample activities:

● Group activity: Groups to research the different approaches to assessment considering subjective or objective.

● Pair activity: Pairs to carry out and role play full postural analysis and assessment.

● Pair activity: Pairs to role play flexibility testing and make notes on findings throughout the tests and postural checks.

Session 12

LO4

Topic(s):

● Client assessment and set up instructions.

Sample activities:

● Pair activity: Pairs to discuss the physical allergies clients may face and carry out relevant postural checks.

● Group activity: Groups to carry out visual risk assessments, equipment checks and selection of mediums to prepare the environment.

● Tutor activity: Tutor to demonstrate the correct preparation for client, use of towels as barriers, hand washing and bed set up.

● Pair activity: Pairs to be introduced to effleurage and to carry out practically.



Session Activities

Session 13

LO4

Topic(s):

● Massage techniques.

Sample activities:

● Tutor activity: Tutor to identify the importance of own posture and positioning to reduce risk of injury.

● Pair activity: Pairs to practically develop the use of effleurage techniques.

● Group activity: Groups to create a list of the benefits of effleurage and link them to clients’ needs.

Session 14

LO4

Topic(s):


Sample activities:

● Pair activity: Pairs to continue developing their use of effleurage whilst being monitored by tutor.

● Tutor activity: Tutor to introduce petrissage and the use of different body parts to massage with while avoiding tiredness.

● Pair activity: Pairs to practise the new petrissage techniques, linking these with effleurage whilst practising use of pain scales.

Session 15

LO4

Topic(s):


Sample activities:

● Pair activity: Pairs to continue developing the use of both effleurage and petrissage.

● Tutor activity: Tutor to introduce different tapotement and frictions techniques. Students to then implement with a partner.

● Group activity: Groups to discuss the importance of communication with client and the different speed, rate and pressures involved in massage.



Session Activities

Session 16

LO4

Topic(s):


Sample activities:

● Pair activity: Pairs to continue to develop and practise their effleurage, petrissage, tapotement, and friction techniques.

● Tutor activity: Tutor to demonstrate the use of the vibrations, compressions and shaking massage techniques.

● Group activity: Groups of three, peer assessment task, concentrating on techniques, pressures and communication with client.

Session 17

LO4

Topic(s):


Sample activities:

● Pair activity: Pairs to continue to develop and practise their effleurage, petrissage, tapotement, and friction techniques.

● Pair activity: Pairs to practise the implementation of vibrations, compressions and shaking.

● Group activity: Groups to create a basic massage plan for pre-event, injury rehabilitation and general sports massage.

Session 18

LO4

Topic(s):

● Assessment.

Sample activities:

● Individual activity: Student to be assessed carrying out a consultation and client assessment.

● Individual activity: Student to be assessed preparing the massage environment and carrying out a safe and effective massage.

● Tutor activity: Tutor to provide feedback to the student on their performance throughout the consultation, assessment and massage.



Session Activities

Session 19

LO4

Topic(s):

● Assessment.

Sample activities:

● Individual activity: Student to be assessed carrying out a consultation and client assessment.

● Individual activity: Student to be assessed preparing the massage environment and carrying out a safe and effective massage.

● Tutor activity: Tutor to provide feedback to the student on their performance throughout the consultation, assessment and massage.

Session 20

LO4

Topic(s):

● Reflection.

Sample activities:

● Individual activity: Students to obtain feedback from the client on the massage completed, making notes on the strengths and areas to improve.

● Individual activity: Students to reflect on their own performance throughout the massage and assessments completed.

● Group activity: Groups to create a list of areas to improve and suggest how these could be improved.


Unit 14: Research Project


Scheme of Work

Programme Title:


Unit Title: Research Project Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Examine appropriate research methodologies and approaches as part of the research process

LO2 Conduct and analyse research relevant to a Sport research project

LO3 Communicate the outcomes of a research project to identified stakeholders

LO4 Reflect on the application of research methodologies and concepts



Session Activities

Session 1

LO1

Topic(s):

● Introduction to the unit.

● What is research?

● Developing a research proposition.

Sample activities:

● Mind mapping activity: What is research? Definition and purpose.

● Discussion activity: The importance of developing a methodical approach and discussing the benefits.

● Students review different examples of research objectives and proposals.

Session 2

LO1

Topic(s):

● Research approaches and research philosophy.

● The significance of the research objective or hypothesis.

● The different types of research: Phenomenological, ethnographic, case study, grounded theory, narrative research etc.

Sample activities:

● Mind mapping activity: The differences between objective/question/hypothesis.

● Research activity: The types of research objectives and qualities of research objectives.

● Students use examples discussed from previous session and match and define the type of research that applies.



Session Activities

Session 3

LO1

Topic(s):

● Research design and strategies.

● The values and the beliefs of the researcher.

● Issues to consider and key considerations when planning and undertaking research.

● Saunders’ research onion.

Sample activities:

● Watch video on Saunders’ onion and brainstorm ontology and epistemology.

● Group activity: Determine what the key considerations are for planning and undertaking research. Present feedback.

● Discussion activity: Issues that can be encountered in research.

Session 4

LO1

Topic(s):

● Choosing a topic and objectives.

● What is a research proposal?

● Identifying a research study.

● Guiding principles of the flow of ideas.

● The basic components of the research proposal.

Sample activities:

● Mind map the key components of a research proposal.

● Students use the conceptual framework for identifying a research study for their own ideas. Discuss the theme, topic, types of questions and objectives.

● Activity to draft research question and SMART objectives.



Session Activities

Session 5

LO1

Topic(s):

● The literature review.

● How to review the literature for a research project.

● What is a literature review?

● Literature review process.

Sample activities:

● Discussion activity: The definition of literature review.

● Mind map the process for the literature review.

● Group exercise to determine the different sources available: primary, secondary, tertiary.

● Group presentations: Groups to mind map and present the literature search – how and where?

Session 6

LO1

Topic(s):

● Qualitative research.

● Definition of qualitative research.

● Qualitative research methods and application.

Sample activities:

● Mind mapping activity: How to collect qualitative data and research.

● Students investigate qualitative research methods.

● Small group activity: Present methods and highlight benefits and limitations for each method.

Session 7

LO1

Topic(s):

● Quantitative research.

● Definition of quantitative research.

● Quantitative research methods and application.

Sample activities:

● Mind mapping activity: How to collect quantitative data and research.

● Students investigate quantitative research methods.

● Small group activity: Present methods and highlight benefits and limitations for each method.

● Students discuss and review case study examples.



Session Activities

Session 8

LO1

Topic(s):

● The mixed methods approach.

● Definition of the mixed methods approach.

● Comparing both research approaches.

Sample activities:

● Students complete a comparison exercise of both research methods.

● Discussion activity: The mixed method approach and when it applies.

● Review case study examples to support discussion activity.

● Online multiple choice quiz on research methods.

Session 9

LO2

Topic(s):

● Writing the research proposal.

● How to write a good research proposal.

● The key components of the research proposal.

Sample activities:

● Mind mapping activity: The key components of the research proposal and a discussion on the validity of having structure.

● Student activity to consider the validity and justification of their proposed research.

● Research activity: The benefits and limitations of different types of research methods.

Session 10

LO1 & LO2

Topic(s):


● Recap content and review student progress.

Sample activities:

● Brief tutor-led overview of assessment requirements.

● Open question and answer activity to address general questions and concerns.



Session Activities

Session 11

LO1 & LO2

Topic(s):



Sample activities:



Session 12

LO2

Topic(s):


Sample activities:

● Individual appointments to discuss and review research proposals and sign off.

Session 13

LO2

Topic(s):


Sample activities:

● Individual appointments to discuss and review research proposals and sign off.

Session 14

LO2

Topic(s):

● Literature review: Secondary research (part 1).

● How to write the literature review.

● The checklist for a critical literature review.

Sample activities:

● Discussion activity: What is critical reading and how to do it.

● Student activity to produce a checklist for producing a critical review.

● Present a list of questions that need to be asked and present feedback.



Session Activities

Session 15

LO2

Topic(s):


Sample activities:

● Research activity for sources of information that will inform the student’s individual literature review.

● Independent research for the literature review.

Session 16

LO2

Topic(s):


Sample activities:

● Research activity for sources of information that will inform the student’s individual literature review.

● Independent research for the literature review.

Session 17

LO2

Topic(s):


Sample activities:

● Individual appointments to discuss draft literature review.

Session 18

LO2

Topic(s):


Sample activities:

● Individual appointments to discuss draft literature review.

Session 19

LO2

Topic(s):

● Conducting research.

● How to complete a Gantt chart.

● Methods and techniques of data/information gathering and collecting.

● How to store and retrieve data.

Sample activities:

● Students create a Gantt chart for timescale on conducting research for their project.

● Students to evaluate the amount of information needed and write a list of sources of information.



Session Activities

Session 20

LO2

Topic(s):

● Sample selection and ethical considerations.

● Sample selection and types of samples.

● Ethical considerations and approaches.

Sample activities:

● Mind mapping different research methods and appropriate sample sizes and selection for their own research.

● Discussion activity: Ethical considerations and implications.

● Completing the ethics form and the validity of this for the research project.

Session 21

LO2

Topic(s):

● Practical workshop: Creating questionnaires/interview questions.

● Demonstrate how to create a questionnaire using Word.

Sample activities:

● Students to create questionnaires/devise interview questions relevant for their research and check them off with the tutor.

Session 22

LO2

Topic(s):

● How to analyse data.

● Content analysis.

● Transcribing interviews and coding.

● Variables and statistical tests.

● Trend analysis.

Sample activities:

● Mind mapping activity and discussion: How to interpret data.

● Students given transcribed interview responses and apply examples of open coding.

● Pair activity: Produce Excel charts/pie charts for displaying data from questionnaires.



Session Activities

Session 23

LO2 Topic(s):

● Primary research/field work: Independent research.

Session 24

LO2 Topic(s):


Session 25

LO2 Topic(s):


Session 26

LO2 Topic(s):


Session 27

LO2 Topic(s):


Session 28

LO2

Topic(s):



Sample activities:



● Review of academic requirements and submission format.

● Individual student queries and questions.

● Students highlight which topics/practices/theories need recapping.

Session 29

LO3 Topic(s):

● Individual appointments to discuss and review research findings.

Session 30

LO3 Topic(s):


Session 31

LO3 Topic(s):




Session Activities

Session 32

LO3

Topic(s):


Sample activities:

● Students in class completing data analysis.

● Creating charts/graphs and pie charts.

● Coding interviews.

● Collating focus group/observations records/audio tapes etc.

Session 33

LO3

Topic(s):

● Reflective learning and practice.

Sample activities:

● Reflection of performance and evaluation of the project.

● Models of reflective theory and the cycle of reflection, including Schon’s model of reflective practice and Kolb’s learning cycle.

Session 34

LO3

Topic(s):

● Reflective writing.

● Reflective writing: The challenges of reflective writing, the key features of reflective writing and getting the language right.

Sample activities:

● Students reflect and present the pitfalls and limitations of their chosen research methods.

● Students present how they would have improved their research.

● Discussion activity: Future considerations and what they have learned.

Session 35

LO1–LO4

Topic(s):


Sample activities:

● Final independent study and completion of research projects.



Session Activities

Session 36

LO1–LO4

Topic(s):


Sample activities:


Session 37

LO1–LO4

Topic(s):


Sample activities:


Session 38

LO1–LO4

Topic(s):


Sample activities:

● Final appointments prior to submission to review draft work completed.

Session 39

LO1–LO4

Topic(s):


Sample activities:


Session 40

LO1–LO4

Topic(s):


Sample activities:



Unit 15: Advanced Coaching


Scheme of Work

Programme Title:


Unit Title: Advanced Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Investigate the needs of a high-performance athlete or squad in their chosen sport

LO2 Develop a macro-cycle training programme and associated meso-cycle medium term units for an athlete or squad in their chosen sport, considering appropriate sports science and technological support

LO3 Create a detailed micro-cycle for an athlete or squad in their chosen sport

LO4 Deliver a series of coaching sessions to address the aims of a micro-cycle plan targeting the needs of the chosen athlete or squad



Session Activities

Session 1

LO1

Topic(s):

● Athlete profiling, needs analysis and testing protocols.

Sample activities:

● Individual activity: Students research the needs of their chosen sport including physiological, psychological, technical, tactical and nutritional aspect.

● Pair activity: Research different techniques for profiling and testing athletes or squads within your chosen sport.

● Tutor-led content on profiling techniques.

Session 2

LO1 & LO4

Topic(s):

● Athlete profiling in practice.

Sample activities:

● Student practical coaching: Students design and deliver a session that can be used to evaluate athletes’ current levels of performance.

● Pair activity: Students reflect on the effectiveness of the session in achieving an accurate perspective of athletes’ current performance levels in multiple domains.

● Tutor-led reflections upon the effectiveness of student delivery and feedback on coaching performance.

Session 3

LO1

Topic(s):

● Characteristics of expert performance.

Sample activities:

● Individual activity: Students research the bio-psych-social models of talent development.

● Group debate: Does talent exist? Students debate the factors affecting the notion of talent.

● Tutor-led content on research underpinning elite performance success.



Session Activities

Session 4

LO1

Topic(s):

● Psychological characteristics of elite performance.

Sample activities:

● Pair activity: Students identify a research paper focussing on resilience and discuss the concept with their peer.

● Group activity: Students draw what a growth mindset looks like in a performer.

● Tutor-led content on fixed and growth mindsets and resilience.

Session 5

LO1–LO3

Topic(s):

● Long-term planning for coaching.

Sample activities:

● Individual activity: Students research the concepts of periodisation and planning.

● Pair activity: Students discuss the competition cycle of their chosen sports and the impact upon planning for long-term programmes.

● Tutor-led content on the principles underpinning long-term planning in coaching.

Session 6

LO1–LO3

Topic(s):

● Athlete centered coaching.

Sample activities:

● Individual research: Students research the concept of athlete-centred coaching and reflect upon the impact on long-term goal negotiation.

● Individual activity: Students design long, medium and short term goals for the athletes tested early in the unit.

● Group discussion: Students challenge each other’s goal development around the concept of athlete centeredness and debate whether goals set reflect the coach or athlete.



Session Activities

Session 7

LO1–LO3

Topic(s):

● Multi-disciplinary sports science support.

Sample activities:

● Tutor-led content on the challenges of working with multi-disciplinary sports science support.

● Pair activity: Discuss and justify what sports science support would enhance your sport/athletes and why.

● Group discussion: What are the ethical challenges of working with surveillance technology in sport such as global positioning systems and lifestyle monitoring applications?

Session 8

LO1–LO3

Topic(s):


Sample activities:

● Tutor to present formats in which long-term planning can be documented and principles underpinning the process and rationale.

● Group activity: Students to generate questions about the assessment task.

Session 9

LO3

Topic(s):

● Effective coaching pedagogy.

Sample activities:

● Tutor content discussing linear and non-linear pedagogic approaches.

● Pair activity: Discuss the pedagogic models that are most appropriate for development of performance in your sport.

● Group discussion: Games are the best teachers – discuss this concept related to different performance contexts.



Session Activities

Session 10

LO3

Topic(s):

● Skill acquisition.

Sample activities:

● Individual activity: Students research organisation of practice and skill classification and its relevance to planning.

● Tutor content examining how different skills can require different pedagogic approaches.

● Individual activity: Students to develop a detailed session plan with a rationale for their chosen approach to skill acquisition.

Session 11

LO3

Topic(s):

● Learning theories.

Sample activities:

● Group task: Gather information as a group on the following terms – constructivism, behaviourism, social learning theory, communities of practice and transformational leadership.

● Tutor content around the history and journey of learning theory and its impact on coaching pedagogy.

● Pair activity: Discuss with a peer the impact of learning theory upon planning sessions in a range of different sports (closed and open environments).

Session 12

LO1–LO3

Topic(s):

● Assessment support session.

Sample activities:

● Students develop a specific micro-cycle for their long-term planning task for review by the tutor.



Session Activities

Session 13

LO4

Topic(s):

● Effective practical delivery.

Sample activities:

● Tutor demonstrates non-linear pedagogic approaches as an exemplar.

● Individual activity: Students utilise their micro-cycle plan to deliver a session to address the individual needs of their athlete(s).

● Group activity: Students reflect as a community of practice on the effectiveness of their coaching sessions (students can take on the role of observers, athletes and mentors).

Session 14

LO4

Topic(s):

● Effective use of sports science support and technology.

Sample activities:

● Tutor demonstrates the use of sports science support as an exemplar.

● Individual activity: Students utilise their micro-cycle plan to deliver a session utilising technology and sports science to address the individual needs of their athlete(s).


Session 15

LO4

Topic(s):

● Effective coaching for psychological characteristics of performance.

Sample activities:

● Tutor demonstrates a practical session focussing upon psychological aspects of performance as an exemplar.

● Individual activity: Students utilise their micro-cycle plan to deliver a session addressing the psychological needs of their athlete(s).




Session Activities

Session 16

LO4

Topic(s):

● Reflective practice.

Sample activities:

● Individual activity: Students research contemporary models of reflection in sports coaching.

● Group discussion: Students examine and critique various models of reflection.

● Tutor-led content on the benefits and phases of reflective practice.

Session 17

LO4

Topic(s):

● Effective reflection ‘in action’.

Sample activities:

● Tutor delivers an effective coaching session demonstrating reflection ‘in action’ and the ability to adapt to the context.

● Individual activity: Students utilise their micro-cycle plan to deliver a session addressing the individual needs of their athlete(s) and the ability to reflect ‘in action’ and adapt their coaching practice.


Session 18

LO4

Topic(s):

● Athlete progress review.

Sample activities:

● Individual activity: Students review their coaching practice thus far with their athlete(s) and analyse its effectiveness.

● Pair activity: Students work together to generate any changes to their micro-cycles based on their athlete reviews.

● Tutor-led content on athlete monitoring and performance review.



Session Activities

Session 19

LO4

Topic(s):


Sample activities:

● Tutor to support students to develop a session for assessment of their practical coaching abilities based on the athlete(s) they have been working with.

● Individual activity: Students to plan a single session to develop performance in their athlete(s).

● Pair activity: Pairs to review each other’s plans and challenge content and pedagogic approaches.

Session 20

LO4

Topic(s):

● Assessment coaching session.

Sample activities:

● Individual activity: Students to deliver an assessed coaching session specific to the needs and negotiated goals of their athlete(s).

● Group activity: Students to review each other’s sessions and generate feedback on coaching performance.

● Tutor to conduct one-to-one reviews with coaches on the effectiveness of their coaching practice.


Unit 16: Performance Analysis


Scheme of Work

Programme Title:


Unit Title: Performance Analysis Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Evaluate the methods used to analyse sports performance

LO2 Create a performance profiling system to indicate the key requirements of a selected sport

LO3 Analyse the sports performance of individuals

LO4 Carry out a post-event analysis to provide feedback to aid the development of sports performance



Session Activities

Session 1

LO1

Topic(s):

● Introduction to performance analysis.

● Review the purpose of performance analysis across sports.

Sample activities:

● Mind mapping activity to show current knowledge of how sporting performance is analysed.

● Research activity for students to find the techniques used to analyse sports performance.

● Discussion on the benefit of using different methods and the technology utilised.

Session 2

LO1

Topic(s):

● How to construct a performance profile.

● Breaking down performance and prioritising skills to be successful in different sports.

Sample activities:

● Lecture and discussion on types of performance profiles.

● Students research task to review the visual structure and layout of performance profiles.

● Student presentations to show findings of research associated to the types of performance profiles and their benefits.

Session 3

LO1

Topic(s):

● How to use physical fitness tests to analyse performance.

● Developing test protocols to analyse fitness for sport.

Sample activities:

● Discussion on how physical fitness tests are used to indicate performance levels to assist with analysis.

● Group task to choose a sport and select the correct physical fitness tests to complete a full analysis.

● Discussion of the positives and negatives of using test protocols to identify performance indicators and testing procedures.



Session Activities

Session 4

LO1

Topic(s):

● Using psychological testing in performance analysis.

● Selecting the correct questionnaire to analyse psychological skills.

Sample activities:

● Discussion on how to conduct questionnaires and interviews in psychological analysis.

● Research activity to review questionnaires available for psychological skills testing.

● Demonstration of the use of different questionnaires to analyse an individual’s psychological profile.

Session 5

LO1

Topic(s):

● Methods used to analyse sport and the technology required to capture performance.

● How to analyse technical ability in sport.

Sample activities:

● Lecture and discussion on the methods used to analyse technical ability.

● Research activity to find systems to review and capture performance analysis of technical ability.

● Presentation activity for students to demonstrate the systems and justify why they are used.

Session 6

LO1

Topic(s):

● Assessment development session.

Sample activities:

● Review the structure of the assessment and support creation of content.

● One-to-one development discussions.

● Quiz to check students’ understanding.



Session Activities

Session 7

LO2

Topic(s):

● Creating performance profiles and identifying the requirements of different sports.

● Technical and tactical skills in sports.

Sample activities:

● Lecture and discussion on creating performance profiles for individuals in a selected sport.

● Research the technical and tactical requirements of different sports.

● Students to demonstrate how they prioritise technical and tactical skills. Present findings to the group for a selected sport.

Session 8

LO2

Topic(s):

● Fitness requirements in different sports.

● Understanding the physical and skill related fitness requirements for sport.

Sample activities:

● Discussion on the differences between physical and skill-related fitness for different sports.

● Debate on the impact of physical and skill-related fitness on success within sport.

● Quiz on the fitness requirement for individual and team sports.

Session 9

LO2

Topic(s):

● Psychological requirements for success in sport.

● Psychological skills and the effect they have on performance.

Sample activities:

● Workshop on the types of psychological skills that are used in sport.

● Research into the psychological requirements for specific sports.

● Presentation on the importance of different psychological skills that support successful performance.



Session Activities

Session 10

LO2

Topic(s):


Sample activities:



Session 11

LO3

Topic(s):

● How to plan and implement performance analysis.

● Selecting the correct analysis methods for selected sports.

Sample activities:

● Lecture and discussion on the approaches used to analyse the performance of an individual.

● Debate the factors that impact on validity and reliability of data collection associated with performance analysis.

● Creation of planning documents for performance analysis sessions.

Session 12

LO3

Topic(s):

● Planning for analysing technical and tactical requirements for sport.

● Reviewing the technological requirements to analyse technical and tactical performance.

Sample activities:

● Mind mapping session on the technological equipment required to conduct purposeful analysis.

● Students plan and demonstrate using technology to record performance in a practical session.

● Discussion on the planning required to conduct effective analysis of technical and tactical performance.



Session Activities

Session 13

LO3

Topic(s):

● Planning for fitness analysis in sport.

● Setting up and performing fitness protocols in sports.

Sample activities:

● Lecture and discussion on protocols used for fitness analysis.

● Practical activity on administering fitness protocols to analyse performance.

● Mind map the factors that could influence safe and accurate fitness testing.

Session 14

LO3

Topic(s):

● Completing psychological questionnaires to analyse psychological skills.

● Developing an analysis session to collect data on an individual’s performance.

Sample activities:

● Students to demonstrate the use of different psychological questionnaires.

● Discussion on how to plan a full analysis of an individual.

● Create a plan to analyse an individual’s performance.

Session 15

LO3

Topic(s):

● Practical assessment support and development.

Sample activities:



Session 16

LO3

Topic(s):

● Practical assessment support and development.

Sample activities:





Session Activities

Session 17

LO4

Topic(s):

● How to carry out a post-event analysis feedback session

● Interpreting analysis data to identify strengths and areas for improvement.

Sample activities:

● Create feedback reports to display analysis data and findings.

● Peer review of feedback approaches and recommendations suggested.

● Demonstrate the methods used to give feedback to individuals after performance analysis.

Session 18

LO4

Topic(s):

● Goal setting using feedback data.

● Methods used to deliver feedback to individuals.

Sample activities:

● Lecture and discussion on goal setting methods and approaches.

● Practical activity on giving feedback verbally using captured data.

● Mind map the factors that affect giving feedback to individuals when using different techniques.

Session 19

LO4

Topic(s):


Sample activities:

● Demonstrate providing effective feedback to an individual after analysis.

● Creation of recommendation reports to develop areas for improvement.

● Peer review of feedback, recommendation and goal setting reports.



Session Activities

Session 20

LO4

Topic(s):

● Assessment support and sign off session.

Sample activities:

● One-to-one support workshops.

● Peer review tasks to support assessment developments.


Unit 17: Talent Identification & Development


Scheme of Work

Programme Title:

Higher Nationals in Sport and Exercise Science

Level:

Unit Title: Talent Identification & Development Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore the aim, structure and purpose of talent identification and development

LO2 Discuss key predictors and factors in talent identification and development

LO3 Review talent identification and development programmes in a chosen sport

LO4 Plan a talent identification and development programme for a chosen sport



Session Activities

Session 1

LO1

Topic(s):

● Types of talent.

Sample activities:

● Lecture investigating the different types of talent.

● Students to mind map examples of athletes with different types of talent.

● Discussion on how talent ID programmes change depending on the type of talent hoping to be discovered.

Session 2

LO1

Topic(s):

● Aims and purpose.

Sample activities:

● Lecture discussing the aim and purposes of talent ID and development programmes.

● Students to debate the difference and importance of nature and nurture.

● Students research success stories from talent ID and development programmes.

Session 3

LO1

Topic(s):

● Structure of talent ID and development programmes.

Sample activities:

● Students research examples of what criteria is required to be selected in talent ID programmes.

● Lecture explores timescales, formats and stages of talent ID and development programmes.

● Students compare a number of sports talent ID and development programmes, examining the difference in structure depending on sport and type of talent.



Session Activities

Session 4

LO2

Topic(s):

● Natural and scientific selection.

Sample activities:

● Students debate the main differences between natural and scientific selection within talent ID.

● Students research what predictors would be used for natural selection and scientific selection.

● Lecture explores disadvantages and advantages of using natural or scientific selection, and the argument for using both.

Session 5

LO2

Topic(s):

● Key predictors: Physical and physiological.

Sample activities:

● Students to discuss the difference between the terms physical and physiological.

● Lecture provides examples and detail on physical and physiological predictors.

● Students to research how talent ID programmes may measure physical and physiological predictors.

Session 6

LO2

Topic(s):

● Key predictors: Sociological, psychological and skills.

Sample activities:

● Lecture investigates the use of sociological, psychological and skill predictors in talent ID.

● Students debate how sociological and psychological predictors may impact sporting success (confidence, anxiety, parental support).

● Students research and provide examples of different skill predictors that can be used – tactical and technical.



Session Activities

Session 7

LO2

Topic(s):

● Key factors in talent ID and development: Technology.

Sample activities:

● Mind mapping of key factors within talent ID and development.

● Lecture provides how technology has impacted and improved talent ID and development (GPS, testing, analysis).

● Students research examples of technology advancing talent ID and development.

Session 8

LO2

Topic(s):

● Key factors in talent ID and development.

Sample activities:

● Lecture exploring and discussing a number of key factors within talent ID and development.

● Students to categorise key factors in regards to a more significant impact on talent ID or development.

● Students create a poster presentation on the importance of reliability, validity and accuracy within talent ID and development.

Session 9

LO2

Topic(s):

● Key factors in talent ID and development.

Sample activities:

● Students debate what suitable age talent ID should start at, using research to support.

● Students research LTAD and the impact of it on talent ID and development.

● Recap through questioning and a quiz on key predictors and factors in talent ID and development, and how age, sport and gender can influence programmes.



Session Activities

Session 10

LO1 & LO2

Topic(s):


Sample activities:

● Setting of Assignment 1 with chance of Q&A.

● Students to plan assignment.

● Students to start assignment.

Session 11

LO3

Topic(s):

● Talent ID programmes: National.

Sample activities:

● Students to research a number of national talent ID programmes.

● Class discussion on findings from different talent ID programmes.

● Tutor provides a case study of a talent ID programme and how to effectively evaluate the programme.

Session 12

LO1 & LO2

Topic(s):

● Formative feedback for Assignment 1.

Sample activities:

● One-to-one with students who have drafts to show class tutor.

● Students to work on assignment.

Session 13

LO3

Topic(s):

● Talent ID programmes: International.

Sample activities:

● Students research and explore talent ID programmes internationally – Australia, Canada.

● In pairs, students create a PowerPoint presentation comparing British ID programmes to international programmes.

● Lecture identifies how talent ID programmes differ depending on sport and position.



Session Activities

Session 14

LO3

Topic(s):

● Talent development programmes.

Sample activities:

● Students to research a number of national and international talent ID programmes.

● Class discussion on findings from different talent ID programmes.

● Tutor provides a case study of a talent development programme and how to effectively evaluate the programme.

● Lecture identifies how talent development programmes differ depending on sport and position.

Session 15

LO3

Topic(s):

● Reviewing talent ID and development programmes.

Sample activities:

● Lecture provides key characteristics to explore when reviewing a programme: Suitability of predictors and tests, monitoring, barriers.

● Students research and select a talent ID and a development programme.

● Students evaluate the programmes, with tutor support.

Session 16

LO4

Topic(s):

● Planning requirements.

Sample activities:

● Lecture explores considerations when planning a talent ID and development programme (aims, scientific or natural selection, nature versus nurture, stages).

● Students to research what technology they would use and how it would benefit their programmes.

● Quiz: Matching predictors with the suitable tests.



Session Activities

Session 17

LO4

Topic(s):

● Future direction for talent ID and development.

Sample activities:

● Lecture and discussion on future possibilities for talent ID and development (cross-sport talent ID programmes).

● Students research what sports have had a lot of success in talent ID and development. They then explain to the group their findings and why they have had success.

● ‘Dragons Den’: In a group, students create a business pitch for a technology company on how their future technology ideas can advance talent ID and development programmes. Students to present to the other groups and tutor to select a winning pitch.

Session 18

LO3 & LO4

Topic(s):

● Supervised study and guest speaker.

Sample activities:

● Guest speaker from a local elite sport organisation discussing talent ID and development.

● Supervised study: Students research into the requirements of their selected sport, and possible tests and predictors that would be suitable.

Session 19

LO3 & LO4

Topic(s):


Sample activities:

● Setting of Assignment 2 with chance of Q&A



Session 20

LO3 & LO4

Topic(s):

● Formative feedback for Assignment 2.

Sample activities:

● One-to-one with students who have drafts to show class tutor.



Unit 18: Exercise Prescription


Scheme of Work

Programme Title:


Unit Title: Exercise Prescription Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Assess appropriate forms of exercise for different client groups

LO2 Investigate appropriate health screening tests for different client groups

LO3 Undertake consultation and appropriate health screening tests for a client from a specific client group

LO4 Design an exercise programme for a client from a specific client group



Session Activities

Session 1

LO1

Topic(s):

● Introduction to unit.

Sample activities:

● Tutor activity: Tutor to lecture a summary of the unit and assignments, providing information of referral processes.

● Group activity: Groups to provide definitions and examples of exercise prescription. These ideas to be fed back to the whole group.

● Individual activity: Students to research different types of exercise prescription and consider the reading list.

Session 2

LO1

Topic(s):

● Forms of physical activity.

Sample activities:

● Group activity: Groups to investigate the different forms of physical activity, considering lifestyle changes and not just exercise. The ideas produced to be discussed with the whole group.

● Pair activity: Pairs to examine the popularity of different forms of physical activity across a range of different client groups.

● Tutor activity: Tutor to lead a discussion on inclusion of physical activity into busy lifestyles. Students to take notes.

Session 3

LO1

Topic(s):

● Forms of exercise.

Sample activities:

● Groups to compare the different forms of exercise and consider which are easier to implement into everyday life.

● Pair activity: Pairs to research the different forms of exercise and how accessible they are to everyone. All ideas to be presented to the whole group.

● Tutor activity: Tutor to lecture on the accessibility of different forms of exercise within the local area. Students to make notes.



Session Activities

Session 4

LO1

Topic(s):

● Referred clients.

Sample activities:

● Group activity: Tutor to provide each group with a referred client group and a mini presentation to be created. These presentations to be delivered to the whole group.

● Tutor activity: Tutor to lead a discussion on the different referred client groups and the barriers they face. Students to take notes and take part in the discussion.

● Individual activity: Students to research the exercise barriers that different referred client groups come up against.

Session 5

LO1

Topic(s):

● Groups at risk.

Sample activities:

● Tutor activity: Tutor to lecture on the potential health risks for specific groups and the importance of exercise. Students to take notes and ask questions.

● Group activity: Groups to explore the benefits of exercise for at-risk client groups. Additionally, groups to have a Q&A session with the whole group on their findings.

● Individual activity: Students to research the different at-risk client groups and link to referral types.

Session 6

LO1

Topic(s):

● Benefits of exercise.

Sample activities:

● Group activity: Groups to explore the benefits of exercise for the given referred client group. The findings are to be recorded and made accessible to the whole group.

● Pair activity: Pairs to create worksheets that test the knowledge of the benefits of exercise for referred client groups. These worksheets are to be circulated around the whole group for completion.

● Individual activity: Students to compare exercises for specific groups to physical activity that could be implemented into their lifestyle.



Session Activities

Session 7

LO2

Topic(s):

● Health screening.

Sample activities:

● Tutor activity: Tutor to lecture on the importance of effective health screening for clients. Students to take notes of the importance and the tests they will be carrying out.

● Pair activity: Pairs to research the benefits of the specific health screening tests for referred client groups. The findings to be presented back to the whole group.

● Individual activity: Students to review the different health screening tests and identify which are relevant to different referred client groups.

Session 8

LO2

Topic(s):

● Health screening.

Sample activities:

● Tutor activity: Tutors to demonstrate the different health screening tests and provide recipe on how to complete them effectively. Students to take notes and collect recipe.

● Pair activity: Pairs to practise carrying out the different health screening tests utilising the recipe instructions provided.

● Individual activity: Students to research normative data for the specific health screening tests that have been carried out.



Session Activities

Session 9

LO2

Topic(s):

● Recording information.

Sample activities:

● Group activity: Groups to create information document on the different normative data for the specific health screening tests. These documents to be circulated around the whole group.

● Tutor activity: Tutor to lecture providing information on clinical reasoning, recording data and how to report to other professionals. Students to take notes on the lecture.

● Pair activity: Pairs to practise recording data and comparing these to normative data. Additionally, link the recorded data to the identifying of client’s needs.

Session 10

LO2

Topic(s):

● Categorising clients.

Sample activities:

● Tutor activity: Tutor to provide information on and discuss risk stratification and the referral process. Students to take part in the discussion and take notes.

● Group activity: Groups to create presentation on their given health screening test and how to identify the needs of a client from results. These to be analysed by the whole group and linked to client categorisation.

● Individual activity: Students to research the different categories that clients can be linked to and how to ensure the correct reports are sent to general practitioners.



Session Activities

Session 11

LO3

Topic(s):

● Lifestyle consultations.

Sample activities:

● Group activity: Groups to investigate the types of questioning and how they can be effective for specific clients. All the considerations to be discussed with the whole group.

● Tutor activity: Tutor to produce a workshop on appropriate communication and use of verbal and body language to build rapport with the client. Students to take notes and practically attempt the differing techniques.

● Pair activity: Pairs to practise different types of questions on partners and make notes on the positives and negatives.

Session 12

LO3

Topic(s):

● Questionnaire design.

Sample activities:

● Tutor activity: Tutors to produce a workshop on questionnaire types and methods of gaining information.

● Group activity: Groups to design a questionnaire for usage within lifestyle consultations. These are to be circulated around the whole group.

● Pair activity: Pairs to use the designed questionnaires and practise carrying out a lifestyle questionnaire. Pairs to feedback the effectiveness of the questionnaire and opportunity to build rapport.

Session 13

LO3

Topic(s):

● Undertaking of lifestyle consultations.

Sample activities:

● Tutor activity: Tutor to discuss the different ways to build rapport and to collect information. Students to take notes.

● Individual activity: Students to undertake a lifestyle consultation considering rapport, communication and information collected.

● Tutor activity: Tutor to assess the students undertaking their lifestyle consultation.



Session Activities

Session 14

LO3

Topic(s):

● Undertaking of lifestyle consultation and health screening tests.

Sample activities:

● Individual activity: Students to undertake a lifestyle consultation considering rapport, communication and information collected.

● Individual activity: Students to undertake appropriate health screening for chosen client group and compare to normative data.

● Tutor activity: Tutor to assess the students undertaking their lifestyle consultation and appropriate health screening tests.

Session 15

LO3

Topic(s):

● Undertaking of lifestyle consultation and health screening tests.

Sample activities:

● Complete activity from session 14.

Session 16

LO4

Topic(s):

● Programme design.

Sample activities:

● Tutor activity: Tutor to lecture on programme design with the consideration of health screening results, FITT principles and ACSM guidelines. Students to take notes.

● Group activity: Groups to produce information on the ACSM guidelines that link to the specific referred client group. This information to be discussed with the whole group.

● Individual activity: Students to research the client’s needs and how they link to different exercises.



Session Activities

Session 17

LO4

Topic(s):

● Programme design.

Sample activities:

● Individual activity: Students to design an exercise programme based on the health screening results of their client.

● Tutor activity: Tutor to provide one-to-one discussions on the student’s programmes as a support mechanism.

● Tutor activity: Tutor to lecture on the different ways to monitor clients during the session and a structured evaluation. Students to take notes.

Session 18

LO4

Topic(s):

● Programme delivery.

Sample activities:

● Individual activity: Students to carry out a session from their exercise programme and monitor client’s intensity throughout.

● Tutor activity: Tutors to observe and assess the students carrying out their session and review the monitoring of the client.

● Group activity: Groups to highlight the different methods of evaluating the exercise programme. These ideas are to be discussed with the whole group.

Session 19

LO4

Topic(s):

● Programme design and evaluation.

Sample activities:



● Individual activity: Students to gain feedback from their client and evaluate their programme.



Session Activities

Session 20

LO4

Topic(s):

● Programme design and evaluation.

Sample activities:



● Individual activity: Students to gain feedback from their client and evaluate their programme.


Unit 19: Contemporary Issues in Health


Scheme of Work

Programme Title:


Unit Title: Contemporary Issues in Health Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Investigate health issues which affect contemporary society

LO2 Communicate why health is a priority for change

LO3 Evaluate the contribution of Physical Education in schools to the health of young people

LO4 Discuss government and private initiatives aimed at improving the health of the nation



Session Activities

Session 1

LO1

Topic(s):

● Obesity and its causes.

Sample activities:

● Teacher-led introduction to obesity.

● Individual research into causes of obesity.

● Small group feedback to share information found

Session 2

LO1

Topic(s):

● Obesity and its causes.

Sample activities:

● Small group case studies on individuals at risk of obesity.

● Feedback to whole group on insights and research completed.

● Teacher-led conclusion on causes of obesity.

Session 3

LO1

Topic(s):

● Diseases related to obesity.

Sample activities:

● Individual research into related conditions.

● Teacher-led discussion on research findings.

● Small group investigation into one related condition and its link to obesity.

Session 4

LO1

Topic(s):

● Mental health issues.

Sample activities:

● Teacher-led discussion on prevalent mental health issues.

● Individual research into specific issues, their causes and potential support available.

● Group presentation to communicate information discovered.



Session Activities

Session 5

LO1

Topic(s):

● Groups at risk of health conditions.

Sample activities:

● Teacher-led discussion on potential at-risk groups

● Small group research into one group.

● Present and feedback findings to whole class.

Session 6

LO2

Topic(s):

● Economic effects of poor health.

Sample activities:

● Individual research into sick pay and support.

● Teach-led discussion on findings and areas for further research.

● Group activity developing existing knowledge.

Session 7

LO2

Topic(s):

● Groups at risk.

Sample activities:

● Teacher-led discussion on cultural groups at risk of specific conditions.

● Group research into cultural groups.

● Whole class discussion on groups and their associated risk factors.

Session 8

LO2

Topic(s):

● Lower income families.

Sample activities:

● Individual research into the cost of health programmes and initiatives.

● Teacher-led discussion on the effect of this on health, as well as access to good nutrition and education.

● Group project identifying the risk factors for a given case study.



Session Activities

Session 9

LO2

Topic(s):

● Biological differences.

Sample activities:

● Teacher-led discussion on how gender and age may affect health.

● Small group research into one area.

● Groups feedback to one another in pairs to ensure all have information on both areas.

Session 10

LO3

Topic(s):

● Primary school health provision.

Sample activities:

● Teacher-led discussion on aspects of health supported in primary schools.

● Individual research into primary curriculum, identifying its link to health.

● Small group feedback on research to ensure all areas of NC covered.

Session 11

LO3

Topic(s):

● Health provision in primary schools.

Sample activities:

● Audit of a primary school’s provision.

● Identification of strategies to support health education.

● Small group discussion to identify how these strategies link to curriculum.

Session 12

LO3

Topic(s):


Sample activities:

● Research the use of sports coaches to deliver PE in primary schools.

● Whole class debate on the use of coaches.

● Teacher-led discussion on the effectiveness of using outside agencies for supporting health education.



Session Activities

Session 13

LO3

Topic(s):


Sample activities:

● Group research into support given for nutrition education.

● Whole class discussion on nutrition education in primary schools.

● Teacher-led discussion on wellbeing support in primary schools

Session 14

LO3

Topic(s):

● Health provision in secondary schools.

Sample activities:

● Paired audit of health provision in a specified school.

● Whole group discussion on how secondary schools support student health.

● Teacher-led discussion on support given for mental and emotional health.

Session 15

LO3

Topic(s):

● Health provision in secondary schools.

Sample activities:

● Group investigation into the National Curriculum and ways it supports health education.

● Individual investigation into nutrition education and support in a given school.

● Teacher-led discussion on how secondary schools support student health.

Session 16

LO4

Topic(s):

● Government health initiatives.

Sample activities:

● Teacher-led discussion on government priorities to improve health.

● Individual research into one initiative.

● Small group feedback on research findings.



Session Activities

Session 17

LO4

Topic(s):

● Government health initiatives.

Sample activities:

● Small group project on local health initiatives.

● Presentation of findings to whole group.

● Whole class discussion on public and private health initiatives and their impact.

Session 18

LO4

Topic(s):

● Private health initiatives.

Sample activities:

● Teacher introduction to private initiatives.

● Case study research into a private initiative.

● Feedback to another group on research findings.

Session 19

LO4

Topic(s):

● Private health initiatives.

Sample activities:

● Teacher-led discussion on initiatives related to local community needs.

● Individual research into initiatives.

● Whole group discussion on the initiatives available in the local area.

Session 20

LO4

Topic(s):

● Effectiveness of health initiatives.

Sample activities:

● Teacher-led discussion on public and private initiatives.

● Paired evaluation of initiatives for local area and whole country.

● Whole group discussion on effectiveness of the support given.


Unit 20: Health Community Engagement


Scheme of Work

Programme Title:


Unit Title: Health Community Engagement Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Assess the health issues associated with different target groups

LO2 Examine the effectiveness of local and national health initiatives and their effect on the population

LO3 Plan community engagement programmes for different target groups

LO4 Implement health community engagement programmes for different target groups



Session Activities

Session 1

LO1

Topic(s): Unit introduction and health issues


● Target groups.

● Factors influencing health.

Sample activities:

● Tutor-led activity introducing the unit content and assessments.

● Pair thought shower: Who are the different target groups?

● Small group activity researching the key characteristics of the different target groups within a specific location.

● Group discussion focusing on factors that influence the health of different target groups.

Session 2

LO1

Topic(s): Health issues

● Physical and psychological health issues associated with women, young people and people aged 50+.

● Local, national and international trends.

Sample activities:

● Tutor-led activity presenting information on different physical and psychological health issues.

● Small group activity researching the physical and psychological health issues associated with specific target groups (groups to be given different target groups).

● Individual reading task exploring local, national and international trends for the health issues of specific target groups.

● Whole group discussion of the local, national and international trends identified through research.



Session Activities

Session 3

LO1


● Physical and psychological health issues associated with disabled people and black minority and ethnic groups.


Sample activities:

● Small group activity researching the physical and psychological health issues associated with specific target groups (groups to be given different target groups).



Session 4

LO1


● Impact of poor nutrition and physical inactivity on different target groups.


Sample activities:

● Tutor-led activity presenting information on the impact of poor nutrition and physical inactivity.

● Small group activity researching the impact of poor nutrition and physical inactivity associated with specific target groups (groups to be given different target groups).





Session Activities

Session 5

LO1


● Case study review.

● Recommendation for lifestyle change.

Sample activities:

● Pair activity reviewing case studies that explore the impact of poor nutrition and physical inactivity on the health status of different target groups (pairs to have different target groups with their case studies).

● Pair research of the guidelines for nutrition and physical activity for their specific target group. Pairs then make recommendations for lifestyle change.

● Pair presentation of case study review and recommendations.

● Peer assessment of pair presentations followed by group discussion.

Session 6

LO2

Topic(s): Development of health initiatives

● Organisations involved in developing health initiatives and campaigns.

● Role of organisations.

Sample activities:

● Tutor-led activity introducing organisations involved in the development of health campaigns and initiatives.

● Pair activity researching the role of organisations in the development of health campaigns and initiatives.

● Group activity discussing the effectiveness of different organisations in the development of health campaigns and initiatives.

Session 7

LO2

Topic(s): Health initiatives

● Local health initiatives.

Sample activities:

● Tutor-led activity introducing local health campaigns and initiatives.

● Small group activity researching the focus of local health campaigns and initiatives.

● Group presentations discussing the effectiveness of local health campaigns and initiatives.



Session Activities

Session 8

LO2


● Local health initiatives.

Sample activities:

● Tutor-led activity introducing local health campaigns and initiatives.

● Small group activity researching the focus of local health campaigns and initiatives.

● Group presentations discussing the effectiveness of local health campaigns and initiatives.

Session 9

LO2


● National health initiatives.

Sample activities:

● Tutor-led activity introducing national health campaigns and initiatives.

● Small group activity researching the focus of national health campaigns and initiatives.

● Group presentations discussing the effectiveness of national health campaigns and initiatives.

Session 10

LO2


● International health initiatives.

Sample activities:

● Tutor-led activity introducing international health campaigns and initiatives.

● Small group activity researching the focus of international health campaigns and initiatives.

● Group presentations discussing the effectiveness of international health campaigns and initiatives.



Session Activities

Session 11

LO2

Topic(s): Health policy

● Local, national and international policy

Sample activities:

● Individual reading activity exploring local, national and international policy.

● Pair discussion of local, national and international policy identifying strengths and areas for improvement.

● Group discussion of the relevance and effectiveness of local, national and international policy.

Session 12

LO3

Topic(s): Planning a health community engagement programme

● How to plan a health community engagement programme.

● Review of local health community engagement programmes.

Sample activities:

● Tutor-led activity discussing the process involved in planning a health community engagement programme.

● Pair review of previous local health community engagement programmes.

● Group discussion on the strengths and limitations of previous health community engagement programmes.

Session 13

LO3

Topic(s): Development of health community engagement programmes

● Physical and psychological health issues.

● Aims and objectives.

● Data gathering and research.

● Needs assessment and priorities.

Sample activities:

● Individual work planning health community engagement programmes.

● Pair discussion of ideas.

● One-to-one tutorials discussing individual progression.



Session Activities

Session 14

LO3


● Consultation: Establishing partnerships.

● Sources of funding.

● Activities.

Sample activities:

● Individual work consulting with members of the population and establishing partnership with potential stakeholders for sources of funding.

● Individual work: Planning activities.

● Pair discussion of ideas.


Session 15

LO3


● Contingencies for health community engagement programmes.

● Marketing and promotion.

Sample activities:

● Individual work planning contingencies for health community engagement programmes.

● Individual work designing marketing and promotional material.

● Peer assessment of health community engagement programmes.




Session Activities

Session 16

LO4

Topic(s): Methods of monitoring and evaluation

● Monitoring and evaluation: Questionnaires, focus groups, interviews, observation and peer assessment.

Sample activities:

● Pair thought shower: Methods of monitoring and evaluation effectiveness.

● Tutor-led activity: Validity and reliability of different methods of monitoring and evaluating effectiveness.

● Individual preparation of materials to be used for monitoring and evaluation of health community engagement programmes e.g. developing questionnaires or identifying focus group questions.

Session 17

LO4

Topic(s): Implementation of health community engagement programmes

● Learners implement health community engagement programmes.

Sample activities:

● Individual activity: Implementing health community engagement programmes and conducting relevant evaluation of effectiveness.

● Peer assessment of health community engagement programmes.

● Peer evaluation of health community engagement programmes.

Session 18

LO4

Topic(s): Review of health community engagement programmes

● Strengths and areas for improvement.

Sample activities:

● Individual work reviewing effectiveness of health community engagement programme e.g. reviewing questionnaires and focus group responses and identifying themes.

● Pair activity identifying strengths and areas for improvement of the health community engagement programme.

● One-to-one tutorials discussing strengths and areas for improvement.



Session Activities

Session 19

LO4


● Recommendations for future development.

● Links to aims and objectives and needs assessment.

Sample activities:

● Individual work identifying recommendations for future development of the health community engagement programme.

● Pair discussion justifying future recommendations making links to aims and objectives and needs assessments.

● One-to-one tutorials discussing recommendations for future development.

Session 20

LO4


● Effectiveness of health community engagement programmes.

Sample activities:

● Individual presentation of the effectiveness of health community engagement programme.

● Peer questioning regarding programme effectiveness.

● Tutor-led discussion regarding future health needs following implementation of health community engagement programmes.


Unit 21: Sport & Exercise for Specific Groups


Scheme of Work

Programme Title:


Unit Title: Sport & Exercise for Specific Groups Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore the benefits of sport and exercise for different specific groups

LO2 Investigate the barriers preventing specific groups from performing exercise

LO3 Design a sporting activity or exercise session for different specific groups

LO4 Demonstrate the sporting activity or exercise session for different specific groups



Session Activities

Session 1

LO1

Topic(s):

● Introduction to unit/the benefits of sport and exercise

Sample activities:

● Tutor activity: Tutor to introduce the unit and explain the assessments that the students will complete. Students to take notes and ask any questions.

● Group activity: Groups to create an information document about the benefits of sport and exercise to a specific group. Groups to feedback to the whole group.

● Individual activity: Students to research the benefits of sport and exercise for different specific groups. Recording their findings in their own notes.

Session 2

LO1

Topic(s):

● Psychological benefits

Sample activities:

● Group activity: Groups to investigate the psychological benefits of sport and exercise to an individual from a specific group. Groups to present to the whole group.

● Tutor activity: Tutor to present relevant theories on social cohesion and lead on discussion of how this benefits people from different specific groups. Students to take notes and investigate the theories.

● Individual activity: Students to research the social benefits of sport and exercise and provide suggestions as to why these could be important to an individual.

Session 3

LO1

Topic(s):

● Physiological benefits

Sample activities:

● Group activity: Groups to develop a research tool of their choice that explores how sport and exercise reduce physiological health risks. These research tools to be utilised by the whole group.

● Tutor activity: Tutor to lecture on motor skill development and neuron response. Students to take notes and discuss these areas further.

● Individual activity: Students to research the nervous system and how it responds to sport and exercise.



Session Activities

Session 4

LO1

Topic(s):

● Sporting activities

Sample activities:

● Pair activity: Pairs to investigate a specific sporting activity and feedback the benefits to the whole group.

● Group activity: Group to discuss and identify the sporting activities that are relevant to different specific groups.

● Individual activity: Students to research the specific sporting activities and consider exercise adherence.

Session 5

LO1

Topic(s):

● Exercise adaptation

Sample activities:

● Tutor activity: Tutor to lead on discussion about the different adaptations that specific groups may require to exercises. Students to take notes.

● Pair activity: Pairs to create a mini presentation on exercises that could be advised for specific groups, these to be presented to the whole group.

● Individual activity: Students to research the importance of different types of exercises and their adaptations for specific groups.

Session 6

LO2

Topic(s):

● Psychological barriers to exercise

Sample activities:

● Group activity: Groups to discuss one each of the psychological barriers the tutor provides. Their thoughts then fed back to the whole group.

● Tutor activity: Tutor to lecture on the effects of social cognitive theories on exercise adherence.

● Individual activity: Students to research social issues that prevent people participating in exercise within their local area.



Session Activities

Session 7

LO2

Topic(s):

● Barriers to exercise

Sample activities:

● Pair activity: Pairs to review one barrier each and consider why this is an issue. Their ideas to be presented back to the whole group.

● Group activity: Groups to link the barriers to exercise to the psychological barriers from the previous lesson and present back to the whole group.

● Individual activity: Students to research the social norms and habits of their local area and of the nation.

Session 8

LO2

Topic(s):

● Solutions to barriers

Sample activities:

● Tutor activity: Tutor to lead on discussion about possible solutions to the barriers of exercise.

● Pair activity: Pairs to investigate their local area and present their findings of solutions that are already in place.

● Individual activity: Students to research local and national campaigns and interventions that are in place to solve the different barriers people face.

Session 9

LO2

Topic(s):

● Initiatives for participation

Sample activities:

● Pair activity: Pairs to review the initiative provided for them and present the methodology to the whole group.

● Tutor activity: Tutors to lecture and lead on discussion on behaviour change theories considered by the different initiatives.

● Individual activity: Students to research the funding and success of current initiatives.



Session Activities

Session 10

LO3

Topic(s):


Sample activities:

● Tutor activity: Tutor to advise students on different considerations required when planning a sporting activity for specific groups.

● Individual activity: Students to begin creating a sporting activity for a specific group with justifications for the activity.

● Pair activity: Pairs to assess each other’s sporting activities and challenging the justifications provided.

Session 11

LO3

Topic(s):


Sample activities:

● Tutor activity: Tutor to hold one to one sessions with the students to discuss their choice of sporting activity.

● Individual activity: Students to review their planned sporting activity and make any changes required.

● Group activity: The whole group to practically carry out a bitesize version of their sporting activities.

Session 12

LO3

Topic(s):

● Exercise session

Sample activities:

● Tutor activity: Tutor to advise students on different considerations required when planning exercise sessions for specific groups.

● Individual activity: Students to begin creating an exercise session for a specific group with justifications for the session.

● Pair activity: Pairs to assess each other’s exercise sessions and challenging the justifications provided.



Session Activities

Session 13

LO3

Topic(s):

● Exercise session

Sample activities:

● Tutor activity: Tutor to hold one to one sessions with the students to discuss their choice of exercise session.

● Individual activity: Students to review their planned exercise session and make any changes required.

● Pair activity: Pairs to practically carry out a bitesize version of their exercise sessions.

Session 14

LO3

Topic(s):

● Structure

Sample activities:

● Pair activity: Pairs to review the structure of their partners’ exercise sessions and sporting activities, providing feedback.

● Group activity: The whole group to discuss the different ways of monitoring client’s progression.

● Individual activity: Students to finalise both their exercise session and sporting activity for assessment.

Session 15

LO4

Topic(s):

● Practical assessment

Sample activities:

● Individual activity: Students to carry out their sporting activity created for a specific group.

● Tutor activity: Tutor to assess the students’ sporting activities and provide feedback.

● Pair activity: Pairs to provide feedback on the sporting activity and notes taken for evaluation.

Session 16

LO4

Topic(s):


Sample activities:

● Complete activity in session 15.



Session Activities

Session 17

LO4

Topic(s):


Sample activities:

● Individual activity: Students to carry out their exercise session created for a specific group.

● Tutor activity: Tutor to assess the students’ exercise sessions and provide feedback.

● Pair activity: Pairs to provide feedback on the exercise session and notes taken for evaluation.

Session 18

LO4

Topic(s):


Sample activities:

● Complete activity in session 17.

Session 19

LO4

Topic(s):

● Comparison of sessions

Sample activities:

● Tutor activity: Tutor to provide one-to-one sessions with each student to discuss the comparison of the sessions.

● Pair activity: Pairs to review the delivered session and activity with consideration of the similarities and differences.

● Individual activity: Students to write a comparison between their two delivered sessions.

Session 20

LO4

Topic(s):

● Evaluation of sessions

Sample activities:

● Tutor activity: Tutor to provide one-to-one sessions with each student to discuss the evaluation of the sessions.

● Pair activity: Pairs to review the delivered session and activity with consideration of the growth into an initiative.

● Individual activity: Students to write an evaluation of their two delivered sessions, considering the conversion into an initiative.


Unit 22: Physical Education & School Sport


Scheme of Work

Programme Title:


Unit Title: Physical Education & School Sport Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Examine the expectations, principles and practice of Physical Education curriculums and School Sport

LO2 Review the role of Physical Education and School Sport in contributing to the growing child

LO3 Plan a practical activity for a selected age group

LO4 Evaluate a practical activity for a selected age group



Session Activities

Session 1

LO1

Topic(s):

● Introduction to the unit, assessments and expectations

● Introducing Physical Education and school sport

Sample activities:

● Group discussion: Exploring definitions of physical activity, Physical Education and school sport.

● Debate: Why do we have Physical Education curriculums?

● Seminar activity: Unit expectations and assessment.

Session 2

LO1

Topic(s):

● Physical activity for children and young people

Sample activities:

● Lecture: Exploring the current recommendations of physical activity and the impacts of inactivity.

● Group activity: Groups explore a lifestyle factor that can impact upon a child health and wellbeing and present this to the group.

● Class activity: Assignment preparation and discussion.

Session 3

LO1

Topic(s):

● Historical and political context of Physical Education and school sport

Sample activities:

● Class activity: Creating a timeline of key documents and policies.

● Guest speaker: County sports partnership manager or government representative to discuss funding and aims of Physical Education and school sport.

● Independent research: Students research the impact of government policy on a school they are familiar with.



Session Activities

Session 4

LO1

Topic(s):

● Exploring the curriculum content

Sample activities:

● Lecture: The purpose and content of the curriculum 0–19.

● Group activity: Students present to their class the content of an age group in their Physical Education curriculum.

● Class activity: Identifying similarities, differences and key themes.

Session 5

LO2

Topic(s):

● Principles and practice of good pedagogy

Sample activities:

● Lecture: What is pedagogy in sport and PE?

● Class activity: Observe a lesson – what is the teacher/ coach doing well, is there anything they should do differently?

● Class discussion: Do principles of pedagogy change with the age of the child?

Session 6

LO2

Topic(s):

● Principles and practice of good pedagogy – practical

Sample activities:

● Practical activity: Exploring good pedagogical principles through a range of different activities.

● Discussion: How do children learn in the physical domain?

● Independent activity: Students arrange to observe Physical Education or sport in a setting of their choice.

Session 7

LO2

Topic(s):

● The growing child

Sample activities:

● Lecture: The growing child.

● Class activity: Working with the youngest learners exploring fundamental movement skills.

● Independent research: Research how a child in a chosen age range will be developing physically, emotionally and cognitively.



Session Activities

Session 8

LO3

Topic(s):

● Practical activities – focus on health and safety and organisation

Sample activities:

● Class discussion: What health and safety requirements are there?

● Practical activities: Students to lead small activities with an emphasis on including appropriate health and safety protocols.

● First aid course/update.

Session 9

LO2

Topic(s):

● Healthy active children and young people

Sample activities:

● Lecture: Cognitive domain, psychomotor domain, social and affective domain.

● Group activity: Design a short physical activity that develops the cognitive domain.

● Individual research: Research the impact physical activity can have upon a child’s social and affective domain – what are the potential barriers to this?

Session 10

LO3

Topic(s):

● Inclusion

Sample activities:

● Class discussion: What is inclusion?

● Practical activity: Change the game – how can activities be modified to be inclusive and challenging (STEP framework)?

● Individual activity: Students arrange to observe a Physical Education or sport session in a setting of their choice looking to evaluate the ways in which the coach or teacher demonstrates inclusive practice.



Session Activities

Session 11

LO3

Topic(s):

● Inclusion

Sample activities:

● Practical activity: The inclusion spectrum and disability sport.

● Individual activity: Arrange to spend some time in a setting where children have additional and different needs – how is sport and Physical Education delivered here?

● Group presentation: Students choose an aspect of inclusion that their group has researched and present this to their group reflecting upon how this might change their future practice.

● Assignment discussion and preparation.

Session 12

LO1

Topic(s):

● Talent development

Sample activities:

● Lecture: How do we support talented children?

● Group activity: Lesson plan appraisal – how can the activity be adapted to challenge cognitive domain, psychomotor domain, social and affective domain?

● Individual research: Students explore how the government and NGB’s support talent development in a sport of their choice.

Session 13

LO2

Topic(s):

● Teaching Physical Education and sport to children aged between 3 and 11

Sample activities:

● Class activity: Exploring the curriculum for children aged between 3 and 11.

● Practical activity: Focus on activities relevant to this age group and their curriculum expectations.

● Group activity: Student plan an activity for children in this age range and teach it to their peers.



Session Activities

Session 14

LO3

Topic(s):

● Practical activities – focus on effective teacher modeling

Sample activities:

● Practical activities: Explore a range of practical activities with a focus on teacher modelling.

● Group activity: Teach a sport-specific skill to a small group with a focus on teacher demonstration.

● Group discussion: What do you do if you cannot demonstrate a skill?

Session 15

LO3

Topic(s):

● Teaching Physical Education and sport to children aged between 12 and 16

Sample activities:

● Practical activities: Exploring a range of ways to teach this age group.

● Class activity: Teaching tactic and strategy.

● Group discussion: What are the barriers to effective teaching in this age group and how can we reduce these? Behaviour for learning.

Session 16

LO3

Topic(s):

● Assessment for learning

Sample activities:

● Lecture: What is assessment for learning?

● Practical activities: Focussing on video analysis of game play and photo analysis of closed skills.

● Group activity: Identify an area of the curriculum. Students design an assessment sheet that would help their colleagues to assess a child.

Session 17

LO3 Topic(s):

● Practical activities – focus on effective questioning

Session 18

LO3 & LO4

Topic(s):

● Practical teaching assessment

Sample activities:

● Practical teaching assessment: Video teaching.



Session Activities

Session 19

LO4

Topic(s):

● The reflective practitioner

Sample activities:

● Lecture: Methods of evaluating practice.

● Group activity: Students discuss their teaching from the previous session and evaluate their practice.

● Assignment discussion and preparation.

Session 20

LO2

Topic(s):

● Motivating children

Sample activities:

● Lecture: Teacher/coach behaviour and how this can influence learning and motivation. Pupil learning and how this is impacted by teacher/coach decision making, provision and delivery.

● Individual research: Observe a physical activity. Focus on the interactions between children and adults that promote healthy, positive attitudes.

● Individual activity: Students discuss their thoughts with the teacher or coach afterwards.


Unit 23: Physical Literacy


Scheme of Work

Programme Title:


Unit Title: Physical Literacy Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Analyse the constituent components that underpin the definition of physical literacy

LO2 Plan an effective coaching session, underpinned by relevant theoretical frameworks, aimed at developing physical literacy characteristics in a specific population

LO3 Deliver an effective practical coaching session addressing the physical literacy needs of a specific population

LO4 Discuss how the implementation of physical literacy could influence models of athlete development and physical education programmes



Session Activities

Session 1

LO1

Topic(s):

● Definitions of physical literacy

Sample activities:

● Group activity: Students to research different definitions of physical literacy from around the world.

● Group debate: Discuss the different definitions of physical literacy and the different constituent components. Tutor-led content identifying the importance of the different domains of development captured by Margaret Whitehead’s concept of physical literacy.

Session 2

LO1

Topic(s):

● Understanding different domains of learning

Sample activities:

● Group activity: Using a definition of physical literacy students work in groups to draw a picture of what a physically literate individual would look like at 4, 10, 16 and 50 years old.

● Group activity: Students discuss the differences in their drawings and identify commonalities around physical, emotional, social, and psychological characteristics of physical literacy at different ages. Tutor-led content identifying the importance of focusing Physical Education and coaching on all three domains of development (cognitive, affective and psychomotor).

Session 3

LO1

Topic(s):

● Philosophical underpinning of physical literacy

Sample activities:

● Individual activity: Students research the topics of monism and dualism.

● Pair activity: Students examine a sporting experience and try to distinguish what happened in the mind and body and whether these things can be separated or were linked (e.g. fear – is this a physical response or emotional?).

● Tutor-led content on the philosophical foundations of monism and dualism.



Session Activities

Session 4

LO2 & LO3

Topic(s):

● The influence of monism on practical delivery and planning

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session that combines both mind and body in learning.

● Pair activity: Students work together to reflect upon each 10 minute session and whether they were able to separate body and mind experiences.

● Tutor feedback: Tutors feedback on the effectiveness of the design and delivery of the 10 minute sessions.

Session 5

LO1

Topic(s):

● The influence of existentialism on coaching and teaching practice

Sample activities:

● Individual activity: Students research what existential philosophy means for physical activity.

● Group activity: Students identify and discuss how their environment has contributed to the development of their individuality and their experiences of sport and physical activity.

● Tutor-led content on the philosophical underpinning of existentialism.



Session Activities

Session 6

LO2 & LO3

Topic(s):

● The influence of existentialism on practical delivery and planning

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session that uses the environment to enhance learning (e.g. a game that challenges creativity and problem solving).

● Pair activity: Students work together to reflect upon each 10 minute session and how the environment contributed to their development, both cognitive, psychomotor and affective.


Session 7

LO1

Topic(s):

● Embodiment and physical literacy

Sample activities:

● Tutor-led content on the concept of embodiment.

● Group discussion: What does it mean to be embodied?

● Pair activity: Discuss the impact of the concept of embodiment on coaching and teaching practice.

Session 8

LO2 & LO3

Topic(s):

● The influence of embodiment on practical delivery and planning

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session that uses the concept of embodiment.

● Pair activity: Students work together to reflect upon each 10 minute session and how the concept of embodiment impacted the design of the session.




Session Activities

Session 9

LO1

Topic(s):

● Physical literacy across the life course

Sample activities:

● Individual activity: Students draw a graph of their life course and all the influences upon their physical activity (e.g. geography, injuries, coaches and teachers etc.).

● Individual activity: Students write their own physical literacy story reflecting upon the successes, challenges and environmental factors identified in their graph.

● Group activity: Debate how much influence coaches and teachers have on our physical literacy and what should be the focus of our work.

Session 10

LO2 & LO3

Topic(s):

● Life-course physical literacy and its impact on practical delivery and planning

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session focussing upon a specific age group/coaching context.

● Pair activity: Students work together to reflect upon each 10 minute session and how effective the activities were in developing confidence, competence, knowledge and understanding.


Session 11

LO4

Topic(s):

● Long Term Athlete Development (LTAD) and physical literacy

Sample activities:

● Individual activity: Students research LTAD models and the stages of athlete development.

● Group activity: Students debate the stages LTAD and discuss physical literacy and the challenges of development models in achieving physical literacy outcomes.

● Tutor-led content on the development of LTAD and the underpinning theoretical support.



Session Activities

Session 12

LO2 & LO3

Topic(s):

● LTAD and its impact on practical delivery and planning

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session focussing on a specific stage of LTAD.

● Pair activity: Students work together to reflect on each 10 minute session and how effective the activities were in developing athletes within this specific stage.


Session 13

LO4

Topic(s):

● Physical literacy and fundamentals

Sample activities:

● Individual activity: Students research what fundamentals are and what activities support and assess fundamental skill development.

● Group debate: Two sides debate for and against the following position – physical literacy should be more than just fundamental development in children.

● Tutor-led content discussing the challenges of adopting a fundamental skill focus within child development programmes and the issues of assessing fundamental skill development.

Session 14

LO2 & LO3

Topic(s):

● Planning and assessing fundamental skill development in practical contexts

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session focussing on a specific aspect of fundamental skills – this should also include a way of assessing fundamental skill proficiency.

● Pair activity: Students work together to reflect upon each 10 minute session and how effective the activities were in developing and assessing fundamental skills.




Session Activities

Session 15

LO1 & LO4

Topic(s):

● Assessment guidance session

Sample activities:

● Tutor-led description of assessment requirements.

● Group activity: Students discuss how they will approach the assessment and design their poster.

Session 16

LO4

Topic(s):

● The concept of talent.

Sample activities:

● Group activity: Students discuss the concept of talent and whether they consider it to be biological or environmental.

● Tutor-led content on the concept and the challenges of physical literacy and developing talented individuals.

● Pair activity: Discuss the concept of early diversification in talent research and how this may link to developing confidence in physical literacy.

Session 17

LO2 & LO3

Topic(s):

● Talent and its influence on practical delivery and planning

Sample activities:

● Group activity: Students plan and deliver a 10 minute coaching session focussing on developing talent.

● Pair activity: Students work together to reflect upon each 10 minute session and how effective the activities were in developing competence and confidence.




Session Activities

Session 18

LO4

Topic(s):

● Physical literacy and curriculum design

Sample activities:

● Individual research: Students discover the policy documents that dictate Physical Education in their country and one other.

● Group discussion: How much evidence is there of physical literacy within the educational policy you have researched?

● Pair activity: Students design an educational curriculum that addresses all the components of physical literacy and present their ideas to the group.

Session 19

LO2 & LO3

Topic(s):

● Assessment guidance

Sample activities:

● Tutor-led guidance on planning and delivering an effective coaching session for physical literacy outcomes.

Session 20

LO2 & LO3

Topic(s):

● Assessment 2

Sample activities:

● Pair activity: Students plan and deliver an effective coaching session to achieve learning outcomes 2 and 3.


Unit 24: Personal & Professional Development


Scheme of Work

Programme Title:


Unit Title: Personal & Professional Development Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore the skill and experience requirements of careers within the sports industry

LO2 Assess own personal and professional skills

LO3 Produce a personal and professional development plan

LO4 Carry out a personal and professional development plan



Session Activities

Session 1

LO1

Topic(s): Careers within the sports industry

● Introduction to unit and unit assessments

● Public and private provision

● Sample activities

● Tutor-led activity: Introducing lesson content and unit assessments.

● Small group activity: Research the characteristics of public and private provision.

● Small group presentations: Discuss the characteristics of public and private provision.

Session 2

LO1


● Voluntary provision

● Different employment contracts

Sample activities:

● Pair activity: Researching the characteristics of voluntary provision.

● Pair presentations: Comparing and contrasting research found on voluntary provision.

● Tutor-led group discussion exploring different employment contracts.



Session Activities

Session 3

LO1

Topic(s): Career within the sports industry

● Job opportunities within the sports industry, for example, coaching, sports science (e.g. sports therapist and injury management, sport psychologist, nutritionist), exercise and fitness (e.g. fitness instructor, personal trainer, strength and conditioning coach), sports development (e.g. sports development officers, National Governing Body (NGB) officers, sports administrator), leisure management (e.g. facility management, grounds keeping, activity coordinator)

Sample activities:

● Whole group mind map to identify different career opportunities within the sports industry.

● Pair activity: Analyse job descriptions and person specifications for different jobs in the sports industry.

● Pair presentations: Different jobs in the sports industry.

● Tutor-led group discussion: Linking the different career opportunities to the different sectors of provision.

Session 4

LO1


● Job opportunities within the sports industry, for example, education (e.g. PE teacher, college/university lecturer), sports journalism

Sample activities:

● Small group activity: Analyse job descriptions and person specifications for different jobs in the sports industry.

● Small group presentations: Different jobs in the sports industry.

● Tutor-led group discussion: Linking the different career opportunities to the different sectors of provision.



Session Activities

Session 5

LO1

Topic(s): Personal and professional skills

● Qualities (e.g. reliability, commitment, resilience, empathy, self-discipline, creativity, problem solving, initiative, confident, motivated)

● Communication skills (e.g. effective listening, respect of others opinions, negotiation, persuasion, assertiveness, presentation skills including the use of ICT)

● Working with others (e.g. team-work, flexibility/adaptability, social skills, leadership, cooperation)

Sample activities:

● Tutor-led mind map to identify different personal and profession skills that would come under the headings qualities, communication skills and working with others.

● Pair activity: Research examples of when different skills are displayed.

● Tutor-led group discussion: Explore the use of different personal and professional skills.

Session 6

LO1 & LO2

Topic(s): Personal and professional skills & assessment of personal and professional skills

● Time management (e.g. organisational skills, prioritizing workloads, setting work objectives, using time effectively)

● Technical skills (e.g. coaching, instructing, leading and administering test procedures)

● Methods of assessing effectiveness (e.g. questionnaires, interview, observation)

Sample activities:

● Tutor-led mind map to identify different personal and professional skills that would come under the headings time management skills and technical skills.

● Pair activity: Research examples of when different skills are displayed.

● Tutor-led group discussion: Explore the use of different personal and professional skills.

● Small group activity: Explore the effectiveness of using questionnaires, interviews and observations to assess the quality of different personal and professional skills.



Session Activities

Session 7

LO2

Topic(s): Assessing personal and professional skills

● Methods of assessing effectiveness – self-appraisal (e.g. skills audit, SWOT analysis)

● Personal and professional skills – qualities (e.g. reliability, commitment, resilience, empathy, self-discipline, creativity, problem solving, initiative, confident, motivated)

Sample activities:

● Tutor-led discussion: Methods of assessment effectiveness including SWOT analysis and skills audit.

● Pair activity: Review the content of completed SWOT analysis and skills audits.

● Small group activity: Role play using different case studies to peer assess different personal and professional skills. Roles plays can be recorded.

● Evaluation of personal and professional skills assessment by reviewing videos of role plays.

● Tutor-led group discussion: The effectiveness of different personal and professional skills within the sports industry.

Session 8

LO2


● Personal and professional skills – communication skills (e.g. effective listening, respect others opinions, negotiation, persuasion, assertiveness, presentation skills including the use of ICT)

Sample activities:






Session Activities

Session 9

LO2


● Working with others (e.g. team work, flexibility/adaptability, social skills, leadership, cooperation)

Sample activities:




Session 10

LO2


● Time management (e.g. organisational skills, prioritising workloads, setting work objectives, using time effectively)

Sample activities:




Session 11

LO2


● Technical skills (e.g. coaching, instructing, leading, administering test procedures)

Sample activities:






Session Activities

Session 12

LO2


● Experience (e.g. paid, voluntary, recreational, relevance to the sports industry)

Sample activities:

● Pair activity: Students review CVs and interview each other about relevant experience.

● Pair presentation: Students present each other’s experience in relation to specific roles within the sports industry making suggestions for future development.

● Tutor-led group discussion: The importance of different types of experience when applying for jobs within the sports industry.

Session 13

LO3

Topic(s): Creating personal and professional development plans

● Contents of plan – current performance, aims and objectives, goals, needs and expectations, strengths, areas for improvement, skills/knowledge/qualifications required, action plans, learning programme/activities, achievement and review dates and future needs

● Developing a portfolio (e.g. CV, personal statement, qualification and training certificates, record of training, evidence of experience, development plan)

● Maintaining portfolio – updating contents, relevance of portfolio to career goals

Sample activities:

● Tutor-led mind map: Identify the contents of a personal and professional development plan and supporting portfolio.

● Individual activity: Create a personal and professional development plan.

● Individual presentations: The proposed content of their personal and professional development plans.



Session Activities

Session 14

LO3

Topic(s): Reviewing personal and professional development plans

● Reviewing the content of personal and professional development plans

Sample activities:

● Small group activity: Review the contents of different personal and professional development plans. Groups should be given plans that are focused towards different career pathways.

● Small group presentations: The content of their reviewed development plan.

● Tutor-led group discussion: The purpose and importance of developing appropriate development plans.

Session 15

LO3


● Peer assessing personal and professional development plans

Sample activities:

● Pair activity: Peer assessing each other’s personal and professional development plans.

● Pair activity: Feedback on the contents of each other’s personal and professional development plan.

● Pair presentation: Present to the rest of the group on their partner’s development plan making recommendations for change.



Session Activities

Session 16

LO4

Topic(s): Training opportunities

● Review of different training opportunities, for example, coaching qualifications, fitness qualifications, health and safety qualifications (e.g. first aid, manual handling)

Sample activities:

● Tutor-led mind map: Identify different training opportunities.

● Pair activity: Research examples of when training is required and what it involves (pairs should be given different training opportunities).

● Tutor-led group discussion: Explore the effectiveness of different training opportunities and the different providers for them.

Session 17

LO4


● Review of different training opportunities (e.g. conflict management, assertiveness training, time management, unconscious bias training)

● Learning from others (e.g. observation, mentoring)

Sample activities:

● Pair activity: Research examples of when training is required and what it involves (pairs should be given different training opportunities).

● Tutor-led group discussion: Explore the effectiveness of different training opportunities and the different providers for them.

● Tutor-led mind map: Identify different ways to learn from each other.

● Small group discussions: Explore the pros and cons of observations and mentoring.



Session Activities

Session 18

LO4


● Learning from others (e.g. supervision, tutorials, informal networks, team members, line managers, other line managers where applicable)

Sample activities:

● Small group discussions: Explore the pros and cons of different ways to learn from each other (groups to be given different methods).

● Small group presentations: The pros and cons of their identified method.

● Tutor-led discussion: Review the effectiveness and relevance of different methods for different career pathways.

Session 19

LO4


● Effectiveness – strengths, areas for improvement, recommendations for future development, completion of aims and objectives, links to SWOT analysis

● Monitoring and evaluation of effectiveness (e.g. interviews, observation, peer assessment)

Sample activities:

● Tutor-led mind map: Identify ways of exploring the effectiveness of personal and professional development plans following implementation.

● Pair activity: Students discuss the implementation of their individual development plans.

● Pair activity: Students interview each other on the effectiveness of their personal and professional development plan.



Session Activities

Session 20

LO4


● Individual presentations on the effectiveness of personal and professional development plans

Sample activities:

● Individual presentation: The effectiveness of their personal and professional development plan.

● Peer questioning about the effectiveness of individual plans.

● Tutor-led discussion: Future development needs following implementation of personal and professional development plans.


Unit 25: Work Experience


Scheme of Work

Programme Title:


Unit Title: Work Experience Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Investigate different work experience opportunities within the sport industry

LO2 Develop a work experience placement

LO3 Undertake work experience placement

LO4 Evaluate the work experience placement



Session Activities

Session 1

LO1

Topic(s):

● Suitable organisations

Sample activities:

● Students mind map organisations within the sport industry.

● Lecture and discussion on the type of jobs the organisations provide.

● Lecture and discussion on a case study of an organisation, analysing aims, structure and purposes of the organisation.

Session 2

LO1

Topic(s):

● Suitable job roles

Sample activities:

● Students to write down five job roles they would be interested in, then research the requirements for that job.

● Students in groups compare the different job roles they have analysed.

● Students to write a covering letter for a chosen job role.

Session 3

LO1

Topic(s):

● Guest speaker

Sample activities:

● Sport practitioner such as a sport scientist, sport analyst or sport development officer speaks about their roles and responsibilities.

Session 4

LO1

Topic(s):

● Requirements in the sport industry

Sample activities:

● Students mind map all possible qualifications that will benefit a job in the sport industry.

● Students to discuss and match what qualifications are required for what job roles.

● Lecture and discussion on key soft skills required in the sport industry.



Session Activities

Session 5

LO2

Topic(s):

● Negotiation

Sample activities:

● Lecture on different communication methods that are suitable to use when negotiating employment.

● Students to discuss in pairs what they want to get out of the placement.

● Lecture on the requirements of the placement for the student and the unit.

Session 6

LO2

Topic(s):

● Considerations of placement

Sample activities:

● Students to create a personal development plan for the placement.

● Lecture and discussion on possible business constraints for different placements.

● Students to have a mini ‘dragons den’ providing business pitches on how they will benefit the organisation.

Session 7

LO2

Topic(s):

● Plan a placement

Sample activities:

● Students mind map their roles and responsibilities.

● Students individually plan their placement, using information from negotiations with organisation.

● Students to have one to one with academic tutor on their plan, and its suitability to the unit.

Session 8

LO1 & LO2

Topic(s):

● Assignment workshop

Sample activities:

● Setting of the Assignment 1 with chance of Q&A.





Session Activities

Session 9

LO3

Topic(s):

● Carry out the placement

Sample activities:

● Students to read and become familiar with the organisation’s codes of practice and conduct.

● One to one with academic tutor on agreed tasks and activities that the student will be carrying out on placement.

● Students to design suitable logbook or e-portfolio to store evidence of task and activities completed.

Session 10

LO1 & LO2

Topic(s):

● Formative feedback for Assignment 1

Sample activities:

● One to one with students who have drafts to show class tutor.


Session 11

LO3

Topic(s):

● Monitoring and recording

Sample activities:

● Lectures provide students with knowledge on different techniques and methods to record and monitor the placement and own performance.

● Students research suitable recording and monitoring techniques for their placement.

● Students to produce monitoring and recording methods for placement.

Session 12

LO3

Topic(s):


Sample activities:

● Student collates recording and monitoring data.

● One to one with tutor on progress and/or any issues of the placement.

● Students write up tasks and activities completed so far on placement.



Session Activities

Session 13

LO3

Topic(s):


Sample activities:

● Students to have one-to-one meetings with academic tutor on observation feedback.

● Students to create improvement plan from observation feedback.

● Students write up tasks and activities completed so far on placement.

Session 14

LO3

Topic(s):

● Recording and monitoring

Sample activities:

● Students mind map the different skills and qualities required on the placement so far.

● Students to discuss in pairs what skills and qualities they have and provide an example of using these in the workplace.

● Students to create personal aims for one another from the discussion they have just had.

Session 15

LO4

Topic(s):

● Evaluation of own performance

Sample activities:

● Lecture and discussion on areas of importance when evaluating own performance in the work place.

● Student to reflect on observation made by academic and work supervisors.

● Student to reflect and report on original plan and initial roles and responsibilities.



Session Activities

Session 16

LO4

Topic(s):

● Evaluation of placement

Sample activities:

● Lecture and discussion on areas of importance when evaluating a work experience placement.

● Students reflect and report on any business constraints experienced during placement.

● Students evaluate the suitability of placement in a paired discussion.

Session 17

LO4

Topic(s):

● Individual development plan

Sample activities:

● Students research what qualifications and further training they could do to increase employability in their chosen field of sport.

● Students to create an individual development plan.

● Using research and examples to support their points, students justify their individual development plan, explaining how it can benefit their employability within this field.

Session 18

LO3 & LO4

Topic(s):


Sample activities:

● Setting of the Assignment 2 with chance of Q and A.

● Students to continue to plan sport initiative.

Session 19

LO3 & LO4

Topic(s):

● Individual assignment workshop

Sample activities:

● Students to work on Assignment 2 including written report and logbook/portfolio.



Session Activities

Session 20

LO3 & LO4

Topic(s):

● Formative feedback for Assignment 2

Sample activities:

● One to one with students who have drafts to show class tutor.



Unit 26: Exercise Physiology


Scheme of Work

Programme Title:


Unit Title: Exercise Physiology Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Communicate the physiological basis of exercise

LO2 Discuss the acute and chronic adaptations as a result of aerobic and anaerobic exercise

LO3 Investigate factors that can impact upon acute and chronic adaptions to exercise and training

LO4 Examine the physiological demands of specific sport and exercise activities



Session Activities

Session 1

LO1

Topic(s):

● Introduction to the unit, assessments and recap key terminology

Sample activities:

● Lecture: Key terminology and recap of cardiovascular system and function.

● Group activity: Labelling key parts of the cardiovascular and respiratory systems.

● Class activity: Assignment introduction.

Session 2

LO1

Topic(s):

● The respiratory system

Sample activities:

● Practical activity: Measure the effects of environmental factors such as temperature, pressure and saturation on gas volumes, transportation of gases, gas exchange and the concept of partial pressures in response to exercise.

● Group activity: Data analysis of results.

● Group activity: Presentation of findings relating to one influencing factor.

Session 3

LO4

Topic(s):

● Interpret simple anthropometric measures

Sample activities:

● Lecture: Measuring blood pressure and redirection of blood flow and vasoconstriction, heart rate, and stroke volume. Relationship between HR and Stroke Volume (SV) for increased cardiac output.

● Group activity: Measure blood pressure data analysis of results use of sphygmomanometer.

● Pair activity: Identifying appropriate ways to improve test results.



Session Activities

Session 4

LO4

Topic(s):

● Simple tests that measure athlete’s power, acceleration, balance, mobility, flexibility

Sample activities:

● Guided practical session.

● Group activity: Data analysis of groups data.

● Pair activity: Using data to set training and performance targets.

Session 5

LO2

Topic(s):

● Respiratory adaptions to exercise

Sample activities:

● Pulmonary ventilation increase and maximum, respiratory centres in the brain stem, proprioceptors in the muscles and joints of the active limbs. Increases in CO2 production, hydrogen ions (H+), and body and blood temperatures stimulate further increases in pulmonary ventilation, increases in tidal volume, respiratory rate also increases. Changes to pulmonary blood flow.

● Practical activity: Measuring and analysing tidal volume and respiratory rate on cycle ergometer, lung ventilation and the Douglas bag method.

● Individual research: The effects of detraining and prolonged inactivity.

Session 6

LO2

Topic(s):

● Muscular adaptions to exercise

Sample activities:

● Lecture: Hypertrophy, endurance, power and flexibility.

● Debate: Which is the best way to increase muscle mass?

● Individual research: Assignment planning.



Session Activities

Session 7

LO2

Topic(s):

● Muscle fatigue

Sample activities:

● Lecture: The effect of fatigue on muscle force, engagement of different types of muscle fibres, their characteristics, and their recruitment during differing exercise intensities, muscle fibre adaptations and the causes of fatigue DOMS.

● Practical activity: Looking at fitness tests designed to test maximal exercise to fatigue (Sprint Fatigue test, Vo2 Max and max HR, anaerobic threshold).

Session 8

LO2

Topic(s):

● Aerobic training – acute adaptions

Sample activities:

● Practical activity: Measuring recovery time, resting heart rate and % heart rates.

● Group activity: Using the data from tests to analyse the relationship between heart rate and stroke volume, using ECG.

● Individual research: How do these factors change with sport choice?

Session 9

LO2

Topic(s):

● Aerobic training – chronic adaptions

Sample activities:

● Lecture: Cardiac adaptions, strengthened respiratory musculature, increased plasma and haemoglobin volume, Onset of Blood Lactate (OBLA), and myoglobin content.

● Class activity: OBLA and lactate threshold discussion relating to aerobic adaptions.

● Assignment question and answer.



Session Activities

Session 10

LO2

Topic(s):

● Anaerobic training – acute adaptions

Sample activities:

● Lecture: Anaerobic energy systems.

● Debate: What is fatigue in relation to anaerobic training.

● Practical activity: Exploring a range of anaerobic training methods.

Session 11

LO2

Topic(s):

● Anaerobic training – chronic adaptions

Sample activities:

● Lecture: Muscle hypertrophy, changes to the nervous system by recruiting more motor units and improving strength and power, and strengthened tendons and ligaments.

● Group activity: Analysing a sport or physical activity for muscle fibre type, distribution and recruitment – report back to group.

● Practical activity: Exploring a range of anaerobic training methods.

Session 12

LO3

Topic(s):

● Factors affecting training and fitness

Sample activities:

● Lecture: Activities that can impact rate and function – exercise, sleep, anxiety, stress, illness and drugs.

● Group presentation on one of the above factors.

● Assignment question and answer.



Session Activities

Session 13

LO3

Topic(s):


Sample activities:

● Lecture: Environmental factors – altitude, season, ambient temperature.

● Practical activity: VO2 max test with variables such as temperature.

● Individual research: The adaptions that take place with altitude and how this is used to improve performance.

Session 14

LO3

Topic(s):


Sample activities:

● Poster presentation: In pairs prepare an academic poster on health and wellbeing factors – disease, age, mental health, pregnancy, and diet.

● Class activity: Defend or present your poster.

● Individual activity: Plan a training programme for a client with one of the factors above.

Session 15

LO3

Topic(s):


Sample activities:

● Lecture: Sporting factors – positioning or role, training programme, gender, somatotype, over training.

● Guest speaker about training programmes: Goal keeping coach, track coach, gymnastics coach.

● Class debate: When is training overtraining?

● Assignment workshop/tutorials.



Session Activities

Session 16

LO2

Topic(s):

● Mitochondrial adaptions to training

Sample activities:

● Lecture: Mitochondrial volume density increases due to 1) an increase cross sectional area and 2) longitudinal growth. Effects of intensity of training, increased expression of mitochondrial enzymes that facilitate aerobic metabolism, β-oxidation, the tricarboxylic acid cycle and the electron transport system.

● Seminar discussion: The effects of altering intensity and/or duration within an exercise training programme, particularly when training for endurance events.

● Individual research: Does the type of training impact upon mitochondrial adaptions (e.g. endurance training verses HIIT training).

Session 17

LO3 & LO4

Topic(s):

● Assignment (time for testing and profiling)

Sample activities:

● Supervised lab session to complete test or retest on their chosen athletes.

Session 18

LO4

Topic(s):

● Assignment (time for testing and profiling)

Sample activities:

● Supervised lab session to complete test or retest on their chosen athletes.



Session Activities

Session 19

LO4

Topic(s):

● Using performance analysis

Sample activities:

● Individual research: Students explore the physiological demands of a sport or physical activity of their choice.

● Online discussion board: Students contribute their thoughts to the groups’ online discussion.

● Individual activity: Students to apply the methods and principles of target setting to an athlete or team.

● Role play activity: Students provide each other feedback based on a given scenario – they should relate to data and literature.

Session 20

LO1–LO4

Topic(s):


Sample activities:



Unit 27: Advanced Nutrition


Scheme of Work

Programme Title:


Unit Title: Advanced Nutrition Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore the nutritional elements that help to sustain and maintain physiological homeostasis

LO2 Investigate the pathophysiological processes associated with disease

LO3 Examine the microbiome and associated terms relating to gut health

LO4 Investigate the area of nutrigenomics and discuss why this may affect the future of diet prescription



Session Activities

Session 1

LO1

Topic(s):

● Lecture on the nutritional factors affecting performance in sport

Sample activities:

● Students will research wed-based advice from sports websites.

● Looking at different sports specialisms, aerobic needs, anaerobic needs and for athletes that need both strength and endurance diets.

Session 2

LO1

Topic(s):

● Lecture on various pathologies, heart disease, diabetes, enzyme stimulation, free radical promotion, cholesterol and cancer.

Sample activities:

● Students will discuss the meaning of these pathologies and ascertain who is most likely to suffer from these conditions and why.

● Students will have to research a podcast of their choice and deliver a report to the group.

Session 3

LO1

Topic(s):

● The role of phytonutrients presentation – the role of fats and vitamin D

● Factors affecting energy production

Sample activities:

● Discussion on the role of phytonutrients in their different groups and classes.

● Students will ascertain which energy pathway and nutrient is needed for which sport (individual work).



Session Activities

Session 4

LO1

Topic(s):

● Lecture on aerobic and anaerobic pathways taught in detail

● Give out assignment and discuss

Sample activities:

● Investigation into what substrates are and what effect they have in energy production.

● Plan assignment.

Session 5

LO1

Topic(s):

● Assignment tutorial

Sample activities:


Session 6

LO2

Topic(s):

● Lectures on the diseases of the body systems

● Nervous system cognitive function

● Energy and chronic fatigue

Sample activities:

● Pod casts, ted talks, book reviews and all different group reviews.

Session 7

LO2

Topic(s):

● Immunity and inflammation

● Digestion and gut health, IBS and SIBO

Sample activities:

● Case studies on these conditions discussed.

Session 8

LO2

Topic(s):

● Nutrient prescription for improvement of body functions

Sample activities:

● Class workshop, investigating these conditions, finding nutrients to combat deficiencies.

● Group PowerPoint presentation of findings.



Session Activities

Session 9

LO2

Topic(s):

● Group PowerPoint presentations

● Assignment

Sample activities:


Session 10

LO3

Topic(s):

● Ted talk on the micro biome

● Lecture on the microbiome and dysbiosis

Sample activities:

● Practical class on how to make probiotic foods.

● Investigation of different probiotics.

Session 11

LO3

Topic(s):

● Probiotic as therapeutic agents

Sample activities:

● Practical class on how to make probiotic foods.

Session 12

LO3

Topic(s):

● Lecture on different types of probiotics

● Research into the type of Probiotics and antibiotics

● Lecture on micro flora – where do they originate?

Sample activities:

● Discussion

Session 13

LO3

Topic(s):

● Lecture on the gut brain connection

● Alkaline and acid foods

● Types of food intolerance – why is it on the increase?

Sample activities:

● Why is food intolerance on the increase (lactose intolerance, carbohydrate intolerance)?

● Mind map discussion – stress and adrenal function and the brain message.



Session Activities

Session 14

LO3 & LO4

Topic(s):

● Assignment

● Lecture on defining nutrigenomics, DNA and RNA and mutations

Sample activities:

● Class discussion of individual genes and hereditary factors in the family.

Session 15

LO4

Topic(s):

● Methylation and its functions

● Methylation functions and pathways

Session 16

LO4 Topic(s):

● Tutorial on methylation

Session 17

LO4

Topic(s):

● Gene expression and neurotransmitters – polymorphisms

● What is needed for optimum neurotransmission and what occurs when there is neurotransmitter breakdown?

Sample activities:

● Student analysis of symptoms and possible nutritional suggestions for recovery.

Session 18

LO4

Topic(s):

● Research on a number of food additives and their negative effects on the body

Sample activities:

● Students will watch documentaries on topical food issues like sugar-high fructose syrup, the American food industry, aspartame, and GMO foods.



Session Activities

Session 19

LO4

Topic(s):

● Relate these food additives to side effects on the body

Sample activities:

● Students in pairs will research a food additive of their choice and make a PowerPoint presentation as to the dangers of this additive.

● They will relate it to a specific disease and make suggestions as to how they could reverse the condition through taking part in a strict nutritional diet.

Session 20

LO4

Topic(s):

● Food additives

Sample activities:

● Presentation of the PowerPoint.


Unit 28: Leadership & Management


Scheme of Work

Programme Title:


Unit Title: Leadership & Management Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Develop techniques for effective organisation and delegation within a team

LO2 Review skills for feedback and management of individuals to improve performance

LO3 Discover methods for improving leadership and management skills

LO4 Demonstrate knowledge of coaching and mentoring to support team members



Session Activities

Session 1

LO1

Topic(s):

● Effective management

Sample activities:

● Teacher-led discussion on management and its characteristics.

● Individual research into responsibility and accountability.

● Small group discussion on what it takes to be an effective manager.

Session 2

LO1

Topic(s):

● Effective management

Sample activities:

● Outside speaker identifying management journey.

● Whole group discussion on dealing with setbacks.

● Teacher-led discussion on authority and use of power.

Session 3

LO1

Topic(s):

● Effective delegation

Sample activities:

● Teacher-led introduction on delegation and identifying tasks.

● Small group activity identifying tasks to be completed.

● Whole group discussion on how to identify priorities.

Session 4

LO1

Topic(s):

● Effective delegation

Sample activities:

● Individual reflection on skills and qualities.

● Teacher-led discussion; allocating tasks and setting achievable targets.

● Small group activity identifying individuals best suited to tasks and organising time frames for completion.



Session Activities

Session 5

LO2

Topic(s):

● The role of the manager

Sample activities:

● Individual research into managers and their views on roles and responsibilities.

● Small group feedback of findings.

● Re-evaluation of previous identification of what it takes to be an effective manager.

Session 6

LO2

Topic(s):

● The role of the manager

Sample activities:

● Teacher-led discussion on roles and responsibilities.

● Paired case study research identifying roles and responsibilities.

● Teacher-led discussion on effective communication.

Session 7

LO2

Topic(s):

● Giving feedback

Sample activities:

● Teacher-led workshop – having professional conversations.

● Paired work on giving praise and accepting feedback.

● Small group activity assessing communication and feedback of individuals.

Session 8

LO2

Topic(s):

● Motivating a team

Sample activities:

● Teacher-led introduction of motivation.

● Paired research into types of motivation.

● Feedback to whole group identifying how to apply different motivational theories.



Session Activities

Session 9

LO2

Topic(s):

● Motivating a team

Sample activities:

● Group discussion: Why are values important?

● Small group activity: Identify values for the team.

● Small group activity: How can values be embodied in daily routines and activities?

Session 10

LO3

Topic(s):

● Appropriate behaviour in the workplace

Sample activities:

● Whole group discussion: What is appropriate?

● Pair case study: Identifying appropriate behaviour.

● Individual audit of behaviour and characteristics: Identifying strengths and areas for improvement.

Session 11

LO3

Topic(s):

● Assertion and aggression

Sample activities:

● Teacher-led introduction on assertion and aggression.

● Workshop on how to develop assertive behaviours.

● Whole group discussion on the effect of aggressive behaviour in the workplace.

Session 12

LO3

Topic(s):

● Role modelling and professional language

Sample activities:

● Workshop on professional language.

● Paired case studies on role models.

● Individual reflection of professional language and behaviour.



Session Activities

Session 13

LO3

Topic(s):

● Leadership styles

Sample activities:

● Teacher-led introduction to different leadership styles.

● Small group research into practice of leadership styles.

● Whole group feedback on leadership styles research and application to practice.

Session 14

LO3

Topic(s):

● Working as a team

Sample activities:

● Identifying strengths and weaknesses in a team.

● Teacher-led discussion on how to develop strengths and weaknesses.

● Group discussion on leadership styles taking team members into considerations.

Session 15

LO3

Topic(s):

● Working as a team

Sample activities:

● Workshop on developing teamwork.

● Teacher-led discussion on how to develop team ethos.

● Group discussion on honesty and integrity and the impact on teams.

Session 16

LO4

Topic(s):

● Coaching and mentoring

Sample activities:

● Teacher-led discussion coaching and mentoring approaches.

● Group research on ethical considerations of coaching and mentoring.

● Small group case studies to identify appropriate support.



Session Activities

Session 17

LO4

Topic(s):


Sample activities:

● Teacher-led workshop on coaching conversations.

● Individual reflection on characteristics or qualities for an effective coach and mentor.

● Group discussion on coaching and mentoring and their appropriate use.

Session 18

LO4

Topic(s):


Sample activities:

● Individual audit of characteristics and qualities for coaching and mentoring – set targets for development.

● Group workshop identifying personality traits.

● Discussion on balancing personalities within a group and in a coaching and mentoring environment.

Session 19

LO4

Topic(s):

● Coaching approaches

Sample activities:

● Teacher introduction to GROW model.

● Small group research and application of model to given scenario.

● Introduction to reflective practice.

Session 20

LO4

Topic(s):

● Coaching approaches

Sample activities:

● Teacher-led discussion on using coaching conversations alongside models of reflection.

● Teacher-led introduction to transformational leadership.

● Small group research into applying skills for transformational leadership.


Unit 29: Teaching Practice


Scheme of Work

Programme Title:


Unit Title: Teaching Practice Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore a range of techniques for teaching physical education

LO2 Plan a sequence of lessons for an area of physical education

LO3 Undertake a sequence of lessons in an educational setting

LO4 Examine the effectiveness of chosen teaching approaches



Session Activities

Session 1

LO1

Topic(s):

● Introduction to the unit, assessments

● Teaching and learning styles

Sample activities:

● Lecture: Looking at current pedagogical theory that informs teaching choices.

● Group activity: Practical activity exploring conflict between teaching styles and the needs of learners.

● Individual activity: Organising observations in a range of settings.

Session 2

LO1

Topic(s):

● Sport education

Sample activities:

● Practical activity: Exploring sport education as a teaching approach.

● Pair activity: Plan and teach a short activity using a particular pedagogical approach.

● Individual activity: Securing work placement to base teaching practice in.

Session 3

LO1

Topic(s):

● Teaching games for understanding

Sample activities:

● Practical activity: Exploring Teaching Games for Understanding (TGfU) as a teaching approach.

● Pair activity: Plan and teach a short activity using a particular pedagogical approach.

● Individual research: Students research into the range of teaching approaches that could be used for their preferred sport.



Session Activities

Session 4

LO1

Topic(s):

● Resource-based learning

Sample activities:

● Practical activity: Dance – explore how resources can inform motifs.

● Group activity: Identify an educational resource and plan a dance activity based on this theme.

● Class discussion: Can resource-based learning enhance learning for children with additional and different needs?

Session 5

LO1

Topic(s):

● Child-centered learning

Sample activities:

● Practical activity: Using guided discovery, convergent problem solving and divergent problem solving as a means to teach outdoor and adventurous activities.

● Group activity: Design and teach an OAA scenario aimed at building teamwork skills using divergent or convergent problem solving.

● Individual activity: Students research into how these approaches can be planned for in their preferred sport.

Session 6

LO1–LO4

Topic(s):

● Safe guarding

Sample activities:

● Lecture on current requirements and expectations of teaching practice.

● Assignment preparation


Session 7

LO2

Topic(s):

● Creating lesson objectives and success criteria

Sample activities:

● Lecture: The key features of effective planning.

● Group task: Planning a lesson in a sport.

● Group presentation: Present the plan and justify the pedagogical approaches and key features.



Session Activities

Session 8

LO2

Topic(s):

● Assessment

Sample activities:

● Lecture: Effective assessment including formal and informal assessment, formative and summative assessment and effective questioning.

● Pair activity: Peer assessment of prepared lesson plan evaluating assessment approach and tools.

Session 9

LO2

Topic(s):

● Flipping the classroom and technology

Sample activities:

● Class activity: Engage with discussion board before seminar – what are the benefits of technology in Physical Education?

● Class activity: Using video technology to give effective feedback on skills and tactics.

● Individual activity: Students identify opportunities in their planning to flip the classroom or engage with technology.

Session 10

LO2

Topic(s):

● Schemes of work and session plans

Sample activities:

● Class activity: Analysing a range of schemes of work and identifying good practice.

● Group activity: Planning a SOW for six lessons for a chosen area.

● Peer assessment: Sharing and critiquing SOW.



Session Activities

Session 11

LO2

Topic(s):

● Inclusive practice: To develop a repertoire of inclusive, fun and inclusive activities for young people

Sample activities:

● Investigate a variety of inclusive activities and games.

● In small groups, design an activity that can be changed to cater for a range of needs.

● Individual activity: Arrange an observation placement in a special setting.

Session 12

LO3

Topic(s):

● Teaching placement

Sample activities:

● Student: Planning teaching and assessing lessons.

● Student: Evaluating lessons.

● Staff: Observations of students and one-to-one feedback.

Session 13

LO3

Topic(s):

● Teaching placement (ongoing)

Sample activities:




Session 14

LO3

Topic(s):


Sample activities:






Session Activities

Session 15

LO3

Topic(s):


Sample activities:




Session 16

LO3

Topic(s):


Sample activities:




Session 17

LO3

Topic(s):


Sample activities:




Session 18

LO4

Topic(s):

● Becoming a reflective practitioner

Sample activities:

● Lecture: Focus on evaluating and changing effective practice.

● Class activity: Watch a Physical Education session being taught on film and make an observation.

● Group discussion: Reflect on the practice seen – strengths and areas for development.

● Individual activity: Students reflect on their own practice and identify their own strengths and targets following teaching practice.



Session Activities

Session 19

LO4

Topic(s):

● Looking beyond student achievement

Sample activities:

● Lecture: Ways of measuring student achievement (emotional, social, academic, intellectual).

● Debate: As a Physical Education teacher, are you responsible for students’ moral education?

● Group activity: Design an activity that focuses on developing the holistic child.

Session 20

LO1–LO4

Topic(s):


Sample activities:



Unit 30: Entrepreneurism in Sport


Scheme of Work

Programme Title:


Unit Title: Entrepreneurism in Sport Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore the key characteristics and skills of entrepreneurs

LO2 Explore the factors that have contributed to the growth and development of entrepreneurships

LO3 Investigate the development of a business idea suitable for the sports industry

LO4 Produce a business start-up plan, suitable for a new entrepreneurship within the sports industry



Session Activities

Session 1

LO1

Topic(s):

● Introduction to entrepreneurs and entrepreneurships

Sample activities:

● Lecture and discussion introducing students to the world of entrepreneurs and entrepreneurships.

● Group research activity: Exploring entrepreneurs in the world of sport and leisure.

● Group presentation activity: Presenting finding from research activity.

Session 2

LO1

Topic(s):

● Exploring the characteristics and features of entrepreneurs

Sample activities:

● Lecture and discussion of the characteristics of entrepreneurs.

● Group research activity: Using different examples of entrepreneurs the students should assess their skills and characteristics that make them successful entrepreneurs.

● Group presentation activity: Present findings from research activity.

● Group debate: What are the most important skills and characteristics required in order to be a successful entrepreneur?

Session 3

LO1

Topic(s):

● Skills of entrepreneurs

Sample activities:

● Lecture and discussion on skills required by entrepreneurs.

● Group case study task: Using examples of well-known entrepreneurs to contextualise the topic.

● Group task: Prepare an argument to outline the most important characteristics that entrepreneurs require in order to be successful.

● Group debate: What are the most important skills and characteristics required in order to be a successful entrepreneur?



Session Activities

Session 4

LO1

Topic(s):

● Self-appraisal – the skills, characteristics and features of an entrepreneur.

Sample activities:

● Individually complete a self-appraisal that identifies personal strengths and weaknesses and strategies for development that relates to the skills, qualities and characterises of a successful entrepreneur.

Session 5

LO2

Topic(s):

● Factors that have contributed to the growth and development of entrepreneurships.

Sample activities:

● Lecture and discussion around the driving forces for the increase in entrepreneurships.

● Group research task: Explore the factors that have led to this growth.

● Presentation of the findings from the research task.

Session 6

LO2

Topic(s):

● Exploring how technology and the digital world contributed to the growth and development of entrepreneurships.

Sample activities:

● Lecture and discussion around technology and digital factors that have contributed to the increase in entrepreneurships.

● Group research task: Using a case study entrepreneurship to explore how technology has had an impact on their success.

Session 7

LO3

Topic(s):

● Investigate the development of a business idea.

Sample activities:

● Lecture and seminar introducing the students to the idea of creating their own businesses.

● Group mind-mapping activity: Exploring different ideas for the start of a new business.



Session Activities

Session 8

LO3

Topic(s):

● Investigate the development of a business idea

● Analysing the business environment

Sample activities:

● Lecture and seminar introducing the students to the different layers of the business environment, through the use of PEST analysis and Porter’s five forces.

● Group research activity to explore PEST factors that are having an impact on the sports industry and the creation of a new business within it.

● Group presentation: Key findings from the research activity.

Session 9

LO3

Topic(s):


Sample activities:

● Workshop sessions to allow the students to explore their business ideas further.

● Group research activity: Students explore the competitive environment, looking specifically into the industry area that will surround their new business.

● Group task: Generating a vision and mission statement for the new organisation.

Session 10

LO3

Topic(s):


Sample activities:


● Group research activity: Students continue to explore the macro and competitive environment, looking specifically into the industry area that will surround their new business.



Session Activities

Session 11

LO3

Topic(s):


Sample activities:


● Group presentation activity: Students present their ideas for a new start-up business.

Session 12

LO4

Topic(s):

● Producing a business start-up plan

Sample activities:

● Lecture and discussion around sources of support and finance available for new businesses.

● Group research activity: Students explore the most suitable forms of funding for their new business idea.

● Group presentation activity: Students present their findings based on their research.

Session 13

LO4

Topic(s):


Sample activities:

● Lecture and discussion around the seven Ps of marketing and their importance in the development of a new business.

● Group activity: Practical application of the seven Ps of marketing.

● Group presentation: Based on the previous application.



Session Activities

Session 14

LO4

Topic(s):


Sample activities:

● Lecture and discussion based on the key features of a business plan.

● Group activity: Students create a business start-up plan in relation to their enterprise.

● Group presentation: Students present their start-up business ideas.

● Peer assessment: Fellow students will be required to provide feedback to each group on their start-up business ideas.

Session 15

LO4

Topic(s):


Sample activities:

● Summary of the key features of a business plan.

● Group activity: Students continue to work on creating a business start-up plan in relation to their enterprise.

Session 16

LO4

Topic(s):


Sample activities:

● Lecture and discussion based on preparing the business team.

● Group activity: Tasks and priorities outlined. Group should assign roles and set action plan for the creation of the business start-up plan.



Session Activities

Session 17

LO4

Topic(s):


Sample activities:

● Workshop lesson to facilitate working towards the start-up plan.

● Group activity: Development of mission and objectives for the enterprise.

● Group activity: Development of the marketing for the enterprise.

Session 18

LO4

Topic(s):


Sample activities:

● Lecture and discussion around IP, patents, trademarks, etc.

● Group activity: Application of this to their own start-up business.

Session 19

LO4

Topic(s):

● Producing a business start-up plan.

Sample activities:

● Practical workshop to facilitate the planning and creation of suitable start-up business plans for the new entrepreneurship.

● Individual group tutorials: Each student group will be asked to provide a brief overview of their start-up plans to the tutor for support and feedback.

Session 20

LO4

Topic(s):

● Producing a business start-up plan.

Sample activities:

● Summative assessments: Groups are to present their final business plans.

● Formative feedback from the lecturer after the presentations.


Unit 31: Biochemistry of Exercise


Scheme of Work

Programme Title:


Unit Title: Biochemistry of Exercise Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Explore the structure and function of human cells

LO2 Discuss the homeostatic systems that maintain the function of human cells

LO3 Investigate the metabolic processes that provide energy for exercise

LO4 Examine how participation in exercise affects metabolic processes



Session Activities

Session 1

LO1

Topic(s):

● Unit introduction

● Human cells

Sample activities:

● Discussion of the structure and number of assessments and assignment deadlines.

● Lecture and the discussion on the types of human cells (skeletal muscle, cardiac muscle, smooth muscle, secretory, epithelial, erythrocyte, leukocytes, nerve).

● Supervised individual activity: Students to research and answer a group of questions related to the types of human cells.

● Peer assessment: Individuals to assess others’ work.

Session 2

LO1

Topic(s):

● Human cells

Sample activities:

● Peer research activity: Students to discuss and identify the structure of cells (cell membrane, cytoplasm, nucleus, nucleolus, mitochondria, endoplasmic reticulum, ribosomes, golgi body, lysosomes).

● Peer presentation: Students to present and explain their findings.

● Debate on the functions of the elements of the human cell.

Session 3

LO1

Topic(s):

● Human cells

Sample activities:

● Seminar on the function of the human cells (principle of complementarity, metabolic functions of sub-cellular organelles).

● Individual activity: Students to compare different types of cells and their functions.

● Peer assessment: Students to evaluate others’ work.

● Formative feedback: Lecturer to summarise and evaluate students’ work.



Session Activities

Session 4

LO1

Topic(s):

● Human cells

Sample activities:

● Supervised assignment task workshop: Students to complete a research task related to the learning outcome.

● Formative feedback and one-to-one student support.

Session 5

LO2

Topic(s):

● The cell and homeostasis

Sample activities:

● Lecture and discussion on cell thermoregulation and balance (pH, pO2, osmotic environment, temperature thermoregulation).

● Group discussion on maintenance of the cell environment.

● Individual research task: Students to describe the influence of climate/environment on internal cell functioning.

Session 6

LO2

Topic(s):


Sample activities:

● Individual research activity, students to research homeostasis (control mechanisms, homeostasis imbalance, effects of exercise on homeostasis).

● Peer presentation activity: Students to explain the process of homeostasis and its effects on sports.

● Lecture and debate on the process of homeostasis. Lecturer to summarise the theories related to homeostasis.



Session Activities

Session 7

LO2

Topic(s):


Sample activities:

● Group role play activity: Students explain how macronutrients become fuel for exercise (carbohydrates, proteins, fats).

● Peer assessment and formative feedback activity: Students to assess others’ work and provide feedback to peers.

● Practical workshop: Students to demonstrate and discuss through sports related activities the depletion of macronutrients.

● Evaluation of the session: Lecturer to summarise and evaluate students’ findings.

Session 8

LO2

Topic(s):



Sample activities:

● Group activity: Students to complete assignment task.

● Supervised assignment workshop: Supporting students to complete Assignment 1.

● Question and answer session and formative feedback.

Session 9

LO3

Topic(s):

● Energy production

Sample activities:

● Practical workshop: Students to experience the use of anaerobic energy production during physical activities / sports events.

● Group debate on anaerobic energy production (phosphocreatine system and anaerobic glycolysis), by-products, capacity and limitation.

● Individual activity: Students to evaluate the anaerobic energy production system.



Session Activities

Session 10

LO3

Topic(s):

● Energy production

Sample activities:

● Practical workshop: Students to experience the use of aerobic energy production (aerobic glycolysis, Krebs Cycle, electron transport chain) by-products, capacity and limitation.

●

● Group seminar on aerobic energy production (aerobic glycolysis, Krebs Cycle, electron transport chain) by-products, capacity and limitation.

● Lecture and discussion comparing anaerobic and aerobic energy production and their limitations.

Session 11

LO3

Topic(s):

● Metabolic processes

Sample activities:

● Lecture and discussion on anabolic and catabolic processes.

● Peer presentation activity: Students to differentiate between the anabolic and catabolic processes.

● Peer assessment and formative feedback: Students to assess others’ work and feedback to lecturer.

Session 12

LO3

Topic(s):


Sample activities:

● Group research activity: Students to explain and analyse cellular chemical reactions (endergonic and exergonic reactions) and describe oxidation–reduction reactions.

● Lecture and debate on cellular chemical reactions.

● Supervised individual activity: Students to complete a research task related to Assignment 2.



Session Activities

Session 13

LO3

Topic(s):


Sample activities:

● Lecture and discussion on control of metabolic activity by (co) enzymes – regulation and rate of activity.

● Group debate on how different sport activities are metabolically controlled depending on the intensity and duration of the event.

● Unsupervised individual activity: Students to complete a research task related to Assignment 2.

Session 14

LO3

Topic(s):


Sample activities:

● Group seminar on the effects of hormones on cells. Students to research and discuss how hormones influence cells.

● Lecture and discussion of the hormonal process and its influence on the human cells.

● Individual activity: Students to complete assignment task under supervision.

Session 15

LO1–LO4

Topic(s):

● Summative feedback

Sample activities:

● One-to-one tutorials.




Session Activities

Session 16

LO4

Topic(s):

● Metabolism changes during exercise

Sample activities:

● Mind map activity on factors influencing substrate utilisation (exercise intensity, duration and substrate availability).

● Peer research activity: Students to describe and explain factors which influence substrate utilisation.

● Peer assessment: Students to assess others’ work.

● Formative feedback and question and answer activity. Lecturer-led activity questioning and providing feedback to the students.

Session 17

LO4

Topic(s):

● Rate of metabolism during exercise

Sample activities:

● Group research activity: Students to identify and revise methods used to study metabolism (determination of basal metabolic rate, respiratory exchange ratio, blood sampling, and muscle biopsies).

● Group debate: Students to explore and discuss the application of methods used to study metabolism.

● Individual activity: Students to evaluate each method.

● Lecture on methods used to study metabolism.

Session 18

LO4

Topic(s):

● Rate of metabolism during exercise

Sample activities:

● Practical workshop on application of methods used to study metabolism.

● Group debate on evaluation of each method.

● Lecturer feedback and question and answer activity.

● Independent workshop for students assignment work. Workshop can either be a facilitated session or an independent self-study session.



Session Activities

Session 19

LO1–LO4

Topic(s):

● Assignment completion

Sample activities:

● Supervised assignment workshop for students to complete assignment.

● Formative feedback on assignment task.


Session 20

LO1–LO4

Topic(s):

● Assignment 3

● Unit completion

Sample activities:

● Formative assessment: Individual presentations (Assignment 3).

● Lecturer feedback.




Unit 32: Psychology for Performance


Scheme of Work

Programme Title:


Unit Title: Psychology for Performance Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Examine the role of sport psychology in performance development

LO2 Explore the psychological state of different athletes

LO3 Plan psychological skills training programmes to improve sports performance

LO4 Implement psychological skills training programmes to improve sports performance



Session Activities

Session 1

LO1

Topic(s): Unit introduction and introduction to psychological skills training

● Unit content and unit assessments

● Introduction to the role of psychological skills training

Sample activities:

● Tutor-led introduction to unit content and assessments.

● Small group activity: Thought showering the definition, aims and intended outcomes of psychological skills training.

● Group discussion: Considering the purpose of psychological skills training and myths and issues in behind its effectiveness.

● The use of videos to explore importance of psychological skills training.

Session 2

LO1

Topic(s): Psychological skills training

● Role of a sport psychologist

Sample activities:

● Pair activity: Thought showering the role of a sport psychologist to include assessment, planning, education and implementation.

● Group discussion: Exploring the purpose of reflective practice and continuing professional development as a sport psychologist and working within the codes of ethical practice.

● Individual activity: Researching organisations involved in accrediting sport and exercise psychologists (BASES and BPS).



Session Activities

Session 3

LO1


● The approaches to sport psychology – humanistic and behaviourism

Sample activities:

● Small group activity: Researching the focus of the humanistic or behaviourist approach to sport psychology (groups to be given a different approach).

● Group role play to present the main ideas of the humanistic or behaviourist approach to sport psychology.

● Pair review of the effectiveness of the humanistic and behaviourist approach to sport psychology to include journal evidence where appropriate.

● Group discussion of the appropriateness of the humanistic and behaviourist approach for different athletes.

Session 4

LO1


● The approaches to sport psychology – cognitivism and gestaltism

Sample activities:

● Small group activity: Researching the focus of the cognitive or gestalt approach to sport psychology (groups to be given a different approach).

● Group role play to present the main ideas of the cognitive or gestalt approach to sport psychology.

● Pair review of the effectiveness of the cognitive and gestalt approach to sport psychology to include journal evidence where appropriate.

● Group discussion of the appropriateness of the cognitive and gestalt approach for different athletes.



Session Activities

Session 5

LO1 & LO2


● The approaches to sport psychology – psychodynamic

● Psychological requirements of team sports

Sample activities:

● Tutor-led activity: Exploring the focus of the psychodynamic approach to sport psychology.

● Pair review of the effectiveness of the psychodynamic approach to sport psychology to include journal evidence where appropriate.

● Group discussion of the appropriateness of the psychodynamic approach for different athletes.

● Small group activity: Exploring the psychological requirements of team sports (groups to be given different sports).

Session 6

LO2

Topic(s): Psychological state of different athletes

● Psychological requirements of individual sports

● Psychological requirements of individuals with different abilities

Sample activities:

● Small group activity: Exploring the psychological requirements of individual sports (groups to be given different sports).

● Group presentations of the psychological requirements of individual sports.

● Tutor-led activity: Exploring the characteristics of different ability levels linking into the cognitive, associative and autonomous stage of learning.

● Group discussion of the psychological requirements of athletes with different ability levels.



Session Activities

Session 7

LO2

Topic(s): Methods to assess the psychological skills of athletes

● Psychological assessment – performance profiling and questionnaires

Sample activities:

● Individual activity: Completing a performance profile assessing the psychological demands of a specific sport.

● Pair activity: Completing and scoring psychological questionnaires.

● Group discussion exploring the validity, reliability and generalisability of different questionnaires.

Session 8

LO2


● Psychological assessment - questionnaires

Sample activities:

● Pair activity: Completing and scoring psychological questionnaires.

● Group discussion exploring the validity, reliability and generalisability of different questionnaires.

● Small group activity: Reviewing research that has used different psychological questionnaires and the effectiveness of their use.

Session 9

LO2


● Psychological assessment – interviews

Sample activities:

● Tutor-led discussion of different interview techniques.

● Individual activity: Writing interview script.

● Pair role plays conducting interviews.

● Peer assessment of interview techniques and effectiveness.



Session Activities

Session 10

LO3

Topic(s): Planning psychological skills training programmes

● Content of plan – aims and objectives, action plan to address aims and objectives

● Psychological skills (e.g. motivation, confidence, arousal regulation, goal setting, attention and concentration)

Sample activities:

● Group discussion exploring different psychological skills and their relevance to different sports.

● Individual activity: Identifying aims and objectives and action plan to address aims and objectives.

● Peer review of aims, objectives and action plan.

Session 11

LO3

Topic(s): Planning psychological skills training programmes

● Models of psychological skills training (e.g. three-phase model, Kirshenbaum’s five-stage model, Thomas’s seven-phase model)

Sample activities:

● Small group activity: Researching and applying the models of psychological skills training (groups to have a different model).

● Peer teaching of the models of psychological skills training through role play.

● Group discussion of the effectiveness of the different models of psychological skills training.



Session Activities

Session 12

LO3


● Psychological techniques – goal setting, performance profiling, progressive muscular relaxation and biofeedback

Sample activities:

● Small group research and thought shower into the different psychological techniques including definitions, purpose and types.

● Whole group activity reviewing videos of the different psychological techniques and how they are implemented.

● Practical exploration of the different psychological techniques.

● Group discussion that explores the effectiveness of different psychological techniques and appropriateness for different athletes.

Session 13

LO3


● Psychological techniques – breathing techniques (centering), use of music, autogenic training and imagery

Sample activities:

● Small group research and thought shower into the different psychological techniques including definitions, purpose and types.

● Whole group activity: Reviewing videos of the different psychological techniques and how they are implemented.





Session Activities

Session 14

LO3


● Psychological techniques – mental rehearsal, pre-performance routines, self-talk, use of cue words and associative and dissociative techniques

Sample activities:

● Small group research and thought shower into the different psychological techniques.

● Whole group activity: Reviewing videos of the different psychological techniques and how they are implemented.



Session 15

LO4

Topic(s): Implement psychological skills training programmes

● Implementation of methods to improve motivation – goal setting

Sample activities:

● Individual activity: Reviewing journal research that explores the effectiveness of goal setting.

● Small group discussion comparing and contrasting journal results.

● Pair activity: Implementing goal setting.

● Peer assessment of the implementation of goal setting.



Session Activities

Session 16

LO4


● Implementation of methods to improve motivation – self-talk

Sample activities:

● Pair thought shower including definition, purpose and types of self-talk.

● Individual activity: Reviewing journal research that explores the effectiveness of self-talk.


● Pair activity: Implementing self-talk.

● Peer assessment of the implementation of self-talk.

Session 17

LO4


● Implementation of methods to improve attentional focus and concentration (use of cue words and associative and dissociative strategies)

Sample activities:

● Pair thought shower including definition of concentration, types of attentional focus and attentional problems.

● Individual activity: Reviewing journal research that explores the effectiveness of cue words and associative and dissociative strategies.


● Pair activity: Implementing cue words and associative and dissociative strategies.

● Peer assessment of the implementation of cue words and associative and dissociative strategies.



Session Activities

Session 18

LO4


● Implementation of methods to control arousal and anxiety – progressive muscular relaxation, use of music and breathing techniques and psyching up techniques

Sample activities:

● Pair thought shower including definition of relaxation and benefits.

● Individual activity: Reviewing journal research that explores the effectiveness of progressive muscular relaxation, use of music and breathing techniques and psyching up techniques.


● Pair activity: implementing progressive muscular relaxation, use of music and breathing techniques and psyching up techniques.

● Peer assessment of the implementation of progressive muscular relaxation, use of music and breathing techniques and psyching up techniques.

Session 19

LO4


● Implementation of methods to control arousal and anxiety – imagery

Sample activities:

● Pair thought shower including definition, benefits and types of imagery.

● Individual activity: Reviewing journal research that explores the effectiveness of imagery.


● Pair activity: Implementing imagery.

● Peer assessment of the implementation of imagery.



Session Activities

Session 20

LO4

Topic(s): Review of Psychological Skills Training Programmes

● Effectiveness of psychological skills training programmes

Sample activities:

● Individual presentation of the effectiveness of their psychological skills training programme.

● Peer questioning regarding programme effectiveness.

● Tutor-led discussion regarding future psychological needs following implementation of a psychological skills training programme.


Unit 33: Strength & Conditioning for Coaching


Scheme of Work

Programme Title:


Unit Title: Strength & Conditioning for Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Demonstrate competence in coaching weightlifting exercises for sports performance

LO2 Analyse methods of training for strength

LO3 Investigate training methods for power, agility and speed

LO4 Plan effective training programmes for an athlete or team



Session Activities

Session 1

LO1

Topic(s):

● Unit introduction

● Coaching weightlifting exercises

Sample activities:

● Brief discussion of the unit structure, methods of assessment and assignment deadlines.

● Lecture and discussion of the key safety requirements when working in a weightlifting environment (spotting, breathing, body stance and alignment).

● Group discussion of the identification of risk associated with the weightlifting environment.

● Practical workshop demonstration and application of the key safety requirements when working in a weightlifting environment.

Session 2

LO1

Topic(s):


Sample activities:

● Peer research of the key coaching points for the stages of the back squat, overhead squat, front squat, single leg squat variations, bench press, press behind the neck and push.

● Lecture and debate of the key coaching points for each exercise.

● Practical workshop demonstration of the delivery of the key coaching points for the stages (collection, start, descent, ascent, return, posture/alignment, breathing safety and dropping) of the back squat, overhead squat, front squat, single leg squat variations, bench press, press behind the neck and push.

● Peer assessment of individuals’ performance.



Session Activities

Session 3

LO1

Topic(s):


Sample activities:

● Group research on the main technical and safety points for the clean and deadlift exercise variations.

● Group presentation of the key technical and safety points for the clean and deadlift exercise variations and their application to the practical environment.

● Practical activity: Students to demonstrate the key technical and safety points of start position, grip, stance, ascent, descent, posture/alignment, breathing, safety and dropping in relation to the deadlift, clean first pull, stiff leg deadlift, single leg deadlift variations, power shrug and pull from thigh.

Session 4

LO1

Topic(s):


Sample activities:

● Group seminar and discussion of the key technical and safety points of the split jerk.

● Practical workshop: Students to demonstrate the key technical and safety points and demonstrate delivery of start position, grip, stance, ascent, descent, posture/alignment, breathing, safety and dropping in relation to the split jerk.

● Peer assessment of individuals’ performance.

● Group feedback.



Session Activities

Session 5

LO1

Topic(s):


Sample activities:

● Practical workshop: Debate of the key technical and safety points for the snatch and its derivatives.

● Group activity students to demonstrate the key technical and safety points and demonstrate delivery of start position, grip, stance, ascent, descent, posture/alignment, breathing, safety and dropping in relation to the snatch and its derivatives.

● Practical formative assessment: Students to demonstrate competence in performing selected exercises.

● Individual activity: Completion of assignment task.

Session 6

LO2

Topic(s):

● Methods of training for strength

Sample activities:

● Lecture introducing types of strength and the underpinning theories of this component of fitness.

● Individual activity: Research and analysis of types of strength: general strength, specific strength, speed strength, maximum strength, muscular endurance, absolute strength and relative strength.

● Peer presentation activity: Analysis and application of a selected type of muscular strength.



Session Activities

Session 7

LO2

Topic(s):


Sample activities:

● Mind map activity: Discussion of methods of resistance training and their application.

● Peer research activity: Analysis of the methods of resistance application: body weight, elastic bands, weighted objects, weight stack machines, fluid resistance machines, free weights and isometric.

● Lecture on evaluation of the methods of resistance training.

● Practical activity: Application of the methods of resistance training.

● Group evaluation of each method of resistance training.

Session 8

LO2

Topic(s):


Sample activities:

● Lecture and discussion on essential training variables.

● Timed research activity on manipulation of training variables: volume, training intensity, repetitions, sets, inter-set rest intervals, order of exercises, training frequency.

● Group exposition activity students to present and analyse the manipulation of training variables and their practical applications.

● Practical activity: Students to apply the training variables to the practical environment.



Session Activities

Session 9

LO2

Topic(s):


Sample activities:

● Lecturer-led seminar on loading patterns.

● Individual research activity: Students to analyse loading patterns: flat pyramid, ascending pyramid, double pyramid, skewed pyramid and wave-loading model.

● Practical activity: Students to participate in a training session applying a selected loading pattern.

● Group discussion and evaluation of the effectiveness of the loading patterns.

Session 10

LO2

Topic(s):



Sample activities:

● Practical activity: Application of methods of resistance training, training variables and loading patterns.

● Self-evaluation activity: Students to reflect on their own performance and provide feedback to lecturer.

● Assignment workshop: Research activity and assignment completion. One-to-one formative feedback on individual’s performance and Q&A section.



Session Activities

Session 11

LO3

Topic(s):

● Methods of training for power, agility and speed

Sample activities:

● Research activity: Students to investigate physio-mechanical issues relating to power training (plyometric) and demands placed on the body by different types of drills, key safety issues relating to plyometric training, dynamic warm-up and range of plyometric drills and key coaching points relating to drills and whole skill completion.

● Peer presentation activity: Students to present the physio-mechanical issues relating to power training and the key safety issues relating to plyometric training.

● Lecturer-led practical workshop: Application of plyometric drills and their key safety coaching points.

● Group debate evaluating the practical drills.

Session 12

LO3

Topic(s):


Sample activities:

● Lecture and discussion of the fundamental component of fitness – agility.

● Group role play activity: Students to investigate fundamental agility skills (acceleration, deceleration, backpedal, rounding cone, shuffle/cutting, open step and crossover step), the key mechanical and technical variables governing agility performance, dynamic warm-up and a range of agility-based drills and key coaching points relating to drills and agility techniques and present their findings to a job interviewer panel.

● Lecturer-led practical workshop: Application of agility drills and their key safety coaching points.

● Group evaluation of the practical drills.



Session Activities

Session 13

LO3

Topic(s):


Sample activities:

● Group research activity: Students to investigate different types of speed expression (acceleration and velocity) and mechanisms for their development, the mechanical and technical variables in straight-line maximal sprinting, dynamic warm-up and a range of sprint-based drills and key coaching points relating to drills and speed techniques.

● Group presentation activity: Students to present different types of speed expression and mechanisms for their development. Lecturer to assess individuals’ knowledge.

● Lecturer-led practical workshop: Application of agility drills and their key safety coaching points.

● Individual self-evaluation of the practical drills.

Session 14

LO3

Topic(s):


Sample activities:

● Peer research activity: Students to investigate methods of training for developing speed (speed, speed endurance, tempo extensive and intensive, special endurance), agility (closed drills, open drills, cone weave, side shuffle, 5-10-15 drill, figure eight, V-pattern), power (plyometric).

● Practical activity: Students to coach and deliver methods of training for speed, agility and power.

● Group debate, evaluation of the training session.

● Assignment workshop: Individual research activity and assignment completion.



Session Activities

Session 15

LO4

Topic(s):

● Planning

Sample activities:

● Individual activity: Each student to research and plan a periodised strength programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Exposition activity: Students to justify the structure of a periodised strength programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Peer assessment activity: Students to evaluate others presentations.

● Formative feedback: Lecturer to evaluate individuals’ performances.

Session 16

LO4

Topic(s):

● Planning

Sample activities:

● Individual activity: Student to research and plan a periodised power programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Exposition activity, students to justify the structure of a periodised power programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Peer assessment activity, students to evaluate others’ presentations.




Session Activities

Session 17

LO4

Topic(s):

● Planning

Sample activities:

● Individual activity: Students to research and plan a periodised speed programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Exposition activity: Students to justify the structure of a periodised speed programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Peer assessment activity: Students to evaluate others’ presentations.


Session 18

LO4

Topic(s):

● Planning

Sample activities:

● Individual activity: Student to research and plan a periodised agility programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Exposition activity: Students to justify the structure of a periodised agility programme for an athlete or team, including the macrocycle, mesocycle, microcycle and a training session unit.

● Peer assessment activity: Students to evaluate others’ presentations.


Session 19

LO4

Topic(s):


Sample activities:

● Supervised workshop supporting students with the completion of the final assignment (presentation).



Session Activities

Session 20

LO1–LO4

Topic(s):

● Assignment 3

● Unit completion

Sample activities:

● Formative assessment: Individual presentations (Assignment 3).

● Lecturer feedback.




Unit 34: Innovation in Coaching


Scheme of Work

Programme Title:


Unit Title: Innovation in Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Review a range of contemporary pedagogic, psychological, sociological and leadership-related models and approaches

LO2 Investigate the impact of applying theory to a variety of different coaching contexts and cultures

LO3 Justify the application of relevant models within practice environments

LO4 Critically evaluate coaching practice observed in real-world contexts



Session Activities

Session 1

LO1

Topic(s):

● Introduction to innovation

Sample activities:

● Individual activity: Research the definition of innovation and identify products or processes that show signs of innovation from the world of sport and business.

● Pair activity: Students share their ideas with a peer and discuss what they consider to be the definitive characteristics of innovation.

● Tutor-led content exploring research papers discussing fresh pedagogic approaches to coaching.

Session 2

LO1

Topic(s):

● Innovative models

Sample activities:

● Group activity: Students research the following coaching approaches – teaching games for understanding, games sense, play practice and share their findings in the group.

● Group activity: Discuss the difference in these approaches to normal models of coaching.

● Tutor-led content examining the learning theory supporting non-linear pedagogies.

Session 3

LO2

Topic(s):

● Applying non-linear pedagogies in coaching practice

Sample activities:

● Individual activity: Students investigate where they consider non-linear pedagogies would be most effective considering different ages, performance and development stage.

● Tutor-led content discussing research around the effectiveness of non-linear pedagogies in different contexts.

● Pair activity: Students plan a coaching session using non-linear pedagogies specific to their chosen sport.



Session Activities

Session 4

LO3

Topic(s):

● Practical application of pedagogic models

Sample activities:

● Pair activity: Deliver a coaching session in your sport using a non-liner pedagogic model.

● Group activity: Reflect on the effectiveness of the implementation of non-liner pedagogic models in other people’s coaching sessions.

● Tutor-led coaching demonstration of non-linear pedagogies in practice.

Session 5

LO1

Topic(s):

● Transformational leadership in coaching

Sample activities:

● Individual activity: Research the origin and definition of transactional and transformational leadership.

● Pair activity: Investigate the implementation of transformational leadership styles in sports coaching.

● Tutor-led content presenting case studies of successful implementation of transformational leadership (e.g. All Blacks rugby).

Session 6

LO2

Topic(s):

● Applying transformational leadership in coaching practice

Sample activities:

● Individual activity: Investigate how transformational leadership would impact a variety of different coaching contexts (e.g. youth sport, elite sport, etc.).

● Group activity: Debate either for or against the following: ‘transactional leadership is required for elite performance’.

● Pair activity: Students plan a coaching session in their chosen sport using transformational leadership approaches.



Session Activities

Session 7

LO3

Topic(s):

● Practical application of transformational leadership

Sample activities:

● Pair activity: Students deliver a coaching session in their sport using the transformational leadership model.

● Group activity: Reflect on the effectiveness of the implementation of transformational leadership models in other people’s coaching sessions.

● Tutor-led coaching demonstration of transformational leadership in practice.

Session 8

LO1

Topic(s):

● Servant leadership

Sample activities:

● Individual activity: Research the origins of servant leadership from the business world.

● Group activity: Identify the characteristics associated with servant leaders.

● Tutor-led content identifying the research and application of servant leadership qualities in coaching practice.

Session 9

LO2

Topic(s):

● Applying servant leadership in coaching practice

Sample activities:

● Group activity: Discuss famous coaches from a variety of sports and evaluate the leadership qualities these coaches demonstrated against the values of servant leadership.

● Tutor-led content identifying the parallels between servant leadership qualities and athlete centred coaching models.

● Pair activity: Students plan a coaching session using servant leadership qualities to empower their athletes within the session.



Session Activities

Session 10

LO3

Topic(s):

● Practical application of servant leadership

Sample activities:

● Pair activity: Students deliver a coaching session in their sport using the servant leadership model.

● Group activity: Reflect on the effectiveness of the implementation of servant leadership models in other people’s coaching sessions.

● Tutor-led coaching demonstration of servant leadership in practice.

Session 11

LO1 & LO3

Topic(s):

● Assessment guidance: Assessment 1

Sample activities:

● Individual activity: Students review a range of literature sources to identify a pertinent innovative pedagogic model to apply to their own coaching context and report on the impact this would have on planning and delivery.

Session 12

LO1

Topic(s):

● Self-determination theory

Sample activities:

● Individual activity: Research the foundations of self-determination theory and the research conducted in coaching contexts.

● Tutor-led content on the impact of competence, autonomy and relatedness on coaching approaches and leadership.

● Group activity: Debate how much autonomy can we give to young people in coaching contexts?



Session Activities

Session 13

LO1

Topic(s):

● Practical application of self-determination theory

Sample activities:

● Pair activity: Students plan and deliver a coaching session in their sport using the characteristics of self-determination theory.

● Group activity: Reflect on the effectiveness of the implementation of self-determination theory in other people’s coaching sessions.

● Tutor-led coaching demonstration of self-determination theory in practice.

Session 14

LO2 & LO4

Topic(s):

● Observational tools in coaching

Sample activities:

● Individual activity: Investigate different observational tools in sports coaching (structured, semi-structured, unstructured).

● Pair activity: Share your findings with another student and compare the systems you have discovered.

● Tutor-led content identifying research projects that have observed coach behavior in a variety of contexts.

Session 15

LO2 & LO4

Topic(s):

● Observational ethics

Sample activities:

● Individual activity: Students discover their institutions ethical guide to research and find research around the ethics of observing coaches in real world contexts.

● Group activity: Debate the challenges of observing real world coaching scenarios and the accuracy of the results obtained.

● Tutor-led content around ethical processes such as informed consent and confidentiality.



Session Activities

Session 16

LO2 & LO4

Topic(s):

● Assessment guidance: Assessment 2

Sample activities:

● Tutor-led content on the requirements for the assessment.

● Individual activity: Students produce a plan of their chosen observational study.

● Pair activity: Students share their plan with a peer and review each other approach.

Session 17

LO2 & LO4

Topic(s):

● Developing observational systems

Sample activities:

● Individual activity: Students design their own observational system for recording coach behaviour using one of the innovative approaches covered in the unit.

● Pair activity: Students share their observational tool with a peer and critique the potential for collecting valid data on coach behaviours.

● Tutor review of the systems designed by the students.

Session 18

LO2 & LO4

Topic(s):

● Observational systems in practice

Sample activities:

● Pair activity: Plan and deliver a coaching session using one of the approaches covered in the unit.

● Individual activity: Students use the observational tool developed in previous weeks monitor coach behaviour in one of their peer group coaching sessions.

● Individual activity: Students feedback to the coaches on the effectiveness of their behaviours and the student’s observational tool.



Session Activities

Session 19

LO4

Topic(s):

● Evaluating real-world coaching

Sample activities:

● Tutor-led practical coaching session addressing aspects of innovative practice.

● Pair activity: Students use a recognised observational tool/method evaluate their tutors coaching practice.

● Pair activity: Students produce a report identifying where their tutor could embed more innovative pedagogy in their coaching practice.

Session 20

LO4

Topic(s):

● Delivering feedback

Sample activities:

● Pair activity: Research models for providing feedback to athletes or coaches.

● Tutor-led content on delivering constructive feedback to elicit positive changes in coach or athlete behaviour.

● Pair activity: Practice providing feedback to a peer that contains challenging, constructive criticism or bad news.


Unit 35: Contemporary Issues in Coaching


Scheme of Work

Programme Title:


Unit Title: Contemporary Issues in Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Produce innovative and creative solutions to contemporary issues in coaching

LO2 Assess the application of theory in solving real-world coaching problems/scenarios

LO3 Review the history of coaching policy nationally and internationally

LO4 Evaluate contemporary issues surrounding sports coaching



Session Activities

Session 1

LO3

Topic(s):

● Political influences on coaching

Sample activities:

● Individual activity: Students research the government policy documents that have shaped the landscape of sport in their country and one other.

● Group debate: How does government ideology shape the coaching landscape?

● Tutor-led content on the underpinning governmental ideologies and their influence on coaching priorities.

Session 2

LO1, LO2 & LO4

Topic(s):

● Problem and scenario-based learning

Sample activities:

● Tutor-led content on the process of problem based learning and the effectiveness of the approach in developing entrepreneurial skills in students.

● Group activity: Groups must choose to represent one political party and develop a manifesto for sport including strategy for sports coaching development within their country.

● Tutor to facilitate the development of the plan and check and challenge students to underpin their manifesto with relevant ideology and research frameworks.

Session 3

LO1, LO2 & LO4

Topic(s):

● Student presentations

Sample activities:

● Group activity: Students present their solutions to the scenario posed in the previous week.

● Pairs activity: Students work together to analyse the effectiveness of the presentations they have observed and offer feedback to their peers.

● Tutor-led reflections on the quality of the presentations and the successfulness of addressing the scenario.



Session Activities

Session 4

LO3

Topic(s):

● National governing bodies

Sample activities:

● Pair activity: Students to work together to research the structure, aims and objectives of two national governing bodies of sport in their country.

● Group activity: Students to share their research with another pair and examine the different foci from different sports.

● Tutor-led content outlining the influence of government policy on national governing body initiatives.

Session 5

LO1, LO2 & LO4

Topic(s):

● Problem/scenario-based learning

Sample activities:

● Tutor-led content on developing problem solving strategies and effective group work dynamics (e.g. group contracts, leadership, conflict etc.).

● Group activity: Students work in groups to address the following scenario: you must design a sports development plan for a national governing body of your choice fully underpinned by relevant coaching theory.

● Tutor support to assist groups to develop their solutions (this could involve taught content at the request of the students).

Session 6

LO1, LO2 & LO4

Topic(s):


Sample activities:






Session Activities

Session 7

LO3

Topic(s):

● The professionalisation of sports coaching

Sample activities:

● Individual research: Students to research the processes and organisations that govern sport coaching practice in their country (e.g. Sports Coach UK) and the relevant qualification structures.

● Tutor-led content on the research surrounding what it means to be a professional and what this would mean for sports coaching.

● Group activity: Discuss the implications of professionalising sports coaching in your country and particularly the impact upon volunteers.

Session 8

LO1, LO2 & LO4

Topic(s):


Sample activities:

● Tutor-led content on effective research strategies for solving problems/scenarios.

● Group activity: Students work in groups to address the following scenario: you must present a strategy for the professionalisation of sports coaching in your country outlining the challenges for the workforce and talent development this must be fully underpinned by relevant coaching theory.


Session 9

LO1, LO2 & LO4

Topic(s):


Sample activities:






Session Activities

Session 10

LO3

Topic(s):

● Assessment guidance

Sample activities:

● Individual activity: Students debate the impact of policy, politics and historical documentation on the landscape of sports coaching.

● Tutor support around the assessment task.

Session 11

LO3

Topic(s):

● Funding sport

Sample activities:

● Individual activity: Research one high-performance athlete in your country and identify the different funding streams that support their performance, training and coaching.

● Group debate: Government funding should support coaches to develop grass roots participation. Groups debate for or against this statement.

● Tutor-led content on the influence of competition cycles and international competitive success on funding streams affecting coaching practice.

Session 12

LO1, LO2 & LO4

Topic(s):


Sample activities:

● Tutor-led content on coping with conflict in group work in solving problems/scenarios.

● Group Work: Students work in groups to address the following scenario – you must present a strategy for the dissemination of funds within sport in your country – what will you target and what will determine success? This must be fully underpinned by relevant coaching theory.




Session Activities

Session 13

LO1, LO2 & LO4

Topic(s):


Sample activities:


● Group activity: Students work together to analyse the effectiveness of the presentations they have observed developing and asking at least two questions to challenge their solutions.


Session 14

LO3

Topic(s):

● Competition – its origins, meaning and challenges

Sample activities:

● Individual activity: Research the origins of the word competition and its original meaning.

● Group activity: Discuss the implications of various definitions of competition on coaching practice and development programmes.

● Tutor-led content on the challenges of competitive environments particularly around youth and elite sport and the notion of sport building character.

Session 15

LO1, LO2 & LO4

Topic(s):


Sample activities:

● Tutor-led content on skills for employability with a particular focus on presentation skills.

● Group activity: Students work in groups to address the following scenario: you must present a structure for competitive youth sport within one chosen sport considering what you believe are the potential outcomes of competition. This must be fully underpinned by relevant coaching theory.




Session Activities

Session 16

LO1, LO2 & LO4

Topic(s):


Sample activities:


● Group activity: Students work together to analyse the effectiveness of the presentations skills that other groups have developed for this task.


Session 17

LO1, LO2 & LO4

Topic(s):

● Assessment guidance for Assessment 2

Sample activities:

● Tutor-led content on the requirements of the task.

● Group activity: Students identify areas that they would like tutor taught content to support their assessment work.

Session 18

LO3

Topic(s):

● Coaching, Physical Education and school sport policy

Sample activities:

● Pair activity: Students work together to research the history of school sport policy and curriculum development in their country.

● Group activity: Debate the following: school sport is the breeding ground for tomorrow’s champions. Debate either for or against the concept and resolve the role of the sports coach in the process.

● Tutor-led content on the development of physical education and school sport in your country and internationally.



Session Activities

Session 19

LO1, LO2 & LO4

Topic(s):


Sample activities:

● Tutor-led content on budgeting for entrepreneurial coaching ventures.

● Group activity: Students work in groups to address the following scenario: you have the opportunity to pitch for £20,000 to a school board to redevelop school sport, Physical Education and coaching. You must develop a plan for both curricular and extracurricular activities. This must be fully underpinned by relevant coaching theory.


Session 20

LO1, LO2 & LO4

Topic(s):


Sample activities:


● Group activity: Students assess their peers work using the assessment criteria for this task.



Unit 36: Applied Lifestyle Coaching


Scheme of Work

Programme Title:


Unit Title: Applied Lifestyle Coaching Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Demonstrate initial assessment of a client

LO2 Exhibit diagnostic and creative skills showing knowledge of core competencies

LO3 Demonstrate a cognitive approach to coaching

LO4 Plan and implement a coaching session



Session Activities

Session 1

LO1

Topic(s):

● Lecture on the role of the life coach as opposed to other professions

Sample activities:

● Group discussion as to the role of other professions and a life coach (coaching, training, mentoring and counselling).

● Skills of the life coach discussed, listening skills, asking questions goal setting, feedback, and demonstrating empathy.

Session 2

LO1

Topic(s):

● Lecture on coaching models

Sample activities:

● Discussions on the different models in different groups.

● The GROW model the T GROW model, the inner game, and the OSKAR model.

Session 3

LO1

Topic(s):

● Lecture on coaching principles – internal and external coach.

Sample activities:

● Coaching, training, mentoring and counselling (formal and informal).

● Discussion related to the right type of environment for the coach and client.

Session 4

LO1

Topic(s):

● Lecture on the rational underpinning the international coaching federations ICF code of ethics

Sample activities:

● Group discussion of the importance of a code, contents, and rational behind it.

● Case studies where we might need to use the code of ethics.



Session Activities

Session 5

LO1

Topic(s):

● Code of ethics

● Assignment brief

Sample activities:

● Discuss each code in detail.

● Brief plan.

Session 6

LO2

Topic(s):

● Coaching presence, trust and ethical behavior

Sample activities:

● Demonstrates in a paired setting the above skills.

● Observed by tutor.

● Core competencies observed.

Session 7

LO2

Topic(s):

● Lecture on self-care

Sample activities:

● Practical methods of self-care practiced in class sessions.

Session 8

LO2

Topic(s):

● Lecture on mindfulness

● Mindfulness as a form of therapy

Sample activities:

● Mindfulness practices.

Session 9

LO2

Topic(s):

● Practical classes on self-care

Sample activities:

● Students will participate in yoga/meditation or mindfulness sessions.

Session 10

LO2

Topic(s):

● Practical classes on self-care

Sample activities:

● Students will participate in yoga/meditation or mindfulness sessions.



Session Activities

Session 11

LO2

Topic(s):

● Practical skills incorporating self-care techniques for the client and coach

Sample activities:

● Demonstrates in pairs, skills to improve wellbeing, through teaching self-care skills to the client.

● Observed by the tutor.

Session 12

LO2

Topic(s):

● Guided self-care practices

Sample activities:

● Students will demonstrate communication, cognitive and awareness skills.

● Observed client coach tutorials.

Session 13

LO3

Topic(s):

● Lecture on cognitive approach to coaching

Sample activities:

● Students will discuss the importance of cognitive behavioural approaches to coaching.

● They will study cases where repeated behaviours are a pattern.

● Discuss ways of changing behaviours (triggers).

Session 14

LO3

Topic(s):

● The cognitive behavioural perspective

● Decision-making processes, positive thinking, automatic negative thoughts

● Neuro plasticity

Sample activities:

● Students will discuss the concept of neuro plasticity.

● Looking at the effects of meditation of the brain.



Session Activities

Session 15

LO3

Topic(s):

● Coaching skills

Sample activities:

● Student’s skills assessed.

● Students will demonstrate the ability to identify feelings actions and learned behaviours.

● Demonstrate coaching models.

● Can identify client needs and goals.

Session 16

LO4

Topic(s):

● Peer-reviewed sessions

Sample activities:

● Students will review peers after they observe a coaching session.

Session 17

LO4

Topic(s):

● Peer-reviewed sessions (ongoing)

Sample activities:

● Students will review peers after they observe a coaching session.

Session 18

LO4

Topic(s):

● Tutorial

Sample activities:


Session 19

LO4

Topic(s):

● Tutor-reviewed sessions

Sample activities:

● Students will be assessed by the tutor.

Session 20

LO4

Topic(s):

● Tutor-reviewed sessions (ongoing)

Sample activities:

● Students will be assessed by the tutor.


Unit 37: Sport Rehabilitation


Scheme of Work

Programme Title:


Unit Title: Sports Rehabilitation Tutor:



1 Assessment

2 Assessment

3 Assessment

4

LO1 Investigate the pathology of musculoskeletal injuries

LO2 Assess the different types of client assessment and rehabilitation techniques

LO3 Design a sports rehabilitation programme for a specific sporting injury

LO4 Evaluate the sport rehabilitation programme for the specific sporting injury



Session Activities

Session 1

LO1

Topic(s):

● Introduction to unit/types of injuries

Sample activities:

● Tutor-led activity: Tutor to lead on an overview of the unit and the assessments.

● Group activity: In groups students to discuss a specific type of injury and feedback to the whole group.

● Pair activity: Pairs to compare the different types of injuries and their recovery time.

Session 2

LO1

Topic(s):

● Types and severities of injuries

Sample activities:

● Pair activity: Pairs to recap the comparisons of different types of injuries and feedback to the whole group.

● Group activity: Groups to research the different severity levels of injuries and discuss with the whole group.

● Individual activity: Students to research tear grading and fracture types making notes on their severity levels.

Session 3

LO1

Topic(s):

● Intrinsic pathologies

Sample activities:

● Pair activity: Pairs to create a small presentation on a given intrinsic pathology and deliver to the whole group.

● Tutor-led activity: Tutor to lecture on the impact of intrinsic pathologies on athlete mental well-being, students to take notes.

● Group activity: Groups to review the different muscular imbalances that could derive from specific sports.



Session Activities

Session 4

LO1

Topic(s):

● Extrinsic pathologies

Sample activities:

● Pair activity: Pairs to identify different extrinsic pathologies and discussion their thoughts with the whole group.

● Group activity: The whole group to discuss how extrinsic pathologies can be prevented or the risk decreased.

● Tutor-led activity: Tutor to lecture on the links between extrinsic and intrinsic pathologies and how they can lead onto each other.

Session 5

LO1

Topic(s):

● Sporting and joint movements

Sample activities:

● Group activity: Groups to review the sporting movements for a specific sport and feedback to the group on how these could cause injury.

● Tutor-led activity: Tutor to lead on discussion on how joint movements link to the different sporting movements.

● Pair activity: Pairs to design different exercises that would work on specific sporting movements.

Session 6

LO1

Topic(s):

● Sporting and joint movements

Sample activities:

● Pair activity: Practical tasks, where pairs try to use gym equipment to work on training sporting movements.

● Group activity: Student to feedback their exercises to the whole group and group to link in joint movements.

● Tutor-led activity: Tutor to introduce relevant lifts for weight training of specific sports. Students to take notes on technique and attempt.



Session Activities

Session 7

LO2

Topic(s):

● Rehabilitation modalities

Sample activities:

● Tutor-led activity: Tutor to lecture on the different types of modalities and their utilisation. Students to take notes

● Pair activity: Pairs to identify the benefits of different modalities and then discuss with the whole group.

● Individual activity: Students to research the negative effects of modality usage and how these could be reduced.

Session 8

LO2

Topic(s):

● Treatment types

Sample activities:

● Tutor-led activity: Tutor to lecture and lead on discussion about the specific types of treatments, students to take notes and engage in the discussion.

● Pair activity: Pairs to investigate different theories on the efficiency of the different types of treatments.

● Group activity: Groups to link the treatments to the different injuries and consider the positive impacts of their usage.

Session 9

LO2

Topic(s):

● Effectiveness of assessment techniques

Sample activities:

● Individual activity: Students to research the different types of assessment given to them by the tutor.

● Tutor-led activity: Tutors to lecture on clearing of joints, PRICED and SALTAPS, demonstrating their usage.

● Pair activity: Pairs to practically attempt different assessments and review their effectiveness for different injuries.



Session Activities

Session 10

LO2

Topic(s):

● Injections for rehabilitation

Sample activities:

● Tutor-led activity: Tutor to lead on a discussion about the different types of injections, students to take notes.

● Pair activity: Pairs to investigate the effectiveness of injections and their side effects.

● Individual activity: Students to research contrasting theories on the pros and cons of injections for rehabilitation.

Session 11

LO3

Topic(s):

● Stages of rehabilitation

Sample activities:

● Group activity: Groups to create a presentation on the selected stages and phases of rehabilitation. These to be presented to the whole group.

● Tutor-led activity: Tutor to lecture a recap on client assessments and demonstrate effective execution. Students to take notes.

● Pair activity: Pairs to practically carry out client assessments with a partner.

Session 12

LO3

Topic(s):

● Physical examinations

Sample activities:

● Tutor-led activity: Tutor to lead on demonstrations of physical examinations and students to take notes.

● Pair activity: Pairs to practice the physical examinations and take notes in a clinical manner.

● Individual activity: Students to design physical examinations ready for assessment.



Session Activities

Session 13

LO3

Topic(s):

● Movement patterns

Sample activities:

● Tutor-led activity: Tutor to lead on demonstrations of movement pattern exercises for a specific sport.

● Pair activity: Pairs to practice training different movement patterns and link exercise to different sporting injuries.

● Individual activity: Students to begin designing a sports rehabilitation programme for a specific sporting injury.

Session 14

LO3

Topic(s):

● Psychological concepts

Sample activities:

● Tutor-led activity: Tutor to lecture on psychological coping strategies, goal setting and relapse.

● Group activity: Groups to create a range of coping strategies for different athletes and discuss with the whole group.

● Individual activity: Students to continue designing a sports rehabilitation programme for a specific sporting injury, including psychological concepts.

Session 15

LO3

Topic(s):

● Nutrition benefits

Sample activities:

● Group activity: Groups to create mini presentation on different nutritional benefits for rehabilitation and deliver to the whole group.

● Tutor-led activity: Tutor to lead on discussion about protein synthesis and recovery process.

● Individual activity: Students to research different nutritional requirements for strengthening and size training.



Session Activities

Session 16

LO4

Topic(s):

● Delivery of programme

Sample activities:

● Individual activity: Students to deliver their designed sports rehabilitation programme.

● Tutor-led activity: Tutor to observe and assess the students’ delivery of their rehabilitation programme.

● Pair activity: Pairs to gain feedback on the delivered sports rehabilitation programme.

Session 17

LO4

Topic(s):

● Delivery of programme (ongoing)

Sample activities:

● Individual activity: Students to deliver their designed sports rehabilitation programme.

● Tutor-led activity: Tutor to observe and assess the students’ delivery of their rehabilitation programme.

● Pair activity: Pairs to gain feedback on the delivered sports rehabilitation programme.

Session 18

LO4

Topic(s):

● Evaluation of programming

Sample activities:

● Group activity: Groups to discuss the difference between programming for elite athletes and amateur, then feedback to the whole group.

● Tutor-led activity: Tutor to review elite level rehabilitation programmes with the whole group, whilst they take notes.

● Individual activity: Students to research the additional equipment available in elite level sports rehabilitation.



Session Activities

Session 19

LO4

Topic(s):


Sample activities:

● Pair activity: Pairs to review the feedback from the delivered session, whilst considering the movement patterns used.

● Tutor-led activity: Tutor to lead on discussion about the different movement patterns within specific sports. Students to take notes and review programmes.

● Individual activity: Students to work on their evaluation of the programmes they have written.

Session 20

LO4

Topic(s):


Sample activities:

● Group activity: Groups to create an information poster on the psychological support required within sports rehabilitation programmes.

● Pair activity: Pairs to review the importance of progression within a sports rehabilitation programme and discuss ideas with the whole group.

● Individual activity: Students to work on their evaluation of the programmes they have written.

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August 2020

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Sports and Exercise Science

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