Students cover all elements of the course over 3 years.
In total there are 4 assessed units. These comprise of written
theory assessment and practical assessment as outlined below:
Year Unit Theory Assessment Practical Assessment
9 Term 1 & 2: RO52 – DEVELOPING PRACTICAL SKILLS
----------- HT6: RO51 - CONTEMPORARY ISSUES IN SPORT (Exam)
Induction activities Knowledge & Skill Development Project 1
Written Coursework Assignment
----------- June– Mock Exam (LO1)
Students are formally assessed in team sports, individual sports
and
officiating (LO1, LO2 & LO3)
HT 6 – Leadership Introduction (Skills and Qualities)
10 Term 1: RO51 - CONTEMPORARY ISSUES IN SPORT (Exam)
----------- Term 2 & 3: RO54 – MEDIA IN SPORT
October – Mock Exam (LO1 & LO2) December – Mock Exam (LO1, LO2,
LO3 & LO4) January - External Exam (Contributes to final
grade)
----------- 5 Written Coursework Assignments (Approximately 1
assignment per half term)
Students are formally assessed in individual sport and officiating
(LO1 &
LO3):
Students practice leadership skills in preparation for year
11:
HT 6 – Leadership Games (Communication & Organisation)
11 Term 1 & 2:
Students are formally assessed independently leading an activity of
their
choice (LO3)
Year 9 Programme of Study - OCR Sports Studies
Year 9 OCR Sport Aim:
We aim for students to research then implement ideas and principles
of successful sports performance, including officiating. Through
classroom lessons students develop their personal study skills. We
encourage students to use their initiative in independent research,
further their analysis skills and communicate their ideas
effectively. Practically we aim for students to apply skill,
technique and decision-making in a range of competitive situations.
Students examine a variety of different roles and responsibilities
requiring them to apply knowledge of skills, rules, officiating and
judging to differing scenarios. Students are encouraged to use
initiative to perform key roles and positions within teams or as an
individual in challenging situations. We enable opportunities to
evaluate outcomes allowing them to plan strategy and address areas
for development.
CURRICULUM IMPLEMENTATI ON *These elements are to form the learning
objectives
Knowledge: - Link knowledge of skills & technique in order to
perform in a variety of roles in challenging situations. - Examine
effective skill selection in a variety of competitive situations. -
Plan strategies to overcome opponents in direct competition for
team or individual games. - Communicate common rules for
competition independently. - Evaluate performance and identify
development strategies. Personal Skills: - Build independence
through guided discovery and problem solving activities. This
encourages students to use initiative and organisational skills
when overcoming challenging situations practically or researching
new content in the classroom. - Develop non-verbal and verbal
communication to demonstrate a variety of roles and
responsibilities within competitive activity. - Plan to overcome
challenging situations by evaluating performance in order to
identify strategy to overcome a problem. - Examine written
communication skills, developing a written framework to form
detailed analysis (PEE). Values: - Leadership and officiating
activities encourage respect for individuals in those roles,
contributing to citizenship, fair play and inclusive activity. -
Focus on performance analysis encourages students to recognise
excellence and show resilience in striving for this.
IMPACT Intended Outcomes
By the end of year 9 we intend for the following student outcomes.
Knowledge: - Demonstrate advanced application of skills and
techniques consistently and confidently as an individual and team
performer. - Implement decision-making in skill selection and
strategy, showing accuracy and fluency on most occasions. - Create
tactics/strategies/compositional ideas - Apply advanced officiating
skills in the sporting activities, accurately and consistently.
Implementing use of signals is clearly and confidently. Personal
Skills: - Initiative to organise and self-officiate sporting
activity. - Communicate with others using a variety of verbal and
non-verbal methods. - Evaluate performance and identify how areas
of weakness can be developed. - Written Analysis to profile
performance and measure improvements made. Values: - Respect for
individual roles and responsibilities that contribute to
citizenship, fair play and inclusive activity. - Excellence is
recognised and students demonstrate resilience to strive towards
this.
CURRICULUM IMPLEMENTATION - LESSONS
Half Term 1 RO52 - PRACTICAL ACTIVITY
Individual Sport - Badminton: - Skills, Decision Making &
Tactics - Officiating - Profile Performance (S&W)
RO52: Developing sports skills LO1: Be able to use skills,
techniques and tactics/strategies/compositional ideas as an
individual performer in a sporting activity LO3: Be able to
officiate in a sporting activity
Transition Project Part 1: - What is a skill? - What is a tactic? -
Research and explain badminton skills, technique, decision making
and tactics (PEE) Part 2: - What are the official’s role and
responsibilities? - Research Badminton Rules - Research
communication and signals (PEE)
Transition Project MB1 – Brief points only evidenced MB 2 – Some
relevant examples evidenced MB 3 – Examples are explained fully
(PEE)
Half Term 2 RO52 - PRACTICAL ACTIVITY
Team Sport - Football: - Skills, Decision Making & Tactics -
Officiating - Profile Performance (S&W)
RO52: Developing sports skills LO2: Be able to use skills,
techniques and tactics/strategies/compositional ideas as a team
performer in a sporting activity LO3: Be able to officiate in a
sporting activity
Part 1: - Team Sport rules research - Team Sport officiating
scenarios - Rules tests Part 2: Coursework - Types of skill (Open /
closed etc.) - Performance Profiling Review - Strength &
Weaknesses (PEE)
LO4 MB1 - The review of performance is basic MB2 - The review of
performance is detailed in some aspects. MB3 - The review of
performance is detailed in most aspects.
Half Term 3 RO52 - PRACTICAL ACTIVITY
Team Sport – Basketball/Netball: - Skills, Decision Making &
Tactics - Officiating - Profile Performance (S&W)
RO52: Developing sports skills LO2: Be able to use skills,
techniques and tactics/strategies/compositional ideas as a team
performer in a sporting activity LO3: Be able to officiate in a
sporting activity
Coursework: - Fixed, Whole/Part, Varied, Situation Practices -
Progressive training activities - Research training activities -
Training to improve
LO4 MB1 - The application of practice methods is basic and
addresses few of the areas and skills where improvement is needed.
MB2 - The application of practice methods is simple and addresses
many of the areas and skills where improvement is needed. MB3 - The
application of practice methods is considered and addresses most of
the areas and skills where improvement is needed.
Half Term 4 RO52 - PRACTICAL ACTIVITY
Individual Sport – Table Tennis: - Skills, Decision Making &
Tactics - Officiating - Profile Performance (S&W)
RO52: Developing sports skills LO1: Be able to use skills,
techniques and tactics/strategies/compositional ideas as an
individual performer in a sporting activity LO3: Be able to
officiate in a sporting activity
Coursework: - Performance Analysis / Monitoring Tools (video,
performance log, diary, peer, coach etc.) - Measuring Performance /
Improvement
LO4 MB1 - Understanding of how to measure improvement is limited.
MB2- Understanding of how to measure improvement is detailed. MB3 -
Understanding of how to measure improvement is comprehensive.
Half Term 5 CLASSROOM LESSONS: RO51 - CONTEMPORA RY ISSUES
PRACTICAL LESSONS: RO52 - PRACTICAL ACTIVITY
Individual/Team Sport - Tennis / Striking and Fielding / Athletics
- Skills, Decision Making & Tactics - Officiating - Profile
Performance (S&W)
RO52: Developing sports skills LO1/LO2: Be able to use skills,
techniques and tactics/strategies/compositional ideas as an
individual/team performer in a sporting activity LO3: Be able to
officiate in a sporting activity
Exam Preparation: LO1 - Target/User Groups - Barriers to
participation - Solutions to participation barriers
We Will Grade You As Follows: 30% - L1 PASS (1) 40% - L1 MERIT (2)
50% - L1 DISTINCTION (3) 60% - L2 PASS (4) 70% - L2 MERIT (5.5) 80%
- L2 DISTINCTION (7)
Half Term 6 CLASSROOM LESSONS: RO51 CONTEMPORA RY ISSUES PRACTICAL
LESSONS: RO53: SPORTS LEADERSHIP
Leadership Games – - Warm up/Cool Down Games - Leading TOPS Cards -
Pair/small group Leadership - Communication - Organisation -
Safety
RO53: Sport leadership LO3: Be able to deliver a sports activity
session
Exam Preparation: LO1 - The factors which can impact upon the
popularity of sport in the UK - Current trends in the popularity of
different sports in the UK - Growth of new/emerging sports and
activities
We Will Grade You As Follows: 30% - L1 PASS (1) 40% - L1 MERIT (2)
50% - L1 DISTINCTION (3) 60% - L2 PASS (4) 70% - L2 MERIT (5.5) 80%
- L2 DISTINCTION (7)
Performance / Leadership Opportunities
Year 10 Programme of Study - OCR Sports Studies
Year 10 OCR Sport Aim:
Students cover 2 units of work during year 10; Contemporary issues
in sport (exam) and Sport and the media (course work).
In preparation for the examination learners will explore a range of
topical and contemporary issues in sport, relating to participation
levels and barriers, the promotion of values and ethical behaviour
through sport. Deeper insight into the role of high-profile
sporting events & national governing bodies are provided to
explore sports’ attempts to positively impact upon society and
showcase their worth beyond providing entertainment. We aim for
students to research, record and communicate findings as to how
contemporary issues effect individuals and sports organisations.
Students are encouraged to explore a range of revision techniques
to digest, recall and apply the contemporary issues learnt to a
wide range of scenarios.
We aim for students to develop their knowledge to interpret the
relationship between sport and the media. Through classroom lessons
students will analyse the different ways in which sports items may
be represented by the media and how this can impact the development
or image of different sports. We encourage students to use their
initiative in independent research and further their ability to
critically analyse different views to draw conclusions.
The intended skills students develop would be relevant in a range
of careers and roles within the sports industry, such as sports
reporting/broadcasting, sports analysis or research and public
relations or media work within a sports organisation.
CURRICULUM IMPLEMENTATION *These elements are to form the learning
objectives
Knowledge: Sport and the media
- Analyse the impact of the media on sport - Compose written
reports considering the positive and negative impact the media can
have on sport - Conclude how the media can choose to represent
different issues in sport and how this can manipulate public
perception
Contemporary issues in sport
- Debate the pros and cons for hosting a sporting event such as the
world cup or Olympics - Consider the different user groups when
investigating participation in sports - Research the use of
performance enhancing drugs in sport - Examine the role of national
governing bodies in sport - Recall content from the learning
objectives in preparation for a written examination
Personal Skills: - Self-reflect to question pre-conceived ideas
when considering contemporary issues in sport or making personal
opinions and views regarding new topics. - Extend non-verbal and
verbal communication to effectively relay their own views on both
contemporary issues in sport and the relationship the media has
with sport. - Practice resilience and organisation to employ
revision techniques required to recall and apply key content. -
Examine written communication skills, developing a written
framework to form detailed critical analysis (PEE). Values: -
Develop a consideration for the barriers some individuals may
experience when attempting to participate in sport. -Explore how
contemporary issues surrounding inequality in sport can be
addressed to support a more inclusive community. - Encourage
respect for individuals when participating in class debates,
allowing others to form differing views from each other.
IMPACT Intended Outcomes
By the end of year 10 we intend for the following student outcomes.
Knowledge: (Contemporary issues in sport) - Demonstrate a knowledge
and understanding of the issues which affect participation in sport
- Investigate the role of sport in promoting values - Analyse the
importance of hosting major sporting events - Consider the role of
national governing bodies in sport (Sport and the media) - Develop
a knowledge and understanding of how sport is covered across the
media - Demonstrate the positive and negative effects that the
media can have on sport - Consider the relationship between sport
and the media - Analyse specific media coverage of sport
Personal Skills: - Initiative to organise written work and prepare
for an examination. - Communicate with others when participating in
classroom debates - Written Analysis to consolidate knowledge
within both the media unit and contemporary issues in sport (PEE)
Values: - Team spirit – developing an understanding of how working
together and support each other can promote success in sport -
Citizenship - develop and understanding of how you can get involved
in your local community through sport - Tolerance and Respect –
developing an understanding of different countries and cultures
through sport - Fair play – learning the importance of following
the rules and being fair to others through playing - Inclusion-
investigating initiatives to get under-represented social groups
involved in sport - National Pride – understanding how supporters
and performers unite behind a country in international events -
Excellence is recognised and students demonstrate resilience to
strive towards this.
CURRICULUM IMPLEMENTATION - LESSONS
Window Unit Practical Content Practical Assessment Theory Content
Theory Assessment
Half Term 1 CLASSROOM LESSONS: RO51 - CONTEMPORA RY ISSUES
PRACTICAL LESSONS: RO52 - PRACTICAL ACTIVITY
N/A N/A Learning Outcome 2: Know about the role of sport in
promoting values
values which can be promoted through sport
the Olympic and Paralympic movement
other initiatives and events which promote values through
sport
the importance of etiquette and sporting behaviour of both
performers and spectators
the use of performance-enhancing drugs in sport
Learning Outcome 3: Understand the importance of hosting major
sporting events
the features of major sporting events
the potential benefits and drawbacks of cities/countries hosting
major sporting events
the links between potential benefits and drawbacks and legacy
October Mock We Will Grade You As Follows: 30% - L1 PASS (1) 40% -
L1 MERIT (2) 50% - L1 DISTINCTION (3) 60% - L2 PASS (4) 70% - L2
MERIT (5.5) 80% - L2 DISTINCTION (7)
Half Term 2 CLASSROOM LESSONS: RO51 - CONTEMPORA RY ISSUES
PRACTICAL LESSONS: RO52 - PRACTICAL ACTIVITY
N/A N/A Learning Outcome 4: Know about the role of national
governing bodies in sport
what national governing bodies in sport do
promotion
development
Revision Plans
Mind Map
Flash Cards
Recall Techniques
Memory Games
Past Papers
December Mock We Will Grade You As Follows: 30% - L1 PASS (1) 40% -
L1 MERIT (2) 50% - L1 DISTINCTION (3) 60% - L2 PASS (4) 70% - L2
MERIT (5.5) 80% - L2 DISTINCTION (7) Mock Exam – December External
Unit Exam - January
Half Term 3 CLASSROOM LESSONS: RO54 – MEDIA IN SPORT PRACTICAL
LESSONS: RO52 - PRACTICAL ACTIVITY
N/A N/A Coursework: - How the media covers sport using the
following; -TV - Written press - Internet - Radio Students research
media coverage of the above types and create a written report
Learning Outcome 1: Know how sport is covered across the media MB1
Identifies most different areas of the media which cover sport
supported by a limited range of examples. MB2 Identifies most
different areas of the media which cover sport supported by a range
of examples. MB3 Identifies all different areas of the media which
cover sport supported by a wide range of examples.
Half Term 4 CLASSROOM LESSONS: RO54 – MEDIA IN SPORT PRACTICAL
LESSONS: RO52 - PRACTICAL ACTIVITY
N/A N/A Coursework: -Understand the positive effects that the media
can have on sport -increased exposure of minority sports -
increased promotional opportunities - education - increased income
which benefits sport - inspiring people to participate -
competition between sports and clubs -Understand the negative
effects that the media can have on sport - decline in live
spectatorship - loss of traditional sporting values - media
coverage of inappropriate behaviour of athletes - increased
pressure on officials - saturation
Learning Outcome 2: Understand positive effects that the media can
have on sport Learning Outcome 3: Understand negative effects that
the media can have on sport MB1 Identifies some possible positive /
negative effects that the media can have on sport. Provides a brief
description of the positive effects identified and supports some of
the descriptions with examples. MB2 Describes a range of possible
positive / negative effects that the media has on sport. Provides
some explanation as to why they are positive, supported with mostly
relevant examples. MB3 Explains a wide range of possible positive /
negative effects that the media has on sport, clearly supported
with relevant examples.
Half Term 5 CLASSROOM LESSONS: RO54 – MEDIA IN SPORT PRACTICAL
LESSONS: RO52 - PRACTICAL ACTIVITY
Individual/Team Sport (Tennis / Striking and Fielding / Athletics)
- Skills, Decision Making & Tactics - Officiating - Profile
Performance (S&W)
RO52: Developing sports skills LO1/LO2: Be able to use skills,
techniques and tactics/strategies/compositiona l ideas as an
individual/team performer in a sporting activity LO3: Be able to
officiate in a sporting activity
Understand the relationship between sport and the media - the
relationship between sport and the media - how media uses sport to
promote itself - how sport uses the media to promote itself - sport
as a commodity - sponsorship and advertising - adoption and
rejection of sporting heroes by the media - how scrutiny/criticism
through the media has increased - the impact of pay-per-view
Learning Outcome 4: Understand the relationship between sport and
the media MB1 Outlines some aspects of the relationship between
sport and the media. Provides some basic examples of their value to
one another. Shows little awareness of the ways in which sport and
the media influence each other or that this has changed over time.
MB2 Describes a range of aspects of the relationship between sport
and the media, supported with mostly relevant examples of their
value to one another. Attempts some explanation of the ways in
which sport and the media influence each other, showing an
understanding that this has changed over time. MB3 Describes a wide
range of aspects of the relationship between sport and the media
with relevant examples of their value to one another. Explains the
ways in which sport and the media influence each other, showing a
thorough understanding of how this has changed over time
Half Term 6 CLASSROOM LESSONS: RO54 – MEDIA IN SPORT PRACTICAL
LESSONS: RO53: SPORTS LEADERSHIP
Leadership Games - Warm up/Cool Down Games - Leading TOPS Cards -
Pair/small group Leadership - Communication - Organisation -
Safety
RO53: Sport leadership LO3: Be able to deliver a sports activity
session
Be able to evaluate media coverage of sport
- compare aspects which may influence the
media coverage of a story/item
- compare features of media coverage which
may vary from one media outlet to another
- judge the way in which the media outlets
cover news items /stories
Learning Outcome 5: Be able to evaluate media coverage of sport MB1
Evaluation of the coverage of a sports story/item by different
media outlets is basic. It briefly discusses a limited range of
features of the coverage. Consideration of aspects which may have
influenced the coverage is superficial. Few relevant comparisons of
the coverage between the different media outlets are made. There is
little attempt to make an overall judgement about whether the way
in which the media outlets have covered the item/story is
appropriate. MB2 Evaluation of the coverage of a sports story/item
by media outlets is detailed. It discusses a range of features of
the coverage. Aspects which may have influenced the coverage are
considered. Relevant comparisons of the coverage are made. An
overall judgement is made about whether the
way in which the media outlets have covered the item/story is
appropriate MB3 Evaluation of the coverage of a sports story/item
by media outlets is comprehensive. It discusses fully a wide range
of features of the coverage. Aspects which may have influenced the
coverage are considered in detail. Clear and relevant comparisons
of the coverage are made. An overall judgement is made and
justified about whether the way in which the media outlets have
covered the item/story is appropriate.
Performance / Leadership Opportunities
Year 11 Programme of Study - OCR Sports Studies
Year 11 OCR Sport Aim:
Within year 11 we aim for students to complete RO53 Sports
leadership. By completing the unit, learners will develop some of
the knowledge, understanding and practical skills required to be an
effective sport leader and plan, deliver and review safe and
effective sporting activity sessions themselves. Students will be
encouraged to consider and evaluate their delivery of warm ups,
skills and conditioned games. By doing so they develop their
ability to communicate with an audience verbally and through
practical demonstration. They experience how to adapt to developing
situations and the different needs or abilities of those they are
leading.
CURRICULUM IMPLEMENTATI ON *These elements are to form the learning
objectives
Knowledge: - Investigate the roles of coaches, sports leaders and
teachers in the delivery of sports leadership - Develop knowledge
of training activities in order create risk assessments and lesson
plans in preparation for sport leadership delivery. - Research the
importance of differentiating session plans based on ability, needs
and changing situations. - Evaluate their own leadership qualities
and effectiveness of delivery. Personal Skills: - Independently
self-reflect and evaluate when considering their own sports
leadership performance. - Develop non-verbal and verbal
communication in the delivery of their sports leadership sessions.
Values: - Develop a consideration for the differing ability levels
of the students that they will be delivering their leadership
sessions. - Encourage respect for all within leadership
sessions
IMPACT Intended Outcomes
By the end of year 11 we intend for the following student outcomes.
Knowledge: - Consider the practical skills required to be an
effective sports leader. - Demonstrate a knowledge and
understanding of policies and procedures required within sports
leadership. - Apply communication with an audience verbally and
through practical demonstration. - Adapt to developing leadership
situations and the different needs and abilities of those they are
leading. - Analyse the delivery of a leadership session. Personal
Skills: - Initiative to organise and written work and prepare for
coursework submission deadlines. - Communicate with others when
delivering sports leadership sessions. - Written Analysis of their
sports leadership sessions, detailing strengths and areas for
improvement. Values: - Teamwork - developing how working together
and supporting each other can promote success in sport. -
Citizenship - understand how you can support your local community
through sport in differing roles. - Fair play - learning the
importance of following the rules and being fair to others you are
leading. - Inclusion- Creating inclusive session plans regardless
of ability and needs.
CURRICULUM IMPLEMENTATION - LESSONS
Half Term 1 RO53 - SPORTS LEADER SHIP
N/A N/A LO1: Know the personal qualities, styles, roles and
responsibilities for effective sports leadership
different leadership roles and opportunities in sport (e.g.
captains, managers, teachers, coaches, expedition leaders, role
models)
role-related responsibilities (e.g. knowledge of activity,
enthusiasm for activity, knowledge of safety, knowledge of child
protection issues, knowledge of basic first aid)
personal qualities which relate to leadership roles (e.g.
reliability, punctuality, confidence, communication,
creativity)
leadership styles, i.e. o democratic o autocratic o
laissez-faire.
LO1: MB1 Outlines a range of different sports leadership roles and
responsibilities associated with them. Identifies the styles and
personal qualities which relate to leadership roles in sport. MB2
Describes a range of sports leadership roles and related
responsibilities. Makes links between different roles and the
personal qualities and leadership styles of those who undertake
them with some accuracy. MB3 Describes a wide range of sports
leadership roles and related responsibilities. Makes clear and
accurate links between different roles and the personal qualities
and leadership styles of those who undertake them.
Half Term 2 RO53 - SPORTS LEADER SHIP
N/A N/A LO2A: Be able to plan sports activity sessions
objectives for the session (e.g. meeting the needs of the group) o
appropriate venue (e.g. type, size, indoor/outdoor)
equipment needs (e.g. type, size weight, arrangements)
supervision needs (e.g. additional leaders, roles, number of
participants)
timing of activities (e.g. related to age, experience of
participants, weather)
introduction/conclusion of session (e.g. how, when, where?)
basic warm up/cool down (e.g. physical and mental preparation
relevant to age of participants and the activity)
skills and technique development (e.g. appropriate
activities/structure of a session)
engaging (e.g. Will the participants have fun? Will the activity
hold their attention? Will the session flow smoothly?)
organisation (e.g. size/make up of working groups, size of working
areas, length of warm up/drills, timing to prevent boredom,
allowing progression)
LO2A: MB1 Produces a basic session plan which demonstrates limited
consideration of the key requirements for an effective and safe
sporting activity session. Requires some prompting from the teacher
in producing the session plan. MB2 Produces an effective session
plan which demonstrates appropriate consideration of the key
requirements for an effective and safe sporting activity session.
Little prompting from the teacher is required in producing the
session plan. MB3 Produces a detailed and comprehensive session
plan which demonstrates thorough consideration of the key
requirements for an effective and safe sporting activity session.
The session plan is produced independently. LO2B: MB1 -Shows a
limited awareness of safety considerations. Some teacher support
may be required in planning and setting up a suitable risk
assessment. Corrective action of risks is basic. Provides a brief
outline of emergency procedures related to the facility and
equipment to be used in the session.
LO2B: Be able to assess risk sports activity sessions
safety considerations when planning sports activity sessions, i.e.
o risk assessments (e.g. facilities, equipment/clothing checks,
activity- specific risks)
corrective action (e.g. wiping up puddles, removing litter,
reporting faulty equipment)
emergency procedures (e.g. procedures in the event of an accident,
procedures in the event of other emergencies, summoning qualified
help, completion of relevant documents)
MB2 -Shows some understanding of safety considerations, requiring
little teacher support in planning and setting up a suitable risk
assessment. Corrective action of risks is effective. Provides a
clear description of emergency procedures related to the facility
and equipment to be used in the session. MB3 - Shows well developed
understanding of safety considerations, planning and setting up a
suitable risk assessment independently. Corrective action of risks
is considered and effective. Provides a thorough explanation of
emergency procedures related to the facility and equipment to be
used in the session.
Half Term 3 RO53 - SPORTS LEADER SHIP
Leadership Delivery
on delivering a sports
session to Yr 7
right of this.
safe practice, i.e. o organisation of
group/activity o safe supervision (e.g. as a leader, coach)
delivery style, i.e. o proactive/reactive o
demonstration/explanation
communication skills, i.e. o verbal o non- verbal o appropriate
language o technical terms
motivation techniques, i.e. o encouragement o extrinsic motivators
(e.g. rewards, prizes)
activity-specific knowledge, i.e. o appreciation/understanding of
current techniques and tactics which are appropriate to the
requirements of the performers
adaptability, i.e. o adjusting in an activity that isn’t working o
addressing issues you hadn’t prepared for.
LO3: MB1 - Demonstrates limited application of skills and knowledge
in delivering a sports activity session. Shows limited application
of activity specific knowledge, with little awareness of
adaptability as the session progresses. Shows a basic appreciation
of safe practice at times during the delivery of the session.
Communication skills and motivation techniques are hesitant. MB2 -
Demonstrates effective application of skills and knowledge in
delivering a sports activity session. Shows effective application
of activity specific knowledge, with some awareness of adaptability
as the session progresses. Shows a clear appreciation of safe
practice on most occasions during the delivery of the session.
Communication skills and motivation techniques are clear. MB3 -
Demonstrates advanced application of skills and knowledge in
delivering a sports activity session. Shows advanced application of
activity specific knowledge. Adapts the session efficiently as it
progresses to meet the needs of the participants. Appreciation of
safe practice is well developed and evident throughout in both the
organisation and supervision of the session. Communication skills
and motivation techniques are clear and confident.
Half Term 4 RO53 - SPORTS LEADER SHIP
N/A N/A Learning Outcome 4: Be able to evaluate own performance in
delivering a sports activity session • key aspects to consider in
evaluating planning and delivery of a sports activity session, i.e.
o what went well? - against the plan (e.g. was the order of
activities effective? - against the delivery (e.g. did I keep
everyone motivated?) o what did not go well? - against the plan
(e.g. did I consider an appropriate number of activities?) -
against the delivery (e.g. was the group listening to me?) o what
could be improved for the future? - against the plan (e.g. were the
group’s objectives met?) - against the delivery (e.g. could I
position myself better when communicating with the groups
LO4: MB1- Evaluation of the session is brief. Some basic positives
and/or negatives are identified. Consideration of the plan for the
session, how it was delivered and its overall success is minimal.
Ideas for improvement are limited. MB2 - Evaluation of the session
is detailed. Both positive and negative aspects are identified.
Some consideration is given to the plan for the session and how it
was delivered in evaluating its overall success. Ideas for
improvement are clear and relevant to the aspects identified. MB3 -
Evaluation of performance is comprehensive. Most positive and most
negative aspects are identified. The plan for the session and how
it was delivered are fully considered in evaluating its overall
success. Ideas for improvement are insightful and address specific
aspects of planning and delivery which have been identified.
Performance / Leadership Opportunities