Cambridge Nationals Level ½ Topic Exploration Pack Sport Studies Unit R053 – Sports leadership Contents Aims Learning outcome 1 – know the personal qualities, styles, roles and responsibilities associated with effective sports leadership Learning outcome 2 – be able to plan sports activity sessions Learning outcome 3 – be able to deliver sports activity sessions Learning outcome 4 – be able to evaluate own performance in delivering a sports activity session Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Learning outcomes for this unit By the end of this topic, you should know the personal qualities, styles, roles and responsibilities associated with effective sports leadership… • Different leadership roles and opportunities in sport • Role-related responsibilities • Personal qualities which relate to leadership roles • Leadership styles Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Different leadership roles and opportunities in sport Task: Here are some examples of leadership roles in sport. On the following page, research an example for each type and say what makes them an effective leader. The captain is the link between the manager and the players. They can be inspirational & usually lead by example. Managers can vary in style, (you’ll find out the leadership styles later). They make tough decisions and are the first people criticised when a team loses. Coaches are responsible for a player’s physical development Expedition leaders are likely to have a unique set of skills and and readiness for games. They might be a specialist – qualifications which make them qualified to lead in dangerous. e.g. strength & conditioning coach. Cambridge Nationals Level 1/2 Sport Studies Unit R053 A teacher’s role is different to the leader of a sports team. They don’t show bias and they try to instill leadership qualities into others. A role model is an an individual who people look up to because of their conduct / attitude / ability. They won’t necessarily be a leader, but they will lead by example. © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Different leadership roles and opportunities in sport YOUR ANSWERS: Captain Manager Teacher Coaches Expedition leaders Role models Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Role-related responsibilities As a leader, you will have the following responsibilities: • • • • • Knowledge of the activity (e.g. a coaching qualification). Enthusiasm for the activity (e.g. being a player/fan of the activity you’re leading). Knowledge of safety (e.g. undertaking risk assessments). Knowledge of child protection issues (e.g. knowing who the C.P. Officer is for disclosures). Knowledge of basic first aid (e.g. ensuring that leaders have an up-to-date first aid qualification). Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Personal qualities which relate to leadership roles Task: Think of the qualities that make a good leader. Some are completed for you – fill the empty boxes with your ideas. Reliability Punctuality Confidence Communication Personal qualities for a leader Creativity Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Leadership styles Task: Different styles of leadership are suited to different situations. Look at the examples below, then see if you can think of some other scenarios where each leader type is most suited, and write them on the next page. What does this style mean? Examples of when they’re useful Democratic The leader will usually ask for the opinions of the group or team when making decisions. When a team is winning and performing well, it might be appropriate to ask people’s opinions about an upcoming set-play, as the pressure is off the team and there is a low risk of losing. Autocratic The leader will tend to make all the decisions and not seek the opinions of other players. If a decision needs to be made which could potentially put people’s lives at risk, an autocratic leader will be relied on to make a good decision based on their level of knowledge and experience. Laissez-faire The leader will usually step aside and allow team or group members to make their own decisions. This style would be used by the leader of an Olympic team. The leadership role here would be more of a motivator and they will trust that everyone will be motivated to perform in their own activities. Leader type Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 1 – know about the personal qualities, styles, roles and responsibilities associated with effective sports leadership Leadership styles YOUR EXAMPLES: Leader type What does this style mean? Democratic The leader will usually ask for the opinions of the group or team when making decisions. Autocratic The leader will tend to make all the decisions and not seek the opinions of other players. Laissez-faire The leader will usually step aside and allow team or group members to make their own decisions. Cambridge Nationals Level 1/2 Sport Studies Unit R053 Examples of when they’re useful © OCR 2021 Learning outcome 2 – be able to plan sports activity sessions Learning outcomes for this unit By the end of this topic, you should understand how to plan sports activity sessions… • Key considerations when planning sessions: Objectives / appropriate venue / equipment / supervision / timings / introductions and conclusions / warm up and cool downs / skill and technique development / engaging / organisation • Safety considerations when planning sessions: Risk assessments / corrective action / emergency procedures Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 2 – be able to plan sports activity sessions Key considerations when planning sports activity sessions Task: Match these statements to the headings numbered below: Getting teams arranged before a group arrives for 5 a-side football Develop students’ passing technique in a netball session Discuss the learning in the session at the end and set targets for next time Making sure that the correct number of people attend, and no more Be sure that a rugby pitch is free of litter and anything dangerous Decide to focus on short corner development in a hockey session Make sure that all tennis racquets are correctly strung before a session Be sure that golf coaching finishes ready for parents to collect children Ensure that the correct games hall is booked for an indoor climbing class Work at the leg kick action in a freestyle session at a swimming club Be sure that an indoor space is large enough for indoor hockey Use jokes and funny voices with a group of pre-school children Encourage a track cycling group to do a Finding out what the group enjoy doing few laps to prepare for the session most in a swim training class Give the group time to ask questions at an appropriate time 1. 2. 3. 4. 5. When taking pupils mountain biking, ensure that you follow a 1:8 ratio Objectives for the session Appropriate venue Equipment needs Supervision needs Timing of activities 6. 7. 8. 9. 10. Introduction / conclusion of session Basic warm up / cool down Skills and technique development Making the session engaging Organisation Answers on next page Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 2 – be able to plan sports activity sessions Key considerations when planning sports activity sessions ANSWERS: Getting teams arranged before a group arrives for 5 a-side football Develop students’ passing technique in a netball session 8 Discuss the learning in the session at the end and set targets for next time 6 Be sure that a rugby pitch is free of litter and anything dangerous Decide to focus on short corner development in a hockey session 1 Make sure that all tennis racquets are correctly strung before a session 3 Be sure that golf coaching finishes ready for parents to collect children Ensure that the correct games hall is booked for an indoor climbing class Work at the leg kick action in a freestyle session at a swimming club 10 2 Encourage a track cycling group to do a Finding out what the group enjoy doing few laps to prepare for the session most in a swim training class 1. 2. 3. 4. 5. 7 9 Give the group time to ask questions at an appropriate time 6 When taking pupils mountain biking, ensure that you follow a 1:8 ratio 4 Objectives for the session Appropriate venue Equipment needs Supervision needs Timing of activities Cambridge Nationals Level 1/2 Sport Studies Unit R053 10 Be sure that an indoor space is large enough for indoor hockey 2 6. 7. 8. 9. 10. Making sure that the correct number of people attend, and no more 4 5 8 Use jokes and funny voices with a group of pre-school children 9 Introduction / conclusion of session Basic warm up / cool down Skills and technique development Making the session engaging Organisation © OCR 2021 Learning outcome 2 – be able to plan sports activity sessions Safety considerations when planning sports activity sessions Task: Match the correct example to each of the safety consideration headings. Risk assessments Reporting a fault with a piece of gymnastics equipment to the club coach Corrective action Cleaning up a water spill in a games hall prior to a netball training session Emergency procedures Ensuring that all pupils’ shoes are appropriate before administering the multistage fitness test Risk assessments Calling for a first aider when somebody slips and bangs their head on poolside Corrective action Inspecting the quality of the playing surface on an astroturf pitch after a heavy frost overnight Emergency procedures Completing an accident form after a poor tackle in a football tournament led to a sprained ankle Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 2 – be able to plan sports activity sessions Key considerations when planning sports activity sessions SCENARIO TASK: You are about to plan a mixed-sport session for a group of children in a sports hall. Fill out the boxes to show what you need to consider before you plan. There’s an example completed for the first box. The learning objectives for the lesson e.g. ensure that you have a clear idea of what you want the young people to achieve. Sourcing an appropriate venue Having the equipment you need Any supervision needs? What to consider about timing Session introduction / conclusion Warm up / cool down What skills are being developed How to make it engaging What other organisational factors? Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 3 – be able to deliver sports activity sessions Learning outcomes for this unit By the end of this topic, you should understand how to deliver sports activity sessions… • Safe practice (i.e. organisation of groups / safe supervision) • Delivery style (i.e. proactive or reactive / demonstration and explanation) • Communication skills (i.e. verbal / non-verbal / appropriate language / technical terms) • Motivation techniques (i.e. encouragement / extrinsic motivators – e.g. rewards) • Activity-specific knowledge (i.e. appreciation / understanding of techniques & tactics) • Adaptability (i.e. making adjustments / addressing issues) Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 3 – be able to deliver sports activity sessions Safe practice This image shows an instructor using appropriate equipment to ensure the climbers safety. This is an example of safe supervision as a leader. Task: In the boxes below, write down things you need to think about in relation to ‘safe supervision’ that you need to consider before leading an activity. The climbers above give you an idea of one. Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 3 – be able to deliver sports activity sessions Delivery style You need to know about the following styles of leadership delivery: Proactive – planning and putting things in place before problems happen Reactive – dealing with problems and situations as they arise Demonstration – showing an example of the thing that you want people to learn Explanation – talking people through the thing that you want them to do Each of these delivery styles (probably) has a place in sports leadership. Discuss with a partner, and try to find an example of each style being used. Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 3 – be able to deliver sports activity sessions Applying your knowledge TASK: The table below has some examples of communication skills, motivational techniques, activity-specific knowledge and the adaptability that all leaders require. See if you can complete the table. Leadership skill How this skill might be used by a leader Verbal communication Non-verbal communication Using appropriate language Use correct technical terms Use encouragement Use extrinsic motivators e.g. have small prizes or certificates for people who achieve something in a session. Appreciate/understand tactics and current techniques e.g. be aware of the current tactics that are used in modern day football – don’t just use 4-4-2! Make changes when it isn’t working Addressing issues that appear Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 4 – be able to evaluate own performance in delivering a sports activity session Learning outcomes for this unit By the end of this topic, you should be able to evaluate your own performance in delivering a sports activity session… • What went well • What didn’t go well • What could be improved next time / in the future? Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 Learning outcome 4 – be able to evaluate own performance in delivering a sports activity session Key aspects to consider when evaluating After you’ve planned and then delivered a session to an individual or a group, it’s really important to reflect and evaluate. Think about the following points: • What went well/what didn’t go well – in terms of the planning AND the delivery e.g. an evaluation of a session might say that “the group responded to all of the activities that I’d planned, but they said that they didn’t enjoy the warm-up. I felt that there was a good pace to the session, and everybody was active for the whole time.” You would use the information from your evaluation to make changes for the next session. • What could be improved in the future? e.g. based on the evaluation above, you would probably look to plan an alternative warm-up which engages the people doing the activity. You’d also probably keep your delivery style the same, because you’d observed that everybody was on-task and enjoying themselves. Remember: “Mistakes should be examined, learned from, and discarded; not dwelled upon and stored.” Fargo, T. Cambridge Nationals Level 1/2 Sport Studies Unit R053 © OCR 2021 We’d like to know your view on the resources we produce. 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