Lesson Element
Unit 4: Working safely in sport, exercise, health
and leisure
Ways to keep people safe in sport, exercise, health and leisure
environments
Instructions and answers for tutors
These instructions cover the learner activity section which can be found on page 6. This
Lesson Element supports Cambridge Technicals Level 3 in Sport and Physical Activity.
When distributing the activity section to the learners either as a printed copy or as a
Word file you will need to remove the tutor instructions section.
The activity
In this lesson element, learners will explore relevant health and safety legislation and
documentation and investigate ‘duty of care’ and in particular what it means to them. They
will also have the opportunity to research security measures that are used in sport, exercise,
and health and leisure settings to keep staff, users and their belongings safe.
Suggested timings

Activity 1: 90 minutes

Activity 2: 15 minutes

Activity3: 60 minutes

Activity 4: 40 minutes

Activity 5: 90 minutes
ABC – This activity offers an
opportunity for English skills
development.
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WORK – This activity offers
an opportunity for work
experience.
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Activity 1
You could provide learners with a list of relevant health and safety legislation (e.g. Health &
Safety at Work Act 1974) and industry specific health and safety documentation (e.g.
accident book, recording and reporting forms, maintenance/service records etc.). The
following websites list such information:
http://www.hse.gov.uk/legislation/
http://www.legislation.gov.uk/all?theme=health-and-safety-at-work
http://www.healthandsafetyclick.net/topic_hs.cfm/Health_and_Fitness/53/
Ask your learners to select a specific piece of legislation or documentation (or you could
allocate one to them) and research it in order to find:

Who/what area of the industry it is relevant for

What the main features are

Key points to be aware of

Any interesting facts

How it might be useful and/or relevant to them.
Learners could present their findings to the rest of the group, who can note down the
‘headlines’ for each piece of legislation/documentation in the table provided.
Activity 2
Your learners will probably have heard the term ‘duty of care’ but they may not fully
understand what it means.
You could ask your learners to share their understanding of the term and create a whole
group definition which may be something along the lines of:
“a moral or legal requirement to ensure the safety and well-being of others”
If you feel it’s appropriate you may also wish to explore with your learners what is meant by
a ‘legal’ and a ‘moral’ requirement, what the difference is, what action might fall under each
heading and so on.
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Activity 3
Ask your learners to consider the different roles and relationships they might experience as
they take part in sport, exercise, health and/or leisure activities. They can note them down in
column one of the table provided. Now, for each role/relationship, ask your learners to think
about how they might fulfil their ‘duty of care’ obligations (both legal and moral) and to
capture this in column two.
The following website may be a useful resource:
http://www.bowlschildprotect.co.uk/Duty_of_Care.html
Possible answers fall broadly into two categories: those in charge and those taking part, so
the table below suggests answers in this way. Learners may provide any combination of
these roles and suggested ways to fulfil their duty of care, as well as others not listed here.
Role/relationship How duty of care might be fulfilled
Coach
Leader
-
Check playing area and equipment are safe
-
Ensure participants are wearing correct kit (including protective
clothing/equipment)
Referee
-
Ensure participants understand/are able to do what is required of them
Umpire
-
Supervise participants appropriately
Official
-
Know and be able to follow emergency procedures
Performer
-
Has carried out/followed warm up
-
Is dressed appropriately
-
Follows direction from those in charge
-
Behaves safely, appropriately and in a sporting way
-
Reports and injuries/medical contraindications to participation
Participant
Teammate
Spectator
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Activity 4
There are some key areas with regard to duty of care, where extra attention may be needed
to ensure certain groups are looked after and that obligations do not slip, even
unintentionally.
These areas include:

Protecting children and vulnerable adults

Equal treatment of special population groups

Protecting yourself.
Split your learners into three groups and allocate one of these areas to each group. Ask
learners to discuss:

What the area they have been given might mean

Why this might be a potential area where extra attention or a change of behaviour
might be necessary

How they might ensure that duty of care obligations are observed in that particular
area.
Each group can feedback to the other learners and whole group discussion can be used to
ensure all key points are covered and understood.
Activity 5
All organisations will have security procedures in place to ensure the safety of staff, users
and personal belongings.
Ask your learners what security procedures and/or equipment they are aware of that are
used in sport, exercise, health and/or leisure settings.
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Answers may include things such as:

Lockers

Membership cards

Pin codes for the car park

CCTV.
Challenge learners to investigate the different security methods, measures and/or
procedures that are used. They might do this by speaking with local facilities and/or by
researching online.
Ask learners to pick a security measure/procedure/product of their choice – this may be an
existing one they are aware of, a new development they have discovered online (or being
used at a local facility) or an idea they have had for a potential new product that doesn’t
currently exist.
For their selected measure/procedure/product, learners can plan and deliver a ‘Dragon’s
Den’ style pitch to the rest of the group.
The rest of the group can decide whether they are ‘in’ or ‘out’ and feedback their thoughts on
the ideas presented.
The following websites may help learners who are struggling for ideas:
http://www.ifsecglobal.com/8-innovative-security-products-unveiled-ces-2015/
https://blog.gyminsight.com/2214-innovative-marketing-ideas-for-your-gyms-that-yourcompetitors-are-missing/
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Lesson Element
Working safely in sport, exercise, health and
leisure
Learner Activity
Ways to keep people safe in sport, exercise, health and leisure
environments
In this lesson element, you will be asked to explore relevant health and safety legislation and
documentation and investigate ‘duty of care’ and in particular it’s relevant to you. You will
also have the opportunity to research security measures that are used in sport, exercise, and
health and leisure settings to keep staff, users and their belongings safe.
Activity 1
Your tutor will provide you with a specific piece of health and safety legislation or an industry
specific health and safety document.
You can research the document or legislation you have been given and use the table below
to record what you find out about it.
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Name/s:
Name of legislation or document:
Who/what area of the industry it is relevant for? (is it used right across the fitness industry or
just in a certain area/environment)
What are the main features?
What are the key points to be aware of?
Any interesting facts? (have there been any high profile court cases or news stories for
example?)
How it might be useful and/or relevant to you? (as a coach/leader or performer maybe)
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Present your findings to the rest of the group, and note down the ‘headlines’ for each piece
of legislation/documentation that your peers tell you about in the table below.
Name of legislation/document
Key information/features/relevance
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Activity 2
You will probably have heard the term ‘duty of care’ but do you fully understand what it
means?
Share your understanding with the rest of the group, and create a whole group definition of
the term.
Activity 3
Consider the different roles and relationships you might experience as you take part in sport,
exercise, health and/or leisure activities. Note them down in column one of the table
provided.
Now, for each role/relationship, think about how you might fulfil your ‘duty of care’ obligations
(both legal and moral) and to capture this in column two.
Role/relationship
How duty of care might be fulfilled
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Activity 4
There are some key areas with regard to duty of care, where extra attention may be needed
to ensure certain groups are looked after and that obligations do not slip, even
unintentionally.
These areas include:

Protecting children and vulnerable adults

Equal treatment of special population groups

Protecting yourself.
Your tutor will allocate to you one of these three areas.
Discuss with the other learners in your group:

What the area you have been given might mean

Why this might be a potential area where extra attention or a change of behaviour
might be necessary

How you might ensure that duty of care obligations are observed in that particular
area.
Feedback to the other learners and discuss as a whole group.
Activity 5
All organisations will have security procedures in place to ensure the safety of staff, users
and personal belongings.
What security procedures and/or equipment are you aware of that are used in sport,
exercise, health and/or leisure settings?
Investigate the different security methods, measures and/or procedures that are used. You
might do this by speaking with local facilities and/or by researching online.
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Now pick a security measure/procedure/product of your choice – this may be an existing one
you are aware of, a new development you have discovered online (or being used at a local
facility) or an idea you have had for a potential new product that doesn’t currently exist.
For your selected measure/procedure/product plan and deliver a ‘Dragon’s Den’ style pitch
to the rest of the group.
The rest of the group can decide whether they are ‘in’ or ‘out’ and feedback their thoughts on
the ideas you present.
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