Homecoming 2014: Great Scots
Lynne Beattie > Physical Education > Second level
Key theme: The Journey of a Scottish Athlete
Introduction
Lynne Beattie had wanted to be an Olympian since the age of 12. A raw volleyball talent with Su Ragazzi,
the Glasgow club, she went on to train full-time with the Great Britain squad in Sheffield before being
appointed captain.
She has since helped Calcit Kamnik win the Slovenian title, become the first British player to sign a
professional contract in Italy – with Cedat 85 San Vito – has played in the German Bundesliga with Aurubis
Hamburg and, helped CV Las Palmas to the top of the Spanish Superliga after a 25-21, 21-25, 25-19, 2725 win over Universidad de Burgos.
Beattie, who is 27, has simply improved everywhere she has played and, since joining Las Palmas in
August 2012, has twice been named in the Superliga's Team of the Week.
It has not been an easy journey, especially after the Great Britain team's budget was cut, forcing players to
find clubs throughout Europe but Lynne never allowed anyone or anything stop her achieving her dream of
being a professional athlete and an Olympian.
Prior learning
Interdisciplinary opportunites
Capabilities
Learners should have an
understanding of the game,
its rules and its history. It
would also be helpful for
learners to have tried the
sport or at least watched a
game prior to the start of this
learning journey.
Health and Wellbeing: What MESP benefits come
from being an athlete? What is the effect on the
school and its community when it has a talented
athlete in its locale? Does that lead to more people
participating in a variety of activities? How does my
diet impact on what I am able to do?
Successful learners: By encouraging individual and group based reflection
on the challenges faced by amateur athletes, learners will be able to
understand the commitment and resilience required to become a top
performer in a variety of different fields.
Confident individuals: By understanding the variety of challenges faced by
athletes in achieving their dreams, learners will be able to make informed
decisions and confident that they have made the correct choice for
themselves.
Responsible citizens: By recognizing the positive effect that role models
can have on their lives, learners will be able to use the core messages
delivered by these people or groups to provide focus and motivation to the
task they are engaged in and support others to achieve a common goal.
Effective contributors: By stimulating critical thinking about the key
influencers in a young athletes life, learners will be able to recognize the
support offered by them and use this experience to challenge and support
others in making a positive contribution to their local community.
Literacy: How do athletes use social media? Why is
this an important avenue for them? Does the local
newspaper run regular articles on up and coming
athletes? What media training have athletes had?
Numeracy: How do athletes use information to
improve their performance? How many road miles do
athletes accumulate over a season? How many
months of the year do athletes spend away from their
families?
www.educationscotland.gov.uk/studyingscotland
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Homecoming 2014: Great Scots
Lynne Beattie > Physical Education > Second level
Experiences and outcomes
Health and Wellbeing
I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future
opportunities. This is helping me to make informed choices about my life and learning.
HWB 3-19a
I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and
opportunities for outdoor learning, available at my place of learning and in the wider community.
HWB 2-25a / HWB 3-25a
Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
HWB 2-12a/ HWB 3-12a
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
HWB 2-13a / HWB 3-13a
Physical Education
As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and
strategies, creatively, accurately and with control.
HWB 2-21a / HWB 3-21a
Literacy
When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a
As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes.
LIT 2-04a
I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of
questions of my own.
LIT 2-07a
Mathematics and Numeracy
I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I
believe the information to be robust, vague or misleading.
MNU 3-20a.
www.educationscotland.gov.uk/studyingscotland
2
Homecoming 2014: Great Scots
Lynne Beattie > Physical Education > Second level
Learning experience A: Lynne Beattie – The Amateur
Introduction
Lynne had to spend a number of years
learning the game before she could
become a professional. What is it like for
young people who are trying to excel at
sport, excel in education and excel as
people in Scotland? It might not be in
volleyball, but what are the problems you
face trying to play sport, learn and have
friends?
Stimulus
Gym Class Heroes
Possible learning opportunities /tasks


Learners should be asked to compare 3 Scottish
athletes and consider the journey they have had to
make to become successful in their sport. Learners
should also highlight the similarities’ or any
differences that exist between those athletes.
Learners could be asked to investigate what a day
in Lynne’s life looked like when she was at school,
University and when she was working full time.
Learners should be asked to identify the personal
qualities Lynne needed to be successful and then
reflect on their importance.


Learners can:
SAY - Discuss the information they have found on a
particular athlete with a Partner or small group.
WRITE – Create a newspaper article highlighting the
challenges faced by student athletes.
MAKE- A poster that shows the different days in Lynne’s
life.
DO- Try the sports of some of the athletes chosen.
Reflecting on learning
Useful resources

Adopt an Athlete: Website
Key Learning
Possible evidence
Lynne Beattie: The Student: Web Article
Lynne Beattie: The Journey: Web Article
Learners can identify the challenges
faced by amateur athletes and
understand the need to be resilient
and determined when trying to
achieve their goals.
Taking it further
Learners could develop their skills in volleyball during their
PE lessons and then organise and participate in a local
festival or competition.
Learners can recognize the sacrifice
and support offered by significant
others in their lives and the effect that
this will have on their ability to make
progress.
www.educationscotland.gov.uk/studyingscotland


Who are the key influencers in a youngsters sporting
life?
Who introduced the athletes to their respective sports?
Is there any parts of your life that are the same as
Lynne’s?
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Homecoming 2014: Great Scots
Lynne Beattie > Physical Education > Second level
Learning experience B: Lynne Beattie – The Professional
Introduction
The life of a professional footballer is often
perceived to be a glamorous one but what
is it like for athletes such as Lynne? What
are lives like for professional athletes in
other sports? Is it what you imagined?
Possible learning opportunities /tasks

The mother of one of Lynne’s team mates talks
about the challenges facing Volleyball athletes
in the UK.
Youtube Video
Learners can:
Learners could create a world road map of their
chosen athlete and produce mini reports on the
time that athlete spent in a particular region or area.

Learners should be asked to write down their
thoughts on what a day in the life of a professional
athlete looks like and then compare it to the day
actually experienced by their chosen athlete.

Learners could be asked to live the life of an athlete
for a week. This would involve training when they
would train, eating when and what they would eat
and sleeping when the athlete slept!
Stimulus
Key Learning
Learners can:
Investigate, consider and apply their
findings about being a professional
athlete to their own lives and experiences.
Possible evidence
SAY- perform a talk or do a presentation on their road
maps.
WRITE- produce a report highlighting the key differences
between their understanding of the professional athlete and
the reality.
MAKE- a wall chart or poster highlighting the professional
athletes professional career.
DO- Live the life of an athlete for a week.
Reflecting on learning
Why do you think your chosen athlete has travelled to so
many places?
Useful resources
If your chosen athlete has been on the road for a significant
period of time, what impact has this had on their personal
life?
The Star: Newspaper interview
Lynne Beattie: Food Diary
Learners can make the positive link
between hard work and success.
Captains Corner: Website
Taking it further
Beattie’s Blog: Article
Invite a local athlete into school to present and discuss the
challenges they face on a regular basis as they try to
succeed in their chosen sport.
Athlete Profile: Lynne Beattie
www.educationscotland.gov.uk/studyingscotland
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Homecoming 2014: Great Scots
Lynne Beattie > Physical Education > Second level
Learning experience C: Lynne Beattie – The Role Model
Introduction
Possible learning opportunities /tasks
Possible evidence
Lynne cares passionately about Volleyball
and encouraging young people to take
part and try the game for themselves.
What sorts of programs have elite athletes
been involved in that encourages young
people to participate in sport.
Learners should identify local role models; demonstrate
the impact that they have on their lives and on the lives
of others.
Learners can:
SAY- Tell a partner about the role model they have
selected and the impact that they have had on their life.
WRITE – A newspaper report on a charitable sports
programme that highlights the positive impact that it is
having.
MAKE- a poster that demonstrates the positive impact
sport can have on you, your community and Scotland.
DO- Host a road show for the local community highlighting
the positive impact that sport can have on their lives.
Stimulus
Lynne is currently supporting a UN ambassador
programme. Learners should consider the impact of
charitable programmes and the impact it has on the
participants and communities involved.
Learners could be asked to research and present their
findings on the positive effect that sport and its athletes
can have on a local community or on a society as a
whole.
Why do you play Sports?
Reflecting on learning
What effect did the Olympics have and what effect is the
Commonwealth Games having on you and your local area?
Key Learning:
Learners can:
Explain how you could take on a role in your
school/community to become a sporting role model
Explain the importance of role models and
the impact that these people can have on
the lives of others.
Useful resources
Reflect on their own lives, identify an
individual who has had a positive effect
on them and consider how that impact
has provided them with the motivation
succeed.
Local Hero: Website
Taking it further
UN Youth Leadership Camp: Doha
Identify a local sporting initiative that is having a positive
impact on the community. Visit those areas and find out
what the impact of the initiative is.
Lynne Beattie: FIVB Hero
www.educationscotland.gov.uk/studyingscotland
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