Component 1 an Introduction to Sport and the Sports Industry

BTEC Level 1/Level 2 Tech Award in Sport

Component 1 An Introduction to Sport and the Sports Industry Delivery of this component This component should be delivered primarily through practical participation alongside some theoretical teaching. Component 1 provides the skills and underpinning knowledge required before starting Components 2 and 3, and is designed to be delivered first. The intention for this component is to develop students’ understanding of how the body responds to sport and exercise participation so they can understand how a sports activity session should be structured. This will help to ensure that they are able to appropriately warm up the body ready for sports and exercise participation, as well as cool down the body afterwards to reduce the risk of injuries. Different types of participants and the types of sports that would be appropriate for them is also covered, so that students can gain an understanding of what types of sports activity sessions would be appropriate for different people. The benefits of participation in sport and exercise are also covered so that students can understand the importance of physical activity for a person’s health and wellbeing. Lastly, students will explore jobs and careers in the sports sector so that they are better placed to know what types of part-time and full-time job roles are available and what each involves.

Assessment guidance This component is internally assessed. The assessment process will involve both theoretical and practical assessments. Centres may allow students to lead summative practical activity sessions with their peers, or alternative appropriate groups of participants may be used if deemed appropriate by the course teacher. Students will need access to an acceptable range of appropriate sporting facilities and equipment to permit them to participate in and lead sports activity session of their choice within both individual and team-based sports. Evidence for the assessment will need to include audiovisual footage of the practical assessment so that grades can be verified through the standards verification process. Other forms of evidence for the theoretical components of the assessment can include a range of materials such as written work, presentations, posters or leaflets.

1 © Pearson Education Ltd 2017 BTEC Level 1/Level 2 Tech Award in Sport

Key to table Look for the following icons to see at a glance where we have suggested opportunities to embed maths, English and digital skills, plus transferable, work-related skills and attributes. Suggestions and examples mapped to specific content can be found in the fourth column of the table. We have also highlighted opportunities to draw links between unit content and the requirement for the synoptic task. These activities will be helpful practise for skills and knowledge that students will need to demonstrate to complete the final unit. = Maths = English = Digital = Workplace/employer involvement = Transferable and personal skills categories Communication Working with others Preparing for work Demonstrate thinking skills and show adaptability Develop practical and technical skills Problem solving Managing information Self-management and development = Link to synoptic unit

2 © Pearson Education Ltd 2016. BTEC Level 1/Level 2 Tech Award in Sport

Component title Component 1 An Introduction to Sport and the Sports Industry Guided learning hours 36 Number of lessons 36 Duration of lessons 1 hour

Lesson Suggested activities Classroom resources Learning aim A: Investigate the benefits of participation in different types of sport 1 Introductory activity Paired activity: students make a list of all the types of sports that they have taken part in. Main session activities Whole class activity: students feed back on their paired work to compile a whole class list of sports. Teacher leads discussion on the team sports and individual sports that the students will be able to access as part of this course. Individual activity: students carry out research to find out all of the types of team sports that are available. Individual activity: students carry out research to find out all of the types of individual sports that are available. Plenary activity Individual activity: students describe what is meant by ‘team sport’ and ‘individual sport’. Students put the sports they listed in the introductory activity into these two categories. 2 Introductory activity Paired activity: students make a list of all the outdoor activities that they have taken part in or watched. Main session activities

Teacher-led discussion: the teacher introduces students to the different types of outdoor activities and their characteristics. Paired activity: students select one type of water sport and research what equipment they would need to take part in that sport. Individual activity: students carry out research on what outdoor activities are available in their local area from each category of outdoor sport. Plenary activity Small group activity: students explain why it is possible for everyone to access and take part in outdoor activities. 3 Introductory activity Paired activity: students make a list of all the disability sports that they have taken part in or watched. Main session activities Individual activity: students carry out research to find out what other types of sports are available for people with disabilities. Paired activity: students research how many countries and people competed in boccia in the most recent Paralympic Games. They should also note which countries the medal winnings came from. Plenary activity Individual activity: students select a disability sport and research how it is played, the aim of the game, how points are scored and how it has been adapted from the able-bodied game if relevant. 4 Introductory activity Paired activity: students make a list of all the different types of participants that could take part in sports. Main session activities Whole class activity: students feed back on their paired work to compile a whole class list of types of participants that take part in sport. Teacher-led discussion: the teacher introduces students to different age groups

and different abilities of participants. Paired activity: students identify skills from a range of sports that are transferable and can be used to participate in other sports. Plenary activity Individual activity: students explain which ability level each type of participant in the different age categories is likely to fall into with reasons for their choice. 5 Introductory activity Individual activity: students draw a mind map of the different types of disability a person may have and describe how it may impact on the types of sports that they can take part in Main session activities Teacher-led discussion: teacher-led discussion on what is meant by disability. Categories of disability are discussed: visual, hearing and physical. Show footage of Paralympics games, ideally showing an adapted game such as wheelchair tennis so students can see the additional skill required by an athlete. Paired activity: students consider which sports would be appropriate for people with the following types of disabilities. o Visual impairment. o Hearing impairment. o Paraplegic. o Loss of limb. o Cerebral palsy. Plenary activity Individual activity: students carry out research on the different classifications of disability that people can compete in for a disability sport of their choice. 6 Introductory activity Whole class discussion: students discuss the appropriate activities for primary school aged children to do and what sorts of skills they believe children to have at this age.

Main session activities Small group activity: students make two different lists of sports that they think would be appropriate for children aged 4–7 and 8–11, giving reasons for why they would be appropriate. Whole class activity: the teacher explains three scenarios of sports activity sessions for primary school aged children. Students explain what sports they could use in each scenario and provide reasons for their choices. Plenary activity Individual activity: students select a sport and explain how they would adapt it for a group of primary school aged children with any modifications of the equipment they would use and reasons why. 7 Introductory activity Individual activity: students consider the sports that they take part in with their friends. They list any sports that the group of friends are of the same ability level, and also sports where ability levels differ within the group. Main session activities Teacher-led discussion: discussion on the types of sports that are appropriate for teenagers, trending sports, mixed- and single-sex sports and self-consciousness in teenagers. Whole class activity: the teacher explains three scenarios of sports activity sessions for teenagers. Students explain what sports they could use in each scenario and provide reasons for their choices. Plenary activity Individual activity: students explain a choice of sport they would recommend to a teenager to encourage them to take part in sport. 8 Introductory activity Paired activity: students make a list of sports and physical activities that would be suitable for adults to take part in. Main session activities Teacher-led discussion: discussion on what sorts of constraints adults may have with their time and how that may impact on their participation and types of sports

that they take part in. Paired activity: students carry out research to find out what sorts of sports adults take part in in their local area. Students could visit their local leisure centre or community centre, and also ask their parents, guardians and teachers what sports they take part in. Whole class activity: students present their research to the rest of the class. Whole class activity: the teacher explains three scenarios of sports activity sessions for adults. Students explain what sports they could use in each scenario and provide reasons for their choices. Plenary activity Individual activity: students carry out research on how different types of sports provide some levels of organisation to support adult participation in sport. 9 Introductory activity Paired activity: students make a list of the sports that they think would be appropriate for older adults to take part in. Main session activities Teacher-led discussion: discussion on health concerns for older adults and how this may impact on their participation and types of sports that they take part in. Paired activity: student carry out research to find out about low-impact sports and physical activities that would be appropriate for older adults to take part in. Whole class activity: the teacher explains three scenarios of sports activity sessions for older adults. Students explain what sports they could use in each scenario and provide reasons for their choices. Plenary activity Individual activity: students research low-impact and low-intensity sports and physical activities that are available for older adults in their local area. 10 Introductory activity: Individual activity: students consider where they have heard the term ‘contraindication’ before and what it relates to. Students list the contraindications that they are aware of in relation to sport and physical activity for different ages of

participant. Main session activities Teacher-led discussion: discussion on contraindications and what this means for each age group. Paired activity: students consider if they were working as a sports leader at a summer camp for one of the age groups and write notes to describe the types of sports and physical activities that they would plan to include in the camp and provide reasons for each choice. Whole class activity: students make a list of sports that may be contraindicated for teenagers and for older adults that could impact on the health and safety of participants. Plenary activity Individual activity: students research what sports are available in their local area for primary school aged children, teenagers, adults and older adults, and explain if there are any potential contraindications in the types of sport available. 11 Introductory activity Paired activity: students work in pairs to make a list of the physical benefits of taking part in regular sport and consider aspects such as health conditions as well as body appearance. Main session activities Teacher presentation: teacher presentation exploring the physical benefits of participation in regular physical activities. Paired activity: students make a list of all of the machines, devices and gadgets that they are aware of that reduce the amount of physical activity a person can take part in on a daily basis. Students give reasons for how each of these machines, devices and gadgets lead to a reduction in physical activity on a daily basis. Plenary activity Individual activity: students research to find out other ways that participation in regular sport and physical activity can be beneficial for a persons physical wellbeing.

12 Introductory activity Paired activity: students work in pairs to explain what the term ‘psychological’ means and positive aspects related to this term as well as negative aspects. Main session activities Small group activity: students consider sports and physical activities that they have taken part in and currently take part in. Each student explains to the group how each activity has built their self-confidence and self-esteem as well as any that have not had such a positive influence on their self-confidence. Plenary activity Individual activity: students research the estimated percentage of people from either teenagers, adults or older adults that suffer from mental health concerns and evaluate how participation in sport could help to improve these conditions. 13 Introductory activity Paired activity: students work in pairs to consider what the term ‘social’ means and how it is related to participation in sport and physical activity. Main session activities Teacher-led activity: the teacher facilitates an activity that encourages the students to work in teams and develop leadership skills. Students reflect at the end of the session on the skills certain individuals and groups of individuals have demonstrated. Paired activity: students work in pairs to make a list of other transferable skills developed through sport and how they can be beneficial for people in both their personal and work or school life. Feed back to the rest of the group. Plenary activity Individual activity: students find out how local leisure providers are helping to improve participation in sport and physical activity for all age groups to improve their social wellbeing. 14 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. 15 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief.

16 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. Learning aim B: Investigate how the body systems respond to participation in sport 17 Introductory activity Paired activity: students write down a list of activities they think should be included in a sports activity session. Main session activities Whole class discussion: students discuss the steps to getting ready for sports participation. Teacher-led activity: students take part in a 30-minute practical sports activity session run by the teacher to include a warm up, main activity session and cool down. Paired activity: students work together to make notes of the session that they have taken part in. Plenary activity Whole class discussion: feedback from group as to what they thought the main parts of the sports activity session included and the reasons why these activities are included. 18 Introductory activity Paired activity: students consider what sorts of activities should be included in a warm up. Main session activities Teacher-led activity: students take their resting heart rate and resting breathing rates. Students take part in a five-minute pulse raising activity led by the teacher. Immediately afterwards, each learner takes their pulse rate for one minute. After a five-minute rest period, students take part in another pulse raising activity. Students record breathing rates for one minute immediately after stopping. Students compare their results with the rest of class to find the average resting heart rate and breathing rates and the average pulse rates and breathing rates. Teacher- lead discussion: discussion on skeletomusclar changes in the warm up including increase in pliability of muscles, and increase in synofical fluid in joints.

Demonstration of muscle pliability withusing modelling clay. Plenary activity Individual activity: students write a paragraph to explain why a pulse raiser should be used in a warm up and what activities can be used in a warm up. 19 Introductory activity Paired activity: students list all the main joints of the body. Main session activities Teacher-led discussion: discussion on skeletomusclar changes in the warm up including increase in synofical fluid in joints. Also discuss the activities that mobilise and warm up joints. Paired activity: students work in pairs to come up with different activities from those discussed that can be used in the mobiliser section of a warm up. Plenary activity Individual activity: students make a list of the main joints of the body that need to be mobilised with suitable activities to perform this part of the warm up. They then write an explanation of why a mobiliser is an important part of a warm up. 20 Introductory activity Paired activity: students make a list of the main areas of the body that they think should be stretched before taking part in exercise. Main session activities Paired activity: students write down each of the main muscles on sticky notes and place each note on a partner over the correct location of each muscle group. Plenary activity Individual activity: students draw stick people diagrams to show suitable stretches for the following muscles: deltoids, biceps, triceps, erector spinae, obliques, hip flexors, gluteus maximus, quadriceps, hamstrings and gastrocnemius. 21 Introductory activity Small group activity: students work in small groups to consider warm ups they have taken part in that were specific to a selected sport.

Main session activities Small group activity: students identify methods of travel for the following sports: football, rugby and netball. Small group activity: students consider different sports and a mobiliser in a warm up specific to each sport. The group make a list of the activities that they are going to include and make a list of the equipment that they will need for that activity and hand it in to the teacher. Small group activity: students consider different sports and which main muscles need to stretched specific to each sport. The group make a list of the activities that they are going to include and make a list of the equipment that they will need for that activity and hand it in to the teacher. Plenary activity Individual activity: students produce an outline plan of activities that could be used in a warm up for a sport of their choice and describe the benefits to participants of having a sport-specific warm up. 22 Introductory activity Small group activity: students consider what activities should be in the main component of a sports activity session. Main session activities Teacher-led discussion: discussion on how the body responds to the main component of a sports activity session, including activities to measure change in heart rate, breathing rate, muscle pliability and lactic acid production. Small group activity: students devise three different drills for a selected sport. Teacher-led activity: the teacher leads a simple exericse to feel the effects of lactic acid. Students stand with their back against a wall and slide down the wall by bending the knees. When the knees are at a right angle, students hold the position. Quadricep muscles will start to feel sore after a short period of time and the longer the ski squat position is held the more sore the quadriceps will feel. This is due to the production of lactic acid in the muscles. Plenary activity Small group activity: students explain why drill practice is used in a sports activity

session and how drills can be progressed to help to prepare participants for a competitive game. 23 Introductory activity Paired activity: students make a list of what sorts of activities should be included in a cool down. Main session activities Teacher-led activity: the teacher leads a presentation covering the physiological responses of the body to the cool-down including decrease in heart rate, decrease in rate and depth of breathing, establishing heart and breathing rate, decrease in temperature, reduced skeletal muscular pump reducing venous return and removal of lactic acid from the muscles. Paired activity: students consider types of activities that can be used to gradually decrease the intensity of an activity and feedback to the rest of the group. Practical demonstrations can also be shown by each pair. Teacher-led activity: practical demonstrations of stretches that cover the main muscle groups listed in the specification that are suitable for the cool-down, including floor-based and developmental stretches. Paired activity: students draw diagrams to represent the range of different stretches they have carried out for the cool-down. Plenary activity Individual activity: students explain why a pulse lowerer should be used in a cool down and what activities can be used in the pulse lowering activity for a sport of their choice. 24 Introductory activity Paired activity: students make a list of what sorts of stretches should be included in a cool down and the muscle groups are being stretched. Main session activities Individual activity: students draw diagrams to show the appropriate positions that could be used to stretch each of the muscle groups that require a maintenance stretch after an activity.

Individual activity: students draw diagrams to show the appropriate positions that could be used to stretch each of the muscle groups that require a developmental stretch after an activity. Plenary activity Individual activity: students explain why a cool down stretch should be used after an activity session. For a sport of their choice, students identify the main muscle groups that should be stretched and whether the stretch should be a maintenance or developmental stretch. 25 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. 26 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. 27 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. Learning aim C: Explore providers for sports participation 28 Introductory activity Individual activity: students consider what is meant by ‘public sector’. Students make a list of the types of provision that they can name that belong in the public sector. Main session activity Teacher-led discussion: the teacher introduces students to the three sectors of sport and physical activity provision: public, private and voluntary. Explain the aims of each. Visit: Students to visit a public gym, pool, sport or leisure centre. Students should investigate the following criteria. o The prices for participation. o The range of sports available.

o The types of equipment available. Individual activity: students consider a fictional public leisure centre and explain whether the centre provides activities for different types of participants, why it has different prices for different types of participants (and whether this is fair), and how it could improve. Plenary activity Individual activity: students explain the benefits as well as the disadvantages associated with public sector sports provision. 29 Introductory activity Individual activity: students consider what is meant by ‘private sector’. Students make a list of the types of provision that they can name that belong in the private sector. Main session activity Visit: students to visit a private gym, pool, sport or physical activity centre or club. Students should investigate the following criteria. o The prices for participation. o The range of sports available. o The types of equipment available. Individual activity: students consider a fictional private leisure centre and explain whether the centre provides activities for different types of participants, why it has different prices for different types of participants (and whether this is fair), and how it could improve. Plenary activity Individual activity: students write out an explanation of the benefits as well as the disadvantages associated with private sector sports provision. 30 Introductory activity Individual activity: TBC Main session activities Visit: students to visit a voluntary sector gym, pool, sport or physical activity centre or club. Students should investigate the following criteria.

o The prices for participation. o The range of sports available. o The types of equipment available. Individual activity: students consider a fictional private leisure centre and explain whether the centre provides activities for different types of participants, why it has different prices for different types of participants (and whether this is fair), and how it could improve. Plenary activity Individual activity: students write out an explanation of the benefits as well as the disadvantages associated with voluntary sector sports provision. 31 Introductory activity Individual activity: students make a list of organisations that provide funding for sport. Students should consider local funding for sport as well as national funding. Main session activities Teacher-led discussion: the teacher introduces students to funding providers for sport. Small group activity: students carry out research to find out about different Sport England initiatives and how they are trying to increase participation in sport in their local area as well as acrosss England. Small group activity: students go to the National Lottery Good Causes website, click on the Good Causes option and enter their postcode. Students make a note of all of the sports-related good causes that have recieved funding in their local area. Plenary activity Paired activity: students discuss three well-known sports participants to find out which brands they promote and discuss how they think this promotion benefits their sport. 32 Introductory activity Individual activity: students research the professional bodies for a sport of their choice and describe the role of the professional body. Main session activities

Teacher-led discussion: the teacher introduces students to national governing bodies (NGB), their roles and types. Paired activity: students carry out research into an NGB of their choice to find out the following information. o The name of the NGB. o How the NGB supports the sport. o The coaching schemes that are available from that NGB. Each pair feeds back to the rest of the group. Paired activity: students carry out research into British Association of Sport and Exercise Sciences (BASES) to find out the following information. o BASES’ vision, o BASES’ mission o the benefits of becoming a BASES member Paired activity: students carry out research into the Chartered Institute for the Management of Sport and Physical Activity (CIMSPA) to find out the following information. o CIMSPA’s vision, o The benefits of becoming a CIMSPA member. Plenary activity Individual activity: students explain the main aims of NGBs, BASES and CIMSPA. 33 Introductory activity Paired activity: students carry out research find out about sports-related jobs in their local area. Students make a like of any magazines, newspapers or websites with information about job opportunities in the sports sector. Main session activities Teacher-led discussion: the teacher introduces students to the types of job roles in different sectors Individual activity: students carry out research to find out more about a job role of their choice from one of the sectors discussed in the teacher-led discussion. Students find out:

o what the job role entails o the hours of work o the salary range o the qualifications required for the job. Plenary activity Individual activity: students use the ‘Careers in Sport’ website to research different job roles. They pick a different job to the one researched in the main session activity and find out: o the sports sector provider that it is usually associated with o the hours of work o the salary range o where a person could work in this job role in your local area. 34 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. 35 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief. 36 Students spend lesson time and non-supervised time completing assignment. This may be a centre-devised assignment or the Pearson Authorised Assignment Brief.

Resources In addition to the resources listed below, publishers are likely to produce Pearson-endorsed textbooks that support this qualification. Check the Pearson website (http://qualifications.pearson.com/endorsed-resources) for more information as titles achieve endorsement.

Websites Useful information about different sports www.youthsporttrust.org Youth Sport Trust – information about sport and physical activity initiatives. www.livingforsport.skysports.com Sky Sports – Living for Sport – examples of sports. www.sportengland.org Sport England – information about sports initiatives and the work they do to promote involvement in sport.

www.bbc.co.uk/education BBC Bitesize – information about sports techniques and rules for different sports. www.ausport.gov.au/ais Australian Institute of Sport – provides an activity session planning template. www.britishathletics.org.uk British Athletics – information about the risk assessment process and template.

Videos Phil Neville: Pre-match warm up, available from: www.fourfourtwo.com/performance/training/phil-neville-pre-match-warm – a performance training video that shows how to tailor warm ups for different participant groups.

This Girl Can campaign – this shows how activities are differentiated for different participant groups.

Responsibilities of a sports coach, available from www.youtube.com/watch?v=Z5nE085P9nY – information about the responsibilities of sports coaches/leaders..