BTEC First Diploma in Sport
Unit 5
Planning and Leading Sports
Activities
Tutor Resource Pack
Important note to tutors
There are safety factors associated with practical parts of this unit. To ensure the
safety of both staff and learners a comprehensive risk assessment MUST be
carried out for all practical activities.
Assignment 1
Learning Activities and
Worksheets
Assignment 1: Learning Activities
Activity 1.1: Tutor led practical session and worksheet
- Skills
Relevant section in learner pack: Section One, Part 1.1
1.
The group will participate in a tutor led practical session. Make learners
aware of worksheet 1A before you start and ask them to take particular
notice of the session in terms of the following skills displayed by the tutor:
communication, use of language, organisation of equipment, knowledge,
activity structure, targets.
2.
Include clear examples of good practice within the session; for example,
ensure equipment is ready before the session and is stored safely at the side
of the area, ask them to remove all jewellery, set out clear targets for the
session etc.
3.
Also include some aspects of ‘poor’ practice. For example; ask them to pick
teams instead of numbering them into groups, have them looking into the
sun when speaking to them, pretend to use your mobile phone, give some
negative feedback or inappropriate language etc.
4.
At the end of the session, allow the learner’s time to evaluate the good and
poor practice in small groups, referring to the evaluation questions listed in
Part1.1 of their learner pack. Learners should then be able to complete the
table illustrating examples from the session in both columns and under each
heading.
Complete worksheet 1A
Activity 1.2: Communication activity using worksheet
– Stop the game
Relevant section in learner pack: Section One, Part 1.1
1.
Split the group in half. Organise a simple game with basic rules for half of
the group to participate in. Allow this to continue for around 5 minutes. The
other half of the group are to observe the activity from one sideline.
2.
While the game is running, brief the observers on the following (do not show
them worksheet 1B at this stage):
a) They each have to stop the game and introduce a new rule and restart the game. Once they have done this they should move across to
the opposite sideline
b) Allow their rule to continue for 3-5 minutes, then allow the next person in
the observing group to stop the game and do the same
c) Make it clear that the activity should remain safe, so the rules must not
compromise this
d) Once the observers have all passed to the opposite sideline, stop the
activity and switch over groups
e) Now introduce worksheet 1B and demonstrate this effective way of
introducing a new rule using the 7 steps
f) Re-start a basic game, and then allow the second group of observers to
stop the game but this time following these 7 steps. Continue as per the
first group.
Activity 1.3: Communication task using worksheet –
Communication task
Relevant section in learner pack: Section One, Part 1.1
1.
Divide the group into pairs. Each pair will then use worksheet 1C to practise
the activity stations in Task 1, using different styles of communication. Pairs
can use examples listed or choose an activity or skill of their choice for each
station.
2.
Staying in pairs, they should then complete Task 2 to reflect on how hard or
easy they found giving and understanding the instructions using different
styles of communication.
Activity 1.4: Leadership style role play and
worksheets – Leadership styles; what makes a good
leader?
Relevant section in learner pack: Section One, Part 1.2
1.
Divide the group into smaller groups. Give each group worksheet 1D to refer
to. Each group needs to select one of the characters and then make up an
activity role play that demonstrates the main leadership traits of their chosen
character. One learner in each group plays their chosen character, and the
others take part as the participants.
2.
The groups take it in turn to deliver their role play. The role play need last
no longer than 3 to 5 minutes. Groups then have to guess each others’
characters.
3.
The tutor should use the role plays as examples to then encourage
discussion of the following leadership qualities: appearance, leadership style,
personality, enthusiasm, motivation, humour, confidence.
4.
During this discussion, instruct the group to devise and agree a contract of
what a good leader should be and should not be. This can be done using
worksheet 1E.
Activity 1.5: Class discussion and worksheet – roles
and responsibilities of a sports leader (1)
Relevant section in learner pack: Section One, Part 1.3
1.
Encourage a class discussion on the roles and responsibilities of a sports
leader. Aid this by bringing into discussion any sports leaders learners may
know of and offer scenarios of different situations leaders may face.
2.
Use the ideas from class discussion to complete worksheet 1F, listing the
roles and responsibilities of a sports leader.
3.
As the tutor, ensure that learners include all the roles and areas of
responsibility on their worksheet, as covered in their learner packs.
Activity 1.6: Worksheet – Roles and responsibilities of
a sports leader (2)
Relevant section in learner pack: Section One, Part 1.3
A main responsibility of a sports leader is to take every possible step to prevent
injury. Learners should create their own ‘To Do’ List by completing worksheet 1G
with some of their own examples for each of the areas of responsibility.
Worksheet 1A: Skills
You will be asked to take part in an activity session. Observe the skills of the
tutor and take notice of any good practice and poor practice. Using the table,
evaluate what you observed and list any examples under each of the headings.
Skill
Communication
Use of
language
Organisation of
equipment
Knowledge
Activity
structure
Target
Setting
Evaluation
Good Practice
Poor Practice
Worksheet 1B: Stop The Game
7 Steps to introducing a rule:
1. Blow the whistle / shout a stop
instruction
2. Ask for the ball / put equipment
down (to get learners’ attention)
3. Gather the group round
(if necessary)
4. Explain rule / instruction
5. Give a demonstration
6. Ask if learners all understand
(demonstrate again if not)
7. Re-start the activity
Worksheet 1C: Communication Task
Task 1:
In pairs, practise these activity stations using different styles of communication.
You can practise the examples listed, or choose an activity or skill of your choice
for each station.
Station 1 – Demonstration only
Teach how to turn on the ball in football.
Station 2 – Verbal communication only
Teach the triple jump; hop, skip and jump.
Station 3 – Facilitative questioning
(e.g. how do you think you should bowl a cricket ball? What happens when you
do it like this?)
Teach a cricket bowl only using facilitative questioning.
Station 4 – Combination of styles
Teach one of the above skills using any combination of the communication styles.
Task 2:
With your partner, reflect on how hard or easy you found giving and
understanding the instructions using different styles of communication. You
should consider:
Clarity of instructions and actions
Did they understand what to do?
How to do it?
When to do it?
Amount of information
Was the information or demonstration too complicated?
Did the leader allow enough time to practise it?
Were there sufficient instructions?
Did they concentrate on 2/3 key points or was it overload?
Worksheet 1D: Leadership Styles
Refer to Section 1, Part 1.2 in your learner pack, on leadership styles. The
characteristics of these different leadership styles have been placed into different
characters here in this worksheet.
In small groups, choose a character from this worksheet and then prepare a 3-5
minute activity role play with one of you playing the chosen character and the
others being the participants. The other groups then have to guess the character
you were playing.
Sergeant Major
The Professor
Sergeant major barks out instructions
to participants and maintains the same
volume and tone whatever the
situation. Participants are terrified and
will not ask questions when they need
to.
The professor gives out highly
technical and scientific instructions.
The professor uses difficult
terminology and very long words –
even when giving praise and criticism.
Stone Face
Pretentious Pete
Stone Face never seems satisfied. The
participants never know what Stone
Face wants. They just can’t seem to
do anything right or wrong as he/she
appears uninterested and motionless.
Stone Face shows no emotional
expressions.
Pete is very much in love with himself
and will spend great amounts of time
recounting his own sporting
achievements. He always knows best.
He readily offers criticism, but rarely
tells them how to improve or praises
them.
Jellybean
Gabby
Jellybean believes that praise is crucial
in motivating the group, even for the
simplest thing. Sometimes though the
participants are not sure what they are
being praised for because praise is
given all the time.
Gabby just never stops talking. The
participants get confused over Gabby’s
instructions as these get lost in lots of
waffle. Gabby struggles to be brief
and to the point. Gabby is
enthusiastic, but tries to say too much
and talks about irrelevancies.
Worksheet 1E: What Makes a Good Leader?
Devise and agree a group contract of the skills and qualities that a good leader
should be and should not be. Use the following table to list your answers. When
complete, all sign your names on the reverse. This will then indicate your
commitment to becoming a good leader.
A good Leader should be…
A good leader should not be…
Honest
Fair
Rude
Impatient
Worksheet 1F: Roles and Responsibilities of a
Sports Leader (1)
Refer to Section 1, Part 1.3 in your learner pack.
Use the ideas from class discussion to complete the table below, listing the roles
and responsibilities of a sports leader.
The roles of a sports leader
Responsibilities of a sports leader
Motivator…
Checking equipment
Ethical
Knowing the rules of the game…
Now use these to write down a definition/summary for each of the terms.
Roles of the sports leader –
Responsibilities of a sports leader –
Worksheet 1G Safety in Sport
Worksheet 1G: Roles and Responsibilities of a
Sports Leader (2)
Refer to Section One, Part 1.3 in your learner pack.
As a sports leader it is your responsibility to make sure you take all possible steps
to ensure the safety of your participants. This will involve checking the premises,
equipment and participants before starting a session, as well as recognising and
responding to injuries.
Think of yourself in a sports leader role. Create your own ‘To Do’ list by adding
your ideas onto this worksheet.
List what should you make yourself aware of when using a venue for the first
time?
Name three possible safety points you should consider when leading a session
outdoors?



Name three possible safety points you should consider when leading a session
indoors?



It is also important that the participants are correctly dressed for the session.
Make a list of what you should check?
As a sports leader, what questions should you ask the participants before
beginning a session?
As a sports leader when does your responsibility for your participants’ safety
begin and end?
List what should you do in the event of a minor accident occurring during one of
your sessions?
List what should you do in the event of a major accident occurring during one of
your sessions?
What information should you include on an accident report form?





List the reasons for recording this information?





Assignment 2
Learning Activities and
Worksheets
Assignment 2: Learning Activities
Activity 2.1: Group exercise – Planning an activity
session
Relevant section in learner pack: Section Two, Part 2.1
The exercise, ‘On the Spot’ demonstrates why adequate planning is so important
to carry out before leading a session.
1.
Ask for a volunteer in the group to lead a short activity. Be really vague at
this point. The purpose of this is to catch out the learner by demonstrating
that there is an amount of information they need to know before agreeing to
lead a session
2.
Start to provide more information to the learner bit by bit. The learner may
have presumed that they are leading their own group through an activity.
The tutor needs to role play here and make up information about the session
that they have too easily agreed to lead. For example, you may say that
they need to be down at the local leisure centre that evening and that they
are leading a session for a whole range of abilities in a sport they don’t have
much knowledge of!
3.
See how long it takes the learner to start asking more questions. At this
point, let them know this was a set up. Explain to the group the essential
information the learner should have found out before agreeing to lead the
session: When, where, what activity, who for, how many in the group,
ability of the group, any specific needs, equipment etc?
4.
You may then want to do a quick question and answer round with a few
other learners in the group. For example, this could start off as:
Tutor:
Learner:
Tutor:
Learner:
Tutor:
Learner:
Etc…
Will you lead a session for me?
When for?
Tomorrow at 8
Is that 8 in the morning or evening?
Evening
Perhaps then. Where though is this?
The learners should aim to find out as much information as they can.
Activity 2.2: Worksheet – Session plan
Relevant section in learner pack: Section Two, Part 2.1 and 2.3
Give the learners an opportunity to produce a session plan.
1.
Show the group examples of different types of session plan; different
layouts, different styles of completing, different sports etc.
2.
Allow the learners to select an activity of their choice to plan a session for.
This should be a session that they would be willing to lead themselves.
Instruct them to consider the following:
a)
b)
c)
d)
A clear aim for the session
Resources available
Target group
Content - ensuring progression throughout the session
Complete worksheet 2A or similar sheet.
Activity 2.3: Group exercise and worksheet – Activity
layout
Relevant section in learner pack: Section Two, Part 2.1
The exercise allows learners to become aware of safe and unsafe environments in
which to lead an activity session.
1.
Divide the group into smaller groups. Explain that each group has to
produce a floor plan of how they would arrange the layout in a sports hall to
lead a given activity. Some groups need to produce a safe layout plan and
others an unsafe layout plan for the same activity.
2.
Use worksheet 2B as a guide; you may prefer to draw the design on a larger
scale on some flipchart paper for each group to then add their design onto.
3.
Each group then has a list of the same objects/equipment to place and draw
onto the floor plan. You may wish to create your own list of
objects/equipment for a range of different activity sessions.
4.
Once the layout plans are drawn, ask a member of each group to report back
on their design.
Other alternatives could be to use a sports hall and arrange it so that it would be
unsafe to lead an activity in. The group have to then spot all the hazards and
make the necessary changes to create a safe area to lead activities in. Tutors
must be careful not to make the area too unsafe so that accidents are likely to
occur. It must also be stressed that no activity must take place until the tutor is
satisfied that all the hazards have been spotted and correctly actioned.
Activity 2.4: Practical sessions – Leading and
structuring activities
Relevant section in learner pack: Section Two, Part 2.2 and 2.3
Provide the group with various opportunities to practise leading different
activities. These should include: different types of warm ups and cool downs,
potted sports and specific sport sessions.
1.
Explore different ways of conducting a warm up and cool down with
individuals of varying ages. For example:

In a small space - on the spot aerobics could be performed (command
style)

In a larger area different commands can be used. For example, the
learner leading the warm up could shout out different numbers or do
short blows on a whistle for the following actions to be performed:
1.
2.
3.
4.
5.
Jump up
Touch the floor
Side steps
High knees
Kick backs etc

Working in pairs follow my leader, copy the actions of the person in front

Incorporating simple equipment such as soft balls into the warm up
activity

Working in teams passing balls under and over arm.

Story telling: Narrate a story that involves certain actions when you say
specific words

Stretches should be performed for all the main muscle groups. Teaching
and safety points should be given for each stretch.
Learners should practise leading the warm up and cool down for the rest of
the group.
2.
Discuss with the group the benefits of using potted sports:
a)
b)
c)
d)
They
They
They
They
accommodate a large number of individuals
accommodate mixed abilities
can be held indoors or outdoors
can be adapted to suit different groups and interests
e)
f)
g)
h)
3.
can be easily adapted to different facilities
provide equal opportunities for participants
help to include everyone in the activities
can be adapted to be strenuous or non strenuous
Introduce a range of potted sports and small sided-games and allow learners
an opportunity to lead. Some suggestions:
a)
b)
c)
d)
e)
4.
They
They
They
They
Bench ball
Kick rounders
Tag
Skill circuits
Crab football
Explore different ways of dividing a group and discuss the benefits:
a)
b)
c)
d)
e)
f)
g)
Pair up participants of roughly the same size
Join one pair with another
Number participants as 1, 2, 3 and then form groups of all the 1s, 2s etc
Pair one person with the nearest person
Pair up participants by the colour of the clothes they are wearing, e.g.
colours vs white
Ask the group to line up in a specific order e.g. height, alphabetically,
pet name etc, then divide the line accordingly
Explore the use of grids for separating and joining up groups.
Activity 2.5: Worksheet – Self evaluation form
Relevant section in learner pack: Section One, Part 1.1 and Section Two, Part 2.4
Learners will have previously planned and led an activity session. The final stage
of the process is for them to evaluate their own performance as a sports leader.
Learners should complete worksheet 2C after they have led a session, to help
them identify their strengths and any areas for improvement. They may need to
refer to their completed session plan.
Activity 2.6: Worksheet – Peer evaluation form
Relevant section in learner pack: Section One, Part 1.1 and Section Two, Part 2.4
Learners should be encouraged to complete peer evaluations of each other
leading activities.
Complete worksheet 2D.
Learners should grade each other using the following criteria 1-5 (1 being the
lowest and 5 being the highest). Write a general constructive comment on the
session.
Activity 2.7: Recording
Relevant section in learner pack: Section Two, Part 2.4
The tutor may wish to introduce a variety of different tools to allow the learners
to record the effectiveness of their sessions; use logbooks, diaries, portfolios,
video evidence, audio evidence.
Worksheet 2A: Session Plan
Sports Leader:
Activity:
Venue:
Ability level:
Specific needs:
Session aim/target(s):
Session date:
Group size:
Age range:
Expected outcomes:
Resources/equipment required:
Warm up
Pulse raising activity:
Stretching and mobility
element:
Main content
Skill introduction:
Development phase:
Conditioned
game/competition:
Cool down and review
Pulse lowering activity:
Stretching:
Review/session recap:
Worksheet 2B: Activity Layout
Refer to Section Two, Part 2.1 in your learner pack.
Your tutor will task you with either designing a safe environment or an unsafe
environment in which to lead a multi-sport activity session.
Depending on which environment you are to design, decide on where best to
place each object/piece of equipment from the list into the sports hall space.
Everything from the list needs to be placed in the hall.
The list includes:
Stage blocks
Big bag of sports equipment
5 basketballs
2 benches
1 x badminton game (net and posts)
Participants’ bags, coats, refreshments
White board (wall mounted)
2 x 5 a side soccer goals
2 x tables
2 x portable mini-basketball posts
Line markings (draw on appropriate floor markings)
Draw your activity layout design onto the sports hall diagram.
Once you have completed your design, explain your layout to the other groups.
Fire Doors
G
y
m
e
n
t
r
a
n
c
e
Main entrance
Store Cupboard
Worksheet 2C: Self Evaluation Form (Activity Session)
Refer to Section 1, Part 1.1, Evaluation, and Section 2, Part 2.4 in your learner
pack.
You will have previously planned and led an activity session. The final stage of
the process is to evaluate your own performance as a sports leader. Complete
this worksheet after you have led a session to help identify your strengths and
any areas for improvement. You may need to refer to your session plan.
Sports leader:
Activity session:
Date of session:
To what extent did I achieve my aims/target and outcomes?
Was my planning, content and organisation effective?
Was my session safe, effective and enjoyable for the participants?
Was my personal style and delivery appropriate and effective
(communication, personal qualities, demonstrations, group control)?
What feedback did I receive from the participants and tutor?
Did my session comply with the health and safety guidelines?
What changes would I make to future sessions as a result of this evaluation?
Worksheet 2D: Peer Evaluation Form
Refer to Section 1, Part 1.1, Evaluation, and Section 2, Part 2.4 in your learner
pack.
Grade the following criteria 1-5 (1 being the lowest and 5 being the highest).
Write a general constructive comment on the session.
Name of sports leader:
Name of evaluator:
Activity session:
Date:
Organisation skills
1
2
3
4
5
Communication skills
1
2
3
4
5
3
4
5
3
4
5
3
4
5
Knowledge
1
2
Health and safety
1
2
Feedback
1
2
Comments:
Assignment 3
Learning Activities and
Worksheets
Assignment 3: Learning Activities
Learners should be involved in the decision making of selecting a sports event to
assist in the planning and leading of. Refer them to Section Three, Part 3.1 and
Part 3.3 in their learner pack to help them decide what the event is to be.
The chosen event should be one that is likely to provide them with a positive
experience of being involved. Once the sports event is known, the following
activities can be completed.
Activity 3.1: Group work – Planning
Relevant section in learner pack: Section Three, Part 3.1
Tutors should encourage a discussion on the different types of tools available for
sports leaders to help them plan and lead sports events. These include:
1.
2.
3.
4.
5.
6.
7.
8.
Event checklist
Event planner
Event flow chart
Event budget sheet
Publicity plan
Event day itinerary
Contingency plan
Post-event evaluation
Section 3, Part 3.1 (Administration) in the learner pack outlines what learners
should include in an event checklist. Task learners with designing a checklist form
for their chosen event. This will be a form they will then go on to use.
Activity 3.2: Worksheet – Event planner
Relevant section in learner pack: Section Three, Part 3.1
Complete worksheet 3A
Activity 3.3: Worksheet – Event flow chart
Relevant section in learner pack: Section Three, Part 3.1
Refer to worksheet 3B. Tutors should assist the event groups to design their own
event flow chart for their own event.
Activity 3.4: Worksheet – Event day considerations
Relevant section in learner pack: Section Three, Part 3.2
Complete worksheet 3C
Activity 3.5: Worksheet – Roles and responsibilities
Relevant section in learner pack: Section Three, Part 3.2
Complete worksheet 3D
Activity 3.6: Practical and worksheet – Risk
assessment
Relevant section in learner pack: Section Three, Part 3.1
Guide the groups through conducting a risk assessment of the environment prior
to the start of their event.
Complete worksheet 3E
Activity 3.7: Worksheet – Self evaluation form
Relevant section in learner pack: Section Three, Part 3.4 and Section Four, Part
4.1
After the groups have lead a sports event, conduct a review session (debrief).
Complete worksheet 3F
Worksheet 3A: Event Planner
Refer to Section 3, Part 3.1 in your learner pack
Event planners are an ideal way to collate information on each section of an event checklist. In your group, draw up an event
planner for your chosen event, referring to your group’s checklist.
What?
How?
When?
Who?
Example: Book facilities
Contact sports centre
1st May 2003
Emma
What?
How?
When?
Who?
Worksheet 3B: Event Flow Chart
Refer to Section 3, Part 3.1 in your learner pack
Event flow charts can be used to clearly visualise tasks that can be done
simultaneously, the sequence of events, people needed to help and show start
and finish days and times of the activity etc.
Simple example:
Week
Organise
courses
Send out
application
forms
Jan
Feb
March
April
May
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
The block line indicates the dates that the specific task needs to be completed
between. For example, this chart shows that application forms need to be sent
out between weeks 1, 2 and 3 in February.
In your group, design an event flow chart for your own event.
Worksheet 3C: Event Day Considerations
Refer to Section 3, Part 3.2 in your learner pack
In your event group, suggest some points to consider for the following areas and
complete the table.
Checklist area
Signage and
parking
First aid
Equipment and
refreshments
Reception of
people, staffing
and briefing
Officiating
Results/officials
Contingency
questions:
What if…..
Post-event clear
up
Other…
What needs to be considered on event day? Notes.
Worksheet 3D: Roles and Responsibilities
Refer to Section 3, Part 3.2 in your learner pack.
In your event group, allocate out the following roles and complete this sheet to
record the different responsibilities of each member in your group. The person
taking responsibility for some of the roles may be someone outside your group, or
may be more than one person.
Some roles may not be appropriate for your event – leave these blank. You may
also need to create more roles for your event. Add these on to the list.
Role/responsibility
Introductions and explanations of the
event
Delivering the warm up
Officiating
Scoring
Timekeeping
First Aid coordinator
Delivering the cool down
Presentation ceremony coordinator
Refreshment coordinator
Equipment coordinator
Person taking responsibility
Worksheet 3E: Risk Assessment
Refer to Section 3, Part 3.2 in your learner pack.
Before the start of your event, complete a risk assessment using this form or similar. This will involve checking the environment
and recording any hazards found and the risks that they pose.
Risk Assessment – Event:
Hazard
(something that has the
potential to cause harm)
Venue:
People Harmed
(who is likely to be harmed
from the hazard)
Risk (High, Medium or Low)
(the likelihood of the hazard
actually causing harm)
Date:
Control Measures
(what you have done to control
or lower the risk)
Worksheet 3F: Self Evaluation Form (Events)
Refer to Section 3, Part 3.4 and Section 4, Part 4.1 in your learner pack.
You will have been involved in assisting in the planning and leading of a sports
event. The final stage of the process is to evaluate your own involvement.
Complete this worksheet after you have led a sports event to help identify your
strengths and any areas for improvement. You may need to refer to all of your
event recording sheets (Event checklist, event planner, event flow chart etc).
Sports Leader:
Sports Event:
Date of Event:
What was my role in the assisting and leading of the event, and what were
my achievements?
What range of skills did I demonstrate (e.g. communication, organisation)?
Was the event planning process adequate and effective?
Was the event safe and enjoyable for the participants?
What were my strengths?
What feedback did I receive from the participants, peers and supervisors?
What could I do better next time when assisting and leading a sports event?