Unit 314 sports development

1. Unit 314
Sports Development
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 314
Sports Development
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 314
Sports Development
Unit aim
This unit considers the benefits of participating in sport and the importance of developing sport for
the nation. The unit also investigates reasons that hinder participation. Learners will research
strategies and methods to encourage and motivate people into participating, taking into account
barriers that need to be overcome.
This unit will consider national providers of sport development and related organisations.
This unit is a useful subject for all learners but particularly those interested in working in a sport
development field.
Learning outcomes
There are four outcomes to this unit. The learner will be able to:
314.1: Understand the benefits of sport and active leisure
314.2: Understand methods used to increase participation in sport and active leisure
314.3: Understand the main roles of stakeholders involved in developing sport
314.4: Understand the importance of access to sport and active leisure
Guided learning hours
It is recommended that 42 hours should be allocated for this unit.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

4. 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)

5. Outcome 1 Understand the benefits of sport and active leisure
Assessment Criteria
The learner can:
1. identify physical benefits of sport and active leisure.
2. describe psychological benefits of sport and active leisure
3. explain how sport can benefit local communities
4. define sport development
5. explain why sports development is important to the nation.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

6. Outcome 1 Understand the benefits of sport and active leisure
Range
Physical benefits
Better health, improved fitness, reduced levels of obesity, better weight management,
longer lifespan, more capable of coping with physical stress
Psychological benefits
Improved self esteem, greater confidence, reduced anxiety and stress, reduced
depression, ability to relax more easily, improved sleep, relieves tension, mental
resilience
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

7. Outcome 1 Understand the benefits of sport and active leisure
Range
Local communities
Crime reduction, social cohesion, integration of marginalised communities, ethnic
engagement, reducing smoking, drugs and alcohol abuse, reducing bullying, getting
communities more active
Important
Better health, reduced obesity, saved costs to the NHS, less time sick, greater
productivity, more national sporting success, more gold medals, increased national
pride, creation of young role models
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

8. 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)

9. Outcome 2 - Understand methods used to increase participation
in sport and active leisure
Assessment Criteria
The learner can:
1. identify traditional methods of increasing participation in sport and active leisure
2. describe innovative methods of increasing participation in sport and active leisure in
the community
3. describe strategies to motivate people in sport and active leisure
4. describe sports development skills required to maintain high levels of participation in
sport and active leisure.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

10. Outcome 2 - Understand methods used to increase participation
in sport and active leisure
Range
Traditional methods
Taster sessions, junior development programmes, school visits, club memberships, club
trials
Innovative methods
Drop in sessions, street games, unusual venues, formal and informal settings, outdoor
expeditions, tournaments and competitions, adapted games
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

11. Outcome 2 - Understand methods used to increase participation
in sport and active leisure
Range
Strategies
Making sessions fun, creating competition, encouragement, providing opportunities for
progression, recognition of achievement, praise, positive reinforcement, medals,
trophies, delegating tasks/responsibility (team captain, cheerleader, supporter), getting
parents/friends, family involved
Skills
Good leadership, diplomacy, partnership working, coaching skills, good motivator,
people orientated, friendly, positive attitude, fair play, equal opportunity minded,
doesn’t pre judge, energetic
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

12. INSERT VISUAL
‘Don’t make it too easy’
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

13. Outcome 3 - Understand the main roles of stakeholders involved
in developing sport
Assessment Criteria
The learner can:
1. identify organisations that fund sport in the UK
2. identify national organisations responsible for sports development
3. describe the different roles of organisations that deliver sport in the local community
4. describe the role of sports development officers.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

14. Outcome 3 - Understand the main roles of stakeholders involved
in developing sport
Range
Organisations
National Lottery, Central Government (DCMS), Local Authorities, UK Sport, Sports
Councils, commercial sponsors
National organisations
Youth Sports Trust, Schools, Colleges, Universities, Local Authorities County Sports
Partnerships, National Governing Bodies
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

15. Outcome 3 - Understand the main roles of stakeholders involved
in developing sport
Range
Roles of organisations
Participation, performance, elite sports, talent identification, community engagement,
fit clubs, Schools (teams, after schools clubs), voluntary sports clubs, football academies
Role of sports development officers
Provide links between schools, clubs and communities, promote participation, provide
opportunities for sport, facilitate competitions, secure facilities, seek funding, liaise
between sports providers and sponsors, engage with minority and under represented
groups
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

16. Everyone is a unique
individual
INSERT VISUAL
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

17. Outcome 4 - Understand the importance of access to sport and
active leisure
Assessment Criteria
The learner can:
1. identify barriers to access in sport and active leisure
2. identify under represented groups in sport and active leisure
3. explain how barriers to participation can be overcome.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

18. Outcome 4 - Understand the importance of access to sport and
active leisure
Range
Barriers
Cost, Social disadvantage, poor education, lack of information, travel, distance, health,
fitness, prejudice, ethnic, religious, gender, sexual discrimination, clothing, stereotyping,
elitist attitudes
Groups
Ethnic minorities, women, senior citizens, teenagers, people with disabilities, socially
disadvantaged, unemployed, young offenders, drug and alcohol rehabilitees
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

19. Outcome 4 - Understand the importance of access to sport and
active leisure
Range
How
Affordable prices/free of charge, taking sport to the community, engaging with under
represented groups, providing what they want, providing/funding facilities, education
programmes, publicity, celebrity endorsement/participation, legislation, linking
communities, modify facilities/equipment, provide/train sports coaches/leaders
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

20. Why do these players play Football?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

21. Group Discussion
1. Why do these England players play football?
2. Why do disabled young people play football?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

22. Why do young people play football?
• Because they can
• To improve fitness
• To develop new skills
• To achieve in competition
• and perhaps gain recognition
• To make friends
• To experience a personal
• challenge
• To experience the thrill of
• competition
• For enjoyment
• Apart from participation, friendship,
enjoyment and success (skills to
enhance many areas of daily life) . . .
• Improve self confidence
• Self esteem
• Learning to take responsibility
• Handling pressure and stress
• Coping with disappointments and set
backs as well as success
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

23. Group Discussion
Pictorially show five skills and qualities of a good coach.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

24. Qualities of a good teacher or coach
• Good communication skills
• Planning/organisational skills
• Evaluation – ability to evaluate
• Awareness of safety – creating an
• enjoyable & safe environment
• Flexibility
• Motivation
• Integrity
• Reliability
• Enthusiasm
• Patience and understanding
• Open-mindedness
• Fairness
• Knowledge of the game
• Desire to learn
• Willingness to help others improve
• Appropriate humour
• Be able to differentiate
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

25. Group Discussion
What additional knowledge, skill and qualities are needed to work with players
with disabilities?
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

26. Qualities of a good coach
ADDITIONAL CONSIDERATIONS WHEN TEACHING FOOTBALL TO
CHILDREN WITH A DISABILITY:
Broad knowledge of the player’s impairment
In depth knowledge of the individual player
Knowledge of competition classification
Knowledge of particular rules/equipment
Knowledge of particular safety issues
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

27. Long Term Player Development - reminder
• The FA are evolving their Teacher/Coach education to be player centred around
the 4-Corner Model of Learning and the theory of ‘Long Term Player Development’
• Every football activity session that you deliver should attempt to impact on all 4
corners of learning for young players
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

28. Long Term Player Development
PSYCHOLOGICAL
TECHNICAL
PHYSICAL SOCIAL

29. Group Discussion
In groups discuss how you would plan a session for young people
with disabilities to have an impact on all 4 corners of the LTPD
model.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

30. Communication
• Effective communication is essential
• How you communicate and the way you build relationships with the players
determines your coaching skills
• 55% of information is non-verbal, give the right amount of info, listen and ask
questions, learn about the players
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

31. Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)
Spoken Words 7%
Non Verbal 55%
Tone of Voice 38%
Non Verbal Communication

32. Learning Preferences
• Understand how the learner interprets your message
• The simplest way of accommodating difference is to plan for a visual, auditory and
kinaesthetic dimension to each aspect of the learning experience
• This will mean a deliberate mix of types of input
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

33. Learning Preferences – ideas…
• Visual. Use Learning posters, cue and prompt cards, mental rehearsals, memory
maps, visual aids, pp images, diagrams, labels, colours, shapes
• Auditory. Use lots of paired and small group discussion, music and mnemonics,
self talk, adding talking to doing (walking the talk)
• Kinaesthetic. Use physical run-throughs, spatial positioning, freeze frame,
sequencing exercises, rehearsing positions, physical breaks
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)