Know About the Opportunities for Work-Based Experience in Sport
Part 1.1: The sectors
The sport and recreation sector is one of the fastest growing sectors within the UK
economy. With high levels of investment planned over the next five years (in
conjunction with the 2012 Olympic Games) there will be more and more employment
opportunities for people looking for a career within the field of sport.
Health and fitness
The health and fitness sector is a huge growth area within the sector as a whole. With
over 2,000 private health clubs within the UK, and with provision within the public
and voluntary sectors, this is a key area of employment for people looking for
employment within the sector. This area is likely to grow as health and fitness has
come to the forefront of the Government’s battle with the population’s obesity levels.
Employment within this area focuses on the supervision, leadership and management
of exercise and physical activity. People working in this area need to be physically
active and healthy, as a large portion of the jobs available will require practical
demonstrations.
Key jobs within this sector include:
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Coaching and fitness
Fitness instructor
Personal training
Fitness club management
Physical activity development manager
Sport and recreation
The sport and recreation industry now makes up a large proportion of the UK
economy. Around 5% of the UK’s gross domestic product is contributed by this sector
alone.
To get a clearer picture of the size and popularity of sport in the UK, here are some
facts and figures:
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The sports sector accounts for around 2% of all people that are in employment
within the UK (around 550,00 people)
Football is the most popular sport in the UK with 48,600 clubs, with over three
million participants
There are 2,000 tennis clubs with over two million players
43,000 working in the private sector
36,600 working in public sector leisure centres
There are 3,738 public sports and leisure centres within the UK
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20% of all health clubs are based in London, but key growth areas are in the
North, East Anglia and Wales
(Source: www.prospectus.ac.uk)
Key jobs within the sector include:
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Sports development officer
Sports attendant
PE teacher
Sports centre management
Sports ground facility worker
Sports promotion
Sports coach
Professional sports performer
Outdoor education
With the Government proposing the opening of the country to all, this sector is again
likely to see a growth in terms of employment. The outdoors offers a huge range of
activities that cater for the novice hill walker to the expert rock climber.
Not only has the opening up of the countryside given rise to a growth in the sector,
but there have also been developments where people are now more willing to
undertake outdoor explorations and even expeditions. These activities need trained
professionals, and the employment vacancies are growing.Key jobs within the sector
include:
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Climbing instructor
Sailing instructor
Outdoor pursuits manager
Water-sports instructor
Canoe instructor
Sport and exercise science
Careers within sport and exercise science are all about the application of scientific
principles to the promotion, maintenance and enhancement of sport. Sports Science
has a become a popular course to undertake at under-graduate and post-graduate level,
and with the increased need for sport and exercise scientists, the demand for trained
professionals has increased.
Key jobs within the sector include:
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Sport bio-mechanist
Sport dietician
Exercise physiologist
Sport psychologist
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General sport medicine
- Clinical cardiac physiologist
- GP referral exercise consultant
Who are the providers of sport and recreation?
People who take part in sport and recreation do so because a wide range of resources,
services and facilities are provided by a multitude of different providers. These
different providers are needed because a range of facilities are needed. These could be
indoor and outdoor facilities, or dry land or water. The providers offer services to try
and meet a diverse range of needs and demands from individuals, families, clubs,
groups and community users.
The providers of sport and recreation services come from within the public, voluntary
and commercial sectors. The reason why all these institutions have become involved
in sport and recreation is the increased pressure placed on the sector. Indeed, in some
areas of the sport and recreation sector organisations have been forced to pool their
capital and resources and enter into partnerships in order to successfully provide a
service.
The sectors do try and offer different services and provisions, but is clear that there is
over-lap between the public, voluntary and commercial sectors. They have had to
increasingly become dependant on each other. Although they have different
viewpoints, objectives and approaches, if the learner is to gain a work-based
experience it is important that the distinction between the providers is understood.
Public sector
The public sector is a major provider of sport and recreation facilities and services
within the UK. Public sector sport and recreation organisations are largely funded by
local government, and will also have a huge influence as to the level of service and
facilities they provide.
Local government provides a huge range of facilities to which the public has access,
at no direct cost. These facilities include urban parks, playgrounds, libraries, picnic
areas, nature trails, beeches and country parks. Local government also provides
facilities such as swimming pools, playing fields, golf courses, sports centres, athletic
tracks, art centres and museums where there is a direct charge to the user. However, it
should be understood that these charges are usually highly subsidised.
The public sector is really important to the sports sector as a whole as it is usually the
‘enabler’ between all the sectors, especially when a partnership is developed. Below is
a list of facilities and provision that would be lost if the public sector ceased funding
sport and recreation within the UK:
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There would be no urban recreational land (playing fields, football pitches,
cricket pitches etc.) as they would be sold for more profitable ventures like
supermarkets and housing
Swimming pools would be closed as these are not commercially viable. Only
fun pools would be left which would be expensive to use and offer little
benefit in terms health and fitness
Sport and recreation facilities would only offer profitable sessions. These
facilities would fill up with 5-a-side football sessions as these make money.
Sports like badminton would be marginalised
Access to the countryside would be restricted as there would be no one to
maintain the paths
Museums and art galleries would close, or offer art displays that only the very
rich could afford to see
Arts like opera, ballet and the symphony would disappear as these are not
commercially viable. They may gain sponsorship from large firms, but access
to these events would be greatly restricted
There is no danger of the public ‘pulling out’ of sport and recreation. However it
should be noted that funding for local government has fallen and sport and recreation
departments have suffered. This short fall in provision is being taken up by the
voluntary and private sectors.
The diagram on the below gives some examples of the types of facilities.
The private sector
The major difference between a private organisation and a public or voluntary
organisation is that the primary objective of the private organisation is financial profit,
or to make a return on its investment. The voluntary and public sectors do not seek to
make a profit; they are established, built and run for other reasons.
The private sector does not have any real interest in providing sport and leisure
provision; it is only really interested in making that all important profit. It is trying to
exploit people’s ‘willingness to pay’ for sport and recreation provision, by providing
facilities that the voluntary and public sectors cannot afford to deliver. This usually
means that private sector provision is provided for people at the higher end of
financial earnings.
Listed below are some strengths and weaknesses of the private sector:
Strengths
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It can quickly identify and
respond to people’s demands
It focuses on the consumer
There is quite a wide range of
provision
It is marketed in a more
professional manner
Weaknesses
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It provides mass provision and
does not cater for specialist
provision
The market determines the
prices
Not everyone can afford it
Minority groups will always get
neglected
Listed below are some examples of the types of provision the private sector provides:
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Pubs, bars and restaurants
Betting and gambling
Multi-leisure parks
Night clubs
Ten-pin bowling
Cinemas
Children’s indoor play centres
Hotels
Holiday centres
Health and fitness centres
Theme parks
Professional sport
Tourism
Transport - airlines
The voluntary sector
The voluntary sector within sport is actually quite difficult to define. It is self
organised, informal and usually run by people who give up their spare time for free.
All the sports clubs that operate within this sector have to raise their own sources of
finance, but they can also receive government grants or lottery funding.
Listed below are some examples of sport and leisure organisations that operate within
the voluntary sector:
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Badminton clubs
Amateur football clubs
Village cricket teams
The Boy Scouts
The Girl Guides
This sector is primarily concerned with grass roots participation, and rarely gets
involved with elite or professional athletes. The vast majority of provision is provided
through local community groups, providing access to sport for people in villages,
towns and communities. Probably the most important thing about the voluntary sector
is that it operates outside of politics, and operates its own agenda.
Listed below are some of the benefits of the voluntary sector:
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Provides facilities and coaching for everyone within local communities
Usually cheaper for people to participate in sport and leisure
Can apply for grants and lottery funding
Fills the gaps left behind by the public and private sectors
Involves local people meeting the needs of their own community
Partnerships
It clear that the different providers have different aims and objectives, but as
government funding falls the sectors are becoming increasingly dependant on each
other to survive. Partnerships are becoming the norm within the sectors, usually
between two or more providers, which usually lead to a result that could not be
achieved otherwise.
Dual use and joint provision are just a few examples of how partnerships have been
used to provide sport and recreation. Dual use is seen as long-term, regular use of a
facility by the general public. This facility is funded by the public sector however, the
general public who use the facility are not the people for whom the facility was
intended. The most common example of this is where schools let the public use their
facilities when they are not being used by the school itself. Sports halls and swimming
pools are common examples of this dual use policy. This type of provision usually
involves some kind of liaison between the local government, local voluntary
organisations and the local education authority.
Joint provision is where two bodies have equally access to the facility. So for example
a school has a sports hall, where the general public can use at any time of the day or
night, then this is called joint provision.
Opportunities in health and fitness, sport and recreation and the outdoors
There is a wide variety of possibilities in terms of getting a work-based experience in
sport. This section will only give a brief overview of four different jobs within all of
the sectors.
What careers are there out there?
Health and fitness - Physical activity development manager
This post can cover a wide variety of roles responsibilities, but generally speaking it
will involve the individual working in partnership with a range of organisations to
develop the physical activity agenda within communities.
One of the fundamental roles of this post is to try and encourage organisations to
adopt physical activity policies. Because of the wide scope of this post it means
working with organisations in the health, sport, environment, transport, education,
regeneration and many other areas to get the job done. The overarching aim of this
post is to try and encourage all organisations to build physical activity into their
planning by emphasising the potential gains for each individual organisation. Tasks
that may be part of the job description include:
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Securing funding
Developing new projects
Project management
Research and evaluation
Liaison between partners
Requirements
Potential employers look for people from a wide range of work experience, which
includes sport, physical activity and sport development. A higher level qualification is
desirable, but not always essential. Skills that a potential employee should have
include:
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Staff management
Project management
Being very organized
Excellent communication
Presentations skills
Employers and pay
This type of post, even within the field of sport, is relatively new so it is difficult to
give a direct answer. Principal employers include Local Authorities and Primary Care
Trusts. The post may also include involvement with other agencies, such as the
Countryside Commission (Walking Coordinator) and the British Heart Foundation
(Cycling Coordinator). Sport England also has area of employment within the
physical activity development area, including regional development posts.
There is no definitive starting salary, but salaries usually vary between £15,000 £25,000.
Sport and recreation - PE teacher
Depending on the courses and qualifications sports science learners complete, they
can teach on a range of qualifications in primary, secondary schools or in further and
higher education.
A teacher who specializes in physical education (PE) will concentrate on the delivery
of both practical and theoretically based physical education lessons. These need to be
tailor made to the individual learner, irrespective of ability.
A PE teacher needs to be aware that he/she will probably have extra curricular
activities, such as managing the schools sports teams. He/she may also have other
school responsibilities which may include class and tutoring duties.
Requirements
Schools will require that you have studied a relevant undergraduate course which
enables the individual to teach (B Ed in Physical Education), or completed a relevant
undergraduate course and also completed a relevant teaching qualification (PGCE).
Schools may also ask for some teaching experience, which should be gained through a
placement on the undergraduate courses completed.
Further education colleges will ask also for a teaching qualification (7301 – Stage 1 as
a minimum) but also be looking for sports coaching experience. The gaining of
relevant sports coaching qualifications would also be of benefit. Universities would
expect potential employees to have at least completed a post graduate qualification in
Sport. They may not however, ask for a teaching qualification.
Employers and pay
Typical employers are:
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Primary schools
Secondary schools
Further education colleges
Sixth form colleges
Universities
The starting salary for a newly qualified teacher is about £20,000. A college lecturer
within their first teaching post would expect to get in the region of £18,000. A
university lecturer within their first lecturing would get in the region of £24,000.
These salaries are dependant on qualifications and experience, but most of these
professions offer progression through the main pay scale.
Outdoor education – Outdoor pursuits manager
The outdoor pursuits manager runs facilities that are used for the delivery of outdoor
based activities. These activities may include climbing, mountaineering, water-sports
and orienteering. He/she will not only be responsible for the facility but also the
management and supervision of staff. The outdoor pursuits manager has become more
educational, particularly as schools, college and universities make use of these
facilities. The manager will also have to supervise and manage users with specialised
needs including people with special needs and even young offenders. The manager
may also have to cater for corporate groups who would expect a high level of
customer service.
Requirements
Potential employees will be looking for skills experience and qualifications within at
least one outdoor pursuits area. The more qualifications that you have the better, as
this will give you the ability to teach different areas of outdoor pursuits. You will
need practical experience, along with a qualification from a recognised governing
body. Applicants must also demonstrate that they have a strong interest in not only
outdoor pursuits, but the countryside in general.
Employers and pay
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Local authorities
Private organisations
At a local authority centre, a manager’s starting salary would be between £20,000 £25,000. An instructor can earn anything from under £10,000 to around £20,000,
depending on experience and skills.
Hours can be very long because of the residential nature of the work. You often need
to be available 24 hours a day, so getting away from your work is not always possible.
Sport and exercise science - Sports dietician
Sports dieticians usually go through the process of becoming qualified dieticians, and
then undergo further training to make their knowledge and understanding more sports
specific.
The qualification is governed by the British Dietetic Association (BDA) and sports
dieticians have to undergo re-accreditation every five years.
The vast majority of sport dieticians are self employed, and work on a consultancy
basis. Only a few organisations will require the services of a sports dietician on a fulltime basis. This allows the work of the sport dietician to be varied ranging from
working with individuals and groups, and liaising with caterers for recipe
development.
Sport dieticians are using their knowledge and understanding to help sports
performers in achieving their potential through modifying their diet and eating habits.
Requirements
Potential sport dieticians have to be accredited as sports dieticians after successfully
completing a BDA validated course. The profession is highly regulated, and
individuals will have to undertake a process of individual professional development to
ensure their skills and knowledge are of the highest order.
Employers and pay
Opportunities do exist with sport governing bodies, professional sport organisations
and sport institutions. Opportunities may also exist with catering firms and food
companies.
It is difficult to say how much a sports dietician will earn as most are self employed,
and salaries will vary greatly. A sport dietician working for English Institute for Sport
would earn in the region of £20,000 - £30,000.
Considerations of a work-based experience in sport
How to find a work placement
Most learners who undertake a work-based experience usually have three underlining
reasons to continue to their education, to use their work-based experience as a trial
period or to gain management experience.
Generally the learner will be responsible for searching, screening and selecting his/her
work-based experience. It is important that when the searching for work-based
experiences commences the lecturer supervising the module takes an active and
supportive role during the search and selection stage. The benefits and disadvantages
of the learner being in charge of the entire procedure is printed below:
Benefits of learner leading process
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Learner is usually highly
motivated
It actually helps the learner
prepare for employment
Learner can conduct in-depth
research on a particular
employer they are interested in
Learners can discuss their workbased experience with their
peers
Learners can conduct a skills
matching procedure with
potential employer
Learners may be able to
negotiate a better placement
than the lecturer in charge
Disadvantages of learner leading the
process
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Learners search for a workbased experience may be based
on convenience
The learner may miss potential
opportunities
The search may be influenced
by friends and family
Decision for work-based
experience may be solely based
on getting paid
Learner may have unrealistic
expectations
Learners may not be able to
judge expenses accurately
Where to look for a placement
Probably the most difficult steps are actually starting to look for a work placement
and more importantly knowing where to look. Here are some ideas as to where to start
looking:
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Go to the careers office in the College. It will have a variety of books and
leaflets on how to find a work placement. If that fails speak to the careers
officer
Newspapers all have jobs sections. Local newspapers will have a jobs paper
on a certain night, as will national newspapers. Newspapers are also good for
getting contact information about companies
There are also dedicated websites designed to help people find a work
placement. Log onto www.prospects.ac.uk and follow the links to the National
Council for Work Experience page
Professional bodies are also a good source of work placements. They are
likely to produce a journal that usually advertises jobs from the sector. For
example the Institute for Sport and Recreation Management publishes The
Recreation Journal which has jobs in the sports sector
Careers and Connexions centres
Job Centres
Magazines
Recruitment agencies
Newsgroups
Listed below are some websites that will help you find a work-based experience in the
area that you are interest.
Sport and Recreation
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www.leisureopportunities.co.uk
www.sportdevelopment.org.uk
www.sportengland.org.uk
www.thes.co.uk
www.jobwithballs.com
www.leisurejobs.co.uk
www.springboarduk.co.uk
www.ilam.co.uk
Health and Fitness
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Countryside education
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www.countryside-jobs.com
www.countrysidejobslink.co.uk
www.naturenet.net/people/careers
.html
www.bluedome.co.uk/jobs/jobs.h
tml
www.anyworkanywhere.com/jg_
activ.html
www.leisureopportunities.co.uk
www.leisurevacancies.co.uk
www.premierfitnessjobs.com
www.4leisurerecruitment.co.uk
www.davidlloydleisure.co.uk
www.virginactive.co.uk
www.fitnessfirst.co.uk
Sport and exercise science
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www.isbweb.org
www.bases.org.uk/newsite/biomec
hanics.asp
www.bda.uk.com
www.disen.org
www.sisport.com
www.eis2win.co.uk
www.move4health.com
www.sportex.net
www.bhfactive.org.uk
Considerations to take into account Location
When deciding on where to do their work-based experience, learners need to take into
account the location of a potential work-based experience. When deciding how far to
travel they will have to consider the following:
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Do you want to stay at home? This may limit your opportunities, but will be
cheaper
Moving away from home may increase your opportunities, but will also cost
more money
If you have to move do you have any friends or relatives you could stay with
to keep the costs down?
Do you have a car? If not what is the public transport like to get to the
placement?
The final decision will probably be based on what you want to achieve from the
placement and how long you are willing to spend within the placement. Cost will be a
factor, but look at the whole picture (benefits/weaknesses of the placement) before
deciding.
Hours
It is important that learners are aware that the vast majority of people who work in the
sport and recreation industry, work unsocial hours. The main reason for this is that the
learner will have to work when other people are free, which is usually first thing in
the morning, last thing at night and at the weekends.
Learners should also be aware they maybe asked to work a rota-system which will
have an impact on their social life. It will also mean that they will have to plan their
studies around their work commitments.
Regulations
Even though learners are only on their work placement for a limited amount of time,
they are still protected by employment law. Nearly every part of the job they
undertake during the work-based experience will have rules and regulations that the
learner must follow.
The learner should expect from their employer:
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Some kind of contract/job description that explains what is expected of them,
and what is entitled to them
The learner should be given some idea of working hours
If there is a problem during the placement, the learner should inform their
tutor immediately
The learners should be aware that because they are under 18, they have additional
regulations that they have to follow due to their age. These include:
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If the learner is over 18 they only have to work a maximum of a 48-hour
working week.
If the learner is under 18, still at school and working there are some legal
restrictions on their hours. They are not allowed to:
-Work before 7am or after 7pm
- Work for more than two hours on a school day or for more than one hour
before school
- Work for more than eight hours on Saturdays or holidays, or two hours on
Sundays
- Work for more than 35 hours a week during the holidays
Also the employer is bound by Equal Opportunity legislation. Again if the learner
feels that the employer is acting in an inappropriate manner, he/she should inform
his/her tutor immediately. It doesn’t matter what your sex, race, religion, sexual
orientation or disability is, the employer should always treat you equally and with
respect. Some of the facts of the legislation include:
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All employers have to operate an equal opportunities policy - it's the law.
Equal opportunities start with recruitment and cover the treatment of all
employees
Everyone has the same rights, regardless of gender, ethnic and religious
background, sexuality and disability
Health and safety
There are two parts to the health and safety process that learners need to be aware of.
Firstly the College has a duty to the learner and should ensure that he/she is not in a
work-based experience that may expose him/her to health and safety risks.
The second part of the health and safety process lies with employers. They are bound
under health and safety law to conduct a risk assessment of the learner within the new
work place. They will have to look at the work the learner will be undertaking, and
weigh up whether they have enough safety precautions in place, or they should do
more to prevent harm.
The employer will need to take into account the following:
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The placement provider must comply with the Health and Safety at Work Act
The employer needs to take into account that the learner is likely to be
inexperienced, unaware of health and safety risks and physically or mentally
immature
Put in place measures to control the risks which will reduce them entirely, or
reduce them to the lowest possible level.
The employer needs to keep a record of the risk assessment and record the
control measures put in place
The placement provider must comply with any restrictions or prohibitions on
work for young people
One of the learners’ key responsibilities during their placement is their duties under
health and safety. The learner’s duties include:
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To take reasonable care of their own health and safety
To take reasonable care not to put other people - fellow employees and
members of the public at risk by what they do or don't do in the course of their
work
To co-operate with their employer, making sure they get proper training
Not to interfere with or misuse anything that's been provided for their health,
safety or welfare
To report any injuries, strains or illnesses they suffer as a result of doing their
job
To tell their employer if something happens that might affect their ability to
work
Roles and responsibilities
The roles and responsibilities of the learners’ work based experience, as outlined on
their job description, will set out their key tasks and services they will have to perform
whilst they are undertaking the work based experience. Below is an example job
description for a leisure attendant:
Job Title:- Leisure Centre Attendant
Job description
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Main duties
andresponsibilities
To assist in maintaining a clean and safe
environment
To generally oversee the day to day delivery of
the service and to carry out general attendant
duties
CLEANING 
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The post holder will be required to inspect, carry
out and supervise cleaning throughout the Centre
and its grounds during their shift
Assist with maintenance as necessary and to
ensure high standards are maintained
POOL CONTROL 
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Supervision of the swimming pool in accordance
with the Centre's Pool Safety Operating
Procedure
Whilst the Pool is unsupervised the postholder
will ensure that the pool is secure to prevent
unauthorised access
The postholder will be required to carry out first
aid and rescue duties as necessary
To ensure that the behaviour of bathers remains
within acceptable standards
GENERAL
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Progression
To carry out, as required, general Leisure
Attendant duties reporting to the Duty Manager
at any indoor Leisure Centre
To ensure that equipment required for hiring and
special events is laid out
To tour the site on a regular basis making lists of
areas requiring attention, to take action if
necessary or report to the Duty Manager for their
action
To maintain good customer relations and, if
necessary, to refer them to the Duty Manager
To carry out all tasks, in accordance with the
requirements of the Health and Safety at Work
Act 1974
To carry out Pool Tests as per Work Instruction
and record on relevant sheet
To be a designated First Aider
Once the learner has successfully completed his/her placement, it is important he/she
starts to make this experience work for him/her. It is important that the learner takes
responsibility for his/her future, and expand his/her experiences and knowledge.
This experience could be developed through taking on a voluntary placement within
the sector he/she gains employment within. The learner could also take on a part-time
post that will develop his/her experiences. Here are pointers that the learner could take
on board to enhance his/her possibility of progression within his/her sector.
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Take time to learn about the sector
Network with people in the sector
Find out the current issues within the sector so as to tailor his/her skills and
abilities to meet these new demands
Continued development
Continued development is an important part of the work-based experience. It gives
the learner an opportunity to up-date and enhance skills, knowledge and competence
during his/her work-based placement. Put simply continued development allows the
learner to take on board the experiences gained from his/her work-based experience
and apply it to life-long learning, be it in the field of sport and recreation, or another
completely un-related field.
Organisations now recognise the importance of continued development. It is therefore
important that the learners identify the outcomes they wish to gain from the workbased experience and provide a framework within which they can achieve these aims
and objectives. This will enable their learning to be planned, rather than accidental
and give them a clear focus throughout their placement.
Preparing for a Work-Based Experience in Sport
Part 2.1: Prepare for work-based experience
Aims and objectives
Before embarking on the work placement it is always a good idea to write down what
the goals of the placement are. The best way of doing this is writing down a list of the
aims and objectives. In other words what work placement the learner wants to
undertake, and how he/she is going to achieve this.
So what is an aim?
An aim states what the intended outcome is, but it doesn’t state how it will be
achieved. There is only one aim. An aim for a work placement could be:

To undertake a 10 day work placement coaching football
So what is an objective?
An objective is a statement of intent, in other words how to achieve the stated aim.
There can be any number of objectives, but they need to be linked to how you are
going to achieve the overall aim. An objective for a work placement could be:

To work within sports development, coaching football
SMART objectives
Where possible objectives should be SMART (Specific, Measurable, Agreed,
Realistic, and Time related). By making objectives fit these criteria there is a better
chance of completing a successful work placement.





Specific
- Clearly linked to a particular operation
Measurable
- Have a method of measurement to gauge success and effectiveness
Agreed
- All objectives should be agreed with your line manager or a colleague
Realistic
- Make sure that your objective is linked to the organisation. Try not to be too
ambitious
Timed
- Have deadlines for review and completion
Personal and work-based targets
While SMART targets and objectives are useful, they need to be put into some kind of
context. In other words what are the specific SMART objectives based upon? The
work-based experience can offer both work-based and personal development. So
before choosing the placement, the learner should think about his/her work-based and
personal development within the placement, and ask himself/herself what he/she
wishes to achieve. The learner can break down his/her aims and objectives
development in to specific areas, then apply the SMART principle to what they wish
to achieve. These are personal areas:


Work-based
- Skills development
- Qualification and study development
- Knowledge development
Personal
- Personal development
Skills development
The learner needs to ask himself/herself “what industry related skills do I wish to gain
from the placement”. Think about the industry related skills that have been learned on
the Btec National, and use these as a starting point. The learner may wish to enhance
these, or develop new ones.
Employers are looking for skills from their employees. Skillsactive (The sector skills
council for sport and recreation) have ranked the most desirable skills and developed
the following list of skills that employers require from their employees:1. Team working skills
2. Communication skills
3. Technical and practical skills
4. Customer handling skills
5. Problem solving skills
6. Relevant qualifications
7. Management skills
8. Literacy skills
9. Personal attributes
10. General IT skills
11. Numeracy skills
12. Foreign language skills
Source: www.skillsactive.com
Qualification and study development
While the learner may not be-able to gain specific qualifications, it will give the
learner an insight into the types of qualification or studies he/she needs to complete in
order to gain future employment in the area.
Also the employer would prefer to hear the skills and knowledge that qualifications
have given the learner, rather than just reading a bland list of qualifications.
Knowledge development
By undertaking a work-based experience the learner will be able to find out more
about the industry he/she wishes to enter into. It will give him/her an opportunity to
see changing technology and work practices within the industry, and improve his/her
knowledge of how the industry operates.
Personal development
By looking at what the learners personally want to gain from the work-based
experience they can ask some fundamental questions about the purpose of the
placement. The learners should ask some questions about what they personally want
to achieve from the whole work-based experience:





What do you hope to get out of the placement?
What skills do you have?
What skills do you want to develop?
Are you looking for a company with a high profile name to make your CV
look better?
Are you looking for a challenging placement where you can discover yourself
and identify your strengths and weaknesses?
The learners’ personal development can be based on something as simple as their own
individual interests. For example the learner may like coaching football, but would
want to specialise in the performance analysis.
The learners should ask these questions to themselves to make sure they are entering
into the correct placement. These could be areas that the learners want to develop and
improve. These factors could be:





I want to develop my self confidence
I do not work well under pressure
I tend to shy away from a challenge
My time management isn’t very good, and I struggle to meet deadlines
The working environment is important to me, and I struggle to adapt to change
Preparation of work-based experience in sport
The application process
In this section we will concentrate on how to produce the necessary documents that
are needed to secure a work-based experience in sport. We will cover the main ways
of making a written application and how to either accept or decline the offer of a
placement.
We will look at how produce a:





Application form
Curriculum Vitae (CV)
Covering letter/letter of application
Personal statements
Letters of acceptance/decline
Application form
One of the principal methods that organisations use to screen potential employees is
to get them to complete an application form. It is important to understand that the
employer will be looking for a specific person with individual skills, abilities and
strengths. This is why it is so important to tailor the job application form to the job
description and the organisation the learner is applying to.
The key to completing the application form and getting the work-based experience is
to show the potential employer that the applicant is the right person for the right job.
Here are some general pointers:



Read the person specification and job specification thoroughly to ensure that
the correct information is included within the application form
List the skills and qualities that the employer is asking for
The application form needs to show the link between the skills of the
individual with the demands of the organisation
Be realistic. If the applicant doesn’t have the experience, qualification or skills
that the job advert is asking, then it is probably not a good idea to apply
How to ensure your application form is noticed
You need to make sure your application stands out, as there could potentially be
hundreds of other applicants. One skill that employers are increasing looking for is the
‘transferable skill’. These transferable skills need to appear in the application form if
it is to stand out from all the other applicants. The key transferable skills that should
appear in the application are:






Communication skills
- This includes both written and verbal communication
Working as part of a team
- The ability to work with others effectively and to be open to other people’s
ideas
Problem solving
- The ability to look at problems from different angles, to learn from mistakes
and to work out the problem
Initiative
- Being able to see what needs to be done, before being asked. This shows
confidence and a belief in ability
Organisational skills
- Shows effective planning, and that tasks will be completed on time
Adaptability
- Learn how to do new things quickly, and develop new skills in the process
Completing application forms – Personal details
This is probably the easiest section to complete as the employer is asking for basic
details. They will want to know name, address, contact number, age and date of birth.
They may ask additional questions such as – are you able bodied, and your nationality
– these questions are actually designed to ensure that the employer is offering equal
opportunities to all. Even though this section is relatively simple to fill in, be careful
as mistakes are still easy to make.
Completing application forms – Education
This is another section on the application that seems pretty straight forward. You need
to bear in mind exactly what the employer is asking for. They usually ask for your
most recent education first, but it is important that you follow what they are asking
for.
A typical section may look something like this:
September 2005 – June
2007
Loughborough College,
Radmoor Road
Loughborough
Btec National Diploma in
Sport Science (Merit)
September 2000 – July
2005
Loughborough Secondary
School
Smith Street
Loughborough
8 GCSE’s:History A
PE B
Science B
Maths B
English B
CDT C
IT C
French C
Completing applications forms – Employment history
Again this section needs to be completed carefully. Read any guidelines to make sure
that the section is completed in-line with the employer’s requests. Potential employers
usually ask for the most recent employment first with the company’s name and
address and what they do. They may also ask for a job description, a job title, what the
role was and salary.
Any jobs that have been undertaken can be included within this section. So this could
be a part-time job, a summer job, temporary work or even a work placement with
college! If this is the first job ever applied to then simply write in Not Applicable.
You may wish to explain why you haven’t got an employment history – just about to
leave school or college is one example.
Application forms – The checklist
Before you even start to put pen to paper on the real application form, check that you
have completed the following. Once each one has been ticked, move onto the next
section.
Have I?
Read the job description in detail and am clear about what
skills are required?
Researched both the job and company?
Photocopied the form so that it can be practised on?
Followed any guidelines that are on the form?
Confirmed with the referees that is OK to use them?
Filled in every section – even if it means putting ‘not
applicable’?
Clearly communicated the necessary skills, qualities and
experience?
Made the application sound positive and enthusiastic?
Been honest?
Made a copy of the completed application form to refer to
before interview?
Completed
Returned the completed application form before the deadline
and in a clean and tidy state?
Final thoughts
Before the application off is sent off, the learner may want to ask these final
questions:





Have you given an insight into the abilities, skills, qualities and experiences
you have to offer?
Have you demonstrated that the job and the company have been researched?
Have you convinced the employer that you are fit for the job and could fit in
with the organisation?
Have you showed that your application stands out from the rest
Have you shown enthusiasm and drive throughout the application?
The Curriculum Vitae (CV)
The simplest definition states that a CV “is a summary of your academic and work
history”. However it is important that you see the CV more as a personal marketing
tool, one that is developed in order to meet the requirements of one particular job.
This is why it is so important that it is written very carefully and presented. If you get
it right you will get that much needed interview; however if you get it wrong you will
end up in the no thank you pile.
The CV has many potential uses; these include:




Provides information about your skills, knowledge, attributes, abilities and
work experience
Helps to attract the interest of a potential employer so that you are offered an
interview
Supports an application form
Provides information to someone who may want your details e.g. a bank
manager
It is important that the learner remembers that the potential employer will probably
know nothing about him/her, other than what they include in the CV. It is vital that
the CV makes a good impression, which is achieved through content and layout.
Writing a CV
The content that is included within a CV is important, as it is likely that is the only
information the potential employer has. Layout and structure are also important, but it
is the content of the CV that is vital to getting the interview. The usually order of a
CV is printed below, but this may be altered to meet the needs of the individual. A
CV should include the following areas:

Personal information
A profile of yourself





Education and qualifications
Work experience
Achievements
Interests and hobbies
Referees
Personal Information
This section should include the following:





Name
- You should include your full name, the name that appears on your birth
certificate
Address
- You should give your full postal address
Telephone number
- Give a telephone that the potential employer can get hold of you on. A
mobile number would be ideal
Email address
- If you have an amusing email address, change it so it sounds and looks more
professional
Date of birth
- You do not need to include this in your CV, but it is standard practice to do
so. Age discrimination does exist, but remember you are protected by law
A profile of yourself
It is now accepted practice that your CV should start with a short statement that
presents a brief profile of you. This is probably the most important part of the CV as
this will be the first thing the potential employer will read. You are selling yourself
here, but try not to sound too egotistical or pompous as you are trying to catch the
employer’s eye, not put him/her off.
This profile should be around two sentences long, that is based on key words that
describe your qualifications, your skills and abilities and the main things you have to
offer the employer. This should be written in the third person, so it appears as if
someone else has written it. This makes the statement sound more professional. An
example is written below:A motivated and adaptable individual with excellent communication skills, experience
of sports coaching and excellent academic and coaching qualifications. Has
demonstrated an ability to work individually or within groups throughout his
academic career, and also takes part in voluntary and paid coaching work.
Education and qualifications
This section gives details of your academic achievements to date. You need to include
details of the secondary school, college/sixth form you have attended. It is important
to highlight the key qualifications, such as Maths and English as these are the ones
that the employer will be looking for. A phrase that is commonly used to highlight
these qualifications is printed below:
“I have eight GCSE’s including Mathematics and English Language at grade C or
above”
Higher qualifications, including the Btec qualification, deserve more detail and are a
key selling point on the CV. Allow more space for the highest and most recent
qualifications.
Try not to include just your formal qualifications (GCSE’s, BTEC First Diploma etc),
but also any additional qualifications completed. These could include coaching
qualifications, or professional qualifications like first aid or pool lifeguard.
Always write your qualifications in reverse order, so the last course completed
appears first on your CV. Remember it may also be relevant to list some details about
each course.
It is important that the learner gets this section right, as it will be one of the areas that
the potential employer will examine in detail. With the learner being at college, the
qualifications section will be the section that he/she spends the most time completing
as his/her qualifications will be the best selling point.
Work experience
This section offers a great opportunity to show the potential employer what
employment has already been completed. Include details about any work placements,
work experiences, full or part time work. List all the jobs completed along with the
start and end dates, and then explain the key tasks performed within these jobs.
If you have already taken part in work experience, worked part-time, it would be
beneficial to include a referee from a current or previous employer.
Interests and hobbies
This is actually one of the most important sections of the CV, as it gives the employer
an insight into the type of person you are, for example, if you coach for a local
voluntary football team.
This section gives you an opportunity to tell the potential employer what you do in
your spare time, whether it is sport, reading, holidays, or socialising with friends.
Additional information
This section gives you an opportunity to your explain strengths and skills, and how
these relate to the job you are applying for. This section needs to be closely linked to
the job and person specification. Remember whatever key words appear in the job and
person specification, they also need to appear in this section.
Referees
Remember before including a referee’s name you must seek his/her permission. Try
and include two referees with one being a professional reference (line manager at
work or college tutor) and one character reference. You do not need to include contact
details for your referees, as it is perfectly acceptable for you to state that these will be
provided on request.
General guidelines for presentation and layout of a CV
Below are some general guidelines that should be considered when producing a CV:
1. Do not use the same CV for every job you apply for. It needs to be developed
from scratch as each job you apply for will require different skills and
abilities. The CV needs to be designed to show the potential employer that you
meet their individual needs.
2. Always be positive in your writing and statements.
3. Make sure that the CV follows some kind of logical order. Be consistent
throughout, so if you order your schools in chronological order, then do the
same for your work experience.
4. The layout is key, and should not be longer than 2 sides of A4. The text should
be left justified and have a large enough margin for it not to look cramped.
5. Pictures, charts and graphs should not be included useless otherwise stated. It
is not usual practice to include a photo of yourself in the UK.
6. Use high quality paper and make sure the font you use can be read easily
(usually Ariel size 12 is appropriate).
7. Always check spelling and grammar once you feel you have finished. It is
advisable to get someone else to proof read your work if possible.
An example CV is included below
Example – Curriculum Vitae
PERSONAL DETAILS
Name:- Jonathan Thomas Crown
Date of Birth: 13/01/1988
Address:268 Margaret Avenue
Willowbrook
Nottingham
Nottinghamshire
NG12 3RT
Telephone No: 01159 555555
PERSONAL PROFILE
A motivated and adaptable individual with excellent communication skills, experience
of sports coaching and excellent academic and coaching qualifications. Has
demonstrated an ability to work individually or within groups throughout his
academic career, and also takes part in voluntary and paid coaching work.
EDUCATION/QUALIFICATIONS
2005 - 2007
South West
Derby
College
B-Tec National Diploma
in Sport(Merit, Merit,
Merit profile)
2000 - 2005
Sandy
Freezing Land
School
5 GCSE’s at grade or
above, English,
Information Technology,
Maths,Physics, History.
SPORT AND RECREATION RELATED QUALIFICATIONS
Badminton Leaders Award (2006) ECB Level 1 Cricket Coaching Award (2006)
National Pool Lifeguard (2006)
Power Sports Weight Lifting Certificate (2006)
CAREER HISTORY AND DUTIES PERFORMED
ALBERT PARK LEISURE CENTRE, NOTTINGHAM – Senior Attendant.
2005 To Present Day
Duties included:





Managing customer complaints, enquiries and the management of accidents
Management of pool side staff
Working with a dedicated work force to achieve group tasks
Undertaking the management and basic marketing of specific events
Carrying out daily administration work
MCFC NEWs, NOTTINGHAM – Paper Round Executive. 2003 To 2005
Duties included:


Delivering papers (morning round)
Collecting money
HOBBIES
I enjoy reading, especially science fiction and the classics, and travelling when I get
the chance. I enjoy playing badminton, football and cricket at a semi-professional
level.
ADDITIONAL INFORMATION
I have a full and clean driving licence, and my own car.
REFEREES
Phil Houlier
Manager
Albert Park Leisure Centre
Nottingham
George Ferguson
Owner MCFC News
Mossy Side
Nottingham
Preparation of work-based experience in sport
Letter of application (covering letter)
The benefits of providing a letter of application are two fold. Firstly it is a matter of
courtesy, and secondly it is a useful part of the whole ‘selling’ process. It helps to tell
the potential employer all the things that you can do for them. It also helps your
application/CV to stand out from the crowd, which is especially important when you
think that there could be hundreds of people applying for the same job. A letter of
application is usually called a covering letter.
Types of covering letter
There are generally four types of covering letter. These include:



A general supporting covering letter
The speculative covering letter
The networking covering letter
The letter of application
A general supporting covering letter
This is a short letter that is basically used to support and introduce either your
Curriculum Vitae or application form. It is advisable to always send one to any
potential employer, even if they have not asked for one as the covering letter will
allow you to draw the reader to the most important points of your CV or application
form. It will also persuade the reader to examine your CV/application form in more
detail.
The speculative covering letter
A speculative letter is used to support your CV or application form in the same way as
general covering letter. The only difference is that you are not applying for a specific
job, rather enquiring as to the chances of future vacancies. The letter is making a
potential employer aware of you before a job actually becomes available.
The only problem with speculative letters is that you may not be entirely sure as to
what the employer is looking for, or indeed their priorities in terms of employment.
This is where you will have to conduct some tactful research on the organisation.
The networking covering letter
This differs from all the other kinds of covering letter as you are basically writing to
an organisation on the recommendation of someone else. It is important you write
directly to a named person to avoid confusion and to also seek approval from the
person making the recommendation. A typical opening line to your networking
covering letter could be:I have been recommended to write to you by Julia Gemson, your sports science
coordinator, who is known to me through the voluntary work I do for your
organisation.
The letter of application
The letter is different from all the other letters discussed as it is much more detailed.
This is basically a longer covering letter and forms the major part of your application.
It will usually replace the application form or CV. The real problem with the letter of
application is to try and make it sustain the interest of the person reading it. Outlined
below are some guidelines for writing a letter of application:




The basic rules for the covering letter also apply to the letter of application
Obviously this letter will be longer but should not exceed two sides of A4
Tailor make each letter of application for each job you apply for. Do not use
the same letter over and over again
Use the job specification as a general guide to what should be included within
the letter. Try and deal with the most important ones first
Always start with a positive statement, as this will set the scene for the rest of
the letter
Below is an example of an opening statement:In this letter I will endeavour to outline the reasons for my application for the post of
Leisure Centre Assistant, with Charnbrook Council. I will explain how I meet the
requirements of the job through an explanation of my work experience and
qualifications. I feel that I can make a unique and valuable contribution to the Leisure
Services Department.
The content of the covering letter
The covering letter should cover the following areas:



Introduction
Skills and strengths (keep this section very brief)
Why you feel you are appropriate for the job
Any other information
Introduction
The introduction is important as this is the first piece of information the reader will
look at. Tailor the covering letter to make sure it is appropriate to the kind of
application submitted. In other words, is it a reply to a job advert or a speculative
letter?
Replying to a job advert, the introduction could read:
“In response to your vacancy advertised in today’s Leicester Evening News…”
Sending a speculative letter, the introduction could read:
“As I near the completion of my BTEC First Diploma in Sports Science I am keen to
undertake a work placement at your organisation.”
Remember whatever format the introduction of the covering letters takes, it is
important that the reader has a good reason for continuing to read your letter.
Your skills and strengths
This is the first opportunity to sell yourself, and should explain why you are suitable
for the job. Highlight certain points from your CV/application form, and include
additional information that you feel is appropriate. However it is important that the
information is not repeated as the reader may become bored.
Write something along the lines of…
“I have developed certain skills and attributes, especially team working…”
These skills and strengths can come from your course, your part-time work or your
interests. Remember to make sure that these skills and strengths are relevant to the job
that you are applying for.
Why you feel you are appropriate for the job
The following statement could be written to explain your suitability for the job.
“I am keen to develop my skills and attributes within sports management…”
Any other information and ending the letter
At the end of the covering letter you will have the opportunity to add additional
information that is important. This information could include:



Your availability for interview
What you hope will happen next
Try and end the letter in a positive manner
Presentation of the covering letter
the following points:






It should be word processed using a simple font such as Ariel
It should be no more than one side of A4
Always include:
- Address
- Telephone number
- Email, if appropriate
Always include the organisations address
Make sure the letter is addressed to someone
Always proof read and spell check the letter before sending it
Covering letter check list
It is always a good idea to go through the following check list to make sure that all the
correct information has been included. Have you:Information Included
1.
Introduced yourself, what
course you are completing and
the idea of the work-based
experience concept?
2.
Told them when you are
available for work and for how
long? Are there any time
periods you cannot commit to?
3.
Made clear exactly which job
you are applying for?
4.
Explained the skills/abilities
that you have to offer the
employer? Remember the letter
should encourage the reader to
read through your CV, so make
sure you are not just repeating
from your CV.
5.
Explained why you are
applying to this particular
company? Why does the
position appeal to you?
6.
Thanked them for their time in
considering your application?
7.
Used the correct salutation e.g.,
faithfully or sincerely?
Completed
Below is an example of how the covering letter should be set out and structured. This
is by no means the only format; the structure and format can be altered to make it
more applicable to the specific job applied for.
Layout of a covering letter
Your address should
go here. You should
also include your telephone
number and email address.
Date – the day you sent the letter
Employer’s name and address
Heading and job reference if applicable
Dear…
Introduction


Introduce yourself and explain your current position
Indicate whether you are responding to a job advert or if you are applying
speculatively. Make clear that you are applying for work experience rather
than a permanent position
Main Body



Your availability for work e.g., the summer
Your skills and strengths
Explain why you want this job and give your main selling points
Conclusion


Restate your interest in the job and repeat (in different words) your suitability
for the job
End the letter in a polite manner
Yours sincerely
Name and signature
N.B. If you start your letter Dear Mr ?, you should end Yours sincerely. If you start
your letter Dear Sir, you should end Yours faithfully.
Personal statements
Certain jobs will require you to complete a personal statement. The personal
statement is designed to allow you to outline your strengths, abilities and attributes in
a clear and concise manner. The employer will use the personal statement to not only
find out more about you, but to also ascertain whether you are suitable for the job.
This is why you have to present your experiences and qualifications in the best
possible light to demonstrate that you are capable of doing the job, and to distinguish
yourself from other applicants.
What should be included in the personal statement?
You have to remember that you need to be specific to the organisation, the job
specification and person specification of the post you are applying for. So for example
if they are asking for ‘coaching experience’, explain how you meet this criteria. What
is also key is that you need to support your statement with evidence, if you are
applying to be a sports coach, don’t just say that you are a good coach; give examples
of how you have coached lessons at a ‘good’ level.
The questions below have been developed as a guide. Once you have answered them
you should have a clearer picture as to what should be included within your personal
statement.








The most important thing to remember is, have you meet the job and person
specification?
Why are you the most suitable candidate for the job? What experiences make
you stand out from the rest of the applicants?
Why are you interested in this particular job?
Any relevant work experiences?
What are the key skills that you can bring to this post? Remember to support
these claims. Examples include:- Team working
- Problem solving
- Communication skills
- Management skills
- Ability to learn complex tasks
What personal characteristics you have? Again these need to be supported.
Examples include:
- Integrity
- Persistence
- Honesty
- Polite
Give examples of responsibilities you have undertaken. This could anything
from managing the department whilst the boss is away or caring for a relative
The final question to answer is, why should you get the job over all the other
applicants?
Structure of the personal statement
In terms of the structure of the statement, it should be like any other essay. In other
words it should have a beginning, a middle section and an ending. Use the start to try
and build a case for your getting the job, by grabbing the reader’s attention. The
middle section is where you should go into more detail and explain your interests and
experiences, and how these link into the job. The final section should be used to tie all
these issues together, but to also repeat your arching interest in the job.
General pointers to developing a successful personal statement
Here are some general pointers that should help develop a good personal statement:








Remember to write a good personal statement takes time, so plan well in
advance and do not rush it
Make sure it has a clear structure – introduction, middle and conclusion
Really concentrate on your opening statement as this is usually the most
important. This is where you will either grab the readers attention or lose them
If the organisation has asked questions, make sure that you have answered
them
Always write in a positive manner
Unless the organisation has set a word limit, try and keep your personal
statement to a maximum of 2 sides of A4
Do some research on the organisation you are applying to and try and get
some of this information into your statement
Stay away from over stated phrases e.g., I love working with children. This is
not original and most other applicants would use similar phrases. Remember
it’s all about standing out from the other applicants
Always spell, and grammar check your statement before sending it off
Remember that the personal statement you develop is just that – ‘personal’. It should
not be generic, but very specific to yourself. It gives you the opportunity to
‘showcase’ yourself in a really positive light and show the organisation you are
applying to, why they should pick you.
Preparation for interview
The documentation (CV, application form) proves that you can sell yourself on paper,
but the next step is to sell yourself during the interview. The interview will give you
an opportunity to sell yourself to the organisation, and to show the employer your
potential. The key to a successful interview is preparation.
It is important that you don’t turn up to the interview unprepared. By preparing for the
interview you will be calmer and more confident, while the interviewer will see that
you are motivated and positive. Below are some pre-interview essentials that you
should complete:
1. You need to confirm that you will be attending the interview. Ring the
organisation as this will allow questions to be asked.
2. Find out the type of interview. Who will be on the interview panel? Will there
be any tasks or exercises?
3. Revisit the application form. Pick out key points that the interviewer may ask
about, for example:
a. The choice of qualification
b. Employment history
4.
5.
6.
7.
c. Skills, qualities and experiences
d. Think about any gaps in your application
4. Do some more research on the organisation as the information included in
the application may now be outdated.
5. Try and anticipate the questions they may ask at interview. Look at the job
description for a guide.
6. Check that you have an appropriate outfit.
7. Know where you are going and how to get there.
How to impress the interviewer
The employer will usually make his/her mind up about a potential new employee
within the first few minutes of interview. This is why a good first impression is vital.
Here are some general pointers to make a good first impression:


Make sure that you are clean, smart and that your outfit is presentable
Smile, make eye contact and shake hands with the interviewer
Use a clear and confident voice
After the introductions a question and answer session will begin. The purpose of this
session is to find out whether you are suitable for the job and that it is the right job for
you.
Again some general points on how to conduct a successful interview:






Be a good listener
- Show you are listening attentively by nodding, using facial expressions to
show interest
- Pick up on key words, but never interrupt the interviewer
Be honest
- If you don’t understand a question ask for an explanation
- If you cannot answer a question, tell the truth
Be consistent
- The interviewer may ask several questions that are similar. You need to be
consistent with your responses
Don’t talk too much
- You shouldn’t think you have to fill all the silences
- Think about responses and don’t dive in with an answer
- You can always ask “Does that answer your question” to make sure that the
response is in enough detail
Body language
- Don’t fidget
- Sit still
- Establish eye contact, but don’t stare
- Sit up and lean forward to show interest
Be positive
- Even if you didn’t enjoy your last job never be negative
- Never say anything unfavourable about your ex-colleagues
- Always be positive about yourself
The top 10 questions asked at interview
During an interview the employer is trying to find out as much information as
possible about the individual being interviewed. They want to know if he/she has an
understanding of what the job entails, the company itself and the skills and qualities
that he/she can bring to the post.
The employer could ask a multitude of questions, but here are the top questions asked
at interview that you should be prepared to answer:
1. Tell me about yourself.
a. You shouldn’t give a life history, rather give a response that is related to the
job.
2. Why do you want this job?
a. This question will give you an opportunity to explain why you want the job
and how your skills match with what the employer is looking for.
3. What are your long-term aims?
a. You should keep the response relevant to job, as ambition is a good quality.
A typical response could be “I would like to see myself as a duty manager
within the next five years.”
4. What can you bring to this job/company?
a. This is where you need to be really aware of your relevant skills, strengths,
experience and qualities.
5. What are your strengths/weaknesses?
a. You should state that you have a weakness, but it should be positive, for
example “I struggle to delegate tasks to staff when I really enjoy a task.”
Remember for every weakness included try and mention at least three
strengths.
6. What do you enjoy most/least?
a. When answering this question, try and make sure that what you enjoy
relates to the job.
b. What you least enjoy should be something you have no power over, such as
those days when you achieve very little due to cancellations or interruptions.
7. What's your greatest achievement so far?
a. Again it is really important to keep it relevant to the job.
8. What would you like to be better at?
a. Let them know you're open to developing your skills in relevant areas.
9. How would your colleagues describe you?
a. Don’t be big headed.
b. Tell the truth and use positive examples.
10. Why should we give you this job?
a. This response should be based upon the responses given throughout the
interview. It could almost be a summary of what you have stated. For example
if they've asked a lot about your teamwork skills, make this the focus of the
response.
Should I ask questions?
The simply answer to this is yes. All interviews usually end with the question “Do
you have any questions?” This is a chance for you to check that this is the job for you
and the employer is suitable. It also shows the interview panel that you are interested;
however do not flood them with questions. Make sure that the questions are important
and not too general. Usually two or three is the acceptable number.
Here are some generic questions that you could ask at the end of the interview:





What would a typical day be like in your organisation?
Will I receive any training?
What career opportunities are there in the organisation?
I read about the new service/product you are offering… Can you tell me more
about it please?
When can I expect to hear your decision on the post?
Questions to avoid include:





How much holiday do I get? When will this increase?
Do you have a grievance procedure?
When will I get a pay rise?
Do you deserve all the bad publicity you get?
What was the truth about the senior director leaving?
Letter of acceptance
It is important that you formally accept an offer of employment so that you can
confirm the details of employment, ask any questions you may have forgotten during
the interview process and to formally accept the offer of employment. The letter
should be quite brief, but should include the following information:






Say thank you for the offer of employment
A written acceptance of the offer of employment
You should ask about the terms and conditions of employment (salary,
benefits)
You may also wish to state your preferred start date
You should really address the letter to the person who offered you the position
and also include your contact details just to be sure
Ensure that the letter is grammatically correct and does not contain any typing
errors
Example of a letter of acceptance
Job rejection letter
After all the application process you may decide that the job is not for you. This could
be for many reasons, for example the hours are too long, the job isn’t what you
thought it was or the company does not seem to be able to offer what you need. You
still have to inform the organisation that you do not wish to take up the offer of
employment, and the best way to do this is through a letter.
The letter should be courteous, concise and more importantly to the point. You may
want to work for this organisation in the future, so you do not want to alienate them.
Do not be too specific (e.g., long hours, poor work environment), but do mention the
following points:




Say thank for the offer of employment and make sure that they know you
appreciate their offer
A written rejection, stating that you have declined their offer. Remember do
not be too specific
If possible try and address the letter to the person who made the offer
Include your contact details, as they may wish discuss why you have declined
the offer. This is a standard human resource procedure
Proof read the letter and make sure it does not contain any typos or
grammatical errors
Undertaking a Work-Based Experience in Sport
Part 3.1: Undertake a work-based experience
Planned activities
Before you actually start your work-based experience it is usually a good idea to see
your supervisor to ask some questions about what you will be doing during the
placement. It would also be a good idea to set out a plan of the kind of activities that
you will be completing during the placement.
The following information is important:







What will the main duties and responsibilities entail?
Will there be any on the job training provided / needed? If so who will provide
this and when/how?
During the work-based experience who will you report to?
You should also inform the supervisor if you have any skills or qualities you
wish to develop. By making the supervisor aware of this, he/she can plan for
them when he/she puts together a plan of activities
What hours will you be working and under what conditions, e.g. when will
you have meal breaks, rest periods?
You could also emphasise your expertise to ensure you get the jobs you want
to do
If there are skills that you would particularly like to develop or learn from
scratch, check if and when the employer would be able to help you with this
Considerations
There are many organisational considerations which employers will wish to bear in
mind when planning work-based experiences for learner placements. Learners should
also bear in mind that they have their own responsibilities to make sure that they have
a successful placement. These considerations are wide and varied. This document will
look at ‘codes of practice’ and ‘health and safety’ in more detail, but other
considerations include:

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

Code of practice
Health and safety
Customer care
Legislation
Regulations
Equal opportunities
Quality assurance
Specific skills
Code of practice
In order for the work-based experience to be successful, the learner will need to make
a positive contribution to the organisation and learn from the experience. The
employer will probably expect the learner to act as a normal employee. The
organisation will have a documented set of recommended or preferred processes,
actions or organisational structures to be applied in a given setting usually called the
‘code of practice’.
This code of practice can take many forms, but it usually a set of rules and regulations
that the learner has to abide by. This could include:
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

To start work on time
To behave appropriately at all times and put 100% effort into all tasks and jobs
To be prepared to work individually or within a group situation
To be prepared to undertake training when appropriate
To show initiative
To take a flexible approach to work at all times
To follow the company’s rules and regulations at all times
If unsure of any task to ask advice from a supervisor
The key to following the organisation’s code of practice is if the learner is in doubt
he/she needs to ask his/her supervisor. The majority of placements are trouble free,
but where there are difficulties these are generally caused by a lack of
communication. This lack of communication may arise due to colleagues being too
busy, or they think the learner knows the practices of the organisation.
Health and safety
At the same time the learner is made aware of the employer’s code of practice they
should also enquire about the health and safety issues within the organisation. With
sport jobs being so varied, and the environments within which the learner may have to
work so different, the learner needs to make sure he/she is not exposed to any risks. It
is also important that the learner knows what to do in case of an accident.
The employer has a duty of care to the learner, to make sure he/she is provided with a
safe working environment. The college will conduct a risk assessment of the
organisation to ensure it meets these health and safety regulations. To help the learner
decide if the organisation is safe, a checklist has been printed below:
Aspect of health and safety
Covered
1. Have you been given a health and safety induction?
2. Have you been told about any potential hazards you may
encounter during the placement?
3. Have you been shown how to complete tasks in a safe
manner e.g., lifting heavy loads?
4. Have you received any training, especially when you may
encounter chemicals, machinery or dangerous materials?
5. Have you been told what to do in the event of a fire, bomb
threat or flooding?
6. Do you know where all the fire exits are?
7. Do you know where the fire assembly point is?
8. Do you know where the first boxes are located?
9. Do you know who the first aiders are within the
organisation?
10. Have you seen the organisation’s health and safety
policy?
The learner needs to be aware that under health and safety legislation, he/she also has
a duty of care to the organisation. He/she must follow the employer’s health and
safety procedures, use equipment correctly and make sure that he/she does not place
himself/herself in dangerous situations. They must also not place others in potentially
dangerous situations either. If the learner observes an accident taking place or a
potentially dangerous situation occurring, he/she must report it immediately.
One last thing to remember about health and safety is that the learner has the
right to leave the place of work on his/her own initiative if he/she reasonably
believes he/she is faced with imminent danger
Recording work-based experience in sport
Record experiences on work-based experience
One of the principal aims for the learner is to record and analyse their experiences
during their work-based assessment. They will need to keep a written record which
will explain what they learnt. One way of doing this is through keeping a daily diary,
making brief notes on the work activities completed, with some personal comments.
By keeping the daily diary the learner will be able to remember key events that
happened during his/her placement. The diary is not there to record every second of
every day. It is there to track key events during the work based experience, so it is
important to remain concise, meaningful and to the point. Below is a table that
summarises the strengths and weaknesses of using a daily diary.
Strengths

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

Weaknesses
Easier to remember information
Easier to record achievements
Can analyse your experiences in
more depth
A record which can be used time
and time again
It makes your learning
experience more effective



You may not want to complete it
after a long day at work
It is time consuming
There is a temptation to
complete the diary in a
superficial manner, and
therefore not get the full benefit
from it
A daily diary could look something like this:
Diary Entry: (Example diary entry)
Date: 27th February 2006
Learning Experience
Day 5
What happened?
I was invited to take a PE lesson which lasted for about 50 minutes. I had to
prepare a lesson plan (with the assistance of my supervisor) and make sure that
we had the equipment required. The lesson was with a Year 6 group, so I had to
make sure the theory was quite basic.
When I first stood up in front of the group, I was very nervous. Just before I
started to deliver the session I referred back to my lesson plan and that calmed my
nerves a little. When the session started I did struggle a little to maintain control
over the group, but once I became more confident I was able to deliver the lesson
I wanted. It was based around the free kick in football.
Within the diary the learner also may wish to keep some information about the
organisation. This can be used as a reference guide during the placement, and may be
useful after the placement.
They should also keep a sheet that contains his/her aims and objectives. Once these
have been completed he/she can tick them off the list and also analyse how they
achieved the objective. As these are the specific areas employers look at, being able to
categorise his/her experiences in this way will give him/her a head start on the
competition. A weekly skill tracker sheet could be developed. An example is included
here:
Skill Tracker – Week:……..
Skill

Communication
Objective

To be able to
communicate
with large groups
during coaching
sessions
Example of how
achieved

My first teaching
session started
quite badly, but as
I grew in
confidence I
managed the
situation much
better. I was able
to control the
group throughout
the session
The learner needs to understand that he/she is responsible for his/her learning
experiences during the work-based experience. So if he/she feels that he/she is not
learning anything new in his/her placement he/she should talk to his/her supervisor
about his/her progress. Also, he/she could ask about additional training within the
organisation.
Evaluating a Work-Based Experience in Sport
Part 4.1: Reviewing your work-based experience
Once the learner has completed his/her work based experience and returned to the
college setting, it is very easy to just forget what was done during the 10 days’
placement and become embroiled in college life again. The learner will find it easy to
remember the key events (first coaching session for example) but may struggle to
remember the smaller, but nevertheless important parts of the placement.
To get the most out of the whole experience the learner needs to stand back, review
what he/she has done and see if he/she has met his/her aims and objectives. The
learner should also note the individual skills he/she has learnt during the placement,
and also those skills that he/she has developed and enhanced during the placement.
Reflect and learn
Once the learner gets back into college his/her tutor will help him/her to develop
his/her reflective skills. It is important that the learner maintains a detailed work diary
during the placement, so that this can be used to assess the overall successfulness of
the placement itself. It would be impossible for the learner to reflect on his/her
placement, based on memory alone.
The learner should have a discussion with his/her tutor about whether he/she has met
his/her placement aims and objectives. The learner and tutor should discuss what
skills the learner has gained or developed. The learner should supplement his/her
discussion of his/her skill enhancement with evidence from his/her placement that
emphasises the practical application of these new skills. Here are two important tips
on being reflective:
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
Don’t be too hard on yourself or underestimate your skills, but be honest
Think positively about moving yourself and your skills forward
Feedback plays an important role in reflective learning so take responsibility
for seeking it
Reflective learning is invaluable as it shows your personal development, and also
demonstrates how you could make a positive contribution to an organisation within
the sport and recreation industry. The added benefit is that the learner will be able to
use these noted skills to market himself/herself when he/she is looking for
employment.
The key to being an effectively reflector is that you have to be honest and objective
about the whole work-based experience.
These are some useful questions that the learner could ask himself/herself about
his/her placement experience.
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Did I fit in with the organisation and its workers?
What different tasks did I complete?
What were the areas where I made progress? E.g., my confidence improved.
Are there any areas in which I can improve? E.g., I did struggle to work in
teams.
Have I learned to use any new equipment?
What were the strengths and weaknesses of the company?
Would I work for them again? Why?
Have I met my aims and objectives? This will need to be supported with
evidence.
Did I receive any feedback from the company? Comments.
Further goals, aims and objectives
Once the learner has reviewed their aims and objectives from his/her placement,
he/she can take this information and develop an action plan for his/her future
development. The action plan will give him/her a guide as to how he/she can meet the
new objectives that have been developed from his/her placement experience. The
action plan is basically a plan that sets out what needs to be done, when it needs to be
done by and what resources/activities are needed in order to achieve it. In other words
how the learner will achieve his/her new targets, aims and objectives.
Planning the action plan
Once the learner has decided on his/her new targets, aims and objectives, they need to
think of the activities he/she needs to take in order to achieve them. The best way of
doing this is to break down these targets and put them in a logical sequence, and
decide on the best way of achieving these targets. These could be done by developing
an individual action plan. An example is printed Below:
Presentation skills
One important skill that all employers are looking for is presentation skills. It is
important that you have the necessary skills and attributes to deliver a presentation in
front of staff, peers and employers. If you want to deliver something which is
professional and well researched you will have to make sure that you plan and
rehearse your presentation.
Here are some questions and tips on the presentation skills:



What are the aims and objectives of the presentation?
Who will be in the audience?
The presentation should have a coherent structure, which can be broken down
into clear sections
Which presentation mode will you use:
- Projector
- PowerPoint
- Flip chart
- White board and pens
- Video

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


The presentation should be like an essay. It should have a clear introduction,
main body and conclusion
Make sure that the time limit is adhered to, so time a practice run
Write up the presentation and put the information in a logical sequence
Crib cards should be developed
Make sure you leave yourself plenty of time to produce the visual aids
Make use of a rehearsal
When you deliver a presentation it shouldn’t be the first attempt. You need to practise
your delivery and test out the timing of the presentation. It will also give you an
opportunity to practise using your visual aids that have been included in the
presentation. One important part of the rehearsal that is sometimes forgotten is that it
is helpful to memorise the content of the presentation, and gives you confidence.
The presentation
On the day of the presentation, you may be nervous. It is important that you are
prepared for the presentation as this will alleviate some of the anxiety.
Here are a few more tips to help with the presentation:





Try to talk to your audience rather than giving an anonymous speech
Try and establish eye contact
Aim your speech at the back row, not just the people on the front row
Don’t block your visual aids
Try and be enthusiastic about your presentation and remember to pick key
points and features of your placement
Make sure that the presentation draws to a sensible conclusion. A phrase that could be
used is ‘.... and one final point I would like to make before inviting questions...'