1st4sport level 3 certificate in understanding sports ......1st4sport level 3 certificate in...

1st4sport Level 3 Certificate in Understanding Sports Performance (QCF)

Qualification Specification Version 3: 16 February 2017

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also comply with the following addendums to ensure full deployment of the standards required to be maintained:

The Learner Pack

The Tutor, Assessor, Verifier Guidance

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© Coachwise Ltd, 2017

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted

under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,

electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to

1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

The Ofqual, Welsh Government and SQA Accreditation recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the

national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

National/Qualification Accreditation Number: 601/4176/1

Qualification accreditation date: 31 July 2014

Specification publication dates:

V1 01 August 2014: Initial specification

V2 1 December 2014: Content rationalised, Conditions amended to encompass evidence requirements, no technical amends

V3 16 February 2017: Unit specification inserted into appendix. No technical amends made.

mailto:[email protected]

http://www.1st4sportqualifications.com/

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Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification regulation details and dates Qualification structure and units

1

Qualification Purpose Statement

Overview Progression Support

3

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator QCON 1.4 Qualification tutors QCON 1.5 Qualification assessors QCON 1.6 Qualification internal verifiers QCON 1.7 Qualification delivery sites, facilities and environment QCON 1.8 Qualification equipment and clothing QCON 1.9 Qualification materials QCON 1.10 Qualification fees

4

Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course/programme administration QCON 2.2 Learner enrolment, agreement and registration period QCON 2.3 Learner eligibility and pre-requisites QCON 2.4 Learner eligibility and barriers to access QCON 2.5 Learner inductions

11

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and assessment hours QCON 3.2 Training and assessment programme QCON 3.3 Assessment specification QCON 3.4 Assessment methods and materials QCON 3.5 Assessment eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments

15

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal verification strategy QCON 4.2 Internal verification sampling QCON 4.3 Internal verification interventions

21

Communications and Contacts

22

Appendix: Unit specifications for the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF)

23

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Introduction to the Qualification The 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) is awarded by 1st4sport and has been developed in consultation with industry experts in the area of sports performance and SkillsActive, the Sector Skills Council for Active Leisure, Learning and Well-being. The Certificate is a knowledge-based qualification that provides learners with an opportunity to be assessed on their knowledge and understanding of the role and requirements of an elite sports performer. The qualification is aimed at identified talented sports performers who have entered in to a training and development programme within their sport, and in conjunction with the appropriate governing body of sport. This qualification sits on the Qualifications and Credit Framework (QCF) and is solely administered and awarded by 1st4sport Qualifications as the recognised awarding body. Qualification Regulation1 Details and Dates

Qualification Title Qualification No. GLHs Level Credit

1st4sport Level 3 Certificate in Understanding Sports Performance (QCF)

601/4176/1 220 3 29

Regulation Dates

Qualification regulation start date 31 July 2014

Qualification review date 31 December 2018

Certification end date 31 December 2021

Qualification Structure and Units The 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) comprises of 9 mandatory units of assessment. To qualify for the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF), learners must successfully achieve 29 credits from all mandatory units. Achievement of the qualification is normally through attendance on a programme of training and assessment. The unit specifications for the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) are contained within the appendix of this Specification.

Title Accreditation No. GLHs Level Credit

1 Understanding technical skills to achieve excellence in sport

H/506/2834 30 3 4

2 Understanding tactical skills to achieve excellence in sport

H/506/1084 30 3 4

3 Understanding physical capability to achieve excellence in sport

Y/506/1079 30 3 4

4 Understanding nutrition to achieve excellence in sport

L/506/4500 20 3 2

5 Understanding psychological skills and attitudes in relation to excellence in sport

H/506/4499 30 3 4

1 This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found through this link.

http://ec.europa.eu/ploteus/search/site?f%5b0%5d=im_field_entity_type%3A97


Title Accreditation No. GLHs Level Credit

6 Understanding lifestyle to achieve excellence in sport

M/506/1069 15 3 2

7 Understanding how to develop own career in sport

K/506/1068 15 3 2

8 Understanding communication and teamwork to achieve excellence in sport

H/506/0940 30 3 4

9 Understanding health and safety at training and competition venues

M/506/0973 20 2 3


Qualification Purpose Statement Overview What does this qualification cover? The objective of the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) is to provide learners with the opportunity to gain the knowledge, understanding, credit and a qualification in understanding how an elite sports performer needs to operate within, and contribute to, the training environment within their chosen sport. The learner will understand how to help to plan, manage and evaluate their training programme and the impact their sport has on their life. Who is this qualification designed for? The 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) is aimed at identified talented sports performers who have entered in to a training and development programme within their sport, and in conjunction with the appropriate governing body of sport. Progression What could this qualification lead to? The qualification may be used to further a learner’s involvement and career progression within their chosen sport. The qualification is currently the knowledge component of the Advanced Apprenticeship in Sporting Excellence. For further information about this Apprenticeship Framework, please visit www.skillsactive.com or the Apprenticeship Frameworks Online website at www.afo.sscalliance.org/frameworkslibrary Support Who supports this qualification? The 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) is awarded by 1st4sport and has been developed in partnership with industry experts in the area of sports performance and SkillsActive, the Sector Skills Council for Active Leisure, Learning and Well-being. The qualification is also required to be delivered in partnership with a governing body of sport as part of their talent development pathway.

http://www.skillsactive.com/

http://www.afo.sscalliance.org/frameworkslibrary


Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied, which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities. SkillsActive as the Responsible Sector Skills Council for the Level 3 Certificate in Understanding Sports Performance (QCF) and National Governing Body of Sport Agreement This qualification is only available to centres working in partnership with a National Governing Body of Sport who is engaged in the Advanced Apprenticeship in Achieving Excellence (AASE) programme. Centres wishing to deliver this qualification must have sought approval to do so with both SkillsActive and the appropriate NGB. Appropriate evidence to confirm such support must accompany your approval application. If SkillsActive and/or NGB approval has not been sought, please let us know which NGB you require the contact details for and we will endeavour to put you in contact with the appropriate department.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum2:

an appointed Qualification Administrator

an appointed Quality Coordinator

at least one appropriately qualified Tutor

at least one appropriately qualified Assessor

at least one appropriately qualified Internal Verifier (IV)3

To ensure the appropriate support for, and monitoring of, learners during practical or theory sessions which are taught, it is recommended to operate at a ratio of one appropriately qualified tutor to a maximum of 20 learners.

Must be evidenced in the Staff section of Athena, the 1st4sport Quality Assurance System4. Each member of staff must be named and linked to the qualification and role. This information must be current at all times and include as a minimum:

an appointed Qualification Administrator

an appointed Quality Coordinator

at least one appropriately qualified Tutor

at least one appropriately qualified Assessor

at least one appropriately qualified Internal Verifier (IV)

Tutors, assessors and internal verifiers are required to upload onto the staff section of Athena, their up to date CVs and copies of their valid and authentic certificates to evidence their competencies

2 One person may fulfil a number of the required roles. The tutor and assessor is often the same person. 3 Internal verifiers must not tutor or assess on a course where they are completing the internal verification. 4 To gain access to Athena, please request this via [email protected].



QCON 1.1 Qualification workforce capacity and ratios (cont.)

Conditions Evidence: ratios

To ensure the appropriate support for, and monitoring of, learners during assessments, the assessment of the qualification is recommended to operate at a ratio of one appropriately qualified assessor to one learner. This does not mean that centres need an equal number of assessors to learners, but that assessments must take place on a one-to-one basis; assessors may only assess one learner at any given time.

Must be evidenced through:

course/programme attendance registers for staff and learners

course/programme authorisation requests to 1st4sport

IV sampling plans and reports.

QCON 1.2 Qualification administrator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification administrator responsible for timely, accurate qualification administration activities. All administration activities must comply with the 1st4sport Position Statement: Qualification Administration.


course authorisation and any related activities

learner registration and any related activities

learner certification and any related activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.


qualification resource records (staff, sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records.


QCON 1.4 Tutor

Conditions Evidence: initial competence

If the recognised centre are delivering taught sessions, then they are required to recruit and deploy a tutor who is required to:

hold a Level 3 Award in Education and Training (QCF) or an equivalent5.

have up to date working knowledge and experience of best practice in tutoring;

have experience of delivering to learners;

be occupationally competent in the area of elite sport

have up to date working knowledge and experience of best practice and developments in the elite sport industry

have experience of performing at an elite level (national and international) or coaching the required sport at elite level (talent ID, national and international)

show current evidence of continuing professional development in tutoring/training

receive an appropriate induction to the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF)

Anyone wishing to tutor the Level 3 Certificate in Understanding in Sports Performance (QCF) qualification MUST meet all of the required criteria. Unqualified tutors are not permitted to deliver these units unsupervised. Should an unqualified tutor be used they must have their delivery observed by a qualified tutor.


1st4sport approval of each tutor listed as a Tutor via the Athena Staff tab.

Evidence: ongoing competence


standardisation attendance and activities

assessment records

internal verification reports and action responses

external verification reports and action responses (Athena).

5 Equivalent qualifications include the Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector

(QCF); the Level 3/4 Certificate in Teaching in the Lifelong Learning Sector (QCF); the Level 4 Certificate in Education and Training (QCF), the Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF); or any equivalent teaching qualification in FE/post compulsory education


QCON 1.5 Assessors6


The recognised centre is required to recruit and deploy an assessor who should:

hold a Level 3 Award in Assessing Competence in the Workplace (QCF); or an equivalent7

have up to date working knowledge of best practice in assessment and quality assurance;

have experience of assessing learners; have up to date working knowledge of best

practice and developments in the elite sport industry;

have experience of performing at an elite level (national and international) or coaching the required sport at elite level (talent ID, national and international)

show current evidence of continuing professional development in assessment and quality assurance


Anyone wishing to assess the Sports Performance units of the Level 3 Certificate in Understanding Sports Performance (QCF) who does not hold the required qualifications, can do so as long as they achieve the qualification concerned within a 12 month period of the start date of the first course/event they are associated with. Unqualified assessors must have their assessment decisions countersigned by a qualified assessor.


1st4sport approval of each Assessor listed as an Assessor via the Athena Staff tab.



standardisation attendance and activities

assessment records



6 An independent assessor may also be present in order to assist with impartial decisions during final

assessment. 7 Equivalent qualifications include the Level 3 Certificate in Assessing Vocational Achievement (QCF); or the

ENTO units A1 Assess Candidate Performance Using a Range Of Methods or D32 Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence


QCON 1.6 Internal verifiers


The recognised centre is required to recruit and deploy a qualified Internal Verifier who should: All Internal Verifiers should:

hold a Level 3 Certificate in Assessing Vocational Achievement (QCF); or an equivalent8

hold the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or an equivalent9

have up to date working knowledge and experience of best practice in assessment and quality assurance;

show evidence of continuing professional development in assessment and quality assurance


Anyone wishing to internally verify the Level 3 Certificate in Understanding Sports Performance (QCF) who does not hold the required qualifications, can do so as long as they achieve the qualification concerned within a 12 month period of the start date of the first course/event they are associated with. A fully qualified verifier must support/counter-sign all verification decisions by verifiers who are still working towards certification. 1st4sport recognised centres may have additional generic criteria and personnel specifications in addition to the above. The Internal verifier is responsible for the consistency of standards across all assessments. Internal verifiers should observe each assessor conducting assessments at regular intervals. The reliability, validity and authenticity of evidence must be checked during these observations.


1st4sport approval of each approved internal Verifier listed as an internal verifier via the Athena Staff tab.



recorded standardisation activities

internal verification records (implementation of sampling and reports)

external verification reports and action responses (Athena)

8 Equivalent qualifications include A1 Assess Candidate Performance Using a Range Of Methods or both D32

Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence 9 Equivalent qualifications include V1 Conduct Internal Quality Assurance of the Assessment Process; or D34

Internally Verify the Assessment Process


QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of learning and assessment. These must comply with health and safety regulations and have in place appropriate access arrangements.

Learning programme delivery and assessment should only take place in environmental conditions where the level of light and temperature are appropriate to the needs of participants and learners.


inventories and dynamic risk assessments

internal verification reports

external verification reports (Athena).

QCON 1.8 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of learning and assessment which must comply with accepted health and safety practice.

The recognised centre must ensure that all learners and persons being coached wear appropriate sports apparel.


pre-course instructions on clothing to learners

inventories and dynamic risk assessments

internal verification reports

external verification reports (Athena)

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to ensure that the Tutor/Assessors have the following materials available:

1st4sport Qualification Specification

1st4sport Tutor, Assessor, Verifier Guidance

The materials provided by 1st4sport to facilitate the assessment are provided to promote consistency of assessment standards across centres over the life of the qualification. Centres can use appropriate and credible alternatives as agreed with the 1st4sport External Verifier.

The recognised Centre is also required to ensure that learners are provided with the a 1st4sport Learner Pack which includes the:

1st4sport Mapping Templates

1st4sport folder


pre-course instructions to learners

inventories




QCON 1.10 Qualification fees10

Conditions Evidence: fees

The recognised centre is required to pay a £35 learner registration and certification fee per registered learner when the course is authorised with 1st4sport within the appropriate timescales. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


pre-course marketing tools

pre-course instructions through communications to learners

course authorisation requests to 1st4sport and related payment logs

10 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack service for additional £5 fee per learner (plus VAT where this is applicable).


Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: course programme

Recognised centres should utilise the 1st4sport centre portal11 to authorise courses, register and certificate learners. All qualification administration activities must be conducted in accordance with the 1st4sport position Statement: Qualifications Administration


course authorisation records, related updates and communications

learner registration records, related updates and communications

learner certification records, related updates and communications

QCON 2.2 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. In doing so relevant learner information must be collected and initial assessment of learner’s eligibility be conducted. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in accordance with the Learner Agreement/Contract sportscoach UK code of conduct

make all relevant payments

understand that the registration period for this qualification is 36 months, in which time they must complete all aspects of their learning and assessment including reassessments.

attend all components of the learning and assessment programme (unless other arrangements have been made related to RPL)

comply with recognised centre policy and procedure

comply with the qualification conditions, 1st4sport policy, position statements and related processes


learner application forms or web based application services

signed learning agreements/contracts12

11 To gain access to this system the centre needs register interest with 1st4sport and been issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected] 12 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.



QCON 2.3 Learner Eligibility and Pre-requisites

Conditions Evidence: pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that the pre-requisites to registration and certification are considered and the outcome recorded during the application process. Prior to registration learners are required to:

be accurately identified13

be 16 years of age or over

be enrolled on the Advanced Apprenticeship in Sporting Excellence programme14 with a recognised governing body of sport

be able to communicate effectively in English15 (this includes listening, speaking, reading and writing).

This qualification and standards have been designed for athletes who have the realistic potential to achieve excellence in their sport and are seeking, as their main career goal, to perform at the highest level, for example at national or international level. Centres must give careful consideration to this requirement when recruiting learners for this NVQ Diploma.


learner records containing personal data which includes their title, name, date of birth, address, gender, nationally, ethnicity, disability and access needs

learner identity check details containing the type of proof, the reviewer’s name and the date confirmed

confirmation from the NGB that the learners is enrolled on the AASE programme

records of activities to check understanding of the English language (where this is deemed to be necessary).

13 The identify check must be completed in the course induction 14 Athletes can only gain access to AASE if they are:

Identified by their National Governing Body (NGB) of sport and are receiving support from lottery funded world class programmes,

involved in the Talented Athlete Scholarship Scheme (TASS), contracted, full time, apprentices at professional sports clubs, involved in an ‘academy environment’ with a professional sports club.

Enquiries regarding eligibility and entry to the AASE programme should be referred to the NGB of sport concerned. 15 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


QCON 2.4 Learner Eligibility and Barriers to Access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 201016 and its protected characteristics. The barriers to access to this qualification which preserve the integrity, the technical requirements and safety of learners and participants include:

age – individuals under the age of 16 are not permitted to attend this qualification. This serves to prevent inexperienced coaches working. As a result no adjustments to this barrier can be applied.

race – individuals who are not English, Welsh or Irish and/or those who do not speak these as a first language may be prevented from accessing the qualification if they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied.

disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being

pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.

Where learners have declared disability, pregnancy or maternity barriers, reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements.


learner application forms or web-based application services

reasonable adjustment requests (Athena) and clearly implemented arrangements.

16 There are no barriers to access on the ground of marriage, religion or belief, sex, sexual orientation or gender transformation.


QCON 2.5 Learner Inductions


The recognised centre is required to provide an effective qualification/course induction to all learners which introduces:

the individual members of the centre’s workforce and what their role will be

the centre’s policies and procedures which as a minimum must cover:

- health and safety - equality and diversity - data protection - child/vulnerable adult safeguarding - appeals - complaints - malpractice/maladministration

information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria

the learning and assessment strategy and published programme

individual learning plans

links to National Occupational Standards and functional skills (where these exist)

the position of the qualification in relation to others and any progression opportunities

any quality assurance (IV or EV) activities that are scheduled.


induction attendance registers and records

policy booklets or signposts

induction documentation


Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: inductions

The standardised assessment materials are provided within the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) Learner Pack. Guidance on how to use these materials is provided within the Level 3 Certificate in Understanding Sports Performance (QCF) Tutor/Assessor/Verifier Guidance. This is aligned to the recommended guided learning hours for the qualification which are approximately 220 hours depending upon learners’ needs. In doing so the recognised centre must ensure that the 9 mandatory units are completed, giving learners a minimum of 29 credits. Each credit is equivalent to 10 hours of learning time.


marketing tools (where these exist)

Learning and Assessment Programme per course

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course length

The recognised centre is required to provide learning opportunities to ensure the learners are able to meet all learning outcomes and assessment criteria. The centre should develop a structured learning program to ensure this is achievable. In developing the programme the following must be considered:

all learning outcomes

assessment opportunities and the assessment criteria

learner’s individual needs

the learners’ registration period (three years).


the learning program (which may be evidenced through individual assessment plans if learners are completing the qualification on a rolling basis rather than on a structured program of learning)

course administration records

learning and assessment records per course




QCON 3.3 Assessment Specification

Conditions Evidence: assessment

There must be evidence that the learner possesses all of the knowledge and understanding shown in the learning outcomes headed ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. The 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) is to be assessed and verified by an appropriately qualified assessor and internal and external verifiers. Prior to an assessment taking place, the assessor will thoroughly brief learners on the requirements as outlined in the qualification. Learners will then be assessed against the assessment criteria and assessment requirements of the qualification only. All assessment evidence once complete should be stored in the Learner Pack and the outcomes recorded on the Record of Achievement (RoA). An assessment should take place as and when the learner is ready for it. However, on rare occasions, assessments may be opportunistic, as, for example, when an assessor witnesses a learner coping with a health and safety issue. Most assessments can and should be planned ahead of time. Intermittent but predictable tasks can be planned for, and periods when it will not be possible to assess can also be identified. There are no hard and fast rules about how long the assessment of any Unit should take. For the assessor and learner, however, it is clearly reasonable to bring the process of assessment to a conclusion at some agreed point, and assessors need to beware of the dangers of over-assessment.


a record of learners attendance and achievement of each unit, the assessor and completion dates

completed record of achievement

assessed and annotated assessments contained within the 1st4sport Learner Packs in line with the 1st4sport Tutor, Assessor, Verifier Guidance




QCON 3.4 Assessment Methods and Materials

Requirements for training and assessment

Whilst the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) is broken down into separate units, the training programme of the learner is not; elements are interlinked and threaded through their training regime. This means that as they complete their training, they will generate evidence across a number of units. Using this evidence for all the units it relates to is part of Holistic Assessment. Many of these units cover inter-related aspects and much of the naturally occurring evidence for these is likely to come from observing the learner going about their normal day-to-day activities in their sports training environment. For this reason, it is strongly recommend that, if the learner is attempting the whole of the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) that inter-related units are assessed together in a holistic manner. In other words, when assessor visits and meetings occur, the assessor is strongly advised not to consider evidence on separate occasions for each of these units, but to visit the sports training location, consider the learner’s ‘work’ and identify how the evidence the learner generates matches the requirements of any units the learner is completing. Separate assessments for units should only be necessary if the learner is not attempting the whole of the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF), but seeks unit accreditation only. If more than one unit is being attempted, opportunities should also be sought for a ‘holistic’ approach wherever possible. Once enough assessment has taken place for the assessor to make a judgement about the learner’s competence in a Unit, it is very important that this judgement should be clearly explained to the learner. Time should be set aside for feedback and deciding what steps to take next, whether this be to collect more evidence, to plan another assessment, or to arrange for further training and development for the learner. The assessment methods selected must be valid, reliable, fair, free from bias, fit for purpose and appropriate to the context, taking into account the needs of each cohort and individual learner. The learning outcomes detailed within the units require the learner to ‘Understand’ or ‘Know’. The following assessment methods are valid but are not limited to:

Professional discussion

Portfolio of evidence

Reflective diary on own practice in an appropriate working environment

Written assignments

Projects/case studies

Coursework

Task based controlled assessment Choosing a valid method As a mode free qualification, the method of assessment and style of delivery can and should be varied to offer a personalised approach for each learner. Therefore assessment can take place throughout the learning programme and it can vary from individual to individual and course to course. The assessor should be trained and equipped to produce an effective assessment plan to maximise the achievement and support progression of their learners.


QCON 3.4 Assessment Methods and Materials (cont)

Requirements for training and assessment (Cont)

It is not acceptable to use evidence that the learner knows something to infer that they will be able to do it. Neither is it acceptable to use evidence of the learner being able to do something to infer knowledge. This approach was sometimes used in the past with the assessment of National Vocational Qualifications (NVQ). It is important to note that each QCF assessment criterion begins with a verb such as ‘describe’, ‘identify’ or ‘explain’. Therefore, there must be explicit evidence from discussions with the learner, assignments, projects or case studies that they can ‘describe’, ‘identify’ or ‘explain’ as required. This cannot be reliably inferred from watching a learner do/demonstrate a related activity. Assessment tasks and activities chosen should enable learners to produce sufficient, authentic, current, valid and reliable evidence that relates directly to the specified criteria. Any assessment tasks and activities created must go through internal quality assurance prior to being used. Sufficiency of evidence To achieve a learning outcome the learner must show evidence that they have met all of the assessment criteria attached to that learning outcome. However, this does not mean that different pieces of evidence must be used for each assessment criterion. It is possible one piece of evidence generated by the learner may meet the requirements of several assessment criteria and perhaps across more than one learning outcome or unit. Similarly, an observation of a learner may generate evidence for other assessment criteria, learning outcomes or units. Authenticity of evidence Evidence used to assess learning outcomes and assessment criteria must be generated by the learner without help from others. For example, workbooks in which the learner has simply copied information as supplied by a tutor cannot be used as evidence of their knowledge; neither can written assignments that have been plagiarised. Currency of evidence Evidence produced by the learner must be relevant at the time of assessment and reflect current workplace processes and equipment. For example, evidence generated in a period of out of date legislation cannot be used as evidence of their current knowledge Validity of evidence Assessment tasks must be able to effectively measure the learner’s attainment at the required level of achievement. Evidence produced by learners must focus on the appropriate knowledge and skills relevant to the assessment criteria. Reliability of evidence Assessment tasks should be consistent across all learners, over time and at the required level. Therefore meaning assessors acting independently, using the same criteria and assessment tasks would come to the same judgement about a given piece of work. It is important to ensure explicitness in setting expectations is applied to ensure reliability.


QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners who have attended the full programme of learning are given opportunities to be assessed within their period of registration for the qualification.


Programme of Learning and Assessment

registers and/or records of attendance

QCON 3.6 Assessment Process

Conditions Evidence: assessment process

The recognised centre is required to ensure that the assessment process is managed effectively and ensures:

assessment plans and schedules are communicated to all affected

assessment briefings are completed with reference to the format of the assessment, what is expected of learners and the assessment criteria being used

the assessment is conducted in line with the 1st4sport Tutor, Assessor, Verifier Guidance

assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners.

Must be evidenced though:

records of attendance and achievement per task and unit, the assessor who conducted the assessment and completion date

assessed and annotated learner packs

completed observation checklists

assessor communications to administrators



QCON 3.7 Eligibility of Learners for Special Consideration


The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.


special consideration requests (Athena)

implementation of the arrangements.


QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have successfully completed all pre-requisites, assessment requirements and who have been confirmed by the tutor/assessor as eligible for certification are certificated. Where a verification sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.


assessment tracking and records

the assessor communications to the qualification administrator

administrator communications to learners



certification requests to 1st4sport.

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (three years). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.


re-assessment plans, tracking and records

Programme of Learning and Assessment per course

records of attendance and achievement per task and unit, the assessor who conducted the assessment and completion date

assessed and annotated learner packs

completed observation checklists

assessor communications to administrators




Section Four: Internal Quality Assurance

QCON 4.1 Internal Verification Strategy

Conditions Evidence: strategy

The recognised centre is required to have in place an internal verification strategy which includes strategic objectives which include, but are not limited to the following:

a selected sample of learner evidence and assessor feedback from 25% of registered learners is internally verified from 100% of the programmes authorised

all assessors and all types of assessment (including direct observation of assessment practice) are internally verified across all active assessment sites, over a twelve month period

four standardisation activities are conducted annually and focussed on assessment and internal verification

internal verification adopts a risk based approach and those assessor and assessments that are perceived as higher risk experience greater IV interventions and vice-versa.

Must be evidence through:

a current internal verification strategy document uploaded into the Documents section of Athena

an internal verification sampling plan template

internal verification report templates


QCON 4.2 Internal Verification Sampling

Conditions Evidence: sampling activities

The recognised centre is required to develop and implement sampling plans in accordance with the internal verification strategic objectives.


internal verification sampling plans


QCON 4.3 Internal Verification Interventions

Conditions Evidence: internal verification reports

The recognised centre is required to ensure internal verification interventions across all tutors/assessors at all sites and in line with the sampling plans include:

observation of assessments

sampling of assessment evidence

learner interviews (face to face/via telephone)

standardisation activities and/or meetings.





Communications and Contacts In an effort to reduce the costs of qualifications 1st4sport aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

Skills Active The Sector Skills Council for Active leisure, Learning and Well-being

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0207 840 1900

The Register of Regulated Qualifications:

The full list of regulated qualifications available from 1st4sport Qualifications is available through accessing the following this link.17

The Office of the Qualifications and Examination regulator (Ofqual)

Website: ofqual.gov.uk

Department for Education

Website: education.gov.uk

Learning Records Service

Website: learningrecordsservice.org.uk

17 Any changes to qualifications will be communicated with recognised centres via various means of communications.

http://www.skillsactive.com/


http://register.ofqual.gov.uk/Qualification?recognitionNumber=RN5216

http://ofqual.gov.uk/

https://www.gov.uk/government/organisations/department-for-education

https://www.gov.uk/government/organisations/skills-funding-agency


Appendix: Unit Specifications

Title: Understanding technical skills to achieve excellence in sport

Level: 3

Credit value: 4

Unit Aim

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers an understanding of how athletes develop technical skills in their chosen sport and includes understanding how to:

identify and agree a programme to improve technical skills

implement a programme to improve technical skills apply and evaluate technical skills in competition

Learning Outcomes The learner will:

Assessment Criteria The learner can:

1 understand the technical

demands and skill requirements of an elite athlete’s role in a sport

1.1 identify sources of information on the technical demands

and skills requirement of an elite athlete’s role in a sport

1.2 summarise the technical skills appropriate to excellence in an elite athlete’s role in a sport

1.3 describe the types of technical priorities that an elite athlete may have to concentrate on to achieve excellence in the role in their sport

2 understand how an elite

athlete works with coaching and other support staff to identify own technical needs

2.1 describe the types of assessments that are used to

analyse technical skills in a sport

2.2 explain how an elite athlete takes part in assessments to analyse technical skills in role(s) in a sport

2.3 explain how an elite athlete can help coaching and other staff to identify own technical needs

2.4 explain why it is important to contribute to the discussions and analysis of your own technical needs

3 understand the

importance of an elite athlete setting goals for own technical development

3.1 explain the importance of technical goal setting in

achieving excellence in sport

3.2 describe the types of technical goals that an elite athlete may need to set themselves

3.3 explain the main components of a technical development programme in an elite athlete’s role and how these components help to achieve individual goals

3.4 explain the importance of an elite athlete understanding and agreeing the technical goals they need to achieve





athlete applies themselves to a technical development programme

4.1 explain the importance of an elite athlete committing

themselves to a technical development programme

4.2 describe the types of behaviour that show an athlete is contributing positively to a technical development programme

4.3 explain why it is important that an elite athlete gives coaching staff objective feedback on how well the technical programme is meeting their needs


athlete applies themselves to a technical development programme (cont.)

4.4 describe the types of feedback an elite athlete should

provide during a technical programme

4.5 summarise ways in which a technical programme can be improved to meet individual athlete needs


athlete prepares and applies technical skills for competition

5.1 explain how an elite athlete can make best use of their

technical skills during competition

5.2 describe the types of technical pre-competition practices that can help an elite athlete prepare for competition

5.3 identify ways in which an elite athlete can help coaching staff to improve technical pre-competition practices

5.4 explain how an elite athlete can integrate technical, tactical, physical and mental skills to achieve excellence during competition


athlete can improve their technical performance through evaluation

6.1 explain the importance of evaluating an elite athlete’s

technical performance in competition

6.2 describe methods that can be used to evaluate an elite athlete’s technical performance in competition

6.3 explain how an elite athlete can contribute to evaluations of their competitive technical performance

6.4 explain how an elite athlete can use evaluations to make further improvements to their technical skills

Assessment requirements:

Learning Outcomes can be assessed by:

professional discussion oral questions and answers questions requiring written answers


Title: Understanding tactical skills to achieve excellence in sport

Level: 3

Credit value: 4

Unit aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers an understanding of how athletes develop tactical skills in their chosen sport and includes understanding how to:

identify and agree a programme to improve tactical skills implement a programme to improve tactical skills apply and evaluate tactical skills in competition



1 understand the tactical

demands and skill requirements of an elite athlete’s role in a sport

1.1 identify sources of information on the tactical demands

and skills requirement of an elite athlete’s role in a sport

1.2 summarise the tactical skills appropriate to excellence in an elite athlete’s role in a sport

1.3 describe the types of tactical priorities that an elite athlete may have to concentrate on to achieve excellence in the role in their sport


athlete works with coaching and other support staff to identify own tactical needs


analyse tactical skills in a sport

2.2 explain how an elite athlete takes part in assessments to analyse tactical skills in role(s) in a sport

2.3 explain how an elite athlete can help coaching and other staff to identify own tactical needs

3 understand the

importance of an elite athlete setting goals for own tactical development

3.1 explain the importance of tactical goal setting in

achieving excellence in sport

3.2 describe the types of tactical goals that an elite athlete may need to set themselves

3.3 explain the main components of a tactical development programme in a role and how these components help to achieve individual goals

3.4 explain the importance of an elite athlete understanding and agreeing the tactical goals they need to achieve





athlete applies themselves to a tactical development programme


themselves to a tactical development programme

4.2 describe the types of behaviour that show an elite athlete is contributing positively to a tactical development programme

4.3 explain why it is important that an elite athlete gives coaching staff objective feedback on how well the tactical programme is meeting their needs

4.4 describe the types feedback an elite athlete can provide during a tactical programme

4.5 summarise ways in which a tactical programme can be improved to meet individual needs


athlete prepares and applies tactical skills for competition


tactical skills during competition

5.2 describe the types of tactical pre-competition practices that can help an elite athlete prepare for competition

5.3 identify ways in which an elite athlete can help coaching staff to improve tactical pre-competition practices

5.4 explain how an elite athlete can integrate technical, tactical, physical and mental skills to achieve excellence during competition


athlete can improve their tactical performance through evaluation


tactical performance in competition

6.2 describe methods that can be used to evaluate an elite athlete’s tactical performance in competition

6.3 explain how an elite athlete can contribute to evaluations of their competitive tactical performance

6.4 explain how an elite athlete can use evaluations to make further improvements to their tactical skills





Title: Understanding physical capability to achieve excellence in sport

Level: 3

Credit value: 4

Unit aim

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers an understanding of how athletes develop their physical capability in their chosen sport and includes understanding how to:

identify and agree a programme to improve physical capability

implement a programme to improve physical capability apply and evaluate physical capability in competition



1 understand the physical

demands of an elite athlete’s role in a sport

1.1 identify sources of information on the physical demands

of an elite athlete’s sport

1.2 explain the physical demands placed on an elite athlete operating at the level of excellence in a role in their sport

1.3 describe the types of physical priorities that an elite athlete may have to concentrate on to achieve excellence in a role in their sport


athlete works with coaching and other support staff to identify own physical conditioning needs


analyse an elite athlete’s physical capability in a sport

2.2 explain how an elite athlete takes part in assessments to analyse physical capability in their sport

2.3 explain how an elite athlete can help coaching and other staff to analyse their assessment results and identify own physical need

2.4 explain why it is important to contribute to discussions and analysis of your own physical capabilities

3 understand the

importance of an elite athlete setting goals for own physical development

3.1 explain the importance of goal setting for physical

capability development in achieving excellence in sport

3.2 describe the types of physical goals that an elite athlete may set themselves

3.3 explain the main components of a physical conditioning development programme in an elite athletes’ role in sport, and how these components help to achieve individual goals

3.4 explain the importance of an elite athlete understanding and agreeing the physical goals they need to achieve




4 understand about injury,

injury prevention and recovery in own sport

4.1 describe the common types of injuries that affect an elite

athlete in the sport and the short, medium and long term effects of these injuries on their performance in a sport

4.2 describe ways an elite athlete can minimise the risk of injury

4.3 explain the psychological impact that injuries can have on an elite athlete’s performance

4.4 describe the main components of a programme to recover from injury both mentally and physically


athlete applies themselves to a physical conditioning programme


themselves to a physical conditioning programme

5.2 describe the types of behaviour that show an elite athlete is contributing positively to a physical conditioning programme

5.3 explain why it is important that an elite athlete gives coaching staff objective feedback on how well the physical conditioning programme is meeting their needs

5.4 describe the types of assessments that can be used to monitor and measure physical progress and how they work

5.5 explain the importance of monitoring an elite athlete’s response to a physical conditioning programme

5.6 describe the types feedback an elite athlete should provide during a physical conditioning programme

5.7 summarise ways in which a physical conditioning programme can be improved to meet individual athlete needs


athlete prepares and applies their physical capability for competition


physical capability during competition

6.2 describe the types of physical pre-competition exercises that can help an elite athlete prepare for competition

6.3 identify ways in which an elite athlete can help coaching staff to improve their physical pre-competition practices

6.4 explain how an elite athlete can integrate tactical, tactical, physical and mental skills to achieve excellence during competition





athlete can improve their physical training through evaluation


physical performance in competition

7.2 describe methods that can be used to evaluate an elite athlete’s physical performance in competition

7.3 explain how an elite athlete can contribute to evaluations of their competitive physical performance

7.4 explain how an elite athlete can use evaluations to make further improvements to their physical capability and the way they use them





Title: Understanding nutrition to achieve excellence in sport

Level: 3

Credit value: 2

Unit aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers the essential knowledge of nutrition that an athlete needs.



1 understand how an elite athlete can contribute to a nutritional strategy

1.1 explain the importance of nutrition to an elite athlete’s performance

1.2 evaluate the energy demands and particular nutritional needs of own role(s) in the sport

1.3 summarise the types of information an elite athlete can provide to coaching and/or other staff to devise a nutritional strategy

1.4 explain the impact of lifestyle and personal preferences when developing a nutritional strategy for an elite athlete

1.5 explain how an elite athlete develops a nutritional strategy to maintain and improve their performance

2 understand how to implement and review a nutritional strategy for an elite athlete

2.1 explain why an elite athlete should ensure that people who provide meals understand and support the nutritional strategy

2.2 explain why it is important for an elite athlete to comply with a nutritional strategy before, during and after competition and training

2.3 describe the types of information that coaching and/or other staff may need to evaluate an athlete athlete’s nutritional strategy

2.4 explain the types of improvements that can be made to nutritional strategies to meet individual needs

3 know about the risks of drugs in own sport

3.1 identify the types of banned substances that athletes in own sport should not use

3.2 explain why banned substances are dangerous and not approved in own sport

3.3 explain the principle of strict liability in the context of drug testing

3.4 explain the requirements for drugs testing in own sport and why they must be followed

3.5 describe what an elite athlete must do to ensure they comply with drug testing procedures, including in and out of competition and when training venues change

3.6 describe what an elite athlete must check for when taking supplementation or medicines and who could best advise them in such situations


Title: Understanding psychological skills in relation to excellence in sport

Level: 3

Credit value: 4

Unit aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers the development of attitudes and psychological skills in the chosen sport and includes contributing to:

identifying and agreeing a programme to improve attitudes and psychological skills

implementing a programme to improve attitudes and psychological skills

applying and evaluating attitudes and psychological skills in competition



1 understand the

psychological and emotional demands of own role in the sport

1.1 identify sources of information on the psychological

demands of an elite athlete in their role(s) in the sport needs

1.2 summarise the psychological and emotional demands of own role(s) in the sport

1.3 describe the types of psychological p priorities that an elite athlete in their role(s) may have to concentrate on to achieve excellence


athlete works with coaching and other staff to identify their own psychological and emotional needs in relation to the sport

2.1 describe the types of assessments that may be used to

develop a psychological skills profile for an elite athlete

2.2 explain how an elite athlete can work best with their coaching and/or other staff on improving own psychological skills and attitudes

2.3 explain the importance of an elite athlete providing own views and opinions during the analysis of their psychological skills and attitudes

3 understand the

importance of an elite athlete setting goals for their own psychological and emotional development in the sport

3.1 explain the importance of psychological skills and

attitudes in goal setting in achieving excellence in sport

3.2 describe the types of psychological skills and attitude goals that an elite athlete may need to set themselves

3.3 explain the importance of an elite athlete understanding and agreeing the psychological skills and attitude goals they need to achieve

3.4 state the main components of a programme to develop psychological skills and attitudes for an elite athlete in their sport and how such a programme should help to achieve individual goals





athlete applies themselves to a programme to improve psychological skills and attitudes


themselves to a programme to improve their psychological skills and attitudes

4.2 describe the types of behaviour that show an elite athlete is contributing positively to a programme to improve psychological skills and attitudes

4.3 explain why it is important that an elite athlete gives coaching and/or other staff feedback on how well a programme to develop psychological skills and attitudes is meeting individual needs

4.4 describe the types feedback an elite athlete can provide during a programme to develop psychological skills and attitudes

4.5 explain how a programme to improve psychological skills and attitudes can be improved to meet individual needs


athlete prepares and applies psychological skills and attitudes in competition


psychological skills and attitudes in a competitive situation

5.2 describe the types of psychological and pre-competition techniques that can help an elite athlete prepare for competition

5.3 identify ways in which an elite athlete can help coaching and/or other staff to improve pre-competition techniques for psychological skills and attitudes


athlete can improve their psychological skills and attitudes further through evaluation and review

6.1 explain the importance of an elite athlete making

contributing to evaluations of their competitive performance and the impact of techniques to improve psychological skills and attitudes

6.2 describe methods that can be used to evaluate the psychological aspects of competitive performance

6.3 explain how an elite athlete can contribute to evaluations of the impact of techniques to improve psychological skills and attitudes

6.4 describe how an elite athlete can use evaluations to make further improvements to their attitudes and psychological skills and the way they use them





Title: Understanding lifestyle to achieve excellence in sport

Level: 3

Credit value: 2

Unit and aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers the planning and management of an athlete’s lifestyle so that they can maintain a professional career. It includes:

planning and managing sporting commitments planning and managing time outside of sport



1 understand how an elite athlete plans own sporting commitments

1.1 explain why it is important for an elite athlete to plan and manage own sporting commitments

1.2 explain why it is important for an elite athlete to be clear about their own sporting commitments and agree these with coaching staff and other people

1.3 describe the methods an elite athlete can use to plan and manage their own time

2 understand how an elite athlete manages own sporting commitments

2.1 identify resources an elite athlete needs to meet their sporting commitments and how to access these

2.2 explain why it is important for an elite athlete to keep others up to date on own commitments

2.3 explain why it is important for an elite athlete to be flexible in planning and re-planning own commitments

2.4 identify who can help an elite athlete to plan own commitments

3 understand how an elite athlete plans and manages own time outside of sport

3.1 explain why it is important for an elite athlete to make good use of their time when not training and competing

3.2 explain why rest and relaxation is important to an elite athlete and when it is particularly important to take rest and relaxation

3.3 explain how to identify how much rest and relaxation an elite athlete needs

3.4 give examples of the types of leisure activities that can help an elite athlete’s performance, personal development and standing in their sport

3.5 give examples of the types of activities that can harm an elite athlete’s performance and public reputation

3.6 identify people who can help an elite athlete to make good use of their time and provide support with personal issues





Title: Understanding how to develop own career in sport

Level: 2

Credit value: 2

Unit aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers the development and implementation of a career plan and includes:

career planning implementing and developing a career plan planning and managing finances




athlete plans their sporting career

1.1 explain the roles and responsibilities of an elite athlete in

relation to their sport

1.2 describe the realities of an athlete performing at the highest level in their sport

1.3 explain why it is important to have a plan that covers both a career as an elite athlete, and alternative careers

1.4 explain how an elite athlete assesses own career potential and the range of people who can help them do this

1.5 describe how to identify career goals and routes to achieve these goals – both as an elite athlete and in an alternative career

1.6 explain how an elite athlete makes sure their career goals and routes are realistic and achievable and how to do so


athlete implements and develops a career plan

2.1 identify the types of organisations and people who can

help an elite athlete to follow through and develop their career plan, and the type of guidance they can provide

2.2 identify the types of training, skills and knowledge and qualifications that an elite athlete will need to follow their career plan

2.3 explain why it is important for an elite athlete to review and update their career plan at regular intervals and how to do so


athlete plans own finances

3.1 explain why it is important for an elite athlete to manage

their finances responsibly

3.2 describe how to find and use sources of financial advice

3.3 explain how to develop own financial goals – short, medium and long term





athlete manages own finances

4.1 explain why it is important to seek advice from financial

advisers when there are problems with a financial plan

4.2 describe the financial records that an elite athlete should keep and how to keep them up to date

4.3 explain why it is important to review a financial plan and how to do so





Title: Understanding communication and teamwork to achieve excellence in sport

Level: 3

Credit value: 4

Unit aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers communication and teamwork and includes:

communicating effectively with other people working effectively with other people presenting a positive public image of themselves, their

organisation and sport



1 understand

communication skills as an elite athlete

1.1 explain why an elite athlete needs to communicate

effectively with others

1.2 explain why an elite athlete needs to have good listening skills

1.3 explain why an elite athlete should ask questions when there are things they are unsure about

1.4 explain why it is important for an elite athlete to understand other people’s information needs

1.5 give examples of how to adapt communication to meet the needs of other people

2 understand how to take

part in discussions with other people

2.1 explain the importance of an elite athlete taking part in

discussions with coaching and other support staff

2.2 explain how an elite athlete can contribute to discussions with coaching and other support staff

2.3 explain why it is important give other people the opportunity to contribute their ideas during discussions and to take account of these ideas

3 understand the

importance of good working relationships in sport

3.1 describe the roles of the different people with whom an

elite athlete works with and what they can contribute to the athlete’s career, including:

a fellow athletes b coaches c other support staff d managers e agents f mentors and advisors

3.2 explain the importance of an elite athlete having good relationships with their work colleagues




4 understand how to

maintain effective working relationships with others

4.1 give examples of how an elite athlete builds good

working relationships with other people

4.2 explain why it is important for an elite athlete to agree objectives and ways of working with other people

4.3 explain why it is important for an elite athlete to honour commitments to work colleagues

5 understand how to deal

with problems with working relationships

5.1 describe the types of problems, including conflict, that

may occur with work colleagues

5.2 explain how to deal with problems, including conflict, that may occur with work colleagues

6 understand how to

improve working relationships with other people

6.1 explain why it is important to give and receive feedback

when working with others

6.2 give examples of how to give constructive feedback to other people

6.3 explain how to deal with other people’s feedback and emotions

6.4 explain how to improve relationships with work colleagues


athlete presents a positive image of themselves, their organisation and their sport

7.1 explain why it is important for an elite athlete to present a

positive image of themselves, their organisation and their sport

7.2 describe the role of public relations and media in sport and how this affects an elite athlete

7.3 explain how an elite athlete can make use of the media to present a positive image

7.4 give examples of the types of sensitive issues an elite athlete may be questioned on

7.5 explain how an elite athlete should deal with sensitive issues

8 understand how to handle

public appearances

8.1 give examples of the types of public appearances an

elite athlete may be required to make and the roles they may play at these appearances

8.2 explain the importance of an elite athlete preparing for public appearances

8.3 identify who an elite athlete should liaise with, and seek advice from, in advance of public appearances





Title: Understanding health and safety at training and competition venues

Level: 2

Credit value: 3

Unit aim:

This unit is for athletes who have the realistic potential to achieve excellence in their sport and are seeking to perform at the highest level as their main career goal. It covers knowledge of health and safety and includes:

working in a healthy and safe way following emergency procedures



1 understand health and

safety requirements for training and competition venues

1.1 summarise the basic requirements of health and safety

legislation as relevant to an elite athlete

1.2 explain why health and safety is important in training and competition

1.3 summarise guidelines and instructions for the use of equipment used in training and competition

1.4 name the person responsible for health and safety in training and competition venues

1.5 describe the health, safety and security checks relevant to own role

1.6 explain why it is important to follow safeguarding procedures for children and other groups

2 understand how to

maintain health and safety at training and competition venues

2.1 identify the types of hazards that are likely to occur at

training and competition venues explain how to carry out basic risk assessments of the types of hazards that may occur

2.2 explain why it is important to report hazards and risks to the relevant person at training and competition venues

2.3 describe how to deal correctly with the types of hazards that may occur in own workplace

2.4 identify the documents relating to health and safety that may have to be completed

2.5 describe how to complete relevant health and safety documents

3 understand how to

promote health and safety to other people during training and competition

3.1 explain why an elite athlete should encourage their

colleagues and others to behave in a safe manner

3.2 explain why it is important to make suggestions about improving health and safety and the procedures to follow




4 know how to respond to

emergencies

4.1 explain how to deal with different emergencies before

qualified assistance arrives

4.2 identify the on-site first aider and how to contact them

4.3 describe the procedures to follow to contact the emergency services

5 understand how to

support people who have been involved in an emergency

5.1 give examples of how to protect other people from

further harm in an emergency situation

5.2 describe how to respond to other people’s emotional distress during an emergency

5.3 explain why it is important to provide comfort and reassurance to people involved in an emergency

6 understand how to report

incidents and emergencies

6.1 identify own responsibilities for reporting incidents

6.2 describe the incident reporting procedures

6.3 give examples of the types of problems that may occur during emergency procedures

6.4 explain why any problems during emergency procedures should be reported


