vtct level 1 certificate in sport and active leisure studies · the vtct level 1 certificate in...

AF10485F_v4

VTCT Level 1 Certificate in Sport and Active Leisure Studies

Operational start date: 1 May 2013Credit value: 36Total Qualification Time (TQT): 360Guided learning hours (GLH): 285Qualification number: 600/8784/5

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements (if/where applicable) have been achieved under specified conditions, and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature

Assessor initials

IV signature (if sampled)

Mandatory units

UV11510

UV11511

UV11512

UV11513

UV11515

UV11514

UV11516

UV11517

UV11518

UV11519

UV11520

UV11521

UV11522

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The qualification

Introduction National Occupational Standards (NOS)

The VTCT Level 1 Certificate in Sport and Active Leisure Studies is designed to introduce you to the sport and active leisure sector and prepare you for further learning or training. This substantive qualification is the ideal provision to support study programmes. This qualification has been specifically designed for the 16-19 age group and the content of this is comprised of a broad base of sport-related units.

Through this qualification you will develop requisite knowledge, understanding and skills of planning and assisting in the leading of activity sessions, planning own fitness regimes and taking part in exercise. You will cover how the body works, lifestyle management, healthy eating, working in sport and active leisure and the variety of job opportunities available in this industry. You will be able to work with customers and clients and know your work rights and responsibilities.

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This qualification has been mapped to the relevant NOS, and is regulated on the Regulated Qualifications Framework (RQF).

This qualification has been supported by VTCT centres delivering Sport and Active Leisure qualifictions.

Prerequisites

There are no formal prerequisite qualifications that you must have prior to undertaking this qualification.

Your centre will have ensured that you have the required knowledge, understanding and skills to enrol and successfully achieve this qualification.

Additional Information

This qualification is recognised as continuous professional development (CPD) by the Register of Exercise Professionals (REPs).

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Progression

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On completion of this qualification you may choose to undertake further study; qualifications you could progress to include:• VTCT Level 2 Diploma in Sports Studies • VTCT Level 2 Diploma in Exercise, Health

and Fitness Studies

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Qualification structure

Mandatory units - 36 creditsVTCT unit code

Ofqual unit reference Unit title Credit

value GLH Level

UV11510 D/504/7670 Planning an activity session 1 10 1

UV11511 K/504/7672 Assist in delivering an activity session 2 15 1

UV11512 M/504/7673 Taking part in exercise and fitness 4 30 1

UV11513 T/504/7674 How the body works 4 30 1

UV11515 F/504/7676 Working in sport and active leisure 4 30 1

UV11514 A/504/7675 Planning own fitness programme 4 30 1

UV11516 J/504/7677 Sport and active leisure project 4 30 1

UV11517 L/504/7678 Job opportunities in sport and active leisure 4 30 1

UV11518 J/504/7680 Safe learning in the workplace 1 10 1

UV11519 R/504/7682 Lifestyle management 2 10 1

UV11520 Y/504/7683 Healthy eating 2 20 1

UV11521 R/504/7665 Working with customers and clients in sports and active leisure settings 3 30 1

UV11522 K/503/2847 Investigating rights and responsibilities at work 1 10 1

Total credits required - 36 (minimum)

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All mandatory units must be completed. All 36 credits must be achieved.

5

Guidance on assessment

This book contains the mandatory units that make up this qualification. Optional units will be provided in additional booklets (if applicable). Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally verified by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external verifiers.

Assessment explained

5

VTCT qualifications are assessed and verified by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal verifier whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external verifier, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal verification process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external verifier.

This record of assessment book is your property and must be in your possession when you are being assessed or verified. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external verifiers.

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Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross-referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

Many frequently asked questions and other useful information are detailed in the VTCT Candidate’s Handbook, which is available on the VTCT website at www.vtct.org.uk/students. Other questions should be addressed to the tutor, lecturer or assessor.

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7

Unit assessment methods

This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Mandatory units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Portfolio of Evidence

UV11510 Planning an activity session 0

UV11511 Assist in delivering an activity session 0

UV11512 Taking part in exercise and fitness 0 UV11513 How the body works 0 û UV11515 Working in sport and active leisure 0 UV11514 Planning own fitness programme 0 UV11516 Sport and active leisure project 0

UV11517 Job opportunities in sport and active leisure 0 û

UV11518 Safe learning in the workplace 0 û UV11519 Lifestyle management 0 û UV11520 Healthy eating 0

UV11521 Working with customers and clients in sports and active leisure settings 0

UV11522 Investigating rights and responsibilities at work 0 û

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Unit glossary

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Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

LevelLevel is an indication of the demand of the learning experience; the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of competent observations, per outcome, required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit; they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Observation outcome

An observation outcome details the tasks that must be practically demonstrated to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper, a portfolio of evidence or other forms of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel with the unit’s observation outcomes.

UV11510Planning an activity session

The aim of this unit is to develop the knowledge and organisational skills needed to plan activity sessions. This will include a knowledge of health and safety and the components of health and skill-related fitness.

UV11510_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

10

1

1

1

0

On completion of this unit you will:

Learning outcomes

Planning an activity session

1. Know the health and safety considerations when planning activity sessions

2. Know the principles of fitness

3. Know the effects activity sessions have on health

4. Be able to plan an activity session

1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation is not allowed in this unit.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least one occasion. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by professional discussion and/or oral questioning. Other methods, such as projects, assignments and/or reflective accounts may also be used.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

UV11510 11

Evidence requirements

Achieving observation outcomes Achieving range

Achieving observations and range

UV11510

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.

There is no range section that applies to this unit.

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Learning outcome 1

Observations

You can:

Observation 1 Optional OptionalDate achievedCriteria questioned orallyPortfolio referenceAssessor initialsLearner signature

*May be assessed by supplementary evidence.

Know the health and safety considerations when planning activity sessions

a. Carry out health and safety checks to identify hazards

UV11510 13

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below*:

• Projects• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies• Professional discussion

Where applicable your assessor will integrate knowledge outcomes into practical observations through professional discussion and/or oral questioning.

When a criterion has been orally questioned and achieved, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence as this criterion has already been achieved.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work that meets knowledge criteria, then there is no requirement for you to be questioned again on the same topic.

*This is not an exhaustive list.

UV1151014

Knowledge

Learning outcome 1

Know the health and safety considerations when planning activity sessions

You can: Portfolio reference

b. List the types of hazards that can occur during activity sessions

c. State the importance of health screening prior to delivering an activity session

UV11510 15

Learning outcome 2

Know the principles of fitness


a. Identify the components of health-related fitness

b. List the components of skill-related fitness

UV1151016

Learning outcome 3

Know the effects activity sessions have on health


a. Define the physiological benefits of activity sessions

UV11510 17

Learning outcome 4

Be able to plan an activity session


a. State the aims of the activity session

b. List the rules and/or techniques involved in the specific activity

c. Plan the activity session

UV1151018

Learning outcome 1: Know the health and safety considerations when planning activity sessions

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

UV11510 19

Carry out health and safety checks: Physical Activity Readiness Questionnaire (PARQ), check clothing and footwear, check equipment (wear, tear etc.), obstacles, sufficient space, ventilation.

Types of hazards: Environmental – temperature, obstacles.

Activity-related – contact, lack of protective equipment.

Equipment-related – wear and tear, inappropriate clothing or footwear.

Participant-related – lack of warm-up and cool down, over exertion, improper technique.

Importance of health screening: Identify suitability to exercise, identify any health risk.

Learning outcome 2: Know the principles of fitness

Components of health-related fitness: Cardio-respiratory endurance, muscular strength, muscular endurance, flexibility, body composition.

Skill-related fitness: Agility, balance, co-ordination, power, reaction time, speed.

Learning outcome 3: Know the effects activity sessions have on health

Physiological benefits of activity sessions: Increased metabolism (weight control), combats health conditions and diseases, improves mood, boosts energy.

UV1151020

Learning outcome 4: Be able to plan an activity session

Aims of the activity session: Objectives of the sessions, desired outcomes, state aims to participants.

Rules/techniques: As appropriate to the activity, specific to activity.

Plan an activity session: Aims and objectives of the session, content of session, appropriate warm-up and cool down, alternatives/adaptations, number of participants, equipment, resources, layout of room, space.

UV11511Assist in delivering an activity session

The aim of this unit is to develop the interpersonal skills, confidence levels and organisational skills needed to assist in the delivery and conclusion of activity sessions.

UV11511_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

15

2

1

1

0


Learning outcomes

Assist in delivering an activity session

1. Be able to prepare for the activity session

2. Be able to demonstrate assisting in the delivery of a safe and effective activity session

3. Be able to conclude the activity session






UV11511 23




UV11511





24

Learning outcome 1

Observations

You can:



Be able to prepare for the activity session

a. Assist in preparing the equipment and facilities for the planned activity session

UV11511 25

Learning outcome 2

You can:

Be able to demonstrate assisting in the delivery of a safe and effective activity session


a. Assist in leading a safe and effective warm-up for the activity session

b. Communicate clearly with the participants during the activity session

c. Assist with leading a safe and effective main component of the activity session

d. Motivate participants appropriately

e. Assist with leading a safe and effective cool down for the activity session

f. Utilise facilities and/or equipment safely during the activity session

UV1151126


Learning outcome 3

You can:


Be able to conclude the activity session

a. Assist with putting equipment away safely following the activity session

b. Ensure facilities are left in good working order

UV11511 27


Learning outcome 2: Be able to demonstrate assisting in the delivery of a safe and effective activity session

Safe and effective warm-up: Mobility, pulse raising, stretching (dynamic, static), consider timings, fitness levels, skill levels, experience, temperature.

Communicate: Verbal, non-verbal, voice (projection, tone, appropriate language, clear, precise, motivating, encouraging), appropriate timing of messages, demonstration, reinforcement.

Main component: Activities (indoor, outdoor), skills, drills, fitness exercise, games, game-related, consider timings, fitness levels, skill levels, experience.

Motivate: Encourage, inspire, tone of voice, projection of voice, appropriate timings, cueing, demonstrate, reinforce.

Cool down: Re-warming, pulse lowering, maintenance stretching, developmental stretching, relaxation, revitalising, consider fitness levels, skill levels, intensity of session.

Utilise facilities and/or equipment safely: Adhere to health and safety legislation, correct use of equipment, teaching points, use of space, correct lifting and passing techniques.

Learning outcome 1: Be able to prepare for the activity session

Unit content


UV1151128

Prepare equipment and facilities: Select equipment, check equipment, set up equipment/area in advance, risk assess, first aid and safety equipment, self-preparation (activity plans, personal equipment and clothing, physical and mental preparation).

UV11511 29

Learning outcome 3: Be able to conclude the activity session

Put equipment away safely: Returned to correct storage area, stacked/stored safely, checked for wear/tear/damage.

Facilities left in good working order: Ensure fit for future use (clothing, equipment, facilities), remove unsafe/unserviceable equipment or clothing.

UV1151130

Notes Use this area for notes and diagrams

UV11512Taking part in exercise and fitness

The aim of this unit is to enhance your knowledge of the different exercise and fitness activities and facilities available. You will learn how to take part in exercise and fitness activities safely, which will include induction processes and use of a warm-up and cool down. In addition, you will identify your own strengths and weaknesses and suggest ways of improving your own performance when participating in exercise and fitness.

UV11512_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

30

4

1

1

0


Learning outcomes

Taking part in exercise and fitness

1. Be able to demonstrate work skills through participation in exercise and fitness activities

2. Know about different exercise and fitness activities and facilities

3. Know how to take part in exercise and fitness safely

4. Be able to review own performance







UV11512 33




UV11512





34

Learning outcome 1

Observations

You can:



Be able to demonstrate work skills through participation in exercise and fitness activities

a. Actively participate in exercise and fitness activities and demonstrate: • time management skills • appropriate dress for the activity • following instructions provided by the activity leader • following health and safety guidelines before, during and after activities

UV11512 35









UV1151236

Knowledge

Learning outcome 2

Know about different exercise and fitness activities and facilities


a. Describe different exercise and fitness activities

b. Identify different exercise and fitness facilities

UV11512 37

Learning outcome 3

Know how to take part in exercise and fitness safely


a. Describe an induction process for an exercise and fitness activity

b. Describe warm-up and cool down activities

UV1151238

Learning outcome 4

Be able to review own performance


a. Identify own strengths and areas for improvement in exercise and fitness activities

b. Suggest ways of improving own performance in one activity

UV11512 39

Learning outcome 2: Know about different exercise and fitness activities and facilties

Exercise and fitness activities: Classes (e.g. aerobics, body pump, spinning, yoga, pilates, circuits), gym-based equipment (e.g. treadmill, exercise bike, cross-trainer, rowing machine, free weights, resistance machines), water-based (e.g. swimming, aqua aerobics), main aims and characteristics of different activities.

Exercise and fitness facilities: Public (local authority leisure centre), private (commercial fitness club), voluntary (community centre), location and access, type of facilities offered (sports hall, gym, studio, swimming pool), ways to research local facilities (local newspapers, internet, posters and leaflets, visits).

Learning outcome 1: Be able to demonstrate work skills through participation in exercise and fitness activities

Unit content


UV1151240

Active participation: Positive attitude, enthusiastic, motivated, effort, positive body language.

Time management skills: Plan opportunities for participation (diary, timetable), demonstrate regular attendance, demonstrate punctuality, be ready to start the activity.

Appropriate dress: Wear appropriate clothing and footwear for the activity (t-shirt, shorts, trainers, no jewellery).

Following instructions: Active listening, prompt and accurate response to instructions, ask for clarification if needed.

Following health and safety guidelines: Before, during and after activities (clothing and footwear, consumption of food and drink, use of environment and equipment, exercise technique, accident and emergency procedures, rest and recovery).

UV11512 41

Learning outcome 3: Know how to take part in exercise and fitness safely

Induction process: Stages of induction process (welcome, gather personal details, orientation or tour of facility, health screening, correct use of equipment and demonstration of technique, supervised practice of activity), main aims and what is involved for each stage.

Warm-up activities: Stages of warm-up (mobility exercises, progressive aerobic exercise, warm-up stretches, specific warm-up movements), main aims and what is included for each stage.

Cool down activities: Stages of cool down (aerobic exercise, developmental stretches), main aims and what is included for each stage.

Learning outcome 4: Be able to review own performance

Strengths and areas for improvement: Types of feedback (self-assessment, peer assessment, supervisor’s report, video recordings, questionnaires), assessment criteria (attendance, punctuality, clothing and footwear, following instructions, health and safety).

Improving own performance: Set short and long-term SMART goals (specific, measurable, achievable, realistic, time-phased), adapt own behaviour (e.g. preparation for the activity, attendance), select appropriate developmental activities.

UV1151242


UV11513How the body works

The aim of this unit is to provide you with the basic knowledge of how the body works to include the skeletal, muscular and cardio-respiratory systems. You will also gain an understanding of a balanced approach to nutrition, including the basic fuels needed to supply energy for activity.

UV11513_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

30

4

1

0

0


Learning outcomes Evidence requirements

How the body works

1. Know the functions of the skeletal and muscular systems

2. Know the functions of the cardio-respiratory systems

3. Know the requirements of a healthy diet

UV11513 45












UV1151346

Knowledge

Learning outcome 1

Know the functions of the skeletal and muscular systems


a. Identify the functions of the skeleton

b. Identify the functions of the muscular system

UV11513 47

Learning outcome 2

Know the functions of the cardio-respiratory systems


a. Identify the structure and function of the heart

b. Identify the structure and function of the lungs

UV1151348

Learning outcome 3

Know the requirements of a healthy diet


a. Identify the different nutrients for a healthy diet

b. Identify the functions of each nutrient for a healthy body

UV11513 49

Learning outcome 1: Know the functions of the skeletal and muscular systems

Unit content


UV1151350

Functions of the skeleton: Shape, support, movement, protection, blood cell production, storage.

Main bones in the human body: Skull, spine (vertebral column), breastbone (sternum), ribs, shoulder blade (scapula), clavicle, humerus, radius, ulna, pelvis, femur, patella, tibia, fibula.

Functions of the muscular system: Muscle tissue (cardiac, skeletal, smooth), functions (movement (body, organs, vessels), posture, production of body heat, respiration, keep heart beating).

Main skeletal muscles: Pectorals (chest), trapezius (back), latissimus dorsi (back), deltoids (shoulder), biceps, triceps (arm), abdominals (front of body), erector spinae (back of body), gluteals (buttocks), quadriceps, hamstrings (upper leg), gastrocnemius (calf).

Learning outcome 2: Know the functions of the cardio-respiratory systems

UV11513 51

Structure of the heart: Four chambers – atria (right and left, upper chambers of heart), ventricles (right and left, lower chambers of heart).

Function of the heart: Right hand side of heart – receives deoxygenated blood from body, pumps blood to lungs to become oxygenated.

Left hand side of heart – receives oxygenated blood from the lungs, pumps blood around body via blood vessels.

Septum – wall dividing right and left sides of the heart.

Valves – tricuspid valve (found between right atrium and right ventricle), bicuspid (mitral) valve (found between left atrium and left ventricle), function (stop backflow of blood).

Pulmonary arteries – carry deoxygenated blood to lungs.

Pulmonary veins – carry oxygenated blood back to the heart.

Aorta – large artery, transports oxygenated blood from the heart to the body.

Vena cava – large veins, superior and inferior, return deoxygenated blood back from the body.

Structure of the lungs: Lungs (right, left lobes), bronchi and bronchioles, alveoli and capillaries (gaseous exchange).

Function of the lungs: Inspiration, expiration (breathing in and out), transport oxygen into bloodstream, take carbon dioxide/waste out of bloodstream.

Learning outcome 3: Know the requirements of a healthy diet

Different nutrient groups: Carbohydrates (e.g. wheat, rice, oats, bread, pasta, fruit, vegetables), fat (e.g. butter, margarine, cooking oil), protein (milk, yoghurt, cheese, meat, fish), vitamins (e.g. fruit, vegetables, meat, fish, dairy foods), minerals (e.g. fruit, vegetables, meat, fish, dairy foods), water (e.g. water, fruit juices, fruit and vegetables).

Energy for each nutrient – measured in calories, energy amount provided per gram, carbohydrates (four calories), fats (nine calories), protein (four calories).

Daily intake of nutrients required by the body – carbohydrates 60-65% of

total calorie intake, fat 30% of total calorie intake, protein 10-15% of total calorie intake.

Functions of each nutrient: Carbohydrates (energy), fat (energy, carry fat soluble vitamins, structure of cells), protein (growth, repair), vitamins/minerals (boost immune system, support normal growth and development, help cells and organs do their jobs), water (e.g. temperature regulation, remove toxins, keep metabolism working, carries oxygen and nutrients).

UV1151352


UV11515Working in sport and active leisure

The aim of this unit is to develop the skills and knowledge required to work in the sport and active leisure sector. This includes customer service, communication skills, being able to work as part of a team, work patterns and managing your time effectively.

UV11515_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

30

4

1

1

0


Learning outcomes

Working in sport and active leisure

1. Be able to work as a team member to set up and take down equipment for a sport or active leisure activity

2. Know about customer service in sport and active leisure

3. Understand the work patterns for sport and active leisure







UV11515 55




UV11515





56

Learning outcome 1

Observations

You can:



Be able to work as a team member to set up and take down equipment for a sport or active leisure activity

a. Work as a team member to set up the equipment for a sport or active leisure activity

b. Work as a team member to take down the equipment from a sport or active leisure activity

UV11515 57

Learning outcome 2

You can:

Know about customer service in sport and active leisure


a. Demonstrate communication skills when dealing with customers

UV1151558





• Projects• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or

attainment• Written questions• Oral questions• Assignments• Case studies• Professional discussion





UV11515 59

Knowledge

Learning outcome 2

Know about customer service in sport and active leisure


b. Describe good customer service

UV1151560

Learning outcome 3

Understand the work patterns for sport and active leisure


a. Identify the different shift patterns for two people working in sport and active leisure

b. Describe how to manage own time effectively when working in shift patterns in sport and active leisure

UV11515 61

Learning outcome 2: Know about customer service in sport and active leisure

Unit content


UV1151562

Work as a team member: Use communication skills, agree on the task to be completed, agree on individual roles, contribute ideas, provide support for others, co-operate with others, value and respect the contribution of others.

Setting up equipment: Select correct equipment for the activity, follow procedures for safely and effectively setting up equipment (in accordance with the organisation’s and manufacturer’s guidelines), check equipment is safe and ready for use.

Taking down equipment: Follow procedures for safely and effectively taking down equipment (in accordance with the organisation’s and manufacturer’s guidelines), check equipment for damage or faults, record and report damage or faults, leave the area in suitable condition for future use, store equipment according to organisation’s and manufacturer’s guidelines.

Learning outcome 1: Be able to work as a team member to set up and take down equipment for a sport or active leisure activity

Communication skills: Verbal (language, tone of voice, clarity, politeness), non-verbal (body language, gestures, facial expression, eye contact, active listening, written), adapting communication skills for different situations and customers (one-to-one, groups, complaints, special populations).

Good customer service: People-centred, keeping promises, meeting and exceeding customer needs and expectations, cater for individual needs, make extra efforts to demonstrate willingness, trust and rapport, examples of good customer service in the workplace.

Learning outcome 3: Understand the work patterns for sport and active leisure

UV11515 63

People working in sport and active leisure: Leisure assistant, fitness instructor, receptionist, lifeguard, duty manager.

Shift patterns: Early start, middle shift, late finish, weekend work, public holiday work, flexitime, hours of work for different shift patterns.

Time management: Plan working patterns (diary, timetable), get adequate sleep, set an alarm to get up on time, prepare work resources in advance (food, clothing, equipment), use appropriate transport, work out travel time to and from work.

UV1151564


UV11514Planning own fitness programme

The aim of this unit is to develop the knowledge, understanding and skills needed to assess own fitness and then plan, undertake and review a personal fitness programme.

UV11514_v5

GLH

Credit value

Level

Observation(s)

External paper(s)

30

4

1

1

0


Learning outcomes

Planning own fitness programme

1. Be able to assess own fitness level

2. Be able to plan and use own fitness programme

3. Be able to review own fitness programme

4. Know the components of physical fitness

5. Know how to overcome barriers that may affect achievement of fitness goals







UV11514 67




UV11514





68

Learning outcome 1

Observations

You can:



Be able to assess own fitness level

a. Assess own fitness level

UV11514 69

Learning outcome 2

You can:

Be able to plan and use own fitness programme


a. Use own fitness programme over a given period of time

UV1151470


Learning outcome 3

You can:


Be able to review own fitness programme

a. Assess the results of own fitness programme

UV11514 71










UV1151472

Knowledge

Learning outcome 2

Be able to plan and use own fitness programme


b. With guidance, plan own fitness programme with set targets

UV11514 73

Learning outcome 4

Know the components of physical fitness


a. Describe the components of physical fitness

UV1151474

Learning outcome 5

Know how to overcome barriers that may affect achievement of fitness goals


a. Identify barriers to achieving fitness goals

b. Identify ways to overcome barriers

UV11514 75

Learning outcome 2: Be able to plan and use own fitness programme

Fitness programme participation: Use the fitness programme over a six week period using the FITT recommendations (frequency, intensity, time, type, time).

Fitness programme planning: Set targets to improve cardiovascular fitness, strength and endurance, flexibility, include a warm-up (mobility exercises, pulse raising activities, preparatory stretch, re-warm), main activity (including cardiovascular fitness training), strength/endurance training (major muscles), cool down (pulse lowering activities), stretching component (static stretches of all major muscle groups).

Learning outcome 1: Be able to assess own fitness level

Unit content


UV1151476

Own fitness assessment: Resting heart rate, resting blood pressure, height and weight, cardiovascular fitness (multistage fitness test, Bruce Ramp Protocol, Harvard step test), muscle strength (one repetition max test, six repetition strength test, hand grip strength), muscle endurance (push-up test, abdominal strength test), flexibility (sit and reach, shoulder flexibility test).

UV11514 77

Learning outcome 3: Be able to review own fitness programme

Assessing the results: Maintain fitness log and diary, reassess own fitness levels using initial fitness testing protocols.

Learning outcome 4: Know the components of physical fitness

Component of fitness: Cardiovascular fitness – rhythmic activity, under low to moderate tension, involving large muscle groups, over extended time periods, challenges the body’s ability to take in and utilise oxygen.

Muscle strength – the maximum amount of force a muscle or group of muscles can generate against resistance in one contraction.

Muscle endurance – a muscle or group of muscles ability to repeatedly generate sub-maximal forces against a resistance.

Flexibility – the maximum range of movement around a joint, involves available muscle, tendon and ligament extensibility.

Learning outcome 5: Know how to overcome barriers that may affect achievement of fitness goals

Barriers to achieving goals: Lost interest in activity, work commitments, family commitments, time, childcare, no local facilities, poor fitness levels, self-consciousness, relationships, team/partner no longer available, sports injury, poor health, financial implications, transport issues, aging, exercise is uncomfortable.

Overcoming barriers: Ensure variety and choice (e.g. modifications, adaptations, alternatives), consider different times, include family in programmes, incorporate physical activity as part of everyday routine, set short and long-term goals,

ensure goals are SMART, self-motivatated (e.g. rewards, reasons to be active (good health, sense of achievement, improve self-image, social aspects, promotes good sleep)), establish a sense of self-responsibility.

UV1151478


UV11516Sport and active leisure project

The aim of this unit is to develop the knowledge, understanding and skills required to research a chosen aspect of the sport and active leisure industry. This will include planning, research as part of a team, presentation and communication skills and self-management. You will be expected to make positive contributions as a team member and will be able to assess own research skills.

UV11516_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

30

4

1

1

0


Learning outcomes

Sport and active leisure project

1. Be able to demonstrate work-related skills in presenting the information as a team member

2. Be able to find out about an aspect of sport and active leisure

3. Be able to assess own work-related skills in researching an aspect of sport and active leisure







UV11516 81




UV11516





82

Learning outcome 1

Observations

You can:



Be able to demonstrate work-related skills in presenting the information as a team member

a. Use communication skills to present information clearly and accurately

b. Make a positive contribution as a team member

UV11516 83









UV1151684

Knowledge

Learning outcome 1

Be able to demonstrate work-related skills in presenting the information as a team member


c. Use self-management skills to meet deadlines and solve problems

UV11516 85

Learning outcome 2

Be able to find out about an aspect of sport and active leisure


a. Plan the aspect of sport and active leisure to be researched

b. Work as part of a team to research information

UV1151686

Learning outcome 3

Be able to assess own work-related skills in researching an aspect of sport and active leisure


a. Assess own work-related skills in researching an aspect of sport and active leisure

UV11516 87

Learning outcome 2: Be able to find out about an aspect of sport and active leisure

Aspects of sport and active leisure: Facilities (leisure centres, fitness clubs, swimming pools, sports clubs), local events (e.g. sports tournament, fun run), local and national participation in sport and active leisure, local and national economic contribution of sport and active leisure, selecting an aspect to be researched (interesting, realistic, manageable).

Working as part of a team: Agree on the aspect to research, agree on the tasks to be completed, agree on individual roles within the team, set ground rules for team working, contribute ideas, provide support for others, co-operate with others, value and respect the contribution of others.

Research information: Websites, internet search engines, books, information leaflets, questionnaires, interviews, visit an organisation, compiling relevant information for presentation.

Learning outcome 1: Be able to demonstrate work-related skills in presenting the information as a team member

Unit content


UV1151688

Communication skills: Verbal (language, tone of voice, clarity), non-verbal (body language, hand gestures, facial expression, eye contact, active listening, literacy), ways to present information (discussion, talk, presentation, poster or leaflet, video).

Positive contribution: Contribute useful ideas during planning, carry out research to gather useful information, contribute to the presentation of information, provide support for others, value the contribution of others, record own contribution (diary, checklist, log).

Self-management skills: Accept responsibility for own tasks, time management, organisation, flexibility, prioritising, meet agreed deadlines (complete all set tasks on time, complete tasks to the required standard), solve problems (recognise problems, suggest ways to solve problems, take appropriate action).

UV11516 89

Learning outcome 3: Be able to assess own work-related skills in researching an aspect of sport and active leisure

Assess own work-related skills: Sources of feedback (self-assessment, peers, tutor, manager), strengths and areas for improvement (e.g. planning and organisation, time management, researching, communication, team working, problem solving), setting targets for future development.

UV1151690


UV11517Job opportunities in sport and active leisure

The aim of this unit is to provide you with an introduction to the different jobs available in the sport and active leisure industry. You will develop your understanding of the different roles available, the qualifications and skills required for each and general terms and conditions of employment. With this information you will be equipped to start planning your own career in sport and active leisure.

UV11517_v5

GLH

Credit value

Level

Observation(s)

External paper(s)

30

4

1

0

0


Learning outcomes

Job opportunities in sport and active leisure

1. Know about job opportunities in sport and active leisure

2. Know about terms and conditions of employment within sport and active leisure

3. Know about the qualifications and skills needed for jobs in sport and active leisure

4. Be able to start planning own career within sport and active leisure

UV11517 93













UV1151794

Knowledge

Learning outcome 1

Know about job opportunities in sport and active leisure


a. Identify jobs in different sectors of sport and active leisure

b. Describe the job roles in one sport and active leisure facility

UV11517 95

Learning outcome 2

Know about terms and conditions of employment within sport and active leisure


a. Describe the conditions of employment in sport and active leisure

UV1151796

Learning outcome 3

Know about the qualifications and skills needed for jobs in sport and active leisure


a. Present information about qualifications and skills required for selected jobs in sport and active leisure

UV11517 97

Learning outcome 4

Be able to start planning own career within sport and active leisure


a. Produce a plan to start work within sport and active leisure

UV1151798

Learning outcome 1: Know about job opportunities in sport and active leisure

Unit content


UV11517 99

Different jobs and their roles:Sports coach – improve athlete performance, evaluate performance and biomechanics, provide feedback to players.

Strength and conditioning coach – supervise/deliver strength and conditioning training programs, deliver warm-up and cool downs, evaluate sessions, provide feedback to players and coaches, fitness tests.

Leisure attendant – prepare facilities/equipment, coach/supervise (sports sessions, pool side), provide first aid.

Fitness instructor – assess fitness levels, design and deliver exercise programmes, supervise gym floor, deliver studio-based classes.

Leisure manager – manage and motivate staff, programming/timetabling, organising activities, establishing working procedures, manage budgets, ensure member satisfaction, deal with (complaints, incidents), monitor sales and usage, promotion/advertising services.

Physiotherapist/sports therapist – manage injury, providing rehabilitation, assist with warm-up, cool down, injury prevention fitness coaching, first aid provision, motivation of athletes.

Sports teacher/lecturer – delivering sports and exercise knowledge, coaching and developing sports skills and fitness, preparing and marking coursework, lesson planning.

Sports development officer – increase participation rates in sport, provide opportunities for sports participation, planning sport activities, community sport development, responsible for participation of sport in specific populations.

Professional sports performer – play sport to best possible ability, maintain fitness, attend training and coaching sessions.

Sports scientist – maximise sports performance, fitness testing, monitor physical condition, examining sporting technique and equipment, mentally preparing athlete for sport.

Sports nutritionist – diet planning and organisation, maximising performance through nutritional guidance, educating athletes (diet, re-fuelling, re-hydrating, supplement use).

Sports psychologist – mentally prepare for competition, goal setting, strategies to increase/decrease arousal, intervention strategies to overcome psychological difficulties.

Sports groundsman – prepare, maintain the condition of outdoor facilities.

Sports retailer – selling sports goods, advising on sports equipment/clothing.

Learning outcome 2: Know about terms and conditions of employment within sport and active leisure

UV11517100

Type of employment: Part-time, self-employed, private sector, public sector.

Employment: Duties within job role, seasonal, shifts, evenings, weekends, break entitlements.

Different environments: Indoors, outdoors, unfamiliar environments, adverse weather conditions, travel to reach facilities/competitions.

Pay: Rate of pay, method of payment, date of payment.

Policies: Confidentiality policies, absence policies, equality and diversity, health and safety.

Other considerations: Sick pay, pensions, holiday entitlement, termination of service.

Learning outcome 3: Know about the qualifications and skills needed for jobs in sport and active leisure

UV11517 101

Qualifications and skills:Sports coach – coaching qualifications (relevant to sport), motivational, good communicator, active listener, emphatic, good knowledge of sports technique.

Strength and conditioning coach – degree qualifications in sports science and/or sports conditioning, motivational, good communicator, active listener, empathetic to athletes, good knowledge of sports technique and fitness improvement.

Leisure attendant – recognised level 2 qualification in leisure or recreation, national pool lifeguard, first aid and CPR, outgoing, helpful, good communicator, good knowledge of equipment set-up, health and safety regulations.

Fitness instructor – recognised qualification in fitness instructing, first aid and CPR, friendly, outgoing, helpful, good communicator, good knowledge of exercise technique, exercise equipment use.

Leisure manager – recognised qualification (e.g. sport or management related subject), confident, enthusiastic, assertive, good communicator, self-motivated, professional, knowledge of the sport/fitness industry.

Physiotherapist/sports therapist – degree in Physiotherapy or degree/ diploma in Sports Therapy, well organised, professional, good communicator, confident, good knowledge of sports biomechanics, good knowledge of exercise technique, injury and rehabilitation protocols.

Sports teacher/lecturer – degree or higher level qualification (teaching, sports related topic), good grades (maths, English and science), organised, maintain discipline,

patient, good communication, good knowledge of sports, good personal fitness level, enjoy working with youths.

Sports development officer – degree or higher level qualification, (e.g. sports science, leisure management), range of coaching qualifications, knowledge of a range of sports and community needs, organised, good communicator, good leadership and motivational skills, empathetic and sensitive.

Professional sports performer – no qualifications required, technically efficient/correct, good physical fitness, self-motivated, committed and determined.

Sports scientist – degree in sport science, in-depth knowledge of sport science and performance, enthusiastic, motivational, sensitive, patient, good communication skills.

Sports nutritionist – degree and registration in dietetics, well organised, empathetic, good communications and listening skills, interviewing skills.

Sports psychologist – degree or Masters (sport science, sport psychology), well organised, empathetic, good communications and listening skills, interviewing skills, confident, ability to build rapport.

Sports groundsman – no qualifications essential, able and willing to work in all weather conditions.

Sports retailer – no qualifications essential, qualifications in business or customer service are useful, knowledge of sport, good communicator, empathetic, outgoing, helpful, flexible, ability to work (using initiative, under pressure).

Learning outcome 4: Be able to start planning own career within sport and active leisure

UV11517102

Work start plan: Audit personal skills – skills that you have, skills you would like to acquire, personal qualities.

Qualifications – relevant qualifications for chosen profession, training/qualifications you need to achieve.

Search for employment – newspapers, internet, job centre, trade publications, recruitment agencies, direct contact with employers, word of mouth.

CV and application form – prepare CV, content of CV (personal details, current and past employment, key personal skills, education and qualifications, leisure interests, other relevant information, references), application form (include reference to the job title, addressed to the correct person, indicate why interested and suitable for the post, write key experiences relevant to the post).

UV11518Safe learning in the workplace

The aim of this unit is to develop the knowledge and understanding of hazards and risks in the workplace environment. You will learn about reporting procedures, the duties and responsibilities of the health and safety officer and how to reduce the risk of harm.

UV11518_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

10

1

1

0

0


Learning outcomes

Safe learning in the workplace

1. Understand risks and hazards in the workplace

2. Know how to reduce risk of harm to self or others

3. Know procedures to deal with risks within the workplace environment

4. Know the duties of the person responsible for health and safety in the workplace environment

UV11518 105













UV11518106

Knowledge

Learning outcome 1

Understand risks and hazards in the workplace


a. Define hazard and risk in the workplace environment

b. Identify examples of hazard and risk in different workplace environments

UV11518 107

Learning outcome 2

Know how to reduce risk of harm to self or others


a. Discuss how aspects of personal behaviour can reduce risk of harm

b. Discuss aspects of different workplace environments which could cause harm to self or others

UV11518108

Learning outcome 3

Know procedures to deal with risks within the workplace environment


a. Discuss procedures for reporting hazards and risks in the workplace

b. Discuss procedures for dealing with low risk hazards in accordance with instructions

UV11518 109

Learning outcome 4

Know the duties of the person responsible for health and safety in the workplace environment


a. Discuss the duties of the person responsible for health and safety in the workplace environment

UV11518110

Learning outcome 1: Understand risks and hazards in the workplace

Unit content


UV11518 111

Definition: Hazard (a potential source of harm to a person or persons, something that can cause adverse effects), risk (likelihood that a hazard will cause adverse effects).

Workplace environments: Outdoor areas (football pitch, tennis court), indoor areas (sports hall, gym, reception, office), storage areas (cupboards), wet areas (changing rooms, swimming pool).

Examples of hazards and risks: Electricity, fire, hazardous substances, slips, trips and falls, manual handling, machinery and equipment.

Learning outcome 2: Know how to reduce risk of harm to self or others

Personal behaviour: Raising awareness of own limitations, following policies and procedures for safe working practice (e.g. use of personal protection equipment), accurately following instructions, participating in accident and emergency procedures (e.g. fire drill), maintaining personal hygiene (e.g. washing hands).

Different workplace environments: Outdoor areas (slippery surface, adverse weather conditions), indoor areas (obstructions to access, electrical faults), storage areas (heavy equipment, confined spaces), wet areas (slippery surface, use of hazardous chemicals, hygiene).

Learning outcome 3: Know procedures to deal with risks within the workplace environment

Reporting hazards and risks: In accordance with the organisation’s policies and procedures, reporting hazards and risks to the appropriate person (health and safety officer, designated fire warden, duty manager), ways to record hazards, risks and action taken (logbook, spreadsheet).

Dealing with low risk hazards: Low risk hazards (spillage of a non-toxic substance, using a computer screen), dealing with low risk hazards in accordance with the organisation’s procedures and instructions (e.g. using signage and barriers to restrict access), importance of accurately following instructions.

UV11518112

Learning outcome 4: Know the duties of the person responsible for health and safety in the workplace environment

Duties for health and safety: Produce and review health and safety policies and procedures, produce and review risk assessments, investigate and act on reported health and safety concerns, keep records of reported health and safety issues or incidents, provide advice and training to staff, carry out health and safety inspections, attend health and safety meetings.

UV11519Lifestyle management

The aim of this unit is to develop your understanding of the basic principles for managing health and lifestyle. You will learn about the risks of lifestyle choices on health and fitness.

UV11519_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

10

2

1

0

0



Lifestyle management

1. Understand the basic principles for managing health and lifestyle

2. Know the risks of lifestyle choices on health and total fitness




UV11519 115









UV11519116

Knowledge

Learning outcome 1

Understand the basic principles for managing health and lifestyle


a. Identify the basic principles of managing your own health and lifestyle

b. Use the basic principles to manage your own health and lifestyle

UV11519 117

Learning outcome 2

Know the risks of lifestyle choices on health and total fitness


a. Identify the risks of lifestyle choices on health and total fitness

b. Demonstrate personal responsibility for lifestyle choices

UV11519118

Learning outcome 1: Understand the basic principles for managing health and lifestyle

Unit content


UV11519 119

Identifying basic principles: Recommended physical activity and exercise guidelines, healthy and well balanced diet guidelines (e.g. Food Standards Agency eatwell plate, 5 a day), no smoking or drugs, recommended levels of alcohol intake, recommended amount of sleep and rest, balance of work and leisure, stress management, active social life, safe sexual behaviour.

Using basic principles: Comparing own management of health and lifestyle against the basic principles, identifying strengths and areas for improvement in own management of health and lifestyle, creating a balanced and moderated approach to own management of health and lifestyle.

Learning outcome 2: Know the risks of lifestyle choices on health and total fitness

Identifying risks of lifestyle choices: Negative lifestyle choices (physical inactivity, smoking, drug abuse, drinking excessive alcohol, eating a poor diet, overeating, overexercising and exercise addiction, poor work/life balance, unsafe sexual behaviour, antisocial behaviour), risks of negative lifestyle choices on health (e.g. poor general health, obesity, heart disease, high blood pressure, liver disease, lung disease, depression and anxiety, low self-confidence and self-esteem, sexually transmitted diseases), risks of negative lifestyle choices on total fitness (e.g. overweight or obese, reduced aerobic capacity, reduced muscular strength and endurance, reduced mobility and flexibility, reduced functional capacity).

Demonstrating personal responsibility: Identifying strengths and areas for

improvement in own lifestyle choices, recognising the impacts of own negative lifestyle choices, setting SMART (specific, measurable, achievable, realistic, time-bound) goals to improve own lifestyle choices (short, medium, and long-term), making appropriate changes to own lifestyle choices (e.g. achieve recommended level of physical activity, eat a balanced diet, no smoking, no drugs, lower alcohol intake, balance work and relaxation).

UV11519120


UV11520Healthy eating

The aim of this unit is to develop your knowledge and understanding of how food choices can contribute to health. You will learn about the importance of maintaining a balanced diet and understand the dietary needs of different groups.

UV11520_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

20

2

1

1

0


Learning outcomes

Healthy eating

1. Understand the importance of maintaining a balanced diet

2. Understand the dietary needs of different groups







UV11520 123




UV11520





124

Learning outcome 1

Observations

You can:



Understand the importance of maintaining a balanced diet

a. Plan and make a balanced healthy meal or packed lunch

UV11520 125









UV11520126

Knowledge

Learning outcome 1

Understand the importance of maintaining a balanced diet


b. Describe why a balanced diet is important in leading a healthy lifestyle

c. Describe the impact of a poor diet on an individual’s health

d. Identify the main food groups needed to maintain a balanced diet

UV11520 127

Learning outcome 2

Understand the dietary needs of different groups


a. Identify two different groups that have specific dietary needs and describe what these needs are

b. Produce a healthy eating plan for one day for an individual with specific dietary needs

UV11520128

Learning outcome 1: Understand the importance of maintaining a balanced diet

Unit content


UV11520 129

Planning a balanced healthy meal or packed lunch: Eatwell plate guidelines, healthy eating guidelines (variety of fruit and vegetables (5 a day), increase fibre intake, reduce salt, sugar and saturated fat intake.

Importance of a balanced diet: Weight control, natural disease prevention, proper sleep patterns, higher overall quality of life.

Impact of poor diet on an individual’s health: Links to dental cavities, obesity, hypertension, stroke, coronary heart disease, diabetes, bowel cancer.

Main food groups: Eatwell plate, correct balance of the five main food groups:

Group one – fruit and vegetables, eat a wide variety.

Group two – (starchy food) rice, pasta, bread and potatoes, choose wholegrain varieties.

Group three – meat, fish, eggs and beans.

Group four – milk and diary products.

Group five – foods containing fat and sugar, eat sparingly.

Learning outcome 2: Understand the dietary needs of different groups

Specific dietary needs and requirements: Pregnant and breast feeding women, infants, children, adolescents, adults, older people, ethnic and religious groups, vegetarians, diabetics, weight reduction.

Healthy eating plan: Intake of nutrients, regular timing of food, portion size, cooking methods.

UV11520130


UV11521Working with customers and clients in sports and active leisure settingsThe aim of this unit is to develop the knowledge and understanding of the importance of effective customer service, to include benefits, tasks, types of enquiry and when to refer clients. In addition, you will have the opportunity to provide service to customers and clients in sport and active leisure settings.

UV11521_v5

GLH

Credit value

Level

Observation(s)

External paper(s)

30

3

1

1

0


Learning outcomes

Working with customers and clients in sports and active leisure settings

1. Be able to provide customer service to customers and clients in sport and active leisure organisations

2. Know why customer service is important to sport and active leisure organisations

3. Know about customer service tasks in the sport and active leisure sector

4. Know how to provide service to customers and clients in sport and active leisure organisations







UV11521 133




UV11521





134

Learning outcome 1

Observations

You can:



Be able to provide customer service to customers and clients in sport and active leisure organisations

a. Greet customers in a way that makes them feel welcomed

b. Offer assistance to customers

c. Provide helpful responses to customers’ queries and requests

d. Provide accurate information about products and services

UV11521 135









UV11521136

Knowledge

Learning outcome 2

Know why customer service is important to sport and active leisure organisations


a. Identify the benefits of providing effective customer service to: • customers and clients • sport and leisure organisations • staff

UV11521 137

Learning outcome 3

Know about customer service tasks in the sport and active leisure sector


a. Describe different customer service tasks expected of someone working in the sport and active leisure sector

b. Describe some common customer enquiries in sport and active leisure settings

c. Outline situations where it would be appropriate to refer a customer to a more senior colleague and state why this is the case

UV11521138

Learning outcome 4

Know how to provide service to customers and clients in sport and active leisure organisations


a. Describe ways of creating a positive impression on customers and clients through: • greetings • body language • tone of voice • personal appearance • providing correct information

UV11521 139

Learning outcome 2: Know why customer service is important to sport and active leisure organisations

Benefits of effective customer service: Customers and clients – meet individual needs, customers receive an efficient and quality service, customer satisfaction.

Sport and leisure organisations – enhanced image and reputation, customer retention and loyalty, attract new customers, increased efficiency and productivity.

Staff – positive relationships with customers, reduced customer complaints, job satisfaction and motivation.

Learning outcome 1: Be able to provide customer service to customers and clients in sport and active leisure organisations

Unit content


UV11521140

Greet customers: Face-to-face (make eye contact, smile, give a friendly verbal welcome or greeting, offer to help), on the telephone (give the name of the organisation, give a friendly verbal welcome or greeting, offer to help), in different situations (reception, meeting prospective members, induction, telephone enquiry).

Offer assistance: To different types of customers (new customers, existing customers, young people, older adults), in different situations (enquiries, information and guidance, resolving complaints).

Helpful responses: Customer queries (opening time, classes available, price), customer requests (making a booking, making a suggestion for improvement), meet the customer’s needs, provide appropriate options and alternatives, achieve customer satisfaction.

Accurate information: In accordance with the organisation’s products and services, about products (price, sports equipment, memberships), about services (opening and closing times, timetable, classes offered).

UV11521 141

Learning outcome 4: Know how to provide service to customers and clients in sport and active leisure organisations

Greetings: Making eye contact, smiling, friendly verbal welcome or greeting, offering to help.

Body language: Open posture, positive facial expression, positive hand gestures, eye contact, active listening, use of body language in different customer service situations.

Tone of voice: Appropriate for the situation and environment, clear, confident, honest, friendly, use of tone of voice in different customer service situations.

Personal appearance: Appropriate for the customer service role, wearing the organisation’s uniform, smart, professional, good personal hygiene.

Providing correct information: Providing accurate responses to customer questions, demonstrating knowledge of products or services, referring customers to appropriate staff if required.

Learning outcome 3: Know about customer service tasks in the sport and active leisure sector

Customer service tasks: Providing information about products or services to new and existing customers, dealing with customer enquiries, dealing with customer complaints, gathering customer feedback, providing a specific service (coaching, instructing, setting up equipment), examples of specific tasks and what they involve.

Common customer enquiries: Information about products and services, memberships and pricing, opening and closing times, making a booking for equipment and facilities, lost property, making a complaint, examples of specific enquiries and how they are dealt with.

Situations to refer a customer: Customer requesting communication with a senior colleague, serious or irresolvable customer complaints, child protection and safeguarding issues, reasons for referral to senior colleague (outside the limits of own role, specialist knowledge or skills needed).

UV11521142


UV11522Investigating rights and responsibilities at work

The aim of this unit is to develop your knowledge and understanding of your rights and responsibilities at work. You will learn about employee rights and responsibilities in a place of work, factors that may affect rights of individuals and laws that can protect employee rights at work.

UV11522_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

10

1

1

0

0



Investigating rights and responsibilities at work

1. Know employee rights and responsibilities in a place of work

2. Know how the rights of individuals are supported in a place of work

3. Know the responsibilities of employers in a place of work

UV11522 145

1. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.











UV11522146

Knowledge

Learning outcome 1

Know employee rights and responsibilities in a place of work


a. Outline employee rights at work

b. Outline employee responsibilities at work

UV11522 147

Learning outcome 2

Know how the rights of individuals are supported in a place of work


a. Describe the factors that may affect the rights of individuals at work

b. Describe how to respect the rights of individuals at work

c. Identify laws that can protect the rights of employees at work

UV11522148

Learning outcome 3

Know the responsibilities of employers in a place of work


a. Identify employer responsibilities at work, in regard to: • fulfilling a contract • health and safety • equal opportunities and prevention of discrimination

UV11522 149

Learning outcome 2: Know how the rights of individuals are supported in a place of work

Factors that may affect the rights of individuals: Health, disability, stereotyping, cultural and religious background; how factors might affect rights.

How to respect the rights of individuals: Demonstrate appropriate behaviour, use of appropriate language, politeness and respect for others, acceptance of individual differences, ignoring stereotypes, avoiding unfair discrimination against others.

Laws: Health and safety at work legislation, management of health and safety at work regulations, sex discrimination legislation, race relations legislation, disability discrimination regulations, equal pay, employment equality (age) regulations, working time regulations.

Learning outcome 1: Know employee rights and responsibilities in a place of work

Unit content


UV11522150

Employee rights: Statutory rights (e.g. written statement of terms of employment, national minimum wage, paid holiday, maximum 48 hour working week, daily rest breaks, maternity leave, trade union), contractual rights (e.g. salary/pay, hours of work, holiday leave, sick pay, notice period, pension, benefits).

Employee responsibilities: Undertake contractual obligations, adherence to health and safety (e.g. follow safe working practices, follow reporting procedures), equality and diversity (e.g. respect for others, sensitivity to individual needs).

UV11522 151

Learning outcome 3: Know the responsibilities of employers in a place of work

Employer responsibilities for fulfilling a contract: Working conditions, salary/pay, hours of work, holiday leave, sick pay, notice period, pension, benefits.

Employer responsibilities for health and safety: Adherence to legislation, produce and follow policies and procedures, undertake risk assessments, provide personal protective equipment, staff training, appointment of appropriate first aiders.

Employer responsibilities for equal opportunities and prevention of discrimination: Produce policies and procedures, promote human rights and equality, eliminate discrimination, make reasonable adjustments, remove barriers to access and participation, education and training.

UV11522152

Notes Use this area for making notes and drawing diagrams

vtct level 1 certificate in sport and active leisure studies · the vtct level 1 certificate in...

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