BTEC NATIONAL SPORT AND EXERCISE CIENCE UNIT 3: …canonsladepe.weebly.com/uploads/2/6/3/0/26303363/...Lesson Topic Lesson type Suggested activities Classroom resources Topic A: Motivation

BTEC NATIONAL SPORT AND EXERCISE SCIENCE UNIT 3: APPLIED SPORT AND EXERCISE PSYCHOLOGY

© Pearson 2016 1

Lesson Topic Lesson

type Suggested activities Classroom resources

Topic A: Motivation for sports and exercise

1 Introduction to unit

A1: Types of motivation

Tutor presentation: introduce the subject area of

sport psychology and outline the topics to be covered

(A–F); explain how the unit will be assessed by an

externally assessed assignment.

Group activity: learners select three to four sports

performers and decide which psychological

characteristics the performers possess that contribute

to their success. Groups should feed back to each

Specification

Unit title Applied Sport and Exercise Psychology Key to lesson types

Guided learning

hours 120

AW Assignment

writing

RS Revision

session

Number of

lessons 40

GS Guest speaker V Visit

Duration of

lessons 3 hours or can be split into 3 x 1 hours

IS Independent

study

WE Work

experience

Links to other units

Unit 5: Applied Research Methods in Sport and Exercise Science

Unit 6: Coaching for Performance and Fitness

Unit 8: Specialised Fitness Training

Unit 9: Research Project in Sport and Exercise Science

Unit 10: Physical Activity for Individual and Group-based Exercise

Unit 11: Sports Massage

Unit 12: Sociocultural Issues in Sport and Exercise

Unit 15: Sports Injury and Assessment


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Lesson Topic Lesson


GS

other and learners can take notes about the

characteristics that successful sports performers have

in common.

Tutor presentation: outline the three different types

of motivation.

Paired activity: learners prepare their own

definitions for each type of motivation and look at

statements made by athletes to determine whether

they show intrinsic, extrinsic or amotivation. Learners

can also decide whether they themselves are mainly

intrinsically or extrinsically motivated and why this is

the case. Learners to feed back to the rest of the

group.

Guest speaker: a speaker from the sports industry,

or a sports coach, could be invited to explain their

experiences of:

a) how different sports performers are motivated

b) how they use extrinsic rewards and how this

can lead to a loss of intrinsic motivation or

amotivation

c) how different types of motivation may cause an

athlete to act.

2 A2: Theories of motivation

Need Achievement Theory

Achievement Goal Theory

Group activity (experiment): five learners are

chosen for an experiment. They are told that they will

play five points of table tennis, badminton or tennis

against an opponent of their choice. They are asked to

choose one of the following as an opponent who is:

a) much better than them

b) the same level as them

c) much worse than them.


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Lesson Topic Lesson


They then play the game and record the outcome of

the game. They are asked questions after their match:

a) how did they feel about winning or losing?

b) why did they choose that opponent?

c) did their choice of opponent affect their

motivation level?

Tutor presentation: outline the main points of Need

Achievement Theory and Achievement Goal Theory.

The five components that make up Need Achievement

Theory and the difference between task- and

outcome-oriented individuals need to be highlighted.

You can then refer back to the experiment and make

observations about why learners chose the opponents

they did and why they felt how they did after their

success or failure. Learners can make similar

observations as well.

Small group activity: learners consider each of the

five components of Need Achievement Theory and

produce examples of how they influence the need to

achieve success and the need to avoid failure.

3 A2: Theories of motivation

(cont.)

Self-determination theory

Weiner’s attribution theory

Tutor presentation: present Weiner’s attribution

theory and the four types of attribution to the group.

Small group activity: ask learners to search

newspapers or websites to find examples of

attributions made by coaches and athletes to explain

their success or failure. Learners can assess whether

these reflect reality and why these attributions have

been made.

Tutor-led discussion: learners discuss why coaches,

managers and athletes may choose to use different

Newspapers

Access to computers


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Lesson Topic Lesson


attributions to assess their success and failure and the

impact of specific attributions on future chances of

success.

Tutor presentation: self-determination theory –

introduce learners to the concept of autonomy in

actions and choices and its relationship with intrinsic

and extrinsic motivation.

Paired activity: prepare statements that show

different levels of amotivation, extrinsic and intrinsic

motivation to give to learners. Learners can decide

which athletes show the greater levels of self-

determination and how this may impact on their

behaviour in sport.

4 A3: Motivational

environment and its

influence on sports

performers

Tutor presentation: present an outline of each of

the four factors that influence the motivational

environment.

Small group activity: in groups of four to five,

learners choose a sports team as a case study and

assess its current motivational environment. Taking

each of the four factors that influence the motivational

environment, groups can make recommendations

about how it could be developed to make it more

motivational for the athletes. This could be presented

in the form of a poster that will be viewed by other

learners.

Flip charts, marker pens.

5 A4: Signs and effects of

overmotivation

IS Independent learning activity: learners research

signs of overtraining and training addiction, and why

overmotivation occurs. Ask learners to produce a

bullet-point list of signs.

Tutor-led discussion: feedback session on

Textbooks

Access to computers


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Lesson Topic Lesson


overtraining and training addiction.

Tutor presentation: introduce the effects of

overmotivation and the impact on performance.

Independent learning activity: learners research

the signs and symptoms of burnout and over-

confidence in sports performers. Learners produce a

bullet-point list of signs that coaches could use to

identify overmotivation in their athletes.

6 F3: Goal setting Tutor presentation: introduce the concept of goal

setting and the different types of goals that can be

set.

Small group activity: learners prepare posters

showing a definition and an example of each of the

principles of goal setting.

Individual activity: learners set short- and medium-

term goals for an individual who has just started

exercising and wants to achieve a specific goal in the

next three months, e.g., run a 5k race or lose 4 kg.

Flip chart paper

Markers

7 F3: Goal setting (cont.) Lead-in: recap on types of goals, timescales for goals

and the process of goal setting.

Paired activity: working with a partner, learners

prepare a short questionnaire to assess the goals that

their partner wishes to achieve. Learners then ask

their partner to fill in the questionnaire and on the

basis of their partner’s answers, will produce a list of

short-term, medium-term and long-term goals for

their partner to achieve.

Tutor-led discussion: lead a discussion about the

challenges and difficulties involved in the process of

goal setting, and how these can be overcome.


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Lesson Topic Lesson


Learners should take notes to use for when they have

to set goals again.

8 Introduction to case studies

Case study: motivation

Tutor presentation: prepare a case study and

explain to learners how they should assess it by

identifying:

a) any issues the subject is experiencing

b) possible links to theory

c) any psychological interventions that may be

appropriate

d) intended outcomes of the intervention.

Individual activity: learners analyse the case study

and present a spider diagram that shows:

a) issues athlete is experiencing

b) how theory/s can explain these issues

c) suggested psychological intervention and how it

could be implemented


Tutor-led discussion: lead a discussion about the

case studies, present a spider diagram showing the

issues and what interventions would be used to

support the athlete.

Flip chart

Topic B: Competitive pressure in sport

9 B1: Theories of arousal–

performance relationship Tutor presentation: introduce the concept of arousal

and changes in performance level.

Flip chart

Marker pens


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Lesson Topic Lesson


Small group activity (experiment): divide learners

into four groups. Each group is assigned an arousal–

performance theory to test. Skills can be chosen, such

as taking penalties, catching and throwing a ball and

completing a standing jump. These three tests can be

done in three conditions:

a) in a room with just the assessor

b) in a room with an audience of four to five

people

c) in a room of 20 people (or full class) with a

prize to play for.

Five learners from each group will complete the

experiment and mean scores should be worked out.

Performers will discuss the condition they found to be

the most stressful and the impact it had on their

results. These research findings can then be used to

illustrate posters on different theories of arousal–

performance relationship.

Class discussion: whole class group appoints one

learner to lead a discussion about the effect that

changes in arousal level have on performance. This

can relate to the experiment that has just been

conducted. Learners share their own experiences of

being in a flow state and in a choking state. Learners

will need to record what it feels like to be in the two

states.

10 B2: Stress and anxiety on

sports performance

Stress

Tutor presentation: introduce the concept of stress,

and how it has positive and negative components. You

should also illustrate the four-stage process to

facilitate understanding of stress.

Small group activity: learners consider how the

White board

Marker pens


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Lesson Topic Lesson


Sources of stress four-stage process relates to their experiences in

sport, and the symptoms of eustress and distress

when they have played sport.

Paired activity: working with a partner, learners

identify three internal sources of stress and three

external sources of stress. Once the sources have

been identified, each learner writes their sources of

stress on a white board. Once all learners have added

their sources of stress to the list, the most common

sources of stress can be identified.

11 B2: Stress and anxiety on

sports performance (cont.)

Anxiety

Symptoms of stress and

anxiety

IS Tutor presentation: introduce anxiety and use

questionnaires such as CSAI-2 or SAS-2, to assess

learners’ levels of anxiety.

Independent learning activity: learners use

textbooks and websites to research different types of

anxiety and each of the theories of anxiety. To

provide differentiation, different levels of textbooks

can be provided, targeted at different learners.

Tutor-led discussion: question learners about how

they feel and behave when they are anxious and then

categorise their answers into cognitive, somatic or

behavioural symptoms. Learners should create a table

where cognitive, somatic and behavioural symptoms

are recorded.

Textbooks

Access to computer

Pens and paper

Questionnaires – CSAI-2

and SAS-2

12 B3: Consequences of stress

and anxiety Lead-in: quiz learners on types of anxiety and

theories of anxiety. Explain the relationship between

stress and anxiety.

Practical activity: present footage of sportspersons

before and during sports events. Learners analyse the

footage to assess which symptoms of stress and

anxiety they are observing and assess the potential

Video clips

TV or access to computer

Completed CSAI–2/SAS–

2 questionnaires from

lesson 11


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Lesson Topic Lesson


consequences of the stress and anxiety observed.

Links can be made to theories of anxiety.

Paired activity: working in pairs, learners analyse

both their own scores and each other’s scores from

the completed CSAI-2 and SAS-2 questionnaires, in

light of their learning about the theories and

consequences of anxiety.

13 B4: Aggression as a

response to competitive

pressure

Types

Lead-in: question learners about what they think

causes aggressive behaviour, whether it has an

impact on a team’s performance and why some

people behave aggressively while others don’t.

Tutor presentation: present definitions of assertive

behaviour, instrumental aggression, hostile aggression

and relational aggression and discuss some examples.

Small group activity: provide learners with

examples of assertive/aggressive behaviour in written

or visual form. Help them to decide which of the four

categories the behaviour fits into. Learners then

develop three to four criteria for each type of

behaviour and use these criteria to justify why they

have placed that behaviour in a particular category.

Plenary: give learners the opportunity to consolidate

their knowledge of each type of behaviour but also

make them realise that there are grey areas and it is

sometimes very difficult to assess which category a

particular behaviour fits into.

Video clips

14 B4: Aggression as a

response to competitive

pressure (cont.)

IS Independent learning activity: learners research

each of the theories of aggressive behaviour from

textbooks or internet sources. To provide

differentiation, different levels of textbooks can be

Textbooks

Access to computers


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Lesson Topic Lesson


Theories provided, targeted at different learners.

Tutor-led discussion: lead a discussion to draw out

the strengths and weaknesses of each theory of

aggression and to decide on the most convincing

theory to explain aggressive behaviour. Learners

should conclude by taking notes about the theory that

they consider most convincingly represents aggressive

behaviour.

Class discussion: discuss the following questions.

a) Is it acceptable to be aggressive in sport?

b) Is playing sport an acceptable way to let out

aggressive feelings?

c) What external factors make sportspersons

more likely to be aggressive (consider

behaviour of spectators, derby matches,

closeness of scores, behaviour of the coach)?

d) What could a sport psychologist do to make

athletes less aggressive?

15 F6: Arousal control

techniques in sport and

exercise

Relaxation techniques

Lead-in: ask group about whether they have any

experience of controlling stress and arousal. Introduce

methods of controlling stress and arousal and explain

what they aim to achieve.

Practical activity: learners to experience a range of

relaxation techniques, such as progressive muscle

relaxation, mind-to-muscle techniques and breathing

control. This could be done with you reading from a

prepared script or by accessing resources from

internet sites. Once the technique has been

completed, learners need to write about the

experiment in terms of what they did, how the

technique works and how it made them feel. Learners

Prepared scripts or pre-

recorded audio resources

of arousal control

techniques


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Lesson Topic Lesson


need to then analyse each technique and decide

whether they think it is an effective technique that

they could use.

Plenary: provide opportunity for learners to feed

back about their experiences of using arousal control

techniques and then to discuss how they could be

used in the sporting environment.

16 F6: Arousal control

techniques in sport and

exercise (cont.)

Energising techniques

Lead-in: ask group whether they have any

experience of methods of energising techniques.

Introduce energising techniques and explain what

they aim to achieve.

Practical activity: learners to experience a range of

energising techniques, such as increasing breathing,

pep talks, use of music and energising imagery. This

could be done with you reading from a prepared script

or by accessing resources from internet sites. Once

the technique has been completed, learners need to

write the experiment up in terms of what they did,

how the technique works and how it made them feel.

Learners need to analyse each technique and decide

whether they think it is an effective technique that

they could use.

Plenary: provide opportunity for learners to feed

back about their experiences of using energising

techniques and then discuss how they could be used

in the sporting environment.



of arousal control

techniques

17 Case study work: stress,

anxiety and arousal Tutor presentation: prepare a case study and

explain to learners how they should assess a case

study by identifying:

a) any issues the subject is experiencing


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Lesson Topic Lesson


b) possible links to theory

c) any psychological interventions that may be

appropriate


Individual activity: learners analyse the case study

and write up their response to the case study,

identifying:

a) issues athlete is experiencing

b) theory/s to explain the issues and use the

theory/s to explain these issues

c) suggested psychological intervention to address

the issue/s and explain how it could be

implemented


Tutor-led discussion: lead discussion about the case

studies, encourage learners to compare ideas about

how they addressed the case study.

Topic C: Effects of self-confidence, self-efficacy and self-esteem on sport and exercise performance

18 C1: Self-confidence and

sport and exercise

performance

C3: Self-esteem and its

impact on sport and exercise

performance

IS Lead-in: introduce the concepts of self-confidence

and self-esteem and discuss why they may have an

impact on performance.

Small group activity: in small groups, learners

prepare a poster showing four athletes who they

consider to be self-confident. In each case, learners

create a bullet-point list to illustrate what makes

these people self-confident. Learners will present their

poster to the rest of the groups, with justifications for

each of their choices.

Independent learning activity: learners research

Vealey’s sport-confidence model and the constructs,

Flip charts

Marker pens

Textbooks


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Lesson Topic Lesson


sources and consequences of self-confidence.

Textbooks can be provided or recommended to

learners, with differentiation being offered in the

choice of level of textbook.

Tutor-led discussion: lead a discussion about how

self-confidence can influence performance and the

expectations that an athlete has of success. Learners

then create a spider diagram of how self-confidence

impacts on performance and expectations of success.

19 C2: Self-efficacy in sport and

exercise performance

Lead-in: explain the difference between self-

confidence and self-efficacy and the factors that can

influence self-efficacy.

Small group activity: learners produce a spider

diagram showing the four factors that influence self-

efficacy, and how they impact on efficacy expectations

and athletic performance. The spider diagram will

have brief explanations of each factor, a practical

example, and show any links to other psychological

theories.

Individual activity: learners produce a document

aimed at coaches, showing how they could use the

theory to help improve the self-efficacy of the athletes

they coach.

Plenary: learners feed back on how they applied the

Bandura’s self-efficacy model so that coaches can use

it to impact on their athletes’ performances.

Flip charts

Marker pens

20 F4: Imagery in sport and

exercise

Definition of imagery

IS Tutor presentation: introduce imagery and explain

how it is used in sport and exercise.

Practical activity: learners to experience different

types of imagery – visual, auditory and kinaesthetic


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Lesson Topic Lesson


Types of imagery and write up their experiences. They can focus on how

easily images came and which type they found was

easiest to develop.

Independent learning activity: choose a journal

article that has researched the effectiveness of

imagery for sports performance. Ask learners to read

selected parts of the article and make notes on the

main points of the research. For differentiation,

articles of differing complexities could be used by the

learners.

21 F4: Imagery in sport and

exercise (cont.)

Uses of imagery

F5: Self-talk in sport and

exercise

Practical activity: learners to experience how

imagery is used to influence self-confidence. This

could be done with you reading from a prepared script

or accessing resources from internet sites. Once the

technique has been completed, learners need to write

about the experiment in terms of what they did, how

the technique works and how it made them feel. They

need to analyse each technique and decide whether

they think it is an effective technique that they could

use.

Practical activity: Learners should experience self-

talk and how it is used to influence self-confidence,

arousal levels and as a pre-performance routine.

Learners should analyse how they could incorporate

self-talk into their sports performance and training

sessions.

Plenary: learners should discuss the different

psychological interventions they have encountered so

far, and the ones they have personally found most

effective. They can try to draw some conclusions as to

why they have found certain interventions more



of imagery techniques


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Lesson Topic Lesson


effective than others.

22 Case study work IS Independent learning activity: present a case

study that shows the behaviour of a sportsperson

experiencing low self-confidence and the impact this is

having on their performance and psychological state.

Learners should identify the factors that show that the

individual has low self-confidence and how it is

affecting them. Then they can use Vealey’s self-

confidence model and Bandura’s self-efficacy theory

to explain why the individual may be experiencing low

self-confidence/self-efficacy. The learner can suggest

interventions that may be appropriate to raise their

self-confidence.

Topic D: Mindset in sport and exercise performance

23 D1: Growth mindset versus

fixed mindset

IS Group activity (experiment): divide the whole

group into two groups. Either locate each group in

separate rooms or on separate sides of the classroom.

Present learners with a mental puzzle, such as

Sudoku. Tell the first group that the task is too

difficult for them and that they are unlikely to

complete it. Tell the second group that the harder

they work at it, the better they will become at the

task and that they will be successful. Record the

amount of time that each learner spends on the task

and how successful they have been at solving the

puzzle. Work out the results for each group as a mean

to make a comparison.

Learners should discuss why the results came out this

way and how they felt completing the task.

Tutor presentation: introduce the concepts of fixed

mindset and growth mindset, and talent versus effort.

Textbooks

Computers for internet

access


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Lesson Topic Lesson


Explain why these are important for learning.

Small group activity: prepare statements about

learning that show either a fixed mindset or a growth

mindset. Ask learners to decide which category each

statement fits into. Learners then assess the

advantages of a growth mindset over a fixed mindset.

Independent learning activity: learners conduct

research into Dweck’s theory of fixed mindset and

growth mindset and how it can be used to influence

the behaviour of coaches and athletes.

24 D2: Resilience in sport Tutor presentation: introduce the concept of

resilience and why it is an important topic in sport

psychology.

Small group activity: working in small groups,

learners should find case studies of sportspersons who

have shown resilience and have overcome adversity to

be successful in their sport. Learners should identify

the individual’s qualities and how this has affected

their behaviour. Each group can present their case

study to the other groups.

Paired practical activity: working in pairs, learners

should develop a questionnaire that can measure the

resilience of an individual. Once you have approved

the pair’s questionnaire, they can use it to assess the

resilience of a few fellow learners.

25 D3: Perfectionism Tutor-led presentation: introduce the concept of

perfectionism and why it is of interest to sport

psychologists.


learners produce a spider diagram to show the traits

Flip charts

Marker pens

Questionnaire on

perfectionism


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Lesson Topic Lesson


of functional and dysfunctional perfectionists and link

these traits to associated behaviours.

Individual practical activity: source a perfectionism

questionnaire. Ask learners to complete it and then

analyse the results. Learners should consider whether

the results are realistic and the extent to which they

show perfectionist behaviours.

Plenary: learners should discuss how dysfunctional

perfectionism traits can be addressed and functional

perfectionism traits developed.


study of a sportsperson who exhibits a fixed mindset

and low resilience and the impact this is having on

their performance. Ask learners to identify the factors

that show the fixed mindset and low resilience, how

this is impacting on the sportsperson’s performance

and suggest how they would promote a growth

mindset and develop resilience in the sportsperson.

Topic E: Group dynamics in sport

27 E1: Group processes Small group activity (experiment): ask learners to

complete a group activity, such as ‘Starting a new

civilisation’, to assess how they function as a group

and the benefits and drawbacks of working as a

group. They then reflect on the activity, including

assessing the stages of group development and the

role each learner played within the group.

Lead-in: ask learners to consider the teams they

were part of and whether they were successful or

unsuccessful. They should also state the reasons for

the outcomes they achieved. Introduce Tuckman’s


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Lesson Topic Lesson


stages of group development.

Tutor presentation: explain what is meant by

interactive groups and teams and why this impacts on

performance. Introduce Steiner’s model of group

effectiveness to set up the paired activity.

Paired activity: working in pairs, learners consider

the factors that may lead to groups not achieving the

outcomes that reflect the skills of the individual team

members. Learners could choose a well-known team

as a case study and explain why they think this team

is particularly effective or ineffective. Each pair can

present their main findings to the other pairs.

Plenary: gain feedback from learners about ‘process

losses’ in sports teams. Explain the concept of ‘social

loafing’ – Ringelmann effect in sports teams.

28 E2: Cohesion IS Lead-in: introduce the concept of cohesion and ask

learners if they think that the teams they are part of

are cohesive and, if so, why they think that.

Individual activity: ask each learner to complete the

Group Environment Questionnaire (GEQ) and to

assess their results. Learners should comment on

whether they think the outcomes are reflective of the

group they are part of.

Independent learning activity: ask learners to

research what is meant by ‘task’ and ‘social cohesion’,

and the factors that affect cohesion.

Group discussion: learners should discuss, ‘Task

versus social cohesion – which is more important?’

Divide learners into two groups – one group will argue

that task cohesion is most important and the other

group will argue that social cohesion is most

GEQs


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Lesson Topic Lesson


important. The discussion can be mediated by a

selected learner. Learners should make notes that

summarise which type of cohesion they consider to be

most important.

29 E3: Leadership Small group activity: ask learners to produce a

poster, ‘What makes a great leader?’ They should

select two to three leaders who they think are great

leaders and present a list of attributes that make

these people great leaders. These leaders should

come from the field of sports, but learners could

include one leader from another area of life. You may

also choose a leader for learners to study. Once the

posters are completed, learners can share them with

other groups, using information from all the posters to

prepare a list of qualities that make a great leader.

Tutor-led activity: introduce Chelladurai’s

multidimensional model (MDM) of leadership by

explaining each of the stages. Learners can then offer

examples that fit each of the stages. Learners should

review their choices of great leaders in light of the

learning they have gained from the MDM of

leadership.

Individual activity: give learners access to

resources presenting research conducted using

Chelladurai’s MDM of leadership. You should provide

access to textbooks and journal articles.

Differentiation can be provided by offering resources

of differing levels of complexity.

Flip charts

Marker pens

MDM resources

Textbooks and journal

articles


study of a sports team who are not performing as well

as they should be, or the group outcome is less than


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Lesson Topic Lesson


the sum of the group’s parts. The learner can suggest

how they would develop the right type of cohesion to

ensure that the team was being led appropriately.

Topic F: Psychological interventions for sports performance and exercise

31 F1: Aims of psychological

interventions

GS Guest speaker: this is an ideal opportunity to invite

a sports psychologist to talk to the learners about how

they work and the aims of psychological interventions.

Learners should prepare questions in advance to ask

the guest about their role.

32 F2: Performance profiling Tutor presentation: introduce the concept of

performance profiling, how to develop the constructs

for the profile and how to assess each construct.

Paired practical activity: working in pairs, learners

produce a performance profile of their partner.

Learners should produce 10 constructs, assess each

construct and then plot the performance profile. They

should then assess the results and draw up a list of

their partner’s strengths and weaknesses.

Plenary: lead a discussion about the process of

performance profiling and what the learners identified

as the strengths and weaknesses of the process.

33 Linking psychological

interventions to skills that

athletes/exercisers need to

develop

IS Tutor presentation: outline the role of psychological

interventions and how they will specifically address

the psychological issues that a sportsperson is

experiencing.


learners produce a poster to show all the

psychological interventions, with links to the

psychological issues that they can be used to address.

Flip charts

Marker pens


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Lesson Topic Lesson


Independent learning activity: learners should

produce their own notes about which psychological

interventions can be used to address which

psychological issues.

34 How to address a case study IS, RS Tutor presentation: outline how to address a case

study by:

a) reading through carefully

b) identifying the key issues

c) identifying how these issues affect the

sportsperson

d) showing how theories help to explain the issues

affecting the sportsperson

e) describing the psychological interventions that

can be used to address the psychological issues

and improve performance

f) stating the expected outcomes.

Independent learning activity: provide learners

with copies of the Sample Assessment Material (SAM)

and ask learners to produce sample answers.

Plenary: ask learners to discuss how they addressed

the case study in the SAM.

Sample Assessment Material

35–40 Preparation for assessment IS, RS Independent study: provide learners with case

studies that they can use for practice. Learners should

revise the work they have completed for the unit.

Documents

BTEC NATIONAL SPORT AND EXERCISE CIENCE UNIT 3: …canonsladepe.weebly.com/uploads/2/6/3/0/26303363/...Lesson Topic Lesson type Suggested activities Classroom resources Topic A: Motivation