Unit R054 – Sport And The Media - Model Assignment 1

Model Assignment Assessment Material

OCR Level 1/2 Cambridge National Award in Sport Studies J803 OCR Level 1/2 Cambridge National Certificate in Sport Studies J813 Unit R054: Sport and the media

Please note:

This OCR model assignment is to be used to provide evidence for the unit identified above. Alternatively, centres may ‘tailor’ or modify the assignment within permitted parameters (see Information for Teachers). It is the centre’s responsibility to ensure that any modifications made to this assignment allow learners to show that they can meet all of the learning outcomes and provide sufficient opportunity for learners to demonstrate achievement across the full range of marks.

INSTRUCTIONS TO TEACHERS

The OCR administrative codes associated with this unit are:

 unit entry code R054

 certification codes Award J803 / Certificate J813

The accreditation numbers associated with this unit are:

 unit reference number Y/503/6571

 qualification reference(s) Award: 600/5122/X Certificate: 600/5123/1

Duration: Approximately 10 hours

ALL OF THIS MATERIAL MAY BE PHOTOCOPIED. Any photocopying will be done under the terms of the Copyright Designs and Patents Act 1988 solely for the purposes of assessment.

Unit R054 - Sport and the media 1 © OCR 2012 OCR Level 1/2 Cambridge Nationals in Sport Studies Contents

Page Number(s) INFORMATION FOR LEARNERS 3 Scenario for the assignment 4 This section contains the assignment background which learners will need to be familiar with in order to complete the tasks. Your Tasks 5 This section contains all the tasks learners must complete before work can be submitted for assessment.

INFORMATION FOR TEACHERS 6 Guidance on using this assignment 7 This section provides guidance to centre staff on the preparation and completion of the assignment.

2 Unit R054 - Sport and the media

Unit R054 - Sport and the media 3 © OCR 2012 OCR Level 1/2 Cambridge Nationals in Sport Studies Scenario for the Assignment

A local sports facility, which combines a sports stadium with conference halls, has decided to hold an exhibition about the relationship between sport and the media. Schools and colleges in your area have been asked to submit work that can be a part of the exhibition. You have been selected to contribute to the exhibition about sport and the media and are going to provide information that can be displayed in the hall.

Read through all of the tasks carefully, so that you know what you will need to do to complete this assignment.

Task 1: Sport coverage

Learning Outcome 1 is assessed in this task.

It is important that visitors to the exhibition understand that sport is covered by a wide range of media. You have been asked to use different examples to illustrate the range of media coverage of sport.

Task 2: The positive and negative effects

Learning Outcomes 2 and 3 are assessed in this task.

The organisers of the exhibition want visitors to attend various workshops. You have been asked to do a presentation on the positive and negative effects that media can have on sport using a range of examples.

Task 3: The relationship between sport and the media

Whilst gathering information for your contribution to the exhibition you have become interested in how media and sport influence each other and the relationship between the two.

Your task is to describe the relationship between sport and the media and show how they influence one another.

Task 4: Evaluating media coverage of sport

The organisers of the exhibition have been very pleased with your contribution to the event, which has been very successful. You spent much of your leisure time going round the event and looking at all the exhibits. To mark the end of the exhibition, a competition has been organised, which you have decided to enter. Entrants must produce a piece of work evaluating media coverage of sport. The best pieces will be put on permanent display.

Your task is to evaluate media coverage of sport.

You should demonstrate your ability to draw upon relevant skills/knowledge/understanding from Unit 1 Contemporary issues in sport.

Unit R054 - Sport and the media 5 © OCR 2012 Information for Teachers

Unit R054 - Sport and the media 6 © OCR 2012 OCR Level 1/2 Cambridge Nationals in Sport Studies Guidance on using this assignment

1 General guidance

1.1 OCR assignments are available to download free of charge from our website: www.ocr.org.uk

1.2 OCR assignments are intended to be used for formal summative assessment of learners and assessment must be conducted for supervision. The OCR specification gives more information on the arrangements for assessing internally assessed units.

1.3 This assignment has been designed to meet the full assessment requirements of the unit. Learners will need to take part in a planned learning programme that covers the underpinning knowledge, understanding and skills of the unit.

2 Before carrying out the assignment

2.1 Learners should be provided with a copy of the Information for Learners section of this assignment.

2.2 Learners will not need to carry out any preparations prior to undertaking the assessment tasks, such as collating resources to use in the assessment.

2.3 We have estimated that it will take approximately ten hours to complete this assignment. This is the recommended time but centres can decide how the time can be allocated between each part or individual task in the assessment. Centres are also permitted to spread the overall assessment time across several sessions and therefore it is permissible for evidence to be produced over several sessions.

3 When completing the assignment and producing evidence

3.1 Each learner must produce individual and authentic evidence for each task within the assignment.

3.2 Centre staff may give support and guidance to learners. This support and guidance should focus on checking that learners understand what is expected of them and giving general feedback that enables the learner to take the initiative in making improvements, rather than detailing what amendments should be made. It is not acceptable for teachers/deliverers to provide answers, to work through answers in detail or to detail specifically what amendments should be made.

3.3 Learners may use information from any relevant source to help them with producing evidence for the tasks.

3.4 Learners must be guided on the use of information from other sources to ensure that confidentiality is maintained at all times.

3.5 We have specified what evidence the learner is expected to produce. Usually, the type of evidence provided may be modified, with the exception of certain types of evidence listed below under ‘Permitted changes’. It is important to note that it is possible to generate the evidence in a variety of formats. Centres must advise learners as to the most appropriate format of evidence. The nature of this assessment means that learners are free to use the format that they feel is most appropriate for the purpose and target audience for each individual task.

Unit R054 - Sport and the media 7 © OCR 2012 OCR Level 1/2 Cambridge Nationals in Sport Studies

4 Presentation of work for marking and moderation

4.1 Centres wishing to produce digital evidence in the form of an e-portfolio should refer to the appendix in the specification on guidance for the production of electronic assessment.

4.2 Centres may wish to discourage learners from excessive use of plastic wallets for presentation of their evidence as this may hinder the assessment process. Instead centres may wish to encourage learners to present their work so that it is easily accessible, e.g. spiral bound, stapled booklet, treasury tag.

5 Scope of permitted model assignment modification

The model assignment is self-contained in its present form. The set of tasks form a coherent whole addressing all the learning outcomes and allowing access to the full range of marks.

You must not change the following:

 the learning outcomes  the marking criteria  the requirements for supervision and authentication as described in the specification (Section 4 The centre assessed units)

Permitted changes:

The model assignment can be modified in terms of the areas described below but centres must be sure that learners still have the opportunity to cover all of the learning outcomes and to access the full range of marks:

 A logical approach is suggested, however, centres may wish to change the order of the tasks depending on learners’ individual requirements.  the learner’s assignment, which can be contextualised or amended to suit local needs. Whilst the scenario in this model assignment is fictitious, it is based on what is thought to be a ‘typical’ scenario. It is anticipated that this assignment will be used very much by participating in a real exhibition even if it is small scale. This could be in the form of an exhibition of work for a school/college open evening or parents evening. Should centres not be planning to hold an exhibition the tasks within the assignment can still be conducted as if such an event were to be held. However, it must be ensured that all learners have adequate time and opportunity to research and produce all documents required by the assignment tasks.  each specific task may be appropriately contextualised to match with any permitted changes you have made to the scenario.  the format it takes  the type of evidence

OCR has ensured that in the language used and the tasks and scenario provided we have avoided discrimination, bias and stereotyping and support equality and diversity. In the development of qualifications and assessments we use the guidance given in the Ofqual publication Fair access by design, notably this includes:

 using language and layout in assessment materials that does not present barriers to learners

 using stimulus and source materials in assessment materials (where appropriate) that do not present barriers to learners.

If centres wish to modify the model assignment we strongly advise that staff responsible for modifying the model assignment and the quality assurance of it refer to the publication Fair access by design.

If modifications are made to the model assignment, whether to just the scenario or to both the scenario and individual tasks, it is up to the centre to ensure that all learning outcomes can still be met and that learners can access the full range of marks.

6 Specific guidance on the task

Task 1: Sport coverage

Learners could watch television and look at television schedules either on the internet or paper based to see what sports are broadcast and what types of sports programmes are broadcast on which particular channels. The amount of coverage of a range of sports can also be investigated using these sources. Likewise learners can look at a variety of magazines and books to see what aspects of sport they focus on. The internet can be used to listen to radio stations covering sport. Learners should know what sports are broadcast nationally and what sports are broadcast locally. Learners should know about local radio and the types of programmes e.g. local radio after football matches often has match analysis and fans phoning/testing comments. A wide range of websites can be used as a forum for sports. Learners should be aware of what is available with regard to blogs, video-sharing sites, fanzines and fan sites. Learners need to know about social media (e.g. twitter) in terms of both access to/dialogue between sports personalities and 'ordinary fans' and also as a vehicle for supporters groups etc…

For this task learners must know how sport is covered across the media. The learners task is to identify different areas of the media which cover sport, including:

 Television  Written press  Radio  Internet

The evidence for this task could be in the form of a poster including words, images and weblinks to coverage of sport in the media, using a range of relevant sporting examples.

Task 2: The positive and negative effects

Learning Outcomes 2 and 3 are assessed in this task.

Learners are required to understand the positive and negative effects media has on sport. Teachers should make available a variety of resources including the internet, textbooks, journals, websites (e.g. national governing body websites, IOC and BOA websites) and newspaper and magazine articles. Learners should be encouraged to discuss relevant issues and use case study material to substantiate their discussions. Where possible a wide range of sports should be researched and used as examples. Teachers should use the headings in the content section for these learning outcome and relate the headings to a variety of sports. They should focus on sports where the effect the media has is positive and sports where the effect the media has is negative. There might also be sports where there are both positive and negative effects.

For this task learners must understand positive effects and negative effects that the media can have on sport.

The learners task is to identify and describe possible positive effects that the media can have on sport. These should include:

 Increased exposure of minority sports  Increased promotional opportunities  Education  Increased income  Participation  Competition

The evidence for this task could be a powerpoint presentation using a range of sporting examples, supported by a witness statement from the assessor.

The learners task is to identify and describe possible negative effects that the media can have on sport.

These should include:

 Decline in live spectatorship  Loss of sporting values  Inappropriate behaviour of athletes  Pressure on officials  Domination of a few sports  Saturation

The evidence for this task could be a script for a podcast using a range of sporting examples.

This information could be linked to R051 LO1 and LO4.

Task 3: The relationship between sport and the media

There is an ever evolving relationship between sport and the media. Teachers should once again make available a variety of resources including the internet, textbooks, journals, websites and newspaper and magazine articles. Learners should look at how the media has changed since the creation of ‘Sky ’and any developments that have taken place in recent years. Learners should understand the reason why sport has become a commodity; why wealthy business people own football clubs; how scrutiny/criticism through the media has increased. How media uses sport to promote itself. How sport uses the media to promote itself. How media can influence the ownership of sports clubs and what sports are shown on pay-per-view and it is as successful now as it was when it first started. Teachers should use the headings in the content section for this learning outcome, expand on the examples given, and relate the headings to a variety of sports. This learning outcome looks at the influence media has had on sport (e.g. timing of programmes to attract peak viewing figures).

For this task learners must understand the relationship between sport and the media. Learners must also demonstrate awareness of the ways in which sport and the media influence each other showing an understanding of how this has changed over time

The learners task is to describe the relationship between sport and the media.

This should include:

 How media uses sport to promote itself  How sport uses media to promote itself  Sport as a commodity  Sponsorship and advertising  Adoption of sporting heroes by the media  Rejection of sporting heroes by the media  Impact of pay-per-view

The evidence for this task could be the production of a scrapbook of collected newspaper and journal articles which includes comments using a range of sporting examples.

Task 4: Evaluating media coverage of sport

This learning outcome requires learners to evaluate the coverage of a sport story or item in at least two different media outlets. This can be any combination of two different outlets, such as two different newspapers (e.g. tabloid vs. broadsheet), a newspaper compared with a magazine or internet site, a television programme compared to a blog, and so on. Teachers should encourage the use of current/recent media coverage in order to ensure that the work produced is topical and relevant at the time of delivery.

Teachers could consider getting learners to keep a scrapbook or file (could be kept electronically, especially if broadcast coverage is being retained) of the coverage different stories/items which can then be used for both LO4 and LO5.

For this task learners must be able to evaluate media coverage of sport. Their evaluation should include:

 Aspects which may influence the coverage of a story/item: - type/’brand’ of media outlet - competition with other media outlets - target audience - timing of the event/story/item - popularity, reputation or size of the individual/club/organisation  Features of the coverage which may vary from one media outlet to another:. - representation of the issue(s), organisation(s) or individual(s) involved - method of reporting - format/presentation - potential bias - extent of the coverage - duration of the coverage

The evidence for this task could be to produce a report, with appropriate headings using a sport story/item (potentially from those collected in scrapbook from LO4), evaluating and comparing the coverage of the same story by a minimum of two different media outlets.

LEARNER NAME

ASSESSOR NAME

Unit R054 Sport and the media

LO2 Understand positive effects that the media can have on sport

ASSESSOR FEEDBACK – please give detail of how learners have met the criteria for the grade awarded.

Increased exposure of minority sports and increased promotional opportunities

Mark MB1 MB2 MB3 awarded Assessor comments

Education and increased income

Mark MB1 MB2 MB3 awared Assessor comments

Participation and competition

AREAS FOR IMPROVEMENT/GENERAL COMMENTS

RECORD OF QUESTIONS/ANSWERS

ASSESSOR QUESTION 1

LEARNER RESPONSE 1

ASSESSOR QUESTION 2

LEARNER RESPONSE 2

ASSESSOR QUESTION 3

LEARNER RESPONSE 3

ASSESSOR SIGNATURE: DATE:

LEARNER SIGNATURE: DATE:

Unit R054 - Sport and the media 15 © OCR 2012 OCR Level 1/2 Cambridge Nationals in Sport Studies Witness Statement – Task 2