Model Assignment
Assessment Material
OCR Level 1/2 Cambridge National Award in Sport Studies J803
OCR Level 1/2 Cambridge National Certificate in Sport Studies J813
Unit R054: Sport and the media
Please note:
This OCR model assignment is to be used to provide evidence for the unit identified above.
Alternatively, centres may ‘tailor’ or modify the assignment within permitted parameters (see
Information for Teachers). It is the centre’s responsibility to ensure that any modifications made to
this assignment allow learners to show that they can meet all of the learning outcomes and provide
sufficient opportunity for learners to demonstrate achievement across the full range of marks.
INSTRUCTIONS TO TEACHERS
The OCR administrative codes associated with this unit are:

unit entry code
R054

certification codes
Award J803 / Certificate J813
The accreditation numbers associated with this unit are:

unit reference number
Y/503/6571

qualification reference(s)
Award: 600/5122/X
Certificate: 600/5123/1
Duration: Approximately 10 hours
ALL OF THIS MATERIAL MAY BE PHOTOCOPIED. Any photocopying will be done under the
terms of the Copyright Designs and Patents Act 1988 solely for the purposes of assessment.
Unit R054 - Sport and the media
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OCR Level 1/2 Cambridge Nationals in Sport Studies
Contents
Page Number(s)
INFORMATION FOR LEARNERS
Scenario for the assignment
This section contains the assignment background which learners will need to
be familiar with in order to complete the tasks.
Your Tasks
This section contains all the tasks learners must complete before work can
be submitted for assessment.
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INFORMATION FOR TEACHERS
Guidance on using this assignment
This section provides guidance to centre staff on the preparation and
completion of the assignment.
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Unit R054 - Sport and the media
Model Assignment: Information for Learners
OCR Level 1/2 Cambridge National Award in Sport Studies J803
OCR Level 1/2 Cambridge National Certificate in Sport Studies J813
Unit R054: Sport and the media
Unit R054 - Sport and the media
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© OCR 2012
OCR Level 1/2 Cambridge Nationals in Sport Studies
Scenario for the Assignment
A local sports facility, which combines a sports stadium with conference halls, has decided to hold
an exhibition about the relationship between sport and the media. Schools and colleges in your
area have been asked to submit work that can be a part of the exhibition. You have been selected
to contribute to the exhibition about sport and the media and are going to provide information that
can be displayed in the hall.
Read through all of the tasks carefully, so that you know what you will
need to do to complete this assignment.
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Unit R054 - Sport and the media
OCR Level 1/2 Cambridge Nationals in Sport Studies
Your Tasks
Task 1: Sport coverage
Learning Outcome 1 is assessed in this task.
It is important that visitors to the exhibition understand that sport is covered by a wide range of
media. You have been asked to use different examples to illustrate the range of media coverage
of sport.
Task 2: The positive and negative effects
Learning Outcomes 2 and 3 are assessed in this task.
The organisers of the exhibition want visitors to attend various workshops. You have been asked
to do a presentation on the positive and negative effects that media can have on sport using a
range of examples.
Task 3: The relationship between sport and the media
Learning Outcome 4 is assessed in this task.
Whilst gathering information for your contribution to the exhibition you have become interested in
how media and sport influence each other and the relationship between the two.
Your task is to describe the relationship between sport and the media and show how they influence
one another.
Task 4: Evaluating media coverage of sport
Learning Outcome 5 is assessed in this task.
The organisers of the exhibition have been very pleased with your contribution to the event, which
has been very successful. You spent much of your leisure time going round the event and looking
at all the exhibits. To mark the end of the exhibition, a competition has been organised, which you
have decided to enter. Entrants must produce a piece of work evaluating media coverage of sport.
The best pieces will be put on permanent display.
Your task is to evaluate media coverage of sport.
You should demonstrate your ability to draw upon relevant skills/knowledge/understanding from
Unit 1 Contemporary issues in sport.
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Information for Teachers
OCR Level 1/2 Cambridge National Award in Sport Studies J803
OCR Level 1/2 Cambridge National Certificate in Sport Studies J813
Unit R054: Sport and the media
Unit R054 - Sport and the media
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© OCR 2012
OCR Level 1/2 Cambridge Nationals in Sport Studies
Guidance on using this assignment
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General guidance
1.1
OCR assignments are available to download free of charge from our website:
www.ocr.org.uk
1.2
OCR assignments are intended to be used for formal summative assessment of
learners and assessment must be conducted for supervision. The OCR specification
gives more information on the arrangements for assessing internally assessed units.
1.3
This assignment has been designed to meet the full assessment requirements of the
unit. Learners will need to take part in a planned learning programme that covers the
underpinning knowledge, understanding and skills of the unit.
Before carrying out the assignment
2.1
Learners should be provided with a copy of the Information for Learners section of this
assignment.
2.2
Learners will not need to carry out any preparations prior to undertaking the
assessment tasks, such as collating resources to use in the assessment.
2.3
We have estimated that it will take approximately ten hours to complete this
assignment. This is the recommended time but centres can decide how the time can
be allocated between each part or individual task in the assessment. Centres are also
permitted to spread the overall assessment time across several sessions and therefore
it is permissible for evidence to be produced over several sessions.
When completing the assignment and producing evidence
3.1
Each learner must produce individual and authentic evidence for each task within the
assignment.
3.2
Centre staff may give support and guidance to learners. This support and guidance
should focus on checking that learners understand what is expected of them and giving
general feedback that enables the learner to take the initiative in making
improvements, rather than detailing what amendments should be made. It is not
acceptable for teachers/deliverers to provide answers, to work through answers in
detail or to detail specifically what amendments should be made.
3.3
Learners may use information from any relevant source to help them with producing
evidence for the tasks.
3.4
Learners must be guided on the use of information from other sources to ensure that
confidentiality is maintained at all times.
3.5
We have specified what evidence the learner is expected to produce. Usually, the type
of evidence provided may be modified, with the exception of certain types of evidence
listed below under ‘Permitted changes’. It is important to note that it is possible to
generate the evidence in a variety of formats. Centres must advise learners as to the
most appropriate format of evidence. The nature of this assessment means that
learners are free to use the format that they feel is most appropriate for the purpose
and target audience for each individual task.
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Presentation of work for marking and moderation
4.1
Centres wishing to produce digital evidence in the form of an e-portfolio should refer to
the appendix in the specification on guidance for the production of electronic
assessment.
4.2
Centres may wish to discourage learners from excessive use of plastic wallets for
presentation of their evidence as this may hinder the assessment process. Instead
centres may wish to encourage learners to present their work so that it is easily
accessible, e.g. spiral bound, stapled booklet, treasury tag.
Scope of permitted model assignment modification
The model assignment is self-contained in its present form. The set of tasks form a
coherent whole addressing all the learning outcomes and allowing access to the full range of
marks.
You must not change the following:

the learning outcomes

the marking criteria

the requirements for supervision and authentication as described in the specification
(Section 4 The centre assessed units)
Permitted changes:
The model assignment can be modified in terms of the areas described below but centres
must be sure that learners still have the opportunity to cover all of the learning outcomes and
to access the full range of marks:

A logical approach is suggested, however, centres may wish to change the order of the
tasks depending on learners’ individual requirements.

the learner’s assignment, which can be contextualised or amended to suit local needs.
Whilst the scenario in this model assignment is fictitious, it is based on what is thought
to be a ‘typical’ scenario. It is anticipated that this assignment will be used very much
by participating in a real exhibition even if it is small scale. This could be in the form of
an exhibition of work for a school/college open evening or parents evening. Should
centres not be planning to hold an exhibition the tasks within the assignment can still
be conducted as if such an event were to be held. However, it must be ensured that all
learners have adequate time and opportunity to research and produce all documents
required by the assignment tasks.

each specific task may be appropriately contextualised to match with any permitted
changes you have made to the scenario.

the format it takes

the type of evidence
OCR has ensured that in the language used and the tasks and scenario provided we have
avoided discrimination, bias and stereotyping and support equality and diversity. In the
development of qualifications and assessments we use the guidance given in the Ofqual
publication Fair access by design, notably this includes:

using language and layout in assessment materials that does not present barriers to
learners

using stimulus and source materials in assessment materials (where appropriate) that
do not present barriers to learners.
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Unit R054 - Sport and the media
OCR Level 1/2 Cambridge Nationals in Sport Studies
If centres wish to modify the model assignment we strongly advise that staff responsible for
modifying the model assignment and the quality assurance of it refer to the publication Fair
access by design.
If modifications are made to the model assignment, whether to just the scenario or to
both the scenario and individual tasks, it is up to the centre to ensure that all learning
outcomes can still be met and that learners can access the full range of marks.
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Specific guidance on the task
Task 1: Sport coverage
Learning Outcome 1 is assessed in this task.
Learners could watch television and look at television schedules either on the internet or paper
based to see what sports are broadcast and what types of sports programmes are broadcast on
which particular channels. The amount of coverage of a range of sports can also be investigated
using these sources. Likewise learners can look at a variety of magazines and books to see what
aspects of sport they focus on. The internet can be used to listen to radio stations covering sport.
Learners should know what sports are broadcast nationally and what sports are broadcast locally.
Learners should know about local radio and the types of programmes e.g. local radio after football
matches often has match analysis and fans phoning/testing comments. A wide range of websites
can be used as a forum for sports. Learners should be aware of what is available with regard to
blogs, video-sharing sites, fanzines and fan sites. Learners need to know about social media (e.g.
twitter) in terms of both access to/dialogue between sports personalities and 'ordinary fans' and
also as a vehicle for supporters groups etc…
For this task learners must know how sport is covered across the media. The learners task is to
identify different areas of the media which cover sport, including:

Television

Written press

Radio

Internet
The evidence for this task could be in the form of a poster including words, images and weblinks to
coverage of sport in the media, using a range of relevant sporting examples.
Task 2: The positive and negative effects
Learning Outcomes 2 and 3 are assessed in this task.
Learners are required to understand the positive and negative effects media has on sport.
Teachers should make available a variety of resources including the internet, textbooks, journals,
websites (e.g. national governing body websites, IOC and BOA websites) and newspaper and
magazine articles. Learners should be encouraged to discuss relevant issues and use case study
material to substantiate their discussions. Where possible a wide range of sports should be
researched and used as examples. Teachers should use the headings in the content section for
these learning outcome and relate the headings to a variety of sports. They should focus on sports
where the effect the media has is positive and sports where the effect the media has is negative.
There might also be sports where there are both positive and negative effects.
For this task learners must understand positive effects and negative effects that the media can
have on sport.
Unit R054 - Sport and the media
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OCR Level 1/2 Cambridge Nationals in Sport Studies
The learners task is to identify and describe possible positive effects that the media can have on
sport. These should include:

Increased exposure of minority sports

Increased promotional opportunities

Education

Increased income

Participation

Competition
The evidence for this task could be a powerpoint presentation using a range of sporting examples,
supported by a witness statement from the assessor.
The learners task is to identify and describe possible negative effects that the media can have on
sport.
These should include:

Decline in live spectatorship

Loss of sporting values

Inappropriate behaviour of athletes

Pressure on officials

Domination of a few sports

Saturation
The evidence for this task could be a script for a podcast using a range of sporting examples.
This information could be linked to R051 LO1 and LO4.
Task 3: The relationship between sport and the media
Learning Outcome 4 is assessed in this task.
There is an ever evolving relationship between sport and the media. Teachers should once again
make available a variety of resources including the internet, textbooks, journals, websites and
newspaper and magazine articles. Learners should look at how the media has changed since the
creation of ‘Sky ’and any developments that have taken place in recent years. Learners should
understand the reason why sport has become a commodity; why wealthy business people own
football clubs; how scrutiny/criticism through the media has increased. How media uses sport to
promote itself. How sport uses the media to promote itself. How media can influence the
ownership of sports clubs and what sports are shown on pay-per-view and it is as successful now
as it was when it first started. Teachers should use the headings in the content section for this
learning outcome, expand on the examples given, and relate the headings to a variety of sports.
This learning outcome looks at the influence media has had on sport (e.g. timing of programmes to
attract peak viewing figures).
For this task learners must understand the relationship between sport and the media. Learners
must also demonstrate awareness of the ways in which sport and the media influence each other
showing an understanding of how this has changed over time
The learners task is to describe the relationship between sport and the media.
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Unit R054 - Sport and the media
OCR Level 1/2 Cambridge Nationals in Sport Studies
This should include:

How media uses sport to promote itself

How sport uses media to promote itself

Sport as a commodity

Sponsorship and advertising

Adoption of sporting heroes by the media

Rejection of sporting heroes by the media

Impact of pay-per-view
The evidence for this task could be the production of a scrapbook of collected newspaper and
journal articles which includes comments using a range of sporting examples.
Task 4: Evaluating media coverage of sport
Learning Outcome 5 is assessed in this task.
This learning outcome requires learners to evaluate the coverage of a sport story or item in at least
two different media outlets. This can be any combination of two different outlets, such as two
different newspapers (e.g. tabloid vs. broadsheet), a newspaper compared with a magazine or
internet site, a television programme compared to a blog, and so on. Teachers should encourage
the use of current/recent media coverage in order to ensure that the work produced is topical and
relevant at the time of delivery.
Teachers could consider getting learners to keep a scrapbook or file (could be kept electronically,
especially if broadcast coverage is being retained) of the coverage different stories/items which
can then be used for both LO4 and LO5.
For this task learners must be able to evaluate media coverage of sport. Their evaluation should
include:


Aspects which may influence the coverage of a story/item:
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type/’brand’ of media outlet
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competition with other media outlets
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target audience
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timing of the event/story/item
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popularity, reputation or size of the individual/club/organisation
Features of the coverage which may vary from one media outlet to another:.
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representation of the issue(s), organisation(s) or individual(s) involved
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method of reporting
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format/presentation
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potential bias
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extent of the coverage
-
duration of the coverage
Unit R054 - Sport and the media
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The evidence for this task could be to produce a report, with appropriate headings using a sport
story/item (potentially from those collected in scrapbook from LO4), evaluating and comparing the
coverage of the same story by a minimum of two different media outlets.
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Unit R054 - Sport and the media
OCR Level 1/2 Cambridge Nationals in Sport Studies
Witness Statement – Task 2
LEARNER NAME
ASSESSOR NAME
Date
Unit
R054 Sport and the media
LO2
Understand positive effects that the media can have on sport
ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the
grade awarded.
Increased exposure of minority sports and increased promotional opportunities
Mark
awarded
MB1
MB2
MB3
Assessor
comments
Education and increased income
Mark
awared
MB1
MB2
MB3
Assessor
comments
Participation and competition
Mark
awarded
MB1
MB2
MB3
Assessor
comments
Unit R054 - Sport and the media
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OCR Level 1/2 Cambridge Nationals in Sport Studies
AREAS FOR IMPROVEMENT/GENERAL COMMENTS
RECORD OF QUESTIONS/ANSWERS
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Unit R054 - Sport and the media
OCR Level 1/2 Cambridge Nationals in Sport Studies
ASSESSOR QUESTION 1
LEARNER RESPONSE 1
ASSESSOR QUESTION 2
LEARNER RESPONSE 2
ASSESSOR QUESTION 3
LEARNER RESPONSE 3
ASSESSOR SIGNATURE:
DATE:
LEARNER SIGNATURE:
DATE:
Unit R054 - Sport and the media
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OCR Level 1/2 Cambridge Nationals in Sport Studies
Witness Statement – Task 2
LEARNER NAME
ASSESSOR NAME
Date
Unit
R054 Sport and the media
LO3
Understand negative effects that the media can have on sport
ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the
grade awarded.
Decline in live spectatorship and loss of sporting values
Mark
awarded
MB1
MB2
MB3
Assessor
comments
Inappropriate behaviours of athletes and pressure on officials
Mark
awarded
MB1
MB2
MB3
Assessor
comments
Domination of a few sports and Saturation
Mark
awarded
MB1
MB2
MB3
Assessor
comments
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© OCR 2012
Unit R054 - Sport and the media
OCR Level 1/2 Cambridge Nationals in Sport Studies
AREAS FOR IMPROVEMENT/GENERAL COMMENTS
RECORD OF QUESTIONS/ANSWERS
Unit R054 - Sport and the media
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OCR Level 1/2 Cambridge Nationals in Sport Studies
ASSESSOR QUESTION 1
LEARNER RESPONSE 1
ASSESSOR QUESTION 2
LEARNER RESPONSE 2
ASSESSOR QUESTION 3
LEARNER RESPONSE 3
ASSESSOR SIGNATURE:
DATE:
LEARNER SIGNATURE:
DATE:
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Unit R054 - Sport and the media