Ysgol Greenhill School
BTEC Student Handbook
2012-2014
Sport
BTEC First in Sport
What is a BTEC First Award?
A BTEC First Award is a practical, work-related course. You learn by completing projects and assignments
that are based on realistic workplace situations, activities and demands. As well as learning about the
employment area you have chosen, you develop the skills you need to start a career.
It is potentially equivalent to four GCSEs, which means when you have finished the course you can choose
whether to get a job straight away or go onto further education first.
What are the entry requirements?
Year 10 – No entry requirements
Year 12 – You will normally need to have between 28 and 33 points at GCSE.
What is the course structure?
The course is made up of a combination of units that will achieve credits.
Edexcel BTEC Level 2 Certificate – 15 credits
The 15-credit BTEC Level 2 Certificate offers a specialist qualification that focuses on particular aspects
of employment within the appropriate vocational sector. The BTEC Level 2 Certificate is broadly equivalent
to one GCSE.
Edexcel BTEC Level 2 Extended Certificate – 30 credits
The 30-credit BTEC Level 2 Extended Certificate extends the specialist work-related focus from the
BTEC First Award and covers the key knowledge and practical skills required in the appropriate vocational
sector.It is broadly equivalent to two GCSEs.
* This is the course you will be studying through years 10 and 11!
Edexcel BTEC Level 2 Diploma – 60 credits
The 60-credit BTEC Level 2 Diploma extends the specialist work-related focus from the BTEC Level 2
Extended Certificate. There is potential for the qualification to prepare learners for employment in the
appropriate vocational sector and it is suitable for those who have decided that they wish to enter a
particular area of work. It is broadly equivalent to four GCSEs.
What subjects will I study?
The Edexcel BTEC Level 2 Extended Certificate in Sport is a 30-credit and 180-guided-learning-hour
(GLH) qualification that consists of one 5-credit mandatory unit plus one 10-credit mandatory specialist
unit plus optional units that provide for a combined total of 30 credits (where at least 16 credits must be
at least Level 2 or above).
1.
2.
5.
11.
The following arrows indicate which of the units you will be studying!
Mandatory Unit = ‘Fitness Testing and Training’
Mandatory Specialist Unit = ‘Practical Sport’
Optional Unit = ‘Injury in Sport’
Optional Unit = ‘Development of Personal Fitness’
The four units are as
follows…..
Edexcel Level 2 BTEC First Extended Certificate in Sport
Unit 1: Fitness Testing and Training
Guided Learning Hours: 30
Credit Value: 5
Start Date: 5th
Comlpetion Date: 3rd December 2012
September 2012
Final Submission: 19th July
2014
Assessing Tutor: Mr. P Roberts
Unit Overview
It is often said that ‘failing to prepare equals preparing to fail’. It is essential therefore,
that those involved in, and studying sport, have a good understanding of concepts relating to
effective preparation. In this unit, learners will have the opportunity to examine the basic
factors of fitness, lifestyle, and psychology in sport.
Fitness is vital to achieving excellence in sport. To determine how fit an individual is, they
can undertake a fitness assessment which will include a number of tests specific to each
component of fitness. Fitness testing can play a valuable role in the development of physical
fitness by helping to predict performance potential, identifying strengths and areas for
improvement and providing feedback on the relative success of a training programme. Many
individuals who take part in sport aim to improve their performance. Successful athletes
develop and maintain high levels of physical fitness and take fitness training very seriously.
This unit gives learners the opportunity to explore the essential fitness requirements and
training methods used to achieve successful sports performance. This unit also explores
lifestyle and psychological factors and the effects these can have on sports training and
performance. Learners will investigate their personal fitness levels by participating in a
series of fitness tests.
Learning Outcomes
On completion of this unit a learner should:
1. Know the fitness and training requirements necessary to achieve excellence in
a selected sport
2. Know the lifestyle factors that affect sports training and performance
3. Be able to assess their own level of fitness
4. Know the effects of psychological factors on sports training and performance
Assignment 1
Fitness and Training for Sporting Excellence
m Scenario
Vocational
Congratulations, after a fiercely contested decision making process
involving students from across the county, ‘you’ have been selected to
undertake a work experience placement within Pembrokeshire’s Sport
Development sector. The position is highly sought after and as a result
will give you firsthand experience of the physical fitness requirements
necessary for sporting excellence and an insight into some of the
psychological and lifestyle factors that affect training and performance.
You are to assist in the coaching of a youth team within the county. You
have been asked to prepare a presentation to give to the team which
focuses on the fitness and training methods needed to achieve
excellence in that sport.
Start Date: 6th September
2012
Learning Outcome:
Grading Criteria:
Completion Date: 1st October 2012
1,
P1, M1
P2
Task 1
Produce a Power point presentation describing the fitness requirements for achieving
excellence in a selected sport. You will need to describe the necessary components of
physical fitness and skill-related fitness.
(P1)
In order to achieve a merit grade, in addition to the requirements for a pass, you
must explain the physical fitness and skill-related fitness requirements for achieving
excellence in your selected sport. You will need to provide details and give
reasons/evidence to support your explanation.
(M1)
Task 2
By adding additional slides to your presentation you must now describe three
different fitness training methods and how these are used to achieve excellence in
your selected sport.
(P2)
Assessment Method
Power point Presentation
Assignment 2
Exploring Lifestyle Factors
m Scenario
Vocational
Congratulations, after a fiercely contested decision making process
involving students from across the county, ‘you’ have been selected to
undertake a work experience placement within Pembrokeshire’s Sport
Development sector. The position is highly sought after and as a result
will give you firsthand experience of the physical fitness requirements
necessary for sporting excellence and an insight into some of the
psychological and lifestyle factors that affect training and performance.
Having presented your fitness and training findings to the team,
subsequently you will lead a team discussion on lifestyle factors and how
these affect sports training and performance.
Start Date: 4th October 2012
Learning Outcome:
Grading Criteria:
Completion Date: 15th October 2012
2
P3
Task 1
Create a ‘fact sheet’ describing four lifestyle factors that could hinder sports
training and performance. Suggest ways of enhancing performance through lifestyle
changes.
(P3)
Assessment Method
Fact Sheet
Assignment 3
Assessing Fitness Levels
m Scenario
Vocational
Congratulations, after a fiercely contested decision making process
involving students from across the county, ‘you’ have been selected to
undertake a work experience placement within Pembrokeshire’s Sport
Development sector. The position is highly sought after and as a result will
give you firsthand experience of the physical fitness requirements
necessary for sporting excellence and an insight into some of the
psychological and lifestyle factors that affect training and performance.
Being a keen sportsperson, and an individual who is always seeking to better
their performance both practically and professionally, you have recently
joined a local sports club. The coach wants to assess your fitness levels in
order to design a training programme. You have been asked to participate
in four different fitness tests for different components of fitness.
Start Date: 18th October 2012
Learning Outcome:
Grading Criteria:
Completion Date: 12th November 2012
3
P4, P5
M2
D1
Task 1
Carry out four different fitness tests for different components of fitness. You must
produce an accurate written record of your results. This should be displayed in table
form. Video footage of you managing and undertaking a test will be used to
demonstrate your understanding.
(P4)
Task 2
Complete a ‘written report’ interpreting your test results and personal levels of
fitness. You will need to comment on national benchmarks associated with the
particular tests and use these to assess your personal fitness levels against
normative data.
(P5)
In order to achieve a merit grade, in addition to the requirements for a pass you need
to explain your fitness test results and personal levels of fitness, identifying
strengths and areas which could be improved.
(M2)
In order to achieve a distinction grade, in addition to the requirements for a pass and
a merit you need to evaluate your fitness test results and comment on your
performance and personal level of fitness, making recommendations as to how you
could improve areas of fitness considering the levels required by elite sports
performers.
(D1)
Assessment Method
Record of Results (table
format)
Written Report
Video footage
Practical Observation
Assignment 4
Exploring Psychological Factors
Vocational Scenario
Congratulations, after a fiercely contested decision making process
involving students from across the county, ‘you’ have been selected to
undertake a work experience placement within Pembrokeshire’s Sport
Development sector. The position is highly sought after and as a result
will give you firsthand experience of the physical fitness requirements
necessary for sporting excellence and an insight into some of the
psychological and lifestyle factors that affect training and performance.
You are assuming the role of a sports psychologist and conduct
interviews/group discussions with your peers to explore psychological
factors and how these can affect sports training and performance.
Start Date: 15th November 2012
Learning Outcome:
Grading Criteria:
Completion Date: 3rd December 2012
4
P6
M3
D2
Task 1
Produce a ‘written report’ describing the effects of psychological factors on sports
training and performance. Use examples from your own sports training and
performance.
(P6)
In order to achieve a merit grade, in addition to the requirements for a pass you need
to explain the effects of psychological factors on sports training and performance,
giving the details of ‘how’ and ‘why’.
(M3)
In order to achieve a distinction grade, in addition to the requirements for a pass and
a merit you need to analyse the effects of psychological factors on sports training
and performance.
(D2)
Assessment Method
Written Report
Reference Materials:
Textbooks
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A and Taylor I –
BTEC Level 2 First Sport Student Book (Pearson, January 2010)
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A – BTEC Level 2
First Sport Teaching Resource Pack (Pearson, April 2010)
Chalk S, Halliday C – BTEC First Sport Student work book (Collins 2010)
Commons R, Rizzo G, Swales M – Level 2 BTEC Firsts in Sport Student’s Book (Folens,
May 2010)
Walmsley J – Folens GCSE PE for WJEC (Folens 2007)
Scott A – GCSE PE for Edexcel (Heinemann, 2001)
Websites
Sports Coach UK – www.sportscoachuk.org
Ngfl cymru – www.ngflcymru.org
Edexcel Level 2 BTEC First Extended Certificate in Sport
Unit 2: Practical Sport
Guided Learning Hours: 60
Credit Value: 10
Start Date: 21st
Completion Date: 15th June 2014
November 2013
Final Submission: 19th July
2014
Assessing Tutor: Mr. P Roberts
Unit Overview
The aim of this unit is to develop learner knowledge of the rules skills and
techniques for one team and one individual sport through practical
application.
The unit focuses on developing and improving the learner’s own practical
performance.
One team and one individual sport will be studied, giving learners the
opportunity to improve and develop their understanding.
On completion of this unit learners will be able to practice and refine
their individual skills and techniques, experience tactics and be able to
analyse their strengths and areas for improvement of themselves and
others.
The rules and regulations of each sport will be investigated and the role
of official applied in action.
Throughout the unit learners will be made aware of safe practice relating
to players, officials, equipment and the environment.
Learning outcomes:
On completion of this unit a learner should:
1. Be able to demonstrate a range of skills, techniques and tactics in selected
sports.
2. Know the rules, regulations and scoring systems of selected sports.
3. Know the roles and responsibilities of officials in selected sports.
4. Be able to review sports performance.
Assignment 1.
Practical Diaries.
Start Date: 21st November 2013
Completion Date: 13th January 2014
Assessment Criteria:
P1, P2, M1, D1
Vocational Scenario
Greenhill School has been selected by the National Governing Bodies of The
Welsh Football Association and The Welsh Badminton Association, to
participate in a ground-breaking project to analyse ‘Sport in Schools’. The
Governing Bodies will use the findings of Greenhill School to help other schools
to develop their student’s knowledge and understanding of Football and
Badminton. Complete a diary commenting on your own development, describing
the skills, techniques and tactics covered in each session.
TASK 1:
Demonstrate use of practical skills, techniques and tactics appropriate for one team
sport.
(P1)
Demonstrate use of practical skills, techniques and tactics appropriate for one
individual sport.
(P2)
Produce a logbook for both football and badminton with evidence of the skills, techniques and tactics
that you are using in the practical sessions in BTEC Sport.
In order to achieve a merit grade, in addition to the requirements for a pass, you
must describe use of tactics appropriate for one team and one individual sport.
(M1)
In order to achieve a distinction grade, in addition to the requirements for a pass and
a merit you need to ‘justify use of tactics appropriate for one team and one individual
sport, identifying areas for improvement’
(D1)
You are required to attach additional notes to your logbook.
Assessment Method:
Practical Observation and
feedback,
Written evidence/logbook
Assignment 2.
Rules, Regulations and Scoring Systems for a Team Sport and an Individual
Sport and the Roles and Responsibilities of Umpires/Officials
Start Date: 16th January 2014
Completion Date: 16th March 2014
Assessment Criteria:
P3, P4, M2
P5, P6
Vocational Scenario
Greenhill School has been selected by the National Governing Bodies of The
Welsh Football Association and The Welsh Badminton Association, to
participate in a ground-breaking project to analyse ‘Sport in Schools’. The
Governing Bodies will use the findings of Greenhill School to help other schools
to develop their student’s knowledge and understanding of Football and
Badminton. In schools students take the role of players, coaches and officials.
Produce a summary of the main rules, regulations and scoring systems of
Football and Badminton. Assess the roles and responsibilities of officials in
each sport.
TASK 1:
Describe the rules, regulations and scoring systems for one team sport.
(P3)
Describe the rules, regulations and scoring systems for one individual sport.
(P4)
In order to achieve a merit grade, in addition to the requirements for a pass, you
need to ‘assess, using appropriate examples, the rules, regulations and scoring
systems for one team and one individual sport.
(M2)
Assessment Method:
Leaflet
TASK 2:
Describe the main roles and responsibilities of officials in one team sport.
(P5)
Describe the main roles and responsibilities of officials in one individual sport.
(P6)
Assessment Method:
Factsheet/
Practical application
Assignment 3
Performance Analysis of an Individual or Team in One Individual Sport or One
Team Sport. Review of Own Performance in an Individual or Team Sport.
Start Date: 19th March 2014
Completion Date: 25th May 2014
Assessment Criteria:
P7 M3,
P8 M4,
P9 M5 D2
Vocational Scenario
Greenhill School has been selected by the National Governing Bodies of The
Welsh Football Association and The Welsh Badminton Association, to
participate in a ground-breaking project to analyse ‘Sport in Schools’. The
Governing Bodies will use the findings of Greenhill School to help other schools
to develop their student’s knowledge and understanding of Football and
Badminton. In sport we always need to find ways to improve our performance.
Produce an observation checklist to assess sports performance within Football
or Badminton. Assess and review performance of an individual performer or a
team. Review own sports performance.
TASK 1:
Produce, with teacher support, an observation checklist that could be used to review
the sports performance of an individual or a team.
(P7)
Your checklist could include: the evaluation of skills and techniques, respect of the rules and officials,
communication and teamwork.
In order to achieve a merit grade, in addition to the requirements for a pass, you
need to ‘independently’ produce an observation checklist that could be used to review
the sports performance of an individual or team.
(M3)
Assessment Method:
Completed observation checklist
TASK 2:
Use the observation checklist to review the sports performance of an individual or a
team, identifying strengths and areas for improvement.
(P8)
In order to achieve a merit grade, in addition to the requirements for a pass, you
need to ‘explain the strengths and areas for improvement of an individual or a team,
in one individual sport or one team sport, justifying recommendations for
improvement.
(M4)
Assessment Method:
Completed observation checklist
accompanied with written report.
TASK 3:
Use the observation checklist to review ‘own’ sports performance in an individual
sport or team sport, identifying strengths and areas for improvement.
(P9)
In order to achieve a merit grade, in addition to the requirements for a pass, you
need to explain ‘own’ strengths and areas for improvement in an individual sport or
team sport, providing recommendations for improvement.
(M5)
To achieve a distinction grade, in addition to the requirements for a pass and merit,
you need to analyse ‘own’ strengths and areas for improvement in an individual sport
or team sport, justifying recommendations for improvement.
(D2)
Assessment Method:
Completed observation checklist
Witness testimony
Written report
Reference Materials:
Textbooks
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A and Taylor I –
BTEC Level 2 First Sport Student Book (Pearson, January 2010)
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A – BTEC Level 2
First Sport Teaching Resource Pack (Pearson, April 2010)
Chalk S, Halliday C – BTEC First Sport Student work book (Collins 2010)
Commons R, Rizzo G, Swales M – Level 2 BTEC Firsts in Sport Student’s Book (Folens,
May 2010)
Walmsley J – Folens GCSE PE for WJEC (Folens 2007)
Websites
Badminton Association of England – www.badmintonengland.co.uk
The Football Association – www.thefa.com
Edexcel Level 2 BTEC First Extended Certificate in Sport
Unit 5: Injury in Sport
Guided Learning Hours = 60
Credit Value = 10
Start Date:19th
Comlpetion Date: 18th
Final Submission: 19th July
March 2013
November 2013
2014
Assessing Tutor: Mr. P Roberts
Unit Overview
The aim of this unit is to develop learner knowledge of common sports
injuries and illnesses and their respective treatment.
Anyone who takes part in sport at whatever level, is at risk of
sustaining an injury. Running, Jumping and lifting weights places excess
stress on the body and can lead to a range of sporting injuries. In
addition, once you take into account other participants, such as those
in a football game, injuries through collision and tackles are
commonplace. Therefore, it is very important that people who take
part in sport, or wish to pursue a career in the sport sector, have a
good grasp of health and safety and are able to deal with a range of
basic sports injuries.
This unit looks at the different types of injury and illness commonly
linked to sports participation. The procedures which must be followed
when dealing with an injury or illness, for a range of participants, are
also covered.
The unit will give learners a good understanding of health and safety
issues relating to sports participation and the precautions to help
minimise the chance of sports participants being injured.
Learning Outcomes:
On completion of this unit a learner should:
1 Know the different types of injuries and illness associated with sports
participation.
2 Be able to deal with injuries and illnesses associated with sports participation.
3 Know the risks and hazards associated with sports participation.
4 Be able to undertake a risk assessment relevant to sport.
Assignment 1.
Cause and Prevention of Injuries and Illnesses Associated with Sports
Participation
Vocational Scenario:
The opportunity arises to put in a request as part of your work based
learning within school. You are an enthusiastic gym user within your local
leisure and sports centre, so as a result, you decide to pursue the route
of sports and leisure based experience. Having successfully been
granted permission to undertake work experience at your local sports
and leisure centre your first task is to complete the induction process.
As part of your induction you have been asked by the manager to
produce information that could be given to customers regarding safe
sports participation. If the manager deems your work to be of
sufficient quality it could potentially be displayed in and around the
centre.
Start Date: 19th March 2013
Completion Date: 6th May 2013
Learning Outcome:
Grading Criteria:
1,
P1, P2, M1,
Task 1:
Produce an easy to follow leaflet for customers at the sports and leisure centre that
‘describes four different types of injuries associated with sports participation and
their underlying causes’.
(P1)
In order to achieve a merit grade, in addition to the requirements for a pass, you
must ‘explain why certain injuries are associated with sports participation’.
(M1)
Task 2:
In the second section of the leaflet, you must ‘describe two types and signs of
illnesses related to sports participation’.
(P2)
Assessment Method
Leaflet
Assignment 2
Cause and Prevention of Injuries and Illnesses Associated with Sports
Participation
Vocational Scenario:
The opportunity arises to put in a request as part of your work based
learning within school. You are an enthusiastic gym user within your local
leisure and sports centre, so as a result, you decide to pursue the route
of sports and leisure based experience. Having successfully been
granted permission to undertake work experience at your local sports
and leisure centre your first task is to complete the induction process.
On completion of your induction and after having received appropriate
training and support, you are now in a position to offer guidance to
clients and first time sports centre users, regarding potential risks and
hazards within the centre.
Start Date: 9th May 2013
Task 1:
Completion Date: 24th June 2013
Learning Outcome:
Grading Criteria:
3
P4, M3, ,D1
P5, M4
You need to produce a fact sheet ‘describing six risks and hazards associated with
sports participation’.
(P4)
In order to achieve a merit, in addition the requirements for a pass, you need to
‘explain risks and hazards associated with sports participation’.
(M3)
In order to achieve a distinction grade, in addition to the requirements for a pass and
merit, you need to ‘give a detailed account of why participants are at risk of injury
whilst taking part in sport’.
(D1)
Assessment Method
Factsheet
Task 2:
Produce a poster that ‘describes four rules, regulations and legislation relating to
health, safety and injury in sports participation’.
(P5)
In order to achieve a merit, in addition the requirements for a pass, you need to
‘explain four rules, regulations and legislation relating to health, safety and injury in
sports participation’.
(M4)
Assessment Method
Poster
Assignment 3
Dealing with a Sports-related injury or illness
Vocational Scenario:
The opportunity arises to put in a request as part of your work based
learning within school. You are an enthusiastic gym user within your local
leisure and sports centre, so as a result, you decide to pursue the route
of sports and leisure based experience. Having successfully been
granted permission to undertake work experience at your local sports
and leisure centre your first task is to complete the induction process.
On completion of your induction and after having received appropriate
training and support, you are now in a position to offer guidance to
clients and first time sports centre users, regarding potential risks and
hazards within the centre. In addition to this, your time at the sports
centre has dealt to you a variety of different issues whilst you have
been on duty. All of which, you have had to apply your knowledge and
understanding towards.
Start Date: 27th June 2013
Learning Outcome:
Grading Criteria:
Completion Date: 16th September 2013
2
P3, M2
Task 1:
Demonstrate how to deal with casualties suffering from three different injuries
and/or illnesses, with tutor support.
(P3)
In order to achieve a merit, in addition the requirements for a pass, you need to
‘independently deal with casualties suffering from three different injuries and/or
illnesses’.
(M2)
Assessment Method
Practical Observation/
Witness Statement/
‘Flip Cam’ video footage
Assignment 4
Risk Assessment – How and Why?
Vocational Scenario:
The opportunity arises to put in a request as part of your work based
learning within school. You are an enthusiastic gym user within your local
leisure and sports centre, so as a result, you decide to pursue the route
of sports and leisure based experience. Having nearly completed your
placement, and having worked in all of the different environments i.e.
gym, sports hall, outdoor track and field areas etc, you have been asked
to produce a risk assessment for one of the areas.
Start Date: 19th September
Completion Date: 4th November 2013
2013
Learning Outcome:
Grading Criteria:
4
P6, M5, D2
Task 1:
Carry out and produce a risk assessment relevant to a selected sport.
(P6)
In order to achieve a merit, in addition the requirements for a pass, you need to
‘describe contingency plans that can be used in a risk assessment’.
(M5)
In order to achieve a distinction grade, in addition to the requirements for a pass and
merit you need to ‘justify the use of specialist equipment to minimise the risk of
injury’.
(D2)
Assessment Method
Written Report
Risk Assessment table
Reference Materials:
Textbooks
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A and Taylor I –
BTEC Level 2 First Sport Student Book (Pearson, January 2010)
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A – BTEC Level 2
First Sport Teaching Resource Pack (Pearson, April 2010)
Chalk S, Halliday C – BTEC First Sport Student work book (Collins 2010)
Commons R, Rizzo G, Swales M – Level 2 BTEC Firsts in Sport Student’s Book (Folens,
May 2010)
Walmsley J – Folens GCSE PE for WJEC (Folens 2007)
Scott A – GCSE PE for Edexcel (Heinemann, 2001)
Websites
Sports Coach UK – www.sportscoachuk.org
Sports Medicine – www.sportsmedicine.about.com
Edexcel Level 2 BTEC First Extended Certificate in Sport
Unit 11: Development of Personal Fitness
Guided Learning Hours: 30
Credit Value: 5
Start Date: 5th
Comlpetion Date: 16th March
Final Submission: 1st June
December 2012
2013
2014
Assessing Tutor: Mr. P Roberts
Unit Overview
In order to design a successful personal fitness training programme, a number of factors
should be taken into account. These include the individual’s personal goals, medical history,
lifestyle and physical activity history. By considering this information, the fitness training
programme will be tailored to specifically meet the individual’s personal needs, requirements
and interests.
In this unit learners will liaise with staff in order to plan and agree a personal fitness
training programme. Learners will develop the skills and knowledge to be able to set personal
fitness goals, plan a suitable six-week training programme, and implement and review the
programme making modifications where necessary. Through the production and maintenance
of a training diary, learners will be able to monitor their performance and personal
achievements and record programme progression. Maintaining a training diary will also enable
learners to keep an accurate account of their motivation levels and commitment towards
completing their training programme and achieving personal goals.
Before starting their training programme learners will need to consider any potential
barriers to training. Barriers to training will include any factors which might cause learners
to avoid or discontinue their fitness training regime. Learners will need to prepare exercise
adherence strategies to help them keep to their training regime and complete their six-week
programme.
Learning Outcomes
On completion of this unit a learner should:
1. Be able to plan a personal fitness training programme
2 .Know personal exercise adherence factors and strategies
3. Be able to implement and review a personal fitness training programme
Assignment 1
Plan and implement a Personal Fitness Training Programme
m Scenario
Vocational
You are undertaking a period of voluntary work at your local leisure
centre. As part of your voluntary work you are shadowing a personal
fitness trainer within the leisure centre gym. This experience gives you
an insight into the roles and responsibilities of a personal fitness trainer,
but also the tools and confidence necessary to assist in the’ development’
of personal fitness, specific to agreed goals and the desirable sports
performance requirements.
You would like to improve your fitness levels to enhance your sports
performance and overall health and wellbeing. In order to do this you
must plan a personal fitness training programme with a coach/teacher,
implement the programme for a period of six weeks and review the
programme success.
Start Date: 6th December 2012
Learning Outcome:
Grading Criteria:
Completion Date: 11th March 2013
1, 2,3
P1, M1
P2, M2, D1
P3, P4, M3, D2
Task 1.
Plan, design and agree, a six-week personal fitness training programme with a coach.
The programme must be suitable for your needs and goals and should also apply the
‘principles’ of training.
(P1)
To achieve a merit grade the evidence must show that, in addition to the pass criteria
you are able to contribute your own ideas to the design of a six-week personal fitness
training programme.
(M1)
Assessment Method Written report
(to inc. Questionnaire,)
Task 2.
Describe personal exercise adherence factors and strategies.
(P2)
To achieve a merit grade the evidence must show that, in addition to the pass criteria
you are able to explain personal exercise adherence factors and strategies. You will
need to set out in detail your exercise adherence factors and strategies for
overcoming barriers, providing reasons and/or evidence to show how these will help
you to complete your training programme.
(M2)
To achieve a distinction grade the evidence must show that, in addition to the pass
and merit criteria you are able to evaluate personal exercise adherence strategies
for overcoming barriers to exercise. Each strategy must be considered carefully and
reason and/or evidence given to support views or statements.
(D1)
Assessment Method
Written report/
Annotated mind map
Task 3.
Implement a six-week personal fitness training programme, maintaining a training
diary. The training diary should identify the training carried out, with a record of the
date and details of each session. The diary will also need to include details of
modifications made to the programme in order to achieve planned goals and maintain
motivation for training.
(P3)
Assessment Method
Training Diary/
Practical observation
record/witness statement
Task 4.
Describe the strengths of the personal fitness training programme, identifying areas
for improvement.
(P4)
To achieve a merit grade the evidence must show that, in addition to the pass criteria
you are able to explain the strengths of the personal fitness training programme,
making suggestions for improvement.
(M3)
To achieve a distinction grade the evidence must show that, in addition to the pass
and merit criteria you are able to justify suggestions related to identified areas for
improvement in the personal fitness training programme.
(D2)
Assessment Method Written report
Reference Materials:
Textbooks
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A and Taylor I –
BTEC Level 2 First Sport Student Book (Pearson, January 2010)
Adams M, Beashel P, Hancock J, Harries B, Phillippo P, Sergison A – BTEC Level 2
First Sport Teaching Resource Pack (Pearson, April 2010)
Commons R, Rizzo G, Swales M – Level 2 BTEC Firsts in Sport Student’s Book (Folens,
May 2010)
Walmsley J – Folens GCSE PE for WJEC (Folens 2007)
Scott A – GCSE PE for Edexcel (Heinemann, 2001)
Websites
Sports Coach UK – www.sportscoachuk.org
British Association of Sport and Exercise Sciences – www.bases.org.uk
How is the course assessed?
In BTEC Firsts all units are internally assessed.
All assessment for BTEC First qualifications is criterion referenced, based on the
achievement of all the specified learning outcomes.
Calculation of the qualification grade
Pass qualification grade
Learners who achieve the minimum eligible credit value specified by the rule of combination will
achieve the qualification at pass grade.
Qualification grades above pass grade
Learners will be awarded a merit or distinction or distinction* qualification grade by the
aggregation of points gained through the successful achievement of individual units. The number
of points available is dependent on the unit level and grade achieved, and the credit size of the
unit (as shown in the ‘points available for credits achieved at different QCF Levels and unit
grades’ below).
Points available for credits achieved at different QCF Levels and unit grades
The table below shows the number of points scored per credit at the unit level and grade.
Points per credit
Unit QCF level
Level 1
Level 2
Level 3
Pass
Merit
Distinction
3
5
7
4
6
8
5
7
9
Learners who achieve the correct number of points within the ranges shown in the
‘qualification grade’ table will achieve the qualification merit or distinction or distinction*
grade.
These grey areas apply to
you!
Qualification grade
Points range above pass grade
Qualification
Merit
Distinction
Distinction*
BTEC Level 2
Certificate
BTEC Level 2
Extended
Certificate
85–94
95–99
100 and above
170–189
190–199
200 and above
BTEC Level 2
Diploma
340–379
380–399
400 and above
What this could mean to you?
‘Achievement of Merit qualification grade’ – Here is a common example whereby a learner
completed a 30 credit BTEC Level 2 Extended Certificate achieving the points required to
gain a merit qualification!’
Key features of the BTEC Firsts in Sport
The BTEC Firsts in Sport have been developed in the sport and active leisure sector to:

provide education and training for sport, leisure and recreation employees

give opportunities for sport, leisure and recreation employees to achieve a nationally
recognised Level 2 vocationally specific qualification

give full-time learners the opportunity to enter employment in the sport and active
leisure sector or to progress to vocational qualifications such as the Edexcel BTEC
Level 3 Nationals in Sport and Sport and Exercise Sciences.

give learners the opportunity to develop a range of skills and techniques, personal
skills and attributes essential for successful performance in working life.
What do we expect from you?









Attend all classes.
Show your commitment to the course and respect for your group by being punctual.
Participate in lessons – be prepared to share your ideas.
Keep notes and place your work in an organised and labelled folder.
Carefully prepare and submit assignments on time.
Read feedback on assignments carefully – this will help you to improve the standard of
your work.
Keep records of your grades on the tracking sheet provided
Attend arranged trips and work placements (be sure to ring the placement and your
teacher if you are unable to attend). Repeated failure to attend will mean that you
cannot complete the course.
Do not be afraid to ask questions if you do not understand.
What can I expect from the teachers?


Ensure that you are aware of the requirements of the course and know how to achieve
the criteria available.
Return all assignments within a given time scale with helpful feedback.
Centre Staff
BTEC Co-ordinator: Mr D G Owen (DGO)
Quality Nominee: Mrs T L Thomas (TLT)
Course delivery staff: Mr D G Owen (DGO)
Mr P Roberts (PR)
Internal Verifier: Mr D G Owen (DGO)
Miss J Davies (JLD)
BTEC Level 2 First Extended Certificate in Sport
Year 10
Staff/
Assessor
Mr. P Roberts
Year 11
Staff/
Assessor
Mr. P Roberts
Half term 1
Half term 2
Half term 3
Half term 4
Half term 5
Unit 1.
Fitness Testing
and Training
Unit 1/11.
Fitness Testing
and Training/
Development of
Personal Fitness
IV
Unit 11.
Mr. Development
G
of Personal
Owen
Fitness
Unit 11/2.
Development of
Personal
Fitness/Practical
Sport
Unit 5.
Injury in Sport
Half term 1
Half term 2
Half term 4
Half term 5
Unit 5.
Injury in Sport
Unit 5.
Injury in Sport
Half term 3
IV
Mr. G
Owen
Unit 2.
Practical
Sport
Unit 2.
Practical Sport
Unit 2.
Practical
Sport
IV
Mr. G
Owen
Half term 6
Unit 5.
Injury in
Sport
IV
Mr. G
Owen
Half term 6
Submission of
marks
NB: There may be some potential cross over during the teaching and learning of units, due to the nature of the course, whereby
particular elements, (namely practical ones) can be catered for simultaneously or indeed encountered elsewhere. As a result the
allocated timeframe will certainly be flexible, allowing for time to be made up if necessary.
= potential areas where natural cross over may occur!
Assignment Sheet Explained
You will be given an assignment sheet each time a new project begins. It is important
that you know what the different parts of the assignment sheet mean. It is not as
complicated as it looks!
BTEC First in Sport
Assignment Title: Title which the teacher gives to the assignment
Unit No. & Title: From the Edexcel specification
Assignment Start Date: The date you start work on the assignment
Completion Date: The final deadline for handing in
Student: You
Assessor: The teacher who teaches and marks the assignment
Internal verifier: Another teacher who checks the marking
Context: Your assignment will be set in a realistic, vocational situation (one which you
might come across on a work placement or when you start work). It will give you a
summary of what you are expected to do during the assignment
Task 1: The assignment will be split into several tasks, possibly 3 or 4 to make the work
more manageable. Each task will give you the opportunity to achieve certain grading
criteria set out in the Edexcel specification e.g. P1, P2, M1, D1.
In order to achieve a Pass, you must complete ALL the Pass criteria.
In order to achieve a Merit, you must complete ALL the Pass and ALL the Merit criteria.
In order to achieve a Distinction, you must complete ALL the Pass, ALL the Merit and ALL
the Distinction criteria.
Grading criteria covered: e.g. P1, P2, M1, D1
Task 2:
Grading criteria covered: e.g.P3, M2, D2
Feedback Sheet Explained
BTEC First in Sport
Assignment Title: Title which the teacher gives to the assignment
Unit No. & Title: From the Edexcel specification
Assignment Start Date: The date you start work on the assignment
Completion Date: The final deadline for handing in
Student: You
Assessor: The teacher who teaches and marks the assignment
Internal verifier: Another teacher who checks the marking
Feedback 1: Your teacher will give you initial written feedback prior to the completion of
the work. He/she will make comments to help you to improve your work.
Feedback 2: Your teacher will give you final written feedback once your work is complete.
Take careful note of these comments as they will help you to improve the work you do for
your next assignment.
If If you have not achieved all the pass criteria which were being assessed your work will be
ref deferred and you will need to resubmit within 7 days.
If, If, after resubmitting the work, it still does not meet the criteria at pass level you
and par parents will be ask asked to discuss your progress and a decision will be made
regarding your continuation on the course
Student comment:
Student signature: This is all my own work.
You must ensure that the work submitted is your own and not that of someone else. If you
use material from books, the internet etc you must say clearly where it was taken from and
who wrote it. Copying other people’s ideas etc is called PLAGARISM and is classed as
cheating. It is taken very seriously and it may result in downgrading a unit, downgrading in
the course or even failing the course.
Date:
Teachers signature:
Date:
Internal verifier signature:
Date:
Grading criteria achieved:
Special Circumstances:
If, for a valid reason, you need some extra time to complete an assignment you must
submit a written request to your teacher 5 days before the hand in deadline. You will
need to agree a new deadline that cannot be broken.
Appeals Procedure
Any student who is unhappy with the grade of an assessed assignment has the right
to appeal according to the guidelines and regulations issued by Edexcel.
You must lodge an appeal within one week following grading. The formal procedure is
as follows:
1. Inform the assessor (your teacher) that you are unhappy with your grade and seek
an appointment with him/her to discuss the matter.
2. Should you still be unhappy, you must ask your teacher to arrange a meeting with
the Internal Verifier for that unit.
3. If you are still unhappy, a Senior Manager in the school will be informed and they
will make a final decision.
4. If at this stage you are not satisfied, you will be referred to the BTEC appeals
procedure.
You will need to complete a form like the one below at the start of the appeal.
Ysgol Greenhill School BTEC Grading Appeal
Student:
Tutor:
Unit number and Title:
This form must be returned to the tutor within 5 days of the work being marked.
Student Appeal Reasons:
Student signature:
Date:
Tutor comment:
Tutor signature:
Date:
Internal verifier comment:
Internal verifier signature:
Date
Student feedback:
Decision accepted: Yes/No
Student signature:
Date:
GLOSSARY OF BTEC DIRECTIVE TERMS
This glossary lists the most common BTEC directive terms that are used in unit
assessment criteria together with indicative definitions. This has been designed as a
guide for centres and is not exhaustive
ACCOUNT FOR
ANALYSE
ASSESS
COMPARE
CONTRAST
DEMONSTRATE
Requires more than a description. An explanation of the topic is
needed, giving reasons why.
Break down a complex topic into simpler parts, exploring
patterns and explaining significance.
See evaluate
Identify and explain the similarities and differences
Identify and explain the differences
Show awareness and understanding
DESCRIBE
Give a description of the major features
DISCUSS
Present and examine clearly the various views on a topic or issue
EVALUATE
Examine the strengths and weaknesses and judge the merits of
particular perspectives
Lay out the essential elements of an issue and investigate in
detail
Show clearly knowledge and understanding of a topic
EXAMINE
EXPLAIN
EXPLORE
IDENTIFY
ILLUSTRATE
INTERPRET
INVESTIGATE
Examine or investigate a topic or issue, often in an imaginative
way
Pick out and describe the main points
Give examples to clarify the argument or answer
Clarify or explain the meaning
A careful and systematic inquiry into a topic or issue
JUSTIFY
Provide reasons why something is valid
OUTLINE
Identify the main features
RESEARCH
REVIEW
Use a variety of sources to establish facts or collect
information
Write a critical assessment
SIGNIFICANCE
SPECIFY
STATE
SUMMARISE
Consequence or importance
Identify clearly and definitely
Provide information in a brief uncomplicated form
Give an account of the main points