1. Learning aim B Undertake the planning and leading of sports activities
Teacher notes:
This unit is assessed internally by the centre and externally verified by Edexcel.
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2. Sports activities
Individual sports – e.g. table tennis, badminton, tennis, golf, gymnastics, cycling, boccia, fencing.
Team sports – e.g. association football, rugby union/league, basketball, netball, hockey, handball, wheelchair basketball.
Outdoor adventurous activities – e.g. climbing, orienteering, kayaking, windsurfing, surfing, rambling.
Fitness activities – e.g. circuit training, resistance training, fartlek training, interval training, free weights.
Teacher notes (PS 7):
Use this slide to introduce the different types of sports activities for which learners could develop an activity sessions plan.
A major aim of the slide is to show a wide range of activities for learners to choose from. It must be emphasised that this list is not exhaustive.
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3. Components of a sports activity session
Warm-up
Skill introduction
Skill development
Conditioned game
Cool down
Teacher notes (PS 8):
This slide introduces learners to different components of sports sessions. Make links to AS 5.
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4. Warm-up
The warm-up should last for at least 10 minutes. It should take a methodological approach and:
initially increase body heat and respiratory and metabolic rates
stretch the muscles and mobilise the joints that will be used in the session
include rehearsal and practice of some of the activities that are required in the sport.
Teacher notes (PS 9):
This slide could be linked to a practical session and AS 5.
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5. Skill introduction
For beginners it is important that drills are easy to follow and provide technically correct information.
Drills should be fun and exciting for young children to ensure that they are engaged in the session.
Teacher notes (PS 10):
Could be linked to practical sessions – teacher-led session demonstrating different methods of introducing skills to learners.
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6. Skill development
For more advanced players, drills should support their development and provide the sports performers with appropriate challenges to keep them interested and engaged.
Teacher notes (PS 11):
Could be linked to practical sessions – teacher/tutor-led session demonstrating different methods of developing skills already mastered by participants to learners.
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7. Conditioned game Conditioned games have special rules or restrictions.
These should be used to further develop skills and techniques within match-like situations.
Teacher notes (PS 12):
Could be linked to practical sessions – teacher/tutor-led session demonstrating different conditioned games that are used to further develop skills, techniques and tactics within sessions.
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8. Cool down
The aim of a cool down is to bring the body gradually back to the pre-exercise condition.
A cool down should prevent muscle stiffness and injury, and improve flexibility.
Teacher notes (PS 13):
Could be linked to practical sessions – teacher-led session demonstrating different methods of cooling down participants of various ages.
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9. Planning sports activities
Participants – How many? Who? Age? Ability?
Aims and objectives – What you want to achieve and how?
Resources – What equipment, facility, resources?
Health and safety considerations:
risk assessment
informed consent.
Teacher notes (PS 14):
Links should be made to EC 1 and EC 2.
An example can be found for learners to look at in the Sample Learner Work to compare requirements of assessment criteria.
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10. Risk assessment
A risk assessment should examine the entire environment and all the activities and equipment that a sports leader is going to use, to ensure that all the risks and hazards are managed.
Teacher notes (PS 15):
Learners to be told that they are required to complete a risk assessment and informed consent when planning each of their sessions.
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11. Measures of success Coverage of planned components
Meeting of set aims and objectives
Organised
Safe
Teacher notes (PS 16):
It is important that learners are made aware of how the success of their session will be measured. This is taken directly from the specification for this unit.
Teacher should discuss measures of success with learners.
Learners should be encouraged to input into the discussion of how success can be measured during and after the session, and by whom.
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