SAMPLE LEARNER WORK
WITH COMMENTARY
UNIT R053:
SPORTS LEADERSHIP
SPORT STUDIES
Level 1/2
APRIL 2015
www.ocr.org.ukcambridgenationals
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
CONTENTS
Introduction4
Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities 5
associated with effective sports leadership MB1 Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2 Learning Objective 2 – Be able to plan sports activity sessions
MB1
7
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
Learning Objective 3 – Be able to deliver sports activity session
MB1
13
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
Learning Objective 4 – Be able to evaluate own performance in delivering a sports 16
activity session
MB1
Marking commentary on MB1 sample learner work
Suggested improvements to progress sample learner work to MB2
Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership
MB3
17
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
Learning Objective 2 – Be able to plan sports activity sessions
MB3
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
2
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 3 – Be able to deliver sports activity session
MB3 28
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
Learning Objective 4 – Be able to evaluate own performance in delivering a sports activity session
MB3
31
Marking commentary on MB3 sample learner work
Why it was awarded MB3 not MB2
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
INTRODUCTION
This is a guide for teachers so that you can see how we would mark work, Cambridge Nationals are designed to give the learners the
project and let them create the work.
The guide contains sample learner work for this unit and covers all learning objectives, graded at Marking Band 1 (MB1) and Marking
Band 3 (MB3).
The accompanying commentary explains why each piece of work was awarded its grade.
For MB1 graded work, additional guidance has been added to suggest improvements that could be made to make it an MB2 graded
piece of work.
For MB3 graded work, additional guidance has been added to explain why it was awarded that grade and not the lower grade of
MB2.
You MUST NOT allow your learners to copy the samples contained in this guide. OCR moderators have been advised to report
any copying, in whole or in part. Misuse of these samples will lead to a malpractice investigation being conducted and would
put all submitted learner work at risk of investigation.
Reproduction of Candidate’s Work
The candidates’ work within this document is reproduced for free of charge distribution to teachers in order to help them prepare
candidates for examinations. The work has been reproduced as submitted by the candidates. Some of the work may contain thirdparty material for which we are unaware of the source, the rights owner or the existence of any permission that the learner may have
had to use the material. If you are the owner of any third-party material contained within this document, and you wish to question
its use, please contact The Resources Team at OCR through resourcesfeedback@ocr.org.uk.
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OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities
associated with effective sports leadership MB1
SAMPLE LEARNER WORK
Different leadership roles and opportunities in sport
Captain
Every team has a captain and it is their job to lead the team to victory. They will tell other players what to do on the
pitch so that the team can win. They will lead the team out onto the pitch and will shake hands with the captain of the
other team and the officials. They have to motivate the players on match day to make sure all players give 100%. They
need to praise the players.
Manager
The manager is the person who picks the team. He tells the team how he wants them to play. The manager has to
make sure everyone in the team knows what their role is. The manager will organise the team to play a certain way
maybe 4 – 4 – 2 in football.
Teacher
The PE teacher takes the sports lessons in schools. They teach the children how to play sport and they organise the
school teams. The PE teacher teaches the skills needed to play a sport and makes sport enjoyable.
Coach
The coach is usually a coach to a particular sport. They will teach the skills of that sport and they will have coaching
badges for that sport. They will try and improve the skills of the player they are coaching.
Expedition leader
An expedition leader is someone who leads people in the mountains on an overnight camp in the wild.
Role models
Role models always play within the rules so that anyone watching them play will want to play the same way as them.
Role models show other players and officials respect and do not argue with the officials.
Role-related responsibilities
Knowledge of activity
A sports leader will need to know about the sport they are leading as if they don’t know anything they won’t teach the
correct way of doing the skill and if they don’t know the rules injuries could happen.
Enthusiasm for activity
A sports leader needs to be enthusiastic and encourage all the people playing the sport so that they improve. If the
sports leader is enthusiastic then the people will want to learn the sport.
Knowledge of safety
A sports leader needs to know about safety. He needs to know the rules of the sport as some sports have rules about
safety eg cricketers have to wear pads when batting. If he didn’t know the rules then someone could get hurt.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Knowledge of child protection issues
A sports leader must have a CRB check. This is to make sure the children are safe.
Knowledge of basic First Aid
A sports leader needs to have a first aid certificate so that they can help someone who gets injured. If they have their
coaching badges they have to have a first aid certificate.
Personal qualities which relate to leadership roles
Reliability
A sports leader must attend every session as when people start a course where they are being coached they expect
the same person to turn up to coach them every time.
Punctuality
A sports leader must always turn up on time in fact they should be early so that they can set up all the equipment
before the training session starts. If there is a match they need to make sure they are punctual so that the team can
leave on time if it is an away match.
Confidence
A sports leader should be confident they should know what they are teaching and praise anyone who does the skill
well so that they are confident as well.
Communication
A sports leader must be able to communicate with his team. If he can’t communicate then the team won’t know what
he wants them to do.
Leadership styles
Democratic
The leader does not make all the decisions they discuss things with all of the players. A captain is a democratic leader.
Autocratic
This is when one person is in charge and they make all the decisions. A manager is an autocratic leader.
Laissez-faire leaders
This is where the manager doesn’t tell the players what to do and the players do what they want.
Marking commentary on MB1 sample learner work
A range of different sports leadership roles have been outlined and the responsibilities associated with the roles have been outlined.
The styles and personal qualities which relate to leadership roles in sport have been identified. All of the information provided
demonstrates an understanding of all of the roles, responsibilities, qualities and leadership styles. The centre has awarded a mark of
4 this is because there needs to be a more detailed description and more sporting examples need to be included.
Suggested improvements to progress sample learner work to MB2
Each of the roles, responsibilities, personal qualities and leadership styles need to be described in more depth. There also needs
to be evidence of linkage between the four different categories. This can be achieved by using more detailed, relevant, sporting
examples and linking them to an aspect(s) taken from each of the four categories. The linkage has to show some accuracy.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 2 – Be able to plan sports activity sessions MB1
SAMPLE LEARNER WORK
SPORTS ACTIVITY SESSION PLAN – TASK 2
CANDIDATE NAME
Paul
ACTIVITY
Hockey
NO OF PARTICIPANTS
10
VENUE
School astro turf - I will be using half of one of the hockey pitches
SUPERVISION NEEDS FOR SESSION
Me and my PE teacher
OBJECTIVES FOR THE SESSION
To be able to hit the ball with the stick
AGE RANGE
11 - 12 boys
ABILITY LEVEL
To be able to dribble with the ball
To be able to stop the ball
To be able to pass the ball to someone
EMERGENCY PROCEDURES/
CONTINGENCY PLAN
If someone falls over on the astro turf and gets injured then stop the class and get a first aider.
HEALTH AND SAFETY
Make sure there is no rubbish on the surface.
If the weather is bad the lesson will have to be in the sports hall
Make sure there is no equipment left out from another session
RESPONSIBILITIES
I am in charge of the group
SOME PROMPTING FROM THE TUTOR X
LITTLE PROMPTING FROM THE TUTOR
7
PRODUCED INDEPENDENTLY
Beginners
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
TIME
ACTIVITY
MAIN TEACHING POINTS
ORGANISATION
3
Introduction/warm up
Traffic Lights
minutes
Traffic lights.
Group runs round the astro turf.
The group run round the astro turf when I shout
red they stop when I shout yellow they jog round
and when I shout green they run fast.
Ladders
RESOURCES/
EQUIPMENT
None
Group sit opposite each other in pairs.
Ladders
Group sit opposite each other in pairs then they
take it in turns to get up and run over the other
pair’s legs being careful not to step on anyone.
5
Main activity – skill and technique development Show everyone how to hold the hockey stick.
minutes
Practice 1
5
minutes
5
minutes
10
minutes
Pass the ball from one person to another.
In 2’s stand facing your partner.
Show everyone how to pass the ball to each
other.
10 hockey sticks
5 hockey balls
Show everyone how to stop the ball when it
comes to them.
Main activity – skill and technique development Show everyone how to dribble the ball
keeping it close to the stick.
Practice 2
Dribble the ball.
Each player has a stick and a ball and stands
in a space on the astro turf. They then
dribble the ball around the astro turf.
10 hockey sticks
10 hockey balls
Main activity – skill and technique development Show everyone how to dribble the ball
through the set of cones keeping the ball as
Practice 3
close to the stick as possible.
Dribble the ball.
In 2 teams of 5 each team standing behind a 10 hockey sticks
row of 5 spaced out cones.
2 hockey balls
Play game
As we are using a hockey pitch on the astro
turf we will play the game across the width.
Have 2 cones to act as goal posts.
Play a small 5 a side game.
10 cones
10 hockey sticks
1 hockey ball
2 sets of bibs
4 cones
2
minutes
Warm down
Single file – no overtaking I will tell them
when to change to a slower pace.
Do a lap of the astro turf starting by sprinting then
slowing down to a walk.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
This session plan required some prompting from the teacher
This draws upon limited skills/knowledge/understanding from unit R052
RISK ASSESSMENT – TASK 2
CANDIDATE NAME
Paul
SPORTING ENVIRONMENT
Astro Turf
Had some tutor support
X
STEP 1
STEP 2
STEP 3
Identify significant hazards below
State the severity of
the hazard (high, low,
medium)
State the probability of List the people who are at risk from
the hazard occurring
the hazards you have identified
(high, low, medium)
List what could be done to reduce the
risks. Note any action that you think
is needed
Rubbish on the astro turf
medium
medium
Students
Go round before the lesson and pick
up any litter.
Water
medium
medium
Students
Brush any water off.
Equipment on playing area
low
low
Students
Make sure all the equipment used for
other sports is moved away from the
playing area.
Water bottles
low
low
Students
Make sure everyone puts their water
bottles away from the playing area.
Date completed
Had little tutor support
9 September
Produced independently
STEP 4
9
STEP 5
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Some teacher support was required in planning and setting up the risk assessment.
Emergency procedures
If someone hurts themselves a first aider needs to be called.
If the weather is bad then the lesson will have to take place in the sports hall.
If there is a broken stick then it will need to be replaced.
If someone has an accident then an accident report form will need to be filled in.
If there is a fire alarm then the lesson will have to stop as the astro turf is where everyone has to go to.
Marking commentary on MB1 sample learner work
A basic session plan has been produced which demonstrates limited considerations of the key requirements for an effective and safe sporting activity session. The template from
the model assignment has been used and all of the relevant boxes have been completed. The centre has awarded a mark of 4 for this section as tutor prompting was needed. The
risk assessment template from the model assignment has been completed although there is not much information contained within the template it does show a limited awareness
of safety considerations. Corrective action of the risks is basic. There is a brief outline of emergency procedures related to the facility and equipment. The centre has awarded a 3
for this section as teacher support was needed.
Suggested improvements to progress sample learner work to MB2
There needs to be a more detailed warm up. There needs to be more detail on the practices being done in particular there should be more coaching points and more practices
developing the skills. The session plan also needs to be produced with little prompting. The risk assessment needs to contain a great deal more detail. There needs to be more
hazards listed with the appropriate corrective action. The planning of the risk assessment needs to require little tutor support. There needs to be more information on emergency
procedures related to the facility and equipment to be used in the session.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 3 – Be able to deliver sports activity session
MB1
SAMPLE LEARNER WORK
Witness Statement – Task 3
LEARNER NAME
Paul
ASSESSOR NAME
G M Knowles
Date
9 September
Unit
R053 – Sports leadership
LO3
Be able to deliver sports activity session
ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the grade awarded.
Safe practice during the activity and safe supervision
Mark awarded
MB1
6
MB2
MB3
Assessor comments
Paul checked the weather and as it was fine decided the lesson could still take
place on the astro turf. Paul checked to see that there was no rubbish on the
playing surface and he checked that there was no equipment left out from
another session.
Throughout the session he demonstrated a basic appreciation of safe practice
as he made sure there was enough room for the students to do the activities
without them bumping into each other. The session was safely supervised at
all times.
Communication skills and motivation techniques
Mark awarded
MB1
6
MB2
MB3
Assessor comments
Paul followed his lesson plan and kept looking at it as he did not feel very
confident and wanted to make sure he kept to his plan.
He is a very quiet person so found it difficult to give instructions in a loud voice
which meant that the students did not always understand what he wanted
them to do so he had to repeat the instructions.
Paul used the technical terms for hockey throughout. However once the
students knew what they had to do all the practices were completed
successfully. Paul did praise the students when they did what he asked so was
able to motivate them. When communicating and trying to motivate he was
hesitant.
The class all said they had enjoyed the session after Paul had finished which
boosted his confidence.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Subject knowledge and adaptability
Mark awarded
Assessor
comments
MB1
6
MB2
MB3
Paul has played hockey for a number of years so does have the subject knowledge,
however, his lack of confidence meant that his subject knowledge was not always
apparent. He focused on keeping to his lesson plan and therefore did not adapt it in
any way even when his practices finished earlier than he expected – he wasn’t able
to improvise and add additional practices. Paul did a demonstration before all of
the practices so that the learners could see what was required of them. Although in
discussion afterwards he said he should have been able to add other practices but lack
of confidence prevented this. Paul demonstrated a limited application of skills and
knowledge in delivering his sports activity session.
AREAS FOR IMPROVEMENT/GENERAL COMMENTS
In future make sure that there are more skills to be practiced, or there was more progression in the skills, as it
was difficult to keep concentration for just the three skills.
RECORD OF QUESTIONS/ANSWERS
ASSESSOR QUESTION 1
LEARNER RESPONSE 1
ASSESSOR QUESTION 2
LEARNER RESPONSE 2
ASSESSOR QUESTION 3
LEARNER RESPONSE 3
ASSESSOR SIGNATURE
G M Knowles
DATE
9 Sept
LEARNER SIGNATURE
Paul
DATE
9 Sept
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Marking commentary on MB1 sample learner work
A detailed witness statement was provided the comments on which quantified the mark awarded as they related to the
specification content and the assessment criteria. The centre has awarded a mark of 6 this is because of the limited application of
skills and knowledge and little awareness of adaptability.
Suggested improvements to progress sample learner work to MB2
The witness statement would need to reflect the following: a demonstration of the effective application of skills and knowledge in
delivering the session; effective application of activity specific knowledge and some awareness of adaptability. There also needs
to be more information on how a clear appreciation of safe practice was evident on most occasions during the session. There is a
section on the entitled ‘communication and motivation techniques’ and these need to be more comprehensively completed so that
there is evidence these were achieved with direct reference to the lesson delivery.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 4 – Be able to evaluate own performance in delivering a sports activity
session MB1
SAMPLE LEARNER WORK
What I did well in the session
• I checked the weather to make sure we could still go outside as it had been raining in the night
• I checked to see that the astro turf had no rubbish on it
• I checked to make sure everyone had tied their shoe laces up and that they had no jewellery
• I kept to my lesson plan
• My lesson plan followed what a lesson plan should contain – warm up; skills; game; warm down
• I used the correct terms when talking about hockey
• I did good demonstrations I showed everyone clearly what they had to do
• I met all the objectives I had set for the lesson
• Everyone behaved
• I praised the people when they did something well
• Everyone enjoyed my session.
What I could have done better in the session
• I checked the astro turf before the lesson which meant I only just arrived for the lesson on time. I need to be there
earlier
• I was not very loud so I had to repeat the instructions. I need to speak louder in future
• I was hesitant when talking so I need to be more confident
• I kept referring to my lesson plan. I should have known it by heart so that I didn’t have to keep looking at it
• I could have given more encouragement to the students
• My practices finished earlier than I thought they would so I should have some extra practices to add
• I know all about hockey so I should have been more confident in what I was doing.
My lesson was successful and I learnt a lot about myself. The students enjoyed the session which is good and has given
me confidence. I think I have developed some skills I now know how to communicate with younger people.
Marking commentary on MB1 sample learner work
The session has been evaluated. The evaluation is brief mainly bullet points. Some positive and negatives have been identified. The
evaluation has looked at the plan for the session, how it was delivered and its overall success. The improvements are limited. The
centre has awarded a mark of 6 this is because the evaluation lacks detail.
Suggested improvements to progress sample learner work to MB2
The evaluation needs to be more detailed in all aspects. More positive and negative aspects need to be identified. There needs to
be a more in-depth evaluation of the actual session plan, how it was delivered and its overall success. The ideas for improvement
need to be expanded upon.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 1 – Know the personal qualities, styles, roles and responsibilities
associated with effective sports leadership MB3
SAMPLE LEARNER WORK
Different leadership roles and opportunities in sport
Captain
A captain is the leader of a team they try to lead the team to win every match they play. The captain of a handball
team will often tell members of the team where to stand when defending and encourage them when attacking. A
captain is chosen by the manager or PE teacher and is often liked by the other players as they think she is a good player
and will help them win. A captain will have the respect of all the players in the team and they will listen to what she
suggests. A captain leads by example and will abide by the rules of the sport.
Manager
A manager is in charge of the team. The manager picks the best players to play in the team so that the team will win. If
the manager is in charge of a team of children he has to make sure they are safe all the time. A manager is in charge of
team building so that the team support each other. He encourages all the players to give their best in every game. A
manager has to treat all players equally - they must not have favourites.
Teacher
A PE teacher takes sport lessons. They teach school children how to play handball in PE lessons. They make sure the
lessons are good and enjoyable and that the children learn all about the skills needed in handball and how to play
it. They have to be able to control the class and manage the behaviour of the class so that the children are able to
learn. They must make sure that everyone is wearing the correct clothing and the correct safety equipment. They
must motivate the children so that they want to learn the skills for the sport. They must adapt their teaching to
accommodate the rate at which the children are learning the skills. They must observe the progress of the class and
adapt the lesson when necessary. They have to be loud so everyone can hear them. They need to be enthusiastic so
that the children will want to learn. PE teachers are often role models for the people who are interested in sport.
Coach
A coach is someone who knows a lot about handball and teaches people to play it. He teaches them the skills for
handball and the tactics and the rules and how to play the game. Handball coaches will work with the manager of
the team to make the team play better. Coaches have to have qualifications like a British Handball coaching badge.
Coaches have to assess the people they are coaching and have to devise suitable practices so that the person develops
in that sport. A good coach will be able to demonstrate the skills they are coaching. Good coaches will give feedback
all the time so that the person knows if they are doing the skill properly. Coaches are often role models for the sport
they are coaching.
Expedition leader
An expedition leader is someone who might lead people on a walking and camping trip in the mountains. The leader
needs to know where they are going and how to make it safe for the people who are on the expedition. You have to
do this when you are doing your Duke of Edinburgh’s Award.
Role models
A good sports leader will look at other leaders and see what they do and try and copy them. A learner will look at their
PE teacher or their sports coach and try and copy what they do when they are leading an activity.
Stuart Lancaster England rugby coach has had success with the England team so is a good role model for rugby sports
leaders.
Stephen Gerrard was a good captain in Euro 2012 so is a good role model for football captains who are also sports
leaders.
Roberto Di Matteo is the Chelsea manager he is a good sports leader as he took over when the team weren’t playing
well and they ended up as European Champions.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Role-related responsibilities
Knowledge of activity
Having good knowledge of the rules and regulations of handball is very important. It is important because if the
class ask you something about how to play handball you need to give them the correct answer. If they ask a question
and the leader doesn’t know the answer then it doesn’t look very good. A good sports leader also needs to be able
to plan a session this means knowing about the skills for handball and how to make sure the people being coached
understand what they are being taught. The sports leader needs to be able to demonstrate the skills. If the sports
leader can’t demonstrate the skills themselves they need to use someone who can do the skills from the class to
demonstrate. Also if you run a session at the beginning you have to tell them what to do and if you are not sure what
to do then the group won’t understand either and will become less bothered about taking part. The sports leader
needs to know how to run a session from the warm up to doing drills to the game and the warm down this is called
planning. The good sports leader needs to make sure that the players know how to play handball in a good manner
and good spirit and they play to the rules.
Enthusiasm for activity
Enthusiasm is a great skill that is needed to be a sports leader. If you encourage the members in your group to keep
doing things and show you are enthusiastic and want them to do well it will make them try harder. Especially in
handball which they may not have played before.
Knowledge of safety
The good sports leader needs to make sure everything is safe. They have to do a risk assessment for the area they
are using for the handball and they have to make sure all the equipment that is being used is not broken. The good
sports leader has to make sure people who are playing have got the right clothing and shoes and are not wearing any
jewellery.
Knowledge of child protection issues
People who work with children have to have a CRB check. They should have a coaching award as to get a coaching
award they need a CRB check. This is to make sure the children are safe.
Knowledge of basic First Aid
A sports leader needs to have knowledge of basic first aid in case one of the people playing handball gets injured. They
need to know how to treat the injury and what to do so that the person does not get injured anymore. A sports leader
often has a first aid certificate.
Personal qualities which relate to leadership roles
Reliability and Punctuality
The leader should make sure they are setting a good example by turning up to the handball session in the correct kit,
on time or a little bit before time so that they can set up equipment or sort equipment out ready for the session. The
sports leader should make sure they attend every handball session so they are seen as reliable as children won’t want
to go if the leader changes all the time.
Confidence
Confidence is a very important skill that is needed to be a good sport leader. To show people that you have confidence
will make the group feel more comfortable and will show them that you are confident about taking the handball
session and that you know what to do. Also if you are confident the group will be able to enjoy the session better
because they will have understood you clearly when you are telling them what to do.
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UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Communication
Communication is very important skill to have to be a sports leader. Good communication will let the class clearly
know what they need to do and it will show the group that you are confident about taking the group. The group will
listen to you if you communicate with them better than if you were speaking really quiet. If you speak quietly then
they won’t hear properly what they need to do in the activity so they will not be able to do it but if you have clear
communication they will get on with the task straight away instead of keep asking questions.
Creativity
A good sports leader needs to know about the people they are going to coach. They need to know the age of the
people, if they have any medical problems, if the group has boys or girls or is mixed. The sports leader needs to know if
they have played handball before as the lesson will be different if everyone is a beginner or if some have played before.
The sports leader needs to make the session good so that everyone enjoys it this means she might have to be creative
and change things when they don’t work.
Leadership styles
Democratic
This is where you are giving people the power to say what they want to for example asking all group members for
ideas and inputs in choosing what they want to do. This type of leadership style is important when it matters that the
team agree and are all ‘on board’. But it can be quite difficult to manage when there are lots of different personalities
and different perspectives and ideas.
A captain would have a democratic style as they like to involve other team members in decision making when
appropriate.
A coach at professional sport level would have a democratic style as they will talk to their players to got their ideas and
input as well as suggesting to them what they should do.
Autocratic
This is where one person has control over all the team members. The leader is in control and no-one is permitted to
make any suggestions or give any opinions no matter if it benefits the group or not. This is considered appropriate
though when decisions need to be made quickly and when there is no need for any input.
A manager would have an autocratic style especially if they are managing young people.
A teacher would have an autocratic style with young children but as the children get older the teacher might be able
to develop a democratic style when dealing with the school teams.
An expedition leader would have an autocratic style as they are responsible for the safety of those they are leading.
Laissez-faire leaders
This is where the leader doesn’t get involved when making decisions. This is where they allow the people in the team
to make the decisions for the leader. This works well when the team is highly motivated and capable and when it
doesn’t need much monitoring or close supervision. This style of leadership can come across that the leader is being
lazy or distracted by something else.
17
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Examples of leaders who use different approaches but who are successful.
Roy Hodgson
Roy is the England Football Manager. He is responsible for overseeing and coaching the England team. He will
manage the team by organising the fixtures. He will organise the training sessions and he will pick the team that he
thinks will play well together and that will play in the formation he wants. He will pick the captain this is someone who
he relies on to get the team motivated on the pitch and who will carry out his instructions. He will coach the team
in the tactics he wants to use and he will have other coaches to help him coach different positions. If he is successful
he will act as a role model for other managers as they will follow his style. He will be enthusiastic and encourage his
team all the time. He knows the rules of the game and will make sure everyone keeps to the health and safety rules
– he makes sure they all wear shin pads. He will always be punctual setting a good example to his players. He will
communicate with them all the time. His leadership style will be partly autocratic and he wants the players to play in a
certain way and partly democratic as the players are responsible for how the team plays during the match.
Stephen Gerrard
Stephen Gerrard is the Liverpool Captain. He is a good captain because he helps the team to fulfil their dreams of
winning matches and cup competitions. When he is playing he is encouraging all of the other players on the pitch this
is also called motivating them. This is also called communication as he is telling the team what he wants them to do.
Gerrard also helps the manager and the coach put into practice their ideas on how they want the team to play. Gerrard
makes sure all the players are working together as a team so that their chances of winning are better than if they try
to play as individuals. Gerrard leads the team onto the pitch and tries to play within the rules at all times so that he is
seen as a role model to other players in his team and at other clubs and is a good examples for young players to follow.
Gerrard will always have a positive upbeat attitude he will never give up even when the team are losing and all his
team mates will follow the lead and try to win the game. This leadership style will be democratic as he will try and talk
to the older players in the team and get their ideas as well as following the manager and coaches ideas and using ideas
of his own. Gerrard will always be punctual and he will be reliable as he needs to set an example to the rest of the
team. Gerrard has been playing football for a long time so he is very knowledgeable about it he also knows all about
health and safety in football.
Marking commentary on MB1 sample learner work
A wide range of sports leadership roles have been described and the responsibilities related to the roles have been described. Clear
and accurate links have been made between the different roles and personal qualities and leadership styles of those who undertake
them. The centre has awarded a mark of 8 this is because there needs to be a more detailed description in some of the sub
headings in particular the leadership styles with more relevant examples. Also the section on Roy Hodgson and Stephen Gerrard
could relate more to the roles, responsibilities, personal qualities and leadership styles.
Why it was awarded MB3 not MB2
Clear and accurate links have been made between the different roles and personal qualities and leadership styles of those who
undertake them. This has been done in two ways. Firstly by linking each of the descriptions of the roles, responsibilities, and
personal qualities and leadership styles to relevant sporting examples. Secondly by using Roy Hodgson and Stephen Gerrard as
examples and linking as many of the roles, responsibilities, personal qualities and leadership styles to them as are relevant.
18
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 2 – Be able to plan sports activity sessions MB3
SAMPLE LEARNER WORK
SPORTS ACTIVITY SESSION PLAN – TASK 2
CANDIDATE NAME
Claire
ACTIVITY
Basketball
NO OF PARTICIPANTS
12
VENUE
School sports hall
SUPERVISION NEEDS FOR SESSION
Myself + PE teacher + 2 other members of my group
OBJECTIVES FOR THE SESSION
The importance of keeping to rules and regulations and to succeed in working as a team.
AGE RANGE
14 - 15 females
ABILITY LEVEL
Beginners – this is their second lesson
To improve the skill of dribble bouncing the ball with confidence.
To improve shooting.
EMERGENCY PROCEDURES/
CONTINGENCY PLAN
My PE teacher is available to help should there be an emergency.
If someone gets injured stop the lesson and ask the PE teacher for help.
If there is a fire alarm leave through the fire exit.
If the sports hall is not available for any reason this lesson could be taken outside on the netball courts.
Be ready to make changes to the plan if all 12 do not turn up or are not able to participate.
HEALTH AND SAFETY
Make sure the floor is clear, clean and dry.
Make sure no one is eating.
Make sure everyone is wearing the correct footwear.
Make sure I know if anyone has any medical problems.
No jewellery.
Do a risk assessment of the activity – sports hall.
19
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
RESPONSIBILITIES
Ask for help from other members of the group if necessary.
Make sure I have all the equipment ready before the start of the lesson.
Make sure the group are listening to me at all times so that they know what they are doing.
SOME PROMPTING FROM THE TUTOR
LITTLE PROMPTING FROM THE TUTOR
TIME
ACTIVITY
MAIN TEACHING POINTS
3
Introduction/warm up
minutes
(pulse raiser)
There will be cones and upside down cones
on the ground inside half a basketball court.
The group will be split up into 2 teams and
the teams will run around and will have to
turn the cones to either ‘mountains’ if they
are on the mountain team and ‘valleys’ if
they are on the valley team. There will be 3
rounds; each round will be 60 seconds with
a break between each round.
Introduction/warm up
minutes
(mobility)
1.
Rolling shoulders backwards
2.
Rolling shoulders forward
3.
Bend down and touch toes
4.
Roll feet around by the ankles
5.
Flex elbows, shake hands and arms
RESOURCES/EQUIPMENT
Teams of 6 and if teams cannot be split
equally one of the leaders will participate.
30 cones 15 up and 15
down.
If one team wins both the first two games
then the teams will be changed round for
the third game.
I stand on the backline of the basketball
court and the students stand in front of me.
I give instructions and demonstrations.
6.
Move hips in a circle motion; place
feet flat on the ground and rotate hips with
arms out in front.
20
X
ORGANISATION
The supervisors will be standing on the
side-lines making sure no one is cheating
or gets hurt.
Mountains and valleys.
2
PRODUCED INDEPENDENTLY
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
10
minutes
Skills and technique development
Skill 1 – Dribbling
• Dribble the ball to the halfway line and
back using the right hand
• Dribble the ball to the halfway line and
back using the left hand
• Dribble the ball to the halfway line and
back through the cones using the right
hand
I will demonstrate the skill pointing out
the following:
• Use the fingertips when pushing the
ball not the palm of the hand
For the first 2 activities the 12 will be side
by side, evenly spaced out. For the second
2 activities there will be 4 groups of three
with six cones for each group to dribble
round.
12 basketballs
• First practice – there will be four
coloured hoops placed within the
D there will be 3 people at each
hoop. They will start at one hoop and
move round to another (red – blue –
yellow – green) having one shot from
each hoop. Each player will have a
basketball.
12 basketballs
24 cones
• Keep the ball in front of you so that it
is easy to run with it
• Make sure you are looking ahead as
well as looking at the ball.
• Dribble the ball to the halfway line and
back through the cones using the left
hand.
10
minutes
Skills and technique development
Skill 2 – Shooting
• Shooting from one of 4 set positions
within the D
• Shooting from various positions around
the D in line with the basketball markings
• Shooting from the Free Throw Line.
I will demonstrate the skill pointing out
the following:
• Feet shoulder width apart
• Balance the ball on the fingertips
• Make a ‘v’ with your hands with the
ball in the middle when you move
the ball above your head
• The front of the ‘v’ should be facing
the basket
• Bend your knees then jump into the
air
• At the high point in your jump
release the ball.
21
• Second practice – there will be 7
positions marked round the D and
players will move round the positions
having one shot from each position.
Each player will have a basketball
1 red hoop
1 blue hoop
1 yellow hoop
1 green hoop
Tape to mark
positions on the D
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
• Third practice – this will be a competition all
players will stand behind the free throw line
in a line. 3 basketballs will be in use. The first
3 people will have the basketballs. The first
person shoots and if they score they collect
the ball and pass it to the next free person. If
they miss they have to collect the ball then
shoot a basket before the next person has
taken a shot from the free throw line and
scored a basket. If the person behind them
scores a basket before they do they are out.
15
minutes
Play game
Go through the rules again.
Teach them what signals mean –
blowing whistle and so on.
Rules for a conditioned game
• Team must pass between at least 3
players before having a shot
I will split the group into 2 teams. Have a leader
with each team.
Play for 5 minutes. After 5 minutes change
teams round if necessary (if they are very
uneven). Play 3 x 5 minute games in total.
I will coach from the side.
• Once the attacking team is over the
halfway line they can’t retreat
• No touching each other
• No violence.
2
minutes
Warm down (pulse lowering)
Single file – no overtaking.
Do a lap of the handball court starting
by sprinting then slowing down to a
walk.
I tell them what to stretch and show them how
to do it.
Warm down (stretching)
Hamstrings
Quadriceps
Calf
Triceps
Deltoid.
This session plan was produced independently.
This clearly draws upon relevant skills/knowledge/understanding from unit R052.
22
1 basketball
2 sets of
coloured
bibs
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
RISK ASSESSMENT – TASK 2
CANDIDATE NAME
Claire
SPORTING
ENVIRONMENT
Sports Hall
Had some tutor
support
Date completed
Had little tutor
support
Produced independently
9 September
X
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
Identify significant
hazards below
State the severity of the
hazard (high, low, medium)
State the probability of the hazard
occurring (high, low, medium)
List the people who are
at risk from the hazards
you have identified
List what could be done to reduce the risks.
Note any action that you think is needed
Water on the floor
medium
medium
Students, supervisors
Mop up any water; put a sign where it is until
it is thoroughly dry. If this has been caused
by people bringing drinks into the sports hall
make them have drinks outside the sports hall.
Dirty floor
medium
high
Students, supervisors
Clean the floor so that it is not dirty and
slippery. Use the other end of the sports hall if
possible until it is clean.
Pins/splinters
high
medium
Students, supervisors
Sweep the floor and make sure there are no
pins or splinters. Look at the floor and sand
down any bits that have been chipped or
broken.
Benches
high
low
Students, supervisors
Make sure the benches are pushed right
against the wall to avoid bashing into them.
Temperature
high
low
Students, supervisors
On a hot day open some windows. On cold
days shut them and keep the heating at a
sensible temperature at all times.
Bottles of water
medium
medium
Students, supervisors
Make sure all the water bottles brought to the
lesson by the students are kept off the playing
area and that when the students want a drink
they only have a drink when told to do so and
drink in the area where they are allowed to so
that water doesn’t get split on the playing area.
23
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Untied footwear
low
low
Students, supervisors Make sure all students tie their
shoelaces up before the lesson
starts otherwise the shoes
might fly off and hurt someone.
Also they might trip on the
shoelaces.
Jewellery
low
low
Students, supervisors Make sure all jewellery is taken
off before the lesson starts so
that no one is injured. Either
the person who is wearing
the jewellery which includes
watches or the people they are
playing against.
Cricket nets
medium
low
Students, supervisors Make sure the cricket nets are
packed away in their bags at the
side of the sports hall so that
they are not hanging down for
anyone to trip over.
The risk assessment was produced independently.
Emergency procedures
• If the fire alarm goes off we must leave the room in an orderly fashion, there must be no running and we must leave all our belongings in the room. We must all meet on
the netball courts
• If someone gets hurt during the lesson I must stop the lesson and go and see how badly the person is injured. If they are badly injured then I will ask the PE teacher to help
deal with the injury
• Make sure that there are details of any learners who have any medical conditions like asthma – if they do have asthma make sure they have an inhaler with them
• If an injury happens during the lesson and the person has to have first aid then an accident form will have to be filled in
• If the person has to go and have treatment at the hospital then their parents will need to be told so that they can go to the hospital to be with them
• The sports hall has to be checked using the risk assessment form before the lesson starts to make sure it is safe to use
• All equipment that is to be used during the lesson has to be checked at the start of the lesson
• If any of the equipment is faulty and this is noticed before the lesson starts then the piece of equipment has to be replaced with something that is not faulty
• If any equipment breaks during the lesson then it will be removed and replaced
• If the sports hall is not available for the lesson then it will have to take place on the netball courts outside.
24
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Marking commentary on MB1 sample learner work
A detailed and comprehensive session plan has been produced and consideration has been given to the key requirements for an effective session. The session plan was produced
independently. The centre has awarded 8 marks for this section as there could be more detail in some of the content of the session plan particularly the warm down. The risk
assessment template has been completed independently and contains a great deal of relevant information. Corrective action of the risks has been considered. At the end of the
risk assessment there is a section on emergency procedures relating to the facility as well as the equipment. The centre has awarded 7 marks for this section as there could be
more information relating to the equipment.
Why it was awarded MB3 not MB2
The session plan is detailed in respect of the warm up and the progressive skills practices. There are detailed coaching points and a detailed description of how the session would
be organised. The majority of the key considerations to be taken into account when planning the session have been included. Safety consideration has been explained and there
is a detailed risk assessment. There is a thorough explanation of emergency procedures relating to the facility and the equipment. Both the session plan and the risk assessment
have been produced independently.
25
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 3 – Be able to deliver sports activity session
MB3
SAMPLE LEARNER WORK
Witness Statement – Task 3
LEARNER NAME
Claire
ASSESSOR NAME
G M Knowles
Date
9 September
Unit
R053 – Sports leadership
LO3
Be able to deliver a sport activity session.
ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the grade awarded.
Safe practice during the activity and safe supervision
Mark awarded
MB1
MB2
MB3
13
Assessor comments
Claire made sure that all the participants were wearing the correct PE kit. She
checked to make sure they were not wearing any jewellery. She asked if any
of the group had any medical problems and if any of them needed an inhaler
because they were asthmatic. Claire arrived early for the lesson so that she was
able to organise all the equipment before the lesson started and she checked
that all the equipment was in good condition. As Claire was so organised the
lesson flowed therefore there were no safety issues. Throughout the lesson
Claire made sure that the participants stayed in the area in the sports hall
where she wanted them to be. She was in front of the whole group when
she gave instructions so that everyone could see her. She made sure they
all understood what they had to do. She organised the group well and they
were safe at all times. Claire made sure that the surface of the sports hall
was clean and that all equipment was put away tidily. She gave good clear
demonstrations and for the warm up she ensured that all the exercises were
performed safely.
Communication skills and motivation techniques
Mark awarded
MB1
MB2
MB3
13
Assessor comments
Claire demonstrated all of the warm up activities with the help of a fellow
student where necessary. She explained what the participants had to do
and made sure they all understood what they had to do by asking them
questions. She demonstrated with the help of another student the skills that
had to be practiced. She made sure all participants understood and if one did
not understand she explained again what they had to do. If anyone was in
difficulty she spoke to them individually. She reacted well to any situation that
arose. Her demonstrations were good and her instructions and explanations
of what was required were clear. Claire’s verbal communication was good she
spoke clearly and with enough volume so that everyone could hear. She used
a whistle when needed during the game. Claire used appropriate language
throughout and used the participant’s names when she was able. She used
the technical terms appropriate to handball when giving instructions.
Claire encouraged the participants throughout the lesson and praised them
when they did something well. She encouraged those who were having
difficulty. The participants were asked whether or not they found the lesson
interesting and enjoyable and they all said they had thoroughly enjoyed it and
that they had been praised whenever they had done something correctly.
26
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
SAMPLE LEARNER WORK
Subject knowledge and adaptability
Mark awarded
Assessor
comments
MB1
MB2
MB3
13
Claire has played basketball for a year herself and is a member of the school team so she
was able to show the participants the correct way to perform the skills she required and
was able to teach them some tactics when they played a short game at the end. The
session was appropriate for the participants as they were only beginners so the sessions
were not too hard for them and they were able to play a game. One of the participants
was having difficulty with the shooting drills so Claire spent time with her coaching her
therefore adapting her teaching.
Apart from correcting poor technique no adjustments had to made to the lesson plan as
all 12 participants attended.
AREAS FOR IMPROVEMENT/GENERAL COMMENTS
In future make sure that there are more skills to be practiced, or there was more progression in the skills, as it
was difficult to keep concentration for just the two skills.
RECORD OF QUESTIONS/ANSWERS
ASSESSOR QUESTION 1
LEARNER RESPONSE 1
ASSESSOR QUESTION 2
LEARNER RESPONSE 2
ASSESSOR QUESTION 3
LEARNER RESPONSE 3
ASSESSOR SIGNATURE
G M Knowles
DATE
9 Sept
LEARNER SIGNATURE
Claire
DATE
9 Sept
27
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Marking commentary on MB1 sample learner work
A detailed witness statement was provided the comments on which quantified the mark awarded as they related to the
specification content and the assessment criteria. The centre has awarded a mark of 13 this is because the nature of the session
made it difficult to demonstrate advanced application of skills and knowledge throughout the lesson. Due to the nature of the
session apart from one example of adaptability there was limited evidence of adaptability.
Why it was awarded MB3 not MB2
The witness statement details appreciation of safe practice is well developed and evident throughout in both the organisation
and supervision of the session. There is evidence of good communication and the uses of motivational techniques are clear and
confident.
28
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
Learning Objective 4 – Be able to evaluate own performance in delivering a sports activity session MB3
SAMPLE LEARNER WORK
What did not go so well?
What could be improved in the future?
I was aware of safety throughout the
lesson.
At one point one participant was bouncing
the ball and throwing it when they
shouldn’t have been this was not safe.
Make sure that all balls are put down and everyone is listening.
The warm up was successful as it was
good fun. The warm down went well.
I did not include details of the warm down
exercise.
Include details of the warm down exercises.
My session started at a basic level.
I should have had some more skills as the
skills I had went on too long.
Practice more skills. Include some skills which involve attack and
defence maybe in a 2 v 2 situation then a 3 v 3 situation.
What went well?
The plan Planning and
organisation
I planned my session in advance to make
sure that I was well prepared for my lesson
and I think this was essential to ensure the
success of my lesson. Finishing the plan
quickly meant I could learn it by heart so
that I was ready to carry it out.
I checked all the facilities before the
start of the session to make sure the
surface was clean and clear and that all
equipment from previous lessons was
away.
I should have made the skills progress from
easier skills to harder skills.
I could learn the participant’s names so that it would make it easier to
help them.
As all 12 participants turned up it made it
easy to do the lesson as I had planned it
as I have an even number of players.
The content was relevant.
Because there were only two skills to
practice it was difficult to keep the group
motivated all the time.
More practices.
There were a few coaching points however
I needed more so that they could improve.
More coaching points especially on how to use the skills in a game
situation.
29
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
The lesson objectives were met. By the
end of the session the students dribbling
and shooting had improved. The
students were more confident and safety
aware. They understood the importance
of keeping to rules and regulations. They
also worked as a team in order to score
goals.
The delivery
The main activity could have been more interesting
by creating silly forfeits and creating examples ‘scoring
basketball goals is like birds throwing nuts in their nest.’
My session had good content, the game
was simple enough for the age group, the
warm up was a fun game which would
keep everyone running at all times.
The weather was very hot so the
children got very hot too soon in the
warm up.
Reconsider what is included in the warm up if the
weather is very hot.
I praised them throughout the lesson so
that they were motivated.
I spoke with a little authority to show
the students that I was the leader, I then
familiarised myself with them and didn’t
make any promises I couldn’t keep. I had
control over them in terms of talking and
making noise and used my training to
speak clearly, give eye contact and show
that I knew what I was doing however I
was not patronising.
I would have thoroughly checked the area more to see
the possible risks eg if the ball went down the other
end of the sports hall. I needed to assert the fact that
someone else from my group would be the only ones
to go and get it.
I spoke with a clear voice and gave
appropriate instructions in the
appropriate dialect for the age of the
students. I was assertive at all times and
showed them that I was the leader.
Some of the learners needed more
help than others as they had slight
learning difficulties. I should have
known this at the beginning of the
lesson.
30
By knowing more about the group I could have made
sure that I had enough helpers to help those who had
some difficulty in understanding what they had to do
and therefore slowing down the progress of some of
the others.
OCR LEVEL 1/2 CAMBRIDGE NATIONALS IN SPORT
UNIT R053 SAMPLE LEARNER WORK WITH COMMENTARY
I could have read over my session plan timing more to
make sure I had everything planned.
I was always in front of the group when
I was delivering the instructions so that
they could see me and could see what I
was demonstrating.
Marking commentary on MB1 sample learner work
The evaluation of the session is comprehensive. Both positive and negatives aspects of the session have been identified. The plan for the session and how it was delivered have
been considered in evaluating its overall success. Areas for improvement are insightful. The centre has awarded a mark of 12 this is because there needs to be more detail in
particular on the session plan and how it has been delivered. This needs to be fully considered.
Why it was awarded MB3 not MB2
All aspects of the lesson have been evaluated in detail. There are comments on the session plan as well as health and safety. There is a section on improvements and these are
insightful, specific, detailed and relevant.
31
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