1. SL2/CSL2 – Level 1 Qualification in Sports Leadership Tutor Resource
Unit 2 – Plan, lead and evaluate sport/physical activity sessions

2. Unit 2 – Plan, lead and evaluate sport/physical activity sessions
Learning Outcomes
By the end of this unit, you will:
Know how to plan a series of structure, inclusive and safe sport/physical activity sessions
Be able to plan a series of structured, inclusive and safe sport/physical activity sessions
Be able to lead a series of structured, inclusive and safe sport/physical activity
Be able to evaluate a series of sport/physical activity sessions

3. Unit 2 – Plan, lead and evaluate sport/physical activity sessions
Learning Outcome 1
By the end of this section, you will:
Know how to plan a series of structured, inclusive and safe sport/physical activity sessions

4. Planning sport/physical activity sessions
Activity – Key questions
Time: 5-10 minutes
Work in teams of 3-5
Create a list of the planning factors will you need to consider
Devise a set of questions that can be asked about any venue. For example, about facilities, equipment available, access arrangements.
Keep a record of these key questions for future contact with venues.
Tutor notes –

5. Planning factors Planning factors might include:
Collecting relevant information
Selecting a focus
Types of activities to deliver
Building in flexibility and opportunities to alter plans
Use of evaluation to inform future planning
Recording plans in an appropriate format
Planning for safety
Being aware of how to adapt activities to make them easier/harder
Tutor notes –

6. Planning factors – progressive sessions
You will not be assessed for leading progressive sessions as part of this course but it is important to understand how progression within sessions might work.
What is meant by a ‘series of sessions’?
How is planning a series of sessions different from planning an individual session?
How do you plan a series of sessions which are structured, inclusive and safe?
What different types of activities could be planned for?
Tutor notes –

7. Planning factors – progressive sessions
Activity – Planning progressive sessions
Time: 5-10 minutes
In pairs or small groups, plan a series of 3 skills based activities that show progression
For example, the 3 sessions could build for progression in any of the following:
Throwing
Catching
Striking
Kicking
Be prepared to deliver your activities to a small group.
Tutor notes –

8. Planning sport/physical activity sessions
How to plan structured sessions:
Appropriate pace and flow
Include the right components of a session
Transitions from one activity to the next
Appropriate start and end to sessions
Activities which are coherent and relevant
What are the possible components of a session? What are the aims of each?
Tutor notes –

9. Planning sport/physical activity sessions
Components of a sport/physical activity session might include:
Introduction
Warm up
Skill development
Main game/activity
Cool down
Closing the session – plenary
Tutor notes –

10. Planning sport/physical activity sessions
How to plan inclusive sessions:
Possible range of abilities and needs
How to make activities easier/more challenging
Describe how you might adapt plans whilst the session is in progress to ensure suitability for participant needs
Can you think of any specific examples that you would need to adapt a session for? What might you do make it more inclusive?
Tutor notes –

11. Planning sport/physical activity sessions
How to plan safe sessions:
Potential risks and hazards
How to minimise risks (before, during and after sessions)
Be aware of what the emergency procedures are
Be aware of how to report any health and/or safety concerns
Can you think of any scenarios that might occur? How would you deal with this?
Tutor notes –

12. Sport/physical activity session types
What types of activities might you want to deliver? Themes might include:
Skill development
Fitness based
FUNdamentals
Playground games
Parachute games
Sports day/mini athletics
Taster session
Disability sport
Teambuilding activities
Tutor notes –

13. Unit 2 – Plan, lead and evaluate sport/physical activity sessions
Learning Outcome 2
By the end of this section, you will:
Be able to plan a series of structured, inclusive and safe sport/physical activity sessions
And to provide evidence of this you must:
Complete Task 2.1 – Session plan and evaluation x 3

14. The importance of planning
Activity – Ask the audience vs phone a friend
Time: minutes
Work in pairs or small groups to plan a session.
Your tutor will give you an obscure skill or exercise to lead.
You have no time to research their activity but you have 1 minute to discuss. After that you must lead a 2-3 minute session.
Get feedback from the group:
How successful was it?
How confident did you feel?
Did you it?
Repeat the activity above but this time you have minutes to research and plan the session before leading it. What was the difference?

15. Tasks
Reminder
You need to have completed Task 2.1 (the session plans) from your LER.
You need to plan a minimum of 3 sport/physical activity sessions.
Each session needs to focus on a different activity type.
This will be assessed by your tutor.

16. Unit 2 – Plan, lead and evaluate sport/physical activity sessions
Learning Outcome 3
By the end of this section, you will:
Be able to lead a series of structured, inclusive and safe sport/physical activity sessions
And to provide evidence of this you must:
Complete Task 2.1 – practical observation of leading a sport/physical activity session (Tutor/Assessor completes the Practical Observation Form in the LER)
Complete Task 2.2 – Risk assessment for one of your planned sessions

17. Leading sport/physical activity sessions
As a quick recap – what skills/attributes/behaviours are important to leading a sport/physical activity?
Examples of leadership skills include:
Effective communication skills – verbal and non-verbal
Ability to motivate others
Organisation and planning skills
Ability to manage behaviour
Dealing with risks and hazards within sport/activity sessions
Ability to safeguard participants

18. Key skills for leading sport/physical activity sessions
In order to lead successfully there are key skills that must be understood.
These include:
Verbal and non-verbal communication
Why this is important, different communication methods, which to use and when
Organisation within the session
Managing participants, equipment, transitions, start and end of the session
Motivation
Ways to motivate, selecting motivational methods to engage all participants
Adapting activities
Making activities easier/harder so that all participants can achieve

19. Communication skills
There are many different communication games that can be used to demonstrate the importance of different elements of communication.
‘Mirror drawing’ and ‘Quick it’s and emergency’ (explanations on the next slides) are two examples. Search online to see if you can find any others to play.

20. Communication skills Activity - Mirror drawing Time: 30 minutes
Working in pairs, with a piece of paper and a pencil each, label yourselves A and B sit back to back.
As have one minute to draw a picture/pattern/random shapes on their paper. Then turn turn and face each other.
As have 2 minutes to describe what they have drawn - B must try to draw a replica.
There will be rules to abide by (e.g. no hand signals, neither can see their partner's paper until the end, you can’t use the names of any shapes etc.)
Once the time is up compare picture to see how close you got to drawing a replica. If you were/weren’t close why do you think this was? What did you learn about giving verbal instructions? How is this activity relevant to your leading others? What did you learn that you will use when leading others?

21. Communication skills Activity – Quick, it’s an emergency!
Time: 30 minutes
Leave the room – you will be asked to return one at a time.
When the first person comes back in, you will be given a message. For example: "Quick! Find a phone, there's been an accident. A man fell off the pavement, a young man dressed in jeans ran out and snatched his briefcase. He then jumped on a passing bus and got away. Ring the police.“
The next person is asked to come back into the room - retell the story to them
This person then retells the story to the next person to enter the room, and so on until everyone is back the room
Compare the final version with the original. Discuss what factors led to the breakdown in communicating the message. 

22. Organisation within the session
This can include things such as:
Managing equipment (storing, handing out, collecting back in)
Managing participants (entering, transitions between parts of activities, leaving)
Being aware of safety issues
Effective organisation is key to a successful and safe activity

23. Organisation within the session
Activity – Invent-a-game
Time: 60 minutes
Working in pairs or small groups, you will be given some random equipment - sports or non-sports equipment (e.g. toilet roll, item of clothing, newspaper etc.).
Make up a new game using the equipment and a given area.
Your game must have a name, basic rules, be fun and be play-able by the group.
You will be asked to explain and demonstrate your game and then organise the rest of the group to play it.
Review your activity to explore what you had to organise, how successfully you did this and what you would do in the future to improve your organisation.

24. Motivating participants
There are many different ways to motivate participants – the next two activities give you chance to explore motivation techniques
Activity – (non!)musical cones
Time: 20 minutes
You will be given a cone and asked to place it somewhere in the working space. Everyone moves around the space then, on a given signal (music stopping, whistle, shout etc.), you must stand at a cone as quickly as possible.
Like musical chairs, the tutor will gradually take cones away.
At the start, cone-less learners just have to collect a new cone and join back in. The tutor can begin to add in various other consequences e.g. being ‘out’, challenges, etc.
Discuss what effect these ‘consequences’ had on your motivation levels and what are the implications of this when you are leading.

25. Motivating participants
Activity – It’s not a competition!
Time: 30 minutes
As a small group discuss and list the things that motivate you (generally in life). Then mind map the things that could motivate sports participants. Finally, explore how you can use this information as a sports leader

26. Adapting activities
To plan and lead sessions that are as inclusive as possible, you will need to understand how to adapt activities. This includes being able to make activities:
Easier/more challenging
More active
More concentrated
More individual or more group orientated
More competitive or more participation focussed

27. Adapting activities Examples of adaptations could include:
Change equipment - larger, smaller, adapted, safer.
Change rules - simplified, more focused.
Change space - larger, smaller, more/less markings.
Change number of people - more/less people, different groups.
Change of pace - faster, slower, more/less breaks.

28. Adapting activities
The participants in your sessions will have differing abilities and varying needs. In order to make sure everyone has fun and can achieve you will need to be able to deliver activities that are suitable for all.
Activity – Make a change
Time: 60 minutes
The tutor will set up and deliver an activity (maybe a simple invasion game) for the group to play.
At random, you will be asked to select a ‘make a change’ card which will ask you to change the activity in some way (e.g. make it harder, make it easier, make it accessible for participants with reduced mobility/visual/ hearing impairment, mixed ability, 4 year olds, 16 year olds etc.)

29. Dealing with risks and hazards
The activities you lead need to be as safe a possible. For this you should:
Ensure that the equipment is safe to use, prior to and during a session
Ensure that the facilities are safe to use, prior to and during a session
Ensure that participants are ready for activity and are safe
Report any safety issues to the responsible person

30. Dealing with risks and hazards
Activity – Safety wildcards
Time: 30 minutes
In pairs you will be given a ‘wildcard’ - discuss how you would deal with the scenarios in a session you lead. Examples of ‘wildcards’ are:
You have just returned after a fire alarm and only have 15 minutes left
A participant has an accident. You need to deal with the emergency and keep the other participants active
There is damage to the playing surface so only half of the space is available
There is a fire alarm - you must evacuate the building according to the organisations’ procedures
Some of the equipment is faulty. Adapt your session so that the activity can continue and follow the organisations’ procedures with regards to the fault
There is a power cut. Only the emergency lighting is on. What do you do?
Activity – Safety wildcards
In pairs give your learners a wildcard each to discuss how they would deal with the scenarios. These could include:
You have just returned from outside because of a fire alarm and only have 15 minute of your session left
A participant has an accident. You need to deal with the emergency and keep the other participants active
There is damage to the playing surface. You can only use half the available space
The fire alarm has just started ringing. You must evacuate the building according to the organisations’ procedures
Some of the equipment is faulty. You must adapt your session so that the activity can continue and follow the organisations’ procedures with regards to the fault
There is a power cut. All the lights in the sports hall have gone out, only the emergency lighting is on. What do you do?

31. Things to remember when leading your sport/physical activity sessions
Effective communication (verbal & non-verbal)
Employ a range of motivational methods
Set and enforce some ground rules
Adapt your session when appropriate
Ensure health and safety is adhered to

32. Tasks
Reminder
You need to have completed Task 2.1 (leading a session – you Tutor/Assessor needs to complete the Practical Observation Form ).
You need to have completed Task 2.2 – Risk assessment for one of your planned sessions
This will be assessed by your tutor.

33. Unit 2 – Plan, lead and evaluate sport/physical activity sessions
Learning Outcome 4
By the end of this section, you will:
Be able to evaluate a series of sport/physical activity sessions
And to provide evidence of this you must:
Complete Task 2.1 – evaluation section of the session plan

34. Evaluating sport/physical activity sessions
Leaders should always evaluate their sessions through feedback. This enables reflection on success and the improvement of future sessions. To evaluate your sessions you should:
Choose a method of assessment to gain feedback
Consider the strengths and areas for development when leading
What improvements could you make for the future

35. Evaluating sport/physical activity sessions
Activity – Chuff chart
Required: A large piece or paper or white board with different colour pens
Time: 10 minutes
Draw an X and Y axis graph on the white board or paper and rate the horizontal
X axis = the stage of the session. Include all stages along the X axis (e.g. Introduction  Warm up  Skill development  Main game/activity  Cool down  Plenary)
Y axis = enjoyment/success rating score (1-5 where 1 = boring/not successful and 5 = fun/successful)
Score each stage and draw a line to plot enjoyment/success during the session.
Plot some of your peers scoring on the your chart and compare results
Where could you improve? Where could other improve?

36. Evaluating sport/physical activity sessions
Activity – Traffic lights
Required: A large piece of paper or white board
Time: 10 minutes
You tutor has created a traffic light on the board/with cones on the floor
Rate yourself red, amber or green based on the success of your leading the different components of the your session
Red – Needs more improvement, didn’t go to plan
Amber – Feeling okay about this, still a few things to improve on but quite happy
Green – Confident with the result, all delegates where happy with the activity.
Progression:
Rate your peers’ performance in the same way. Did you evaluate their success they same as they did?

37. Tasks
Reminder
You need to have completed Task 2.1 (evaluation section for at least 3 sessions that you have led).
This will be assessed by your tutor.

38. End of Unit 2 – Plan, lead and evaluate sport/physical activity sessions Recap
A quick reminder of the Learning Outcomes in this unit:
You should now:
Know how to plan a series of structure, inclusive and safe sport/physical activity sessions
Be able to plan a series of structured, inclusive and safe sport/physical activity sessions
Be able to lead a series of structured, inclusive and safe sport/physical activity
Be able to evaluate a series of sport/physical activity sessions