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HARD COPY: Level 1 Award in Sports Leadership

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by

Greg Bateman

on 2 June 2016

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Transcript of HARD COPY: Level 1 Award in Sports Leadership

TASK 1 – 5 minutes.
Create a table with two columns, title them 'verbal and 'non verbal'.

Put the following words
into the correct column
of your table.

In Sports Leadership
Level 1 Award
1. Plan, lead and review a sport/activity
2. Developing leadership skills
3. Lead activities that promote a healthy lifestyle
4. Fair play in sport
5. The role of the official
6. Opportunities in sport and recreation
Unit 1 -

Plan, lead and review a sport/activity

Aim:

To help learners improve their organisational skills in order to manage effective sport or recreational activities.

Learning Outcomes
(LO)
and Assessment Criteria
(AC)

On completion of this unit the learner must demonstrate competence in the following areas:

LO 1.
Take part in the planning of a sport/activity.

AC
1.1 Explain what information will be needed in order to plan a sport/activity.

AC
1.2 Explain where to find information and how to use this knowledge to plan a sport/activity.

AC
1.3 Describe the structure of a sport/activity session.

AC
1.4 Describe how the sport/activity will change with the age/ability of the participants.

AC
1.5 Assist in the planning of a sport/activity session.

LO 2.
Take part in the leading of a sport/activity.

AC
2.1 Assist in the leading of a sport/activity.

LO 3.
Understand how to communicate with participants.

AC
3.1 Describe different elements of communication.

LO 4.
Use verbal and non-verbal communication when leading others.

AC
4.1 Use verbal communication skills when leading a sport/activity.

AC
4.2 Use non-verbal communication skills when leading a sport/activity.

LO 5.
Take part in the review of a sport/activity session.

AC
5.1 Explain what went well and what did not go so well.

AC
5.2 Agree what could be improved for future activities.
Unit 2 -

Developing leadership skills

Aim:

To get learners to think about the kind of skills, qualities and values that a good leader needs.

UNIT 2 - Learning Outcomes
(LO)
and Assessment Criteria
(AC)

On completion of this unit the learner must demonstrate competence in the following areas:

LO 1.
Understand the skills, qualities and values that a leader will need.

AC
1.1 Identify the skills, qualities and values that an effective leader will
need.

LO 2.
Motivate participants.

AC
2.1 Identify a range of ways to motivate others.
AC
2.2 Apply a range of motivation methods to motivate others.

LO 3.
Manage participant behaviour.

AC
3.1 Identify types of behaviour which are and are not acceptable as:
i) A leader; ii) A participant
AC
3.2 Set ground rules for acceptable behaviour when leading others.
AC
3.3 Know how to manage basic disruptions when leading others.
LO 1.

Understand the skills, qualities and values that a leader will need.
TASK 1 – 2 minutes.
In a personal context, define:
- ‘skills’
- ‘qualities’
- ‘values’.

TASK 2 – 2 minutes.

Identify of 3 things that these leaders have in common.

Group feedback...
TASK 3 – 4 minutes.

Think of as many good/bad points that a leader needs & identify whether it is a skill/quality or value
Group feedback...
FINAL TASK – 5 minutes.

'Draw Your Perfect Leader' - make a cartoon of what you think makes a perfect leader.

Exaggerate the features of the leader to show some key skills/qualities that they should posses; for example, big ears (good listener).
LO 2.
Motivate Pariticpants.
TASK 1 – 2 minutes.

- Define 'motivation'
STARTER ACTIVITY...
What is the title of our current unit?
What is the aim of this unit?
What is the first LO of this unit?
List 5 key skills/qualities of a good leader.
...but how can we motivate students in our sessions?
Any ideas?
FUN
PRAISE
POSITIVE
FEEDBACK
CONSTRUCTIVE
FEEDBACK
TARGET
SETTING
COMPETITION/
COOPERATION
TASK 2 – 5 minutes.

- Match the six types of motivation to their correct definition.
TASK 3

- Watch the following video and try to find an example of our six types of motivation.

- Quote what is said and record the time.
LO 3.
Manage pariticpant
behaviour.
FINAL TASK – 5 minutes.

How important do you think the following extrinsic rewards are in school lessons?

- A +1 mark on a test score.
- Interactive lessons using iPads/whiteboards.
- Chocolate/sweets.
- In-class competitions.
- Responsibility for pupils.

Place them in order of most important to least.
You cannot control how participants behave 100% of the time,
...but...
there is an expectation that, as leaders, you know what
constitutes acceptable and unacceptable behaviour.

We can use 'teacher tricks' for the little problems...for example???...but what about the more difficult situations?


UNIT 2 - Learning Outcomes
(LO)
and Assessment Criteria
(AC)

On completion of this unit the learner must demonstrate competence in the following areas:

LO 1.
Understand the skills, qualities and values that a leader will need.

AC
1.1 Identify the skills, qualities and values that an effective leader will
need.

LO 2.
Motivate participants.

AC
2.1 Identify a range of ways to motivate others.
AC
2.2 Apply a range of motivation methods to motivate others.

LO 3.
Manage participant behaviour.

AC
3.1 Identify types of behaviour which are and are not acceptable as:
i) A leader; ii) A participant
AC
3.2 Set ground rules for acceptable behaviour when leading others.
AC
3.3 Know how to manage basic disruptions when leading others.
What is the title of our current unit?
What 2
LO
's have we covered so far?
What 6 methods of motivation can be used in sessions?
Give an example of each motivation method.
Why solve a problem when you can prevent them?
FINAL TASK – 5 minutes.

Create a list of 10 'sports session rules' that you can use in all types of activity, in order to keep students safe and the behaviour sensible.
Worksheet 2.2

STARTER ACTIVITY...
TASK 1 – 5 minutes.

Create a 'bad situation' which might happen during a session, write it on the paper provided... (1 min)...

...select a piece of paper from Prof...(15 secs)...

...identify the most effective way to deal with your
'bad situation'...(3 min 45 secs)...
Unit 3 -

Lead activities that promote a healthy lifestyle

Aim:

To give learners a basic understanding of what is meant by a 'healthy lifestyle' and the social and environmental factors that may have negative effects on the living of a healthy life.

Learning Outcomes
(LO)
and Assessment Criteria
(AC)

On completion of this unit the learner must demonstrate competence in the following areas:

LO 1.
Identify the factors that contribute to a healthy lifestyle.

AC
1.1 Describe how the following factors may affect a person's health and fitness:
- Exercise
- Smoking
- Drugs
- Alcohol
- Diet
- Age
- Environment

LO 2.
Plan, lead and review a session designed to increase participants' heart rate through physical activity.

AC
2.1 Plan an activity session designed to increase participants' heart rate.

AC
2.2 Lead an activity session designed to increase participants' heart rate.

AC
2.3 Review the activity session and explain what went well and what did not go so well.

AC
2.4 Agree what could be improved for future sessions.
LO 1.
Identify the factors that contribute to a healthy lifestyle.
TASK 1 – 5 minutes.

In groups, create a list of 5 factors that you think contribute to a healthy lifestyle.
Being healthy is concerned with physical, social and mental wellbeing - not merely the absence of disease.

Someone who is 'healthy' will have:
Good physical health
Good social health
Good mental health
No illness or injury.
Have somewhere to live and enough to eat and drink.
Have friends and people who care for and support them.
Have no form of mental illness
How can you live a healthy lifestyle?
Why is a healthy lifestyle important?
- Eating a healthy, balanced diet.

- Doing regular exercise.

- Not smoking or taking drugs.

- Not drinking excessive alcohol.

- Talking about problems or concerns with friends or family.
There are massive implications for both individuals and society as a whole if we aren't healthy.

Personal implications:

- increased weight gain
- increased risk of serious/life threatening diseases
- lower self-confidence.


Implications for society:

- a less fit workforce...
- ...more likely to take time off sick and be less productive
- huge costs to the National Health Service.
ASSESSMENT: Presentation - 'A Healthy Lifestyle' (HL)

'Introduction'
- What is a HL?
- What general factors contribute to a HL?
- How is someone considered healthy?

'Key content'
i) Describe how one of the following factors may affect a person's health and fitness:
- Exercise
- Smoking
- Drugs
- Alcohol
- Diet



ii) In your opinion, which factor do you think is the most important for living a healthy lifestyle? Explain why....compare to others.
DEFINE:
What is it?
EXPLAIN:
- How contribute to HL?
- Give examples?
- Advantages/disadvantages?
LO 1.
Identify the factors that contribute to a healthy lifestyle.
Exercise
Smoking
Drugs
Alcohol
Diet
Age
FINANCE
TRANSPORT
FACILITIES
CONFIDENCE
CULTURAL
TIME
LO 2.
Plan, lead and review a session designed to increase participants' heart rate through physical activity.
AC
2.1 Plan an activity session designed to increase participants' heart rate.
AC
2.2 Lead an activity session designed to increase participants' heart rate.
AC
2.3 Review the activity session and explain what went well and what did not go so well.
AC
2.4 Agree what could be improved for future sessions.
LO 1.

Take part in the planning of a sport/activity.
TASK 1 – 5 minutes.
Write down all of the questions that need answering in order to be able to plan an activity/session.

Planning prior to the session

If learners are going to plan a simple sport or recreational activity, questions need answering to inform the planning process.

Examples of factors that influence and affect how session should be planned are...
• Activity • Numbers • Age/age range • Ability

• Previous experience • Facilities • Equipment

• Playing area • Time • Duration • Plan B (contingency)
So how can we plan, is it easy?
FINAL TASK – 15 minutes.

Research one of the following sports:
- croquet - shin kicking
- cheese rolling - kabaddi
Create a session plan using the information that you find - fill out a session planner.
STRUCTURE
OF A SPORTS
SESSION
Warm
Up
Skill
Activity
Small
Game

FUN
PULSE RAISER
SPORT SPECIFIC
ORGANISED
CLOSED
AGE-APPROPRIATE
STRUCTURED
'CONDITIONED'
REWARDING
A warm up should prepare the participants for physical activity.

It should be:
A skill activity allows students to develop/enhance a particular skill of a specific skill of a sport.

It should be:
A conditioned game puts the skill from the previous activity into practice.

It should be:
STRUCTURE
OF A SPORTS
SESSION
Warm
Up
Skill
Activity
Small
Game

S
pace
T
ime
E
quipment
P
eople
Things to consider
when planning
LO 1.

Take part in the planning of a sport/activity.
LO 3.

Understand how to communicate with participants.
LO 2.

Take part in the leading of a sport/activity.
GOOD PLAN = GOOD LESSON
GOOD PLAN
+ = GOOD LESSON
EFFECTIVE
COMMUNICATION
It doesn't matter how well organised a leader is, if they can't communicate what they want effectively, then their plans will not be successful.


Good communication provides the link between what a Sports Leader wants their group to do and what actually happens.
LO 4.

Use verbal and non-verbal communication skills when leading others.
COMMUNICATION

V
E
R
B
A
L

V
E
R
B
A
L

N
O
N
Verbal communication is an act of conveying messages, ideas, or feelings through the use of mouth.
The process of sending and receiving messages without using words, either spoken or written.
•Demonstration • Volume • Listening

• Body language • Positioning • Projection

• Clarity • Signals / Gestures • Questioning

• Use of whistle • Pitch & Tone • Eye Contact
TASK 2

Mirror drawing...
TASK 3 - The research...

Using the worksheet provided investigate TWO of the communication skills on your sheet; choose one verbal and one non verbal skill and complete the sheet.

Complete all 3 boxes on the worksheet.
LO 5.

Take part in the review of a sport/activity.
AC 5.1

Explain what went well and what did not go so well.
AC 5.2

Agree what could be improved for future activities.
REVIEW

=

EVALUATE
TASK 1 - 5 minutes

Make a list of 10 different factors that can be evaluated after conducting a Sports Leaders session.
TASK 2 - 5 minutes

How can we evaluate work...

With your partner, chose 4 definitive questions that a Sports Leaders should use to evaluate a session.
SPECIFIC
CLOSED
PROGRESSED
Full transcript