1. UNIT 6 – SPORTS DEVELOPMENT
Tennis & Further Education
Taught Lesson Supporting Presentation
UNIT 6 – SPORTS DEVELOPMENT
Edexcel BTEC Level 3 Extended National Diploma in Sport (Development, Coaching & Fitness)

2. 1 Know key concepts in sports development
Aim & Purpose:
The aim of this unit is to provide the learner with an overview of the principles of sports development, the key agencies involved and to provide practical examples of current practice.
Learning Outcome:
1 Know key concepts in sports development
2 Know the key providers of sports development
3 Understand how quality is measured in sports development
4 Know about sports development in practice.

3. Define Sports Development in one concise paragraph
Student Task
Define Sports Development in one concise paragraph
Tutor Guidance:
This is a great opportunity to get the students into small groups and allow them four or five minutes to discuss what they think Sports Development is. The tutor may wish to conduct a mind mapping exercise or small group presentations to explore the various ideas of the students and record them for later use. Much of what comes out of this exercise will lead the tutor into the rest of the lesson, such as:
Sports Development organisations
Sports Development Activities
Why Sports Development

4. Towards a Definition of Sports Development
PROVISION OF MORE AND BETTER QUALITY OPPORTUNITIES FOR PEOPLE, IRRESPECTIVE OF AGE, GENDER OR LEVEL OF ABILITY/DISABILITY, TO ACCESS SPORT
(EADY,1993)
Tutor Guidance:
Using this definition as a starting point the tutor may wish to start a discussion using examples provided by the students which includes who participants who sport and/or physical activity and extend this beyond the students to the students families, what type of sports / activities, how often, where and who provides the opportunity.

5. RANGE OF ORGANISATIONS INVOLVED POSITIVE CHANGE WOLFENDEN REPORT 1960
Towards a Definition of Sports Development
BROAD TERM
RANGE OF ORGANISATIONS INVOLVED
POSITIVE CHANGE
WOLFENDEN REPORT 1960
Tutor Guidance:
This slide provides an overview of where the next few lessons could possibly go, firstly, after allowing the students to explore the term and define Sports Development a number of definitions will be offered in order to try to further understand the term. The tutor will then begin to discuss the types of organisations that are involved in Sports Development, again, allowing the students to explore their involvement and the organisations they interact with. Positive Change can best be discussed as the Governments agenda at the time and the need to stimulate positive contributions by Britain's youth in the late 50’s and the work of youth workers. The Wolfenden Report, (1960), is a significant starting point in the evolution of sports development, it’s purpose, make-up and delivery.

6. Broad Definition of Sport:
‘Sport means all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels’.
Council of Europe, European Sports Charter, (1993)
Tutor Guidance:
This definition provides a base from which the students can begin to explore Sports Development, the tutor may wish to focus on the students participation rates, levels and use this information to begin to paint a picture of Sports Development.

7. Definition of Sports Development
“Sports development is a process by which interest and desire to take part in sport may be created in those who are currently indifferent to the message of sport; or by which those now not taking part but well disposed may be provided with appropriate opportunities to do so; or by which those currently taking part may be enabled to do so with meaningful frequency and greater satisfaction, thus enabling participants at all levels to achieve their full potential”.
Sports Council, North West Region, (1990)
Tutor Guidance:
The tutor may wish to revisit the definitions produced by the students, (these could have been recorded on flipchart paper & placed on the classroom wall), and compare this formal definition of Sports Development with the definitions produced by the students.

8. (Collins, 1995) Further Definition:
A process whereby effective opportunities, processes, systems and structures are set up to enable and encourage people in all or any particular groups and areas to take part in sport and recreation or to improve their performance to whatsoever level they desire
(Collins, 1995)
Tutor Guidance:
The tutor may wish to revisit the definitions produced by the students, (these could have been recorded on flipchart paper & placed on the classroom wall), and further compare this second formal definition of Sports Development with the definitions produced by the students.

9. Further Definition (Sports Council, 1993)
About ensuring the pathways and structures are in place to enable people to learn basic movement skills, participate in sports of their choice, develop their basic competence and performance, and reach levels of excellence.
(Sports Council, 1993)
Tutor Guidance:
The tutor may wish to revisit the definitions produced by the students, (these could have been recorded on flipchart paper & placed on the classroom wall), and compare this formal definition of Sports Development with the definitions produced by the students.

10. Student Task
In small groups discuss possible labels to describe different levels of sports involvement ?
Tutor Guidance:
The tutor may wish to first discuss Casey’s, (1988) model of sports participation and concept of the triangle model? As a practical investigation the tutor may wish to get the students in to groups dependent on their level of participation and highlight the differences at each level.

11. Casey’s, (1988), Sports Development Model
Tutor Guidance:
Having discussed the levels the tutor may wish to introduce this model and it’s accompanying theory, highlighting the traditional theory that Sports Development was progressive and smooth in transition.

12. Sports Development is a continuous process (hence, “continuum”)
Casey’s, (1988), Model
Sports Development is a continuous process (hence, “continuum”)
People start (typically) at the bottom of the pyramid (“Foundation Level”)
Participants progress their way up smoothly through the various stages until they find their own level
Tutor Guidance:
The tutor may wish to highlight the implications of Casey’s 1988 model and discuss with the students how they think this may have evolved over the last 23 years, points to consider could include:
Re-entry into Sport
Injury or illness
Change of Sport
Poor school provision

13. Level Description Foundation Participation Performance Excellence
Sports Development Continuum
Level
Description
Foundation
Encouraging young people into the exercise habit and
developing basic movement and sports skills (for example,
throwing, catching and hand–eye coordination) to provide a
foundation for personal development and future participation
in the sport of their choice.
Participation  
Opportunities for all members of the community to take part in
a sport, whether for reasons of enjoyment, fitness, social
contact or simply to get involved in the sport for its own sake.
Performance
Opportunities for those already participating to improve their
performance from whatever base they start, where the desire
to improve is the key factor for involvement.
 Excellence
Opportunities for those with the interest and ability to achieve
publicly measured levels of excellence.
Tutor Guidance:
Tutors may wish to use these descriptors to further discuss the levels of participation reached by the students as well as provide practical examples, many of which are available on t he Tennis Foundation or British Tennis websites.

14. Modified Version of the Game Easy to Engage Fun
Mini Tennis – Foundation Level
Modified Version of the Game
Easy to Engage
Fun
Often Our First Experience
The ‘P.E Teacher’
Tutor Guidance:
This is a great opportunity to introduce the equipment used to play Mini Tennis to the students and if time and space allow have a game of Mini Tennis to encourage exploration of this fantastic game. The tutor may wish to provide commentary on our this game fits into the Sports Development Continuum, considering the bulleted points on the slide and asking the students if they had visiting coaches or ‘Tops Sport’ bags in their school. If there isn’t the space or the time to actually deliver a practical session here the tutor may wish to visit the Tennis Foundation website and show a small DVD clip of the game.

15. Schools, Community & Disability Tennis Accessible
The Tennis Foundation
Tennis Charity
Development of Tennis
Schools, Community & Disability Tennis
Accessible
Lawn Tennis Association
Other Partners
Tutor Guidance:
The tutor may wish to use the ‘What We Do’ section of the Tennis Foundations website to explain the work of the Tennis Foundation and build a picture of our Sports Development is delivered. The Tennis Foundation do a great deal of work within schools to introduce Tennis to young people and to make Tennis more accessible, this then is followed up by the School – Club link process which can be seen as the second step in retaining young people in sport. The college may have a link to a local Tennis Club which could be highlighted as an example of our getting young people into local clubs helps to keep them interested in sport.

16. Why is Sports Development important in our society?
Why Sports Development?
What Does it Do?
Why is Sports Development important in our society?
Tutor Guidance:
The tutor may wish to consider the following wider agenda items when delivering this slide:
The Health Agenda – how sport and physical activity address the obesity, coronary heart disease and other related diseases.
The Criminal Agenda – how sport can act as a diversionary activity, an engager to the disaffected and disengaged.
Social Inclusion – how sport can develop unity, cohesion and a sense of belonging within and across communities.
Academic Attainment – sport can help to engage and focus young people which in turn can have a positive affect on their attainment within schools.

17. Social & Confidence Building Fun
Purpose of Sports Development Schemes
Progression
Social & Confidence Building
Fun
Specific Target Group v Community Benefit
Tutor Guidance:
This is an opportunity for the tutor to allow the students to firstly group themselves dependent on why they participate in sport / physical activity and to then discuss the broad purpose of sports development, offering examples for each of the concepts. Most of the students will participate for Fun or Progression within their sport however it is also possible that they began to play sport through a community programme which focused on social improvement, community cohesion or division.

18. Produce your own Factsheet based on the information you find.
Student Task:
Using your Tennis Factsheets, Identify what you think Sport / Tennis Development is?
Produce your own Factsheet based on the information you find.
Tutor Guidance:
This could be an in-class activity to summarize key information from the lesson or a self-study task for the students to complete before the next lesson. Tutors may wish to provide the students with access to the Factsheets via the Tennis Foundation website, ( or as download and printed hard copies of the information.