TUTOR TRaining wORkbOOk - Sports Leaders Training workbook ... Report on Tutor/Assessor performance Checklist SL0667 Issue 1 09/14 Yes No ... Getting across a badminton court without

TUTOR TRaining wORkbOOk

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Tutor Training Workbook

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Practical activities for teaching leadership skills

name of game/ activity

Leadership skill(s) focus Method


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Roles and responsiblities required to be undertaken for delivery of Sports Leaders UK qualifications

Role/Title Responsibilities

Tutor/Assessor (T/A)

Course Centre Manager (CCM)

Independent Assessor (IA)

Internal Verifier (IV)


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Internal Assessment Record - Individual Learner Learner Name Lauren Jones Tutor/Assessor Colin Smith

AAC Name The School AAC Number 0000 Course Number 013

Course Start Date 9th September Course Finish Date 20th December

Learning Outcomes and Assessment Criteria Date Method OutcomeComments - What did you see/hear that proves competence?

Unit 3: Lead activities that promote a healthy lifestyle1. Identify the factors that contribute to a healthy lifestyle.

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

14/10 written P Worksheet in Learner Evidence Record

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

2.1 Plan an activity session which is designed to increase participants’ heart rate.

16/10 written plan

P Worksheet

2.2 Lead an activity session which is designed to increase a participants’ heart rate.

18/10 observation video

P

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

18/10 written review and verbal discussion

P Lauren showed a good understanding of the strengths and weaknesses of her session.

2.4 Agree what could be improved for future sessions.

18/10 written review and verbal discussion

P Lauren made appropriate suggestion to improve the session in future


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Unit 3 – Lead activities which promote a healthy lifestyle

Learning Outcome assessment Criteria Minimum knowledge/action

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

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

Identify a minimum of one affect on a person’s health and fitness (as guided in the Tutor Resource) for each of the listed factors.

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

2.1 Plan an activity session which is designed to increase participants’ heart rate.

Plan a minimum of one activity session that will raise participants’ heart rate.

2.2 Lead an activity session which is designed to increase a participants’ heart rate.

Lead for a minimum of 10 minutes and identify basic visual signs of raised heart rate on at least one occasion.

2.3 Review the activity session and explain what went well and what

did not go so well.

Identify a minimum of one area that went well and one area that did not go so well following a session/activity that the learner has led on at least one occasion.

2.4 Agree what could be improved for future sessions.

Agree on a minimum of one improvement that could be made to the session.

Minimum knowledge Expected of Learners


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For each of the factors below identify a minimum of one affect on a person’s health and fitness.

Exercise: Exercise is an essential part of a healthy lifestyle, Not only does regular exercise help to maintain overall fitness and manage weight loss, it can lower the risk of many life threatening conditions.

Smoking: Smoking kills more that 120,000 peoppel in the UK every year and is the biggest avoidable cause of cancer, with responsibility for a third of all cancer deaths.

Drugs: Drugs can affect the brain and can lead to mental health issues.

Alcohol: There are many long-term effects of drinking too much alcohol. These include stomach disorders such as ulcers and gastritis, cancer of the mouth, throat and gullet, liver cirrhosis, brain damage, high blood pressure and problems with the nervous system, such as pain in the legs and arms.

Diet: Obesity is increasing worldwide and is becoming one of our most serious health problems. In the UK about two thirds of adults are overweight and almost a quarter of the population is obese.

Age: Doing regular activity can help to reduce the risk of heart disease, diabetes and stroke - all diseases that we become more susceptible to as we get older.

Environment: In some rural areas lack of facilities can inhibit participation. In other areas provision can sometimes be run down, poorly maintained and generally not cared for.

To complete the evidence for Unit 1 and 3 the Tutor/Assessor observation sheet must also be completed.

Pass / DeferDate:

_________

Evidence for Unit 3

Tutor/Assessor feedback:

Good examples used, some interesting facts!

Action plan for learner:

It ’s clear to see in places you have cut and pasted information – try to put things into your own words.

Tutor/Assessor signature: __________________________________

T/A decision

C. Faley (AC 3.1.1)


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page 7

Level 1 Award in Sports Leadership151

Candidate Worksheet 3.7Continuous activity session

Type of activity:(For example, running, stepping, swimming and cycling)

Equipment needed:(For example, stopwatch, cones and benches)

Working area:(Where will participants stand or move from/to – draw the area if you like)

Organisation:(What will the participants need to do?)

Time:(Is there a time limit for participants to complete the activity or will they each be timed?)

Scoring system:(What happens to the results?)

Beans game - running activity with different movements to make the heart beat faster.

Set out area in Sports Hall with cones for safety.

Group sits in coned area while I explain the game, then stay in area while playing beans game.

Run around in area, when I call out type of bean participants will pretend to be like that.

Beans: Broad, Runner, Baked, Jelly, Jumping, Chilli and Magic.

5 minutes

Ask group if they are feeling warmer, breathing faster and feel their heart beating stronger.

C Smith AC (3.2.1)


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page 8


Candidate Worksheet 1.17Self evaluation form

1. What went well in my session? What am I pleased with?

2. What didn’t go so well? What am I disappointed with?

3. What lessons have I learnt?

4. What will I do differently next time?

I am pleased with the group because they listened to me and did what I asked them to do.

The game went on too long and the group could have got bored.

Not to hold my session plan in front of me when giving group instructions.

Ask the group to give their ideas for beans.Ask the group which beans made their breathing faster or slower.

C Smith (AC 3.2.3/AC3.2.4)


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Candidate Worksheet 1.3

DATE: NUMBER OF PARTICIPANTS:

AGE GROUP: GENDER:

AIM/PURPOSE OF SESSION: EQUIPMENT:

WARM-UP ACTIVITY: ORGANISATION/THINGS TO REMEMBER:

MAIN ACTIVITY: ORGANISATION/THINGS TO REMEMBER:

GAME ACTIVITY: ORGANISATION/THINGS TO REMEMBER:

COOL DOWN: ORGANISATION/THINGS TO REMEMBER:

1 July

Year 7

To learn how to dodge

Teacher to lead.Jogging, side stepping, hopping and stretching.

Partner to lead. How to dodge. 1 v 1. Getting across a badminton court without being tagged

Rock, paper scissors, catch. Play game as a team. Winning team has to tag losing team.

Slow jog around hall.

1 stretch for arms.2 stretches for legs.

12

Mixed

Hall

Help teacher- demonstrate stretch to do.

Split group into pairs. Tell group they are going to have to pretend to go one way before going another way to avoid being caught.

Split group into 2 teams. Start from basketball centre circle.

Why do a cool down? Ask group.

Keep it slow.


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Internal Assessment Record - Individual Learner Learner Name Tutor/Assessor

AAC Name AAC Number Course Number

Course Start Date Course Finish Date

Learning Outcomes and Assessment Criteria Date Method OutcomeComments - What did you see/hear that proves competence?

Unit 1: Plan, lead and review a sport/activity1. Take part in the planning of a sport/activity.

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

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

1.3 Describe the structure of a sport/activity session.

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

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

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

2.1 Assist in the leading of a sport/activity.

3. Understand how to communicate with participant/s.

3.1 Describe different elements of communication.

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

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

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

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

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

5.2 Agree what could be improved for future activities.

Unit 2: Developing leadership skills1. Understand the skills, qualities and values that a leader will need.

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

2. Motivate participants.

2.1 Identify a range of ways to motivate others.

2.2 Apply a range of motivation methods to motivate others.

3. Manage participant behaviour.

3.1 Identify types of behaviour which are and are not acceptable as:• A leader• A participant


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Minimum knowledge Expected of Learner

Level 1 Award in Sports Leadership


Unit 1 – Plan, lead and review a sport/activity

Take part in the planning of a sport/activity.

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

• Know what is required for at least five of the planning factors listed in the Tutor Resource.

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

• Know a minimum of three ways to find out information about a sport/activity and how to use it in a plan.

Describe the structure of a sport/activity session.

• Know the purpose of at least three components that make up a basic structure of a session i.e. Warm up, Skill development, Game activity.

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

• Explain how an activity would differ due to both the age and the ability of participants on at least one occasion.

Assist in the planning of a sport/activity session.

• Assist with the planning of a minimum of one component of a session.


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Minimum knowledge Expected of Learner

Level 2 Award in Sports Leadership


Unit 1 – Plan, lead and review a sport/activity

Plan a sport/activity session.

Create a session plan which includes:• Preparation and use of facilities.• Preparation and use of equipment.• Preparation and management

of participants.• Organisation within the session.

• Produce a structured session plan showing organisation in at least three components of a session plan.

• List three ways of preparing the facilities, three ways of preparing the equipment and three ways to ensure participants are ready for participation.


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Activity - Team DiamondSplit the leaders into groups. Each group is required to consider the importance of each of the leadership attributes listed below:

Each group should put the cards into order of importance in a diamond shape as shown below. The attribute they feel is the most important to a leader should be placed at the top and the least important attribute at the bottom of the diamond.

Each learner can complete a spider web analysis (example on page 54) to analyse their own leadership attributes. (Learning Outcome 1 is supported by this activity).

Good communicator Encouraging Sense of humour Sociable

Diplomatic Imaginative Determined Competent

Your choice Flexible Organised


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Activity – ‘Politically correct’

wheelchair bound Has ... (a particular condition)

Mentally handicapped wheelchair user

Learning difficulties Mentally disabled

Person with a physical impairment Handicapped person

Person who has a learning impairment The disabled

People with disabilities Disabled people

Older person/people The elderly

able-bodied people normal people

Mental illness non-disabled person

Spastic Mental health challenge

Mongolism a person who has cerebral palsy

Deaf mute a person with downs syndrome

Dumb Profoundly deaf

Victim of ... Hearing impairment

Afflicted by ... Speech impairment

Stricken by ... Deaf people

Sufferer of ...


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Answers to the following questions will provide a pathway to delivering a Sports Leaders UK qualification:

ACTION PLAN

Is my organisation already an Approved Assessment Centre (AAC)?

If not, when am I going to apply to be one?

Which course/courses am I going to deliver?

When will my course start/finish?

Do I have access to a current electronic Tutor Resource (TR)?

How will I recruit learners for my course?

Who will be my:• Course Centre Manager (CCM)?• Tutor/Assessors (T/A’s)?• Independent Assessor(s) (IA’s)?• Internal Verifier (IV)?• Quality Assurance Officer (QAO)?• Regional Customer Service Adviser?

How many weeks do I plan to run my course over?

How long will each session be?

Will my learners already have evidence of achievement that I can use against any of the units?

How will I use the Learner Evidence Record?

Do I need to source any kit/equipment?

Is there anyone I could link with to support me with running the course (guest speakers, other T/A’s)?

23-25 Linford ForumRockingham DriveLinford woodMilton keynesMk14 6LY

Tel: 01908 689180Email: [email protected]

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Documents

TUTOR TRaining wORkbOOk - Sports Leaders Training workbook ... Report on Tutor/Assessor performance Checklist SL0667 Issue 1 09/14 Yes No ... Getting across a badminton court without