Level 2 Award in Sports Leadership



Sports Leaders UKLevel 2 Award in Sports LeadershipScheme of workThe course in run over a period of two terms with a minimum of two hours tutor-contact theory and practical lessons per week involving elements of Sports Leadership through a variety of sports. An additional allocation of 30 minutes self-guided study will also be required per week.Guided Learning Hours:Unit Title and OutlineGuidedLearningHoursCreditValue1. Plan, lead and evaluate a sport/activity session21?hours32. Developing leadership skills3 hours13. Lead activities that promote a healthy lifestyle5 hours14. Making sports activities inclusive4?hours15. Positive role models in sport3 hours16. Organise and deliver a sports event or competition4?hours17. Pathways in sport and recreation 5 hours18. Using leadership skills3 hours1TOTAL4210Level 2 Sports LeadershipWeekAimActivitiesGuidance to tutor resource pack and activitiesAssessment opportunitiesUnitAssessment criteria1IntroductionCommunication skillsCandidates should think of the skills, qualities and values of a leader. (Candidate Worksheet 2.1)?Negotiated Contract, ground rules. (Complete Record of Achievement, page 4, part 1).Candidates could lead playground/minimal equipment games as prescribed by you.Select and apply communication methods for leading the above activities.Give feedback to candidates on their performance of games played.Unit 2: think of a leaderUnit 1: mirror drawing, more tan words, and stop the game.211.1, 1.2, 3.23.1, 4.1, 4.22Observing and planning a sports/activity session.Leading, feedback and evaluation skills.Candidates could observe and feed back on a Tutor led sports/activity session.?Candidates should consider various session formats and apply one in the planning of a sports/activity session. (Candidate Worksheets 1.3 and 1.10).Candidates design and lead planned activities in pairs, giving feedback to their participants where appropriate. Demonstrate the use of evaluation methods. (Candidate Worksheets 1.9, 1.11 and 1.1)Homework: group work based on researching information regarding factors affecting healthy lifestyles.Unit 1: Glee graph11.1, 5.2, 2.1, 3.1, 4.3, 5.13Factors affecting healthy lifestyles.Candidates should identify factors that contribute towards a healthy lifestyle. They should prepare, in groups, a short presentation on how one of the factors may affect a person’s health and fitness. (Complete Record of Achievement Change 4 Life commitment, page 5)Groups should deliver presentations set to peer groups.Homework: Candidates should plan an exercise session designed to increase participants’ heart rate. (Candidate Worksheets 3.6, 3.7 and 3.8)Unit 3: audit, facility audit, cultural differences31.1, 2.14Activities that encourages healthy lifestyles.Candidates should lead and review an exercise session designed to increase participants’ heart rate.Candidates should also consider how to motivate participants.Unit 3Unit 2322.2, 2.3, 2.4,2.3, 2.45Making sessions inclusive.Understanding activity and games themes.Candidates should show an understanding of how participants may have diverse learning needs. (Candidate Worksheets 4.2- 4.5)How can activities be made inclusive and maintain motivation?Students design a variety of games to include learners. Candidates could lead and classify a variety of games and activities as competitive, cooperative, problem solving and mini games.Unit 4: adapt a game, and invent a game.41.1, 1.2, 2.1, 2.26Multi skills sessions.Candidates could investigate how basic skills such as catching or kicking underpin a range of sports specific skills.Candidates could then apply their findings by planning and leading a simple multi skills circuit.Homework: research the organisations involved in the delivery of sport at local, regional and national levels in South Korea.Unit 4423.1, 3.2, 3.3, 3.4,2.1, 2.27The organisation of sport in the UK.Role models in sport.Being a role model as a sports leader.(Half term break).Candidates should undertake an activity to identify organisations that are involved in the delivery of sport at Local, Regional and National levels. (Candidate Worksheets 7.1, 7.2 and 7.3).Candidates should identify and understand the appropriate behaviour for a variety of roles that people undertake in sport.Candidates should be able to explain how positive and negative behaviours influence society. (Candidate Worksheets 5.2, 5.3 and 5.4).Candidates could produce a leader’s code of ethics and conduct with regard to being a role model; then identify where this should be applied.Candidates could conduct an audit of leadership opportunities within the organisation and identify how the code of ethics and conduct would apply in these leadership opportunities. (Candidate Worksheet 8.1)Candidates should be confident in managing participant behaviour.Homework: complete unfinished work to date. File check after half term.Unit 7: my local/regional/national community.Unit 5: coach code of conduct, sporting villains, sport as a moral guide a disruption cards.7525821.11.1, 1.2, 2.1, 2.23.33.1, 3.2, 3.31.13.1, 3.28Mentoring skills.Candidates should explain how being a good role model allows them to be a supportive mentor.Candidates should use their own mentoring skills by observing peers leading a skill or game, then giving feedback on performance. (Candidate Worksheet 8.9). Practical sessionCatch-up session and class review of files.Unit 8: mentor court83.1, 3.2, 3.39Sports development and the sports leader.Events and competitions.Using leadership skills to plan events.DL to discuss his role in sport development at NLCS looking at the philosophy and vision of the school. Also to discuss his role in a Sports College back in the UK before coming out here. Look at community links, feeder schools and the school sports partnership from grassroots to elite performance levels.Lesson on the different types of events and competitions, expanding on how participants may contrast within each pare and evaluate a range of competition formats through small games (tiddlywinks, table football etc).Homework: students identify a range of new opportunities for competitions and events that could be planned and led within the organisation. Students work in small groups to decide on an event they will plan and lead, choosing roles and responsibilities in the group.Unit 7: sporting pathways and face-to-face discussion, question & answer session.Unit 6: Competition formats.746681.2, 1.32.21.1, 1.22.1, 2.22.1, 2.210, 11, 12Running the event/competition.Evaluation of the event/competitionThe event/competition planned in the previous week(s) should be carried out. Students should be involved in all aspects of the planning and leading.Suggestion: event should be a junior school house competition – possibly two competitions for two groups to organise? One group lead, one group assist then swap each week?Candidates should evaluate the success of:The event/competitionTheir role as a sports leader in its deliveryIts impact on the organisation as a wholeThis could be carried out as a homework.68683.1, 3.2, 3.32.34.1, 4.2, 4.32.313 - 20Self-review and planning for demonstration of leadership.Candidates produce a set of plans for sports/activity sessions that can be carried out when demonstrating leadership skills for 10 hours (record of achievement to be completed).Students carry out their 10 hours of leadership within school (term 2) over a period of weeks.Unit 7: where to next?11.4 ................
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