Unit 318 physical eduication and youth sport

1. Unit 318
Physical education and youth sport
Tutor Guidance
1. Explain the unit outcomes and check understanding.
2. Present students with unit assessments and processes for submission.
3. Utilise the PowerPoint to support lesson delivery, and student understanding.
4. Allow for students to record lesson information to support them in their assessment.
5. Consolidate after each lesson.
6. Link theory lesson outcomes with practical delivery.
7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.
8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,
risk assessments, health and safety checklist, injuries in football, video clips.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

2. Unit 318
Physical education and youth sport
Student Guidance
1. Review the unit standards, on Blackboard.
2. Access unit assessment from Blackboard.
3. Save assessment in your documents.
4. Take part within group discussions.
5. Record notes/ findings from both practical and theory lessons.
6. Ask questions, to establish understanding.
7. Take active role within practical lessons.
8. Clear submission date and procedure.
9. Clearly read the assessment requirements for example, prepare a presentation, write a report,
produce a leaflet.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

3. Unit 318
Physical education and youth sport
Unit aim
This unit aims to engage learners in discussions about the aims and rationale of Physical Education
(PE) and school sport. The unit will enable learners to investigate the history and development of PE
and school sport and to see how PE and school sport has changed and altered over time.
The unit will allow learners to see the value and importance of PE and PE teaching in shaping
positive, active leisure and physical activity choices for people. Learners will have the opportunity to
engage with their own experiences and examine how this has shaped their and their peers attitude
to sport and physical activity.
This unit will be of particular value to learners who wish to pursue careers in teaching, education
and youth sport in the future. The unit will help to contextualise the current development and focus
of PE and school sport as well as enable learners to consider any future progress and
developments.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

4. Unit 318
Physical education and youth sport
Learning outcomes
There are four learning outcomes to this unit. The learner will:
318.1: Understand the stages of development and government involvement in Physical Education
(PE) in the UK
318.2: Understand the key influences on Physical Education (PE) and school sport
318.3: Be able to plan an extra curricular school sport programme
318.4: Be able to promote youth sport and physical activity involvement within the local
Community
Guided learning hours
It is recommended that 42 hours should be allocated for this unit. This may be on a full-time or
parttime
basis.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

5. The greatest
discovery of
my generation
is that a
human being
can alter his
life by altering
his attitudes
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

6. Outcome 1 Understand the stages of development and
government involvement in Physical Education (PE) in the UK
Assessment Criteria
The learner can:
1. summarise the role of nineteenth century public schools in the development of
physical education
2. describe the key historical developments and governmental involvement in physical
education & school sport
3. describe the way in which physical education has evolved to meet various agendas of
the time
4. explain the features of the national curriculum in relation to Physical Education.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

7. Outcome 1 Understand the stages of development and
government involvement in Physical Education (PE) in the UK
Range
Role
(C19th Public Schools) provided formal education for social elite, developed traditional
activities and games into more formal games ‘sports’ (codification), influenced
athleticism and encouraged leadership, courage and loyalty through physical activity
and sport, influenced the development of sport nationally and globally (e.g.
codification, National Governing Bodies), developed a system of female education; later
than boys and based on male model (e.g. Chelsea College 1898, Anstey College and IM
Marsh College 1899)
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

8. Outcome 1 Understand the stages of development and
government involvement in Physical Education (PE) in the UK
Range
Historical developments
C18th Public Schools, 1870 Introduction of State education (Forster Education Act),
1880 Mundella Education Act, 1902-1904 Model/’Drill’ course, 1904-1933 Syllabuses of
P.T, 1950-1952 – ‘Moving & Growing’ and ‘Planning the Programme’, 1988 National
Curriculum, 1995 ‘Sport: Raising the Game’, 1996/7 Sport College Status
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

9. A good manager can, at best, make a team 10%
better. But a bad manager can make a team up to
50% worse
Giovanni Trapattoni
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

10. Outcome 2 - Understand the key influences on Physical
Education (PE) and school sport
Assessment Criteria
The learner can:
1. identify the key agencies involved in developing strategies for physical education
and school sport
2. describe the key drivers behind physical education and school sport
3. describe the impact of current strategies on physical education & school sport
4. describe the different tasks that pupils are expected to achieve at each key stage in
physical education.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

11. Outcome 2 - Understand the key influences on Physical
Education (PE) and school sport
Range
Key Agencies
Local regional, national (Youth Sport Trust)
Key Drivers
Developing physical literacy and movement, inclusion and regeneration, broaden
sporting horizons (e.g. playing, coaching, officiating, leadership, volunteering),
extending opportunity (outside the curriculum), develop club links and exit/progression
pathways, raising educational standards (e.g. confidence, attendance, attitude),
promote lifelong active participation, improving teacher training and development (e.g.
CPD)
Key Stage
KS 1-4, content of ‘breadth of study’, Attainment Targets
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

12. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

13. Outcome 3 - Be able to plan an extra curricular school sport
programme able to conduct a risk assessment in a sport and
leisure environment
Assessment Criteria
Practical skills
The learner can:
1. plan an extra curricular school sport programme
Underpinning knowledge
The learner can:
1. describe the outcomes of an extra curricular school sport programme
2. describe the factors that should be taken into account when designing an extra
curricular
school sports programme.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

14. Outcome 3 - Be able to plan an extra curricular school sport
programme able to conduct a risk assessment in a sport and
leisure environment
Range
Outcomes
Enjoyment, personal growth, increased confidence, self esteem, childcare, physical
development, access to community participation, inter-school competition, improved
health & fitness, social skills
Factors
All year groups, activities to engage different groups, participation numbers, breakfast,
lunchtime and after school clubs, weekend and holiday provision, timeframes
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

15. You don’t have to
have been a horse
to become a good
jockey
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

16. Outcome 4 - Be able to promote youth sport and physical
activity involvement within the local community
Assessment Criteria
Practical skills
The learner can:
1. promote youth sport and physical activity opportunities that are available to school
children within the local community
Underpinning knowledge
The learner can:
1. explain the role that schools have in signposting pupils to opportunities for
participation within the local community
2. describe the factors of a sports club that should be investigated before it is promoted to
pupils.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

17. Outcome 4 - Be able to promote youth sport and physical
activity involvement within the local community
Range
Role
Promotion, encouragement, development, community outreach, OFSTED performance,
extended schools initiative, 5 hour offer, talent identification
Factors
Clubmark, coach qualifications, safeguarding policy, CRB checks, location, organisation,
references, cost, feedback, prior experience
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

18. Is this a mistake?
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I
was rdanieg. The phaonmneal pweor of the hmuan
mnid!
Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it
deosn't mttaer in waht oredr the ltteers in a wrod are,
the olny iprmoatnt tihng is taht the frist and lsat ltteer be
in the rghit pclae. The rset can be a taotl mses and you
can sitll raed it wouthit a porbelm.
Tihs is bcuseae the huamn mnid deos not raed ervey
lteter by istlef, but the wrod as a wlohe.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

19. The F.A. and a “learning culture”
1. Creating a positive environment, where praise and encouragement is
the norm
2. Greater awareness of learning styles
3. Ways are found to give more ownership to the players
4. Problem solving and decision making activities are included
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

20. Creating a Positive Environment
But how do we do this
?
SAFE SECURE INCLUSIVE
CHALLENGING INVOLVING PLAYER CHOICE
FUN/ENJOYMENT INVOLVE PLAYER OWNERSHIP
BUILDING 2 WAY TRUST
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

21. Managing Mistakes
Group Discussion
In practical terms, how do you:
1. give ownership to the players ?
2. make sure that you are inclusive ?
3. build trust ?
4. challenge them ?
In your groups just spend 10 mins discussing
these things before we share them as a
whole group.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

22. Managing Mistakes
Group Discussion
In your groups, look at each one in turn
and come up with some ideas for each
one.
1. Why do they happen ?
2. What do the players need ?
3. What can the coaches do ?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

23. Mistakes – Why do they happen ?
1. Limited understanding
2. Limited technical ability
3. Limited games playing intelligence
4. Players trying out new things
5. Unrealistic expectations
6. Negative environment
7. Insufficient preparation
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

24. What do the players need ?
1. Help
2. Support
3. An understanding of what might be going on ie
learning cycle, stages of learning, learning
styles etc.
4. Time and opportunity to practise
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

25. What can the coach do ?
1. Let us now identify the techniques that you
currently use to deal with mistakes.
2. Get into your groups and discuss how you deal with
mistakes back at your club.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

26. F.A best practice for managing mistakes.
1. Realise that mistakes are key learning opportunities.
2. Don’t stop the practice/game too often. Look to see if the player self-corrects.
3. Let the players know when they have been successful and what they did.
4. Allow lots of opportunities to practice and play.
5. Praise risk-taking and creativity (in the right context) – even if it doesn’t come off.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

27. Let’s try and help the young player to learn about the game in an environment that
encourages creativity and acknowledges that they are young and still developing
their understanding of the game and their role within the team.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)