Learning objectives

• To understand the qualities of a sports activity leader.

Connector (10 minutes):

• Introduce unit:

  • Learning aims A and B 

  • Assessment criteria 

• Ask the students if they have ever been part of a sports team or a group activity and if they have noticed someone taking on a leadership role. Encourage them to share their observations.

• Learners to complete thought shower around the qualities of a sports activity leader.

Activate: 

1.Personality Traits of a Sports Activity Leader (15 minutes):

• Present a list of personality traits on the board, such as confidence, empathy, patience, and enthusiasm.

• Discuss each trait and its importance for a sports activity leader.

• Encourage students to share examples of leaders they admire who possess these traits.

2.Motivation and Initiative (15 minutes):

• Discuss the role of motivation and initiative in leadership.

• Explain how a sports activity leader needs to be proactive and take the lead in various situations.

• Share real-life stories or examples of leaders who showed exceptional motivation and initiative in sports.

3. Behavior and Professionalism (20 minutes):

• Discuss the importance of behaviour and professionalism for a sports activity leader.

• Mention the significance of being a role model and setting a positive example for others.

• Give examples of appropriate and inappropriate behaviour in leadership roles.

• Engage students in a role-play activity where they demonstrate good and bad leadership behaviours.

4. Communication Skills (15 minutes):

• Explain the vital role of communication skills in sports leadership.

• Discuss active listening, clear instruction, and the ability to motivate and inspire through words.

• Conduct a group activity where students practise effective communication skills through pair discussions or short presentations.

Demonstrate:

1. Learners to add personality traits and definitions to key words sheet.

   1. Learners to identify any potential traits they may have?

2. Learners to continue to add to key words sheet around motivation and initiative

3.  Learners to add to key words sheet around behaviours and professionalism

1. Learners to identify positive and negative behaviours that they might see in sport.

4.Group Activity: Qualities of a Sports Activity Leader (15 minutes):

• Divide the class into small groups.

• Provide each group with a set of discussion cards containing scenarios related to sports leadership (Diamond 9)

• In their groups, students discuss and identify which qualities of a sports activity leader are relevant to each scenario.

• Each group presents their findings to the class.

Consolidate: (5 minutes):

• Summarise the key qualities discussed during the lesson.

• Ask students to reflect on one quality they would like to work on to become a better sports activity leader.

• Encourage them to share their reflections or goals with the class.

• Introduce lesson 2 title and objective

• Introducing the next lesson and what will happen next?

Learning objectives

• To understand the qualities of a sports activity leader.

Connector:

Recap from Previous Lesson (20 minutes):

• Begin by briefly recapping the key qualities of a sports activity leader discussed in the previous lesson

• .Ask students to share any reflections or insights they had after the lesson.

• Explain that today's lesson will focus on exploring different sports activities that are suitable for leadership.

• Emphasise that understanding the qualities of a leader from the previous lesson will help them identify which activities align with those qualities.

Activate: 

1. Brainstorming: Qualities of a Sports Activity Leader (15 minutes):

• Revisit the qualities of a sports activity leader discussed in the previous lesson.

• Ask students to brainstorm and share qualities that they think are essential for someone to be a good leader in sports activities.

• Write down their responses on the board or chart paper.

2.Presentation: Various Sports Activities (20 minutes):

• Present a list of various sports and physical activities that can be suitable for leadership roles.

• Include a diverse range of sports such as football, basketball, table tennis, track and field, dance, yoga, and more.

• Briefly describe each activity and highlight specific leadership roles within those activities.

3.Small Group Activity: Match the Qualities (15 minutes):

• Divide the class into small groups.

• Provide each group with a list of sports activities and a set of qualities of a sports activity leader.

• In their groups, students match the qualities to the sports activities they think require them the most.

• Each group shares their choices with the class and explains their reasoning.

4.Discussion: Leadership Opportunities (10 minutes):

• Engage the class in a discussion about leadership opportunities in sports activities.

• Ask students to share their insights on which sports or activities align with their personal qualities and interests.

• Discuss how they can get involved in leadership roles in their chosen activities.

Demonstrate

1. Personal reflection: Learners to brainstorm the qualities that they have and how they can help assist leading sports activities.

2. Learners participate in group discussion.

3. Small group work - Matching exercise 

4. Practical Activity (if possible, 20 minutes):

• If space and equipment are available, organise a practical leadership activity. For example, if you discussed soccer, have students take turns leading a warm-up drill or a small-sided game.

• Emphasise the qualities they should exhibit during the activity and provide feedback.

Consolidate:

Reflection and Goal Setting (5 minutes):

• Ask students to reflect on what they've learned today about leadership qualities and opportunities in sports activities.

• Have them set a personal goal related to sports leadership, such as volunteering to lead a warm-up during their next sports class.

• Introducing the next lesson and what will happen next?

Learning objectives

• To understand the needs of participants and the aims of activities.

Connector:

Recap from Previous Lesson (10 minutes):

• Begin by briefly recapping the qualities of a sports activity leader discussed in the previous lessons. Ask students to share any reflections or insights they had after those lessons.

• Explain that today's lesson will focus on the importance of making sports activities fun, educational, and suitable for skill development.

• Emphasise the role of a sports activity leader in tailoring activities to the participants' needs.

Activate:

1. Brainstorming: Importance of Fun and Learning (15 minutes):

• Initiate a brainstorming session about why fun, education, and skill development are crucial in sports activities.

• Write down students' responses on the board or chart paper.

• Discuss how these factors contribute to a positive sports experience.

2. Presentation: Tailoring Activities (20 minutes):

• Present key concepts related to tailoring sports activities, such as age-appropriateness, gender inclusivity, and skill level considerations.

• Provide examples of how activities can be adjusted to suit different age groups, genders, and abilities.

3. Discussion: Age, Gender, and Ability (10 minutes):

• Engage the class in a discussion about the challenges and opportunities of tailoring activities for different age groups, genders, and abilities.

• Encourage students to share their insights and experiences in sports activities.

Demonstrate:

1. Learners to brainstorm sessions about why fun, education and skill development are crucial in sport activities.

2. Group Activity: Tailoring Sports Activities (15 minutes):

• Divide the class into small groups.

• Provide each group with a sports activity scenario (e.g., teaching a soccer drill to a group of 8-year-olds, organising a mixed-gender volleyball game, or planning a skill-building session for beginners).

• In their groups, students brainstorm and outline how they would tailor the activity to meet the specific needs of their scenario.

• Each group shares their ideas with the class.

3. Practical Activity (if possible, 20 minutes):

• If space and equipment are available, organise a practical activity that demonstrates how to tailor a sports activity to specific age groups or abilities.

• Discuss the modifications made during the activity and how they benefited the participants.

Consolidate:

• Ask students to reflect on what they've learned today about tailoring sports activities for fun, education, and skill development.

• Have them set a personal goal related to creating inclusive and engaging sports activities.

• Introducing the next lesson and what will happen next?

Learning objectives

• To consider factors when planning and preparing sports activities

Connector (15 minutes):

• Begin by briefly recapping the importance of fun, education, and skill development in sports activities, as discussed in the previous lessons.

• Explain that today's lesson will focus on the factors to consider when planning and preparing sports activities.

• Emphasise how these factors play a crucial role in creating successful and safe sports sessions.

• Initiate a brainstorming session about what factors should be considered when planning and preparing sports activities.

• Write down learners]s' responses on the board or chart paper.

• Encourage learnerss to think about various aspects, such as location, timing, health and safety, equipment, age, and number of participants.

Activate:

1. Presentation: Key Factors (20 minutes):

• Present the key factors in detail, covering topics such as location selection, session timing, ensuring health and safety, the importance of appropriate equipment, and the need to adapt activities to the age and skill level of participants.

• Discuss how these factors influence the overall planning and preparation of sports activities.

2. Discussion: Expected Outcomes and Session Structure (10 minutes):

• Engage the class in a discussion about setting expected outcomes for sports activities and structuring sessions effectively.

• Discuss how clear objectives and session structure contribute to the success of sports activities.

Demonstrate:

1. Group Activity: Scenario Planning (15 minutes):

• Divide the class into small groups.

• Provide each group with a different sports activity scenario (e.g., organising a Football game in a small park, conducting a fitness session for beginners, or arranging a basketball tournament for various age groups).

• In their groups, learners brainstorm and outline how they would plan and prepare the activity, taking into account the factors discussed.

• Each group shares their ideas with the class.

2. Practical Activity (if possible, 20 minutes):

• If space and equipment are available, organise a practical activity that demonstrates the importance of proper planning and preparation. For example, set up a soccer game where one team is well-prepared (with appropriate equipment and a structured warm-up) and the other is not.

• Discuss the differences in the quality of the session and the safety implications.

Consolidate (10 minutes):

• Ask learners to reflect on what they've learned today about planning and preparing sports activities.

• Have them set a personal goal related to improving their planning and preparation skills for future sports activities.

• Introduce next lesson and lesson objectives

Learning objectives

• To understand the importance of warm-up and cool-down activities.

Connector:

Recap from Previous Lesson 

• Begin by briefly recapping the factors to consider when planning and preparing sports activities, as discussed in the previous lessons.

Introduction to Today's Lesson 

• Explain that today's lesson will focus on the importance of warm-up and cool-down activities in sports.

• Emphasise how these activities help prevent injuries and improve performance.

Brainstorming: Warm-Up and Cool-Down (15 minutes):

• Initiate a brainstorming session about what students already know about warm-up and cool-down exercises in sports.

• Write down their responses on the board or chart paper.

• Encourage students to share their experiences with warm-up and cool-down routines.

Activate:

1. Presentation: Importance and Benefits (20 minutes):

• Present the importance of warm-up exercises, including increasing blood flow, preparing muscles and joints, and reducing the risk of injury.

• Discuss the significance of cool-down routines, including promoting recovery, reducing muscle soreness, and improving flexibility.

• Provide examples of warm-up and cool-down exercises and their benefits.

2. Discussion: Cool-Down Techniques (10 minutes):

• Engage the class in a discussion about different cool-down techniques, such as static stretching, deep breathing, and light walking.

• Discuss how these techniques can aid in muscle recovery and flexibility.

Demonstrate:

1. Group Activity: Warm-Up Demonstration (15 minutes):

• Divide the class into small groups.

• Assign each group a specific warm-up exercise (e.g., jogging in place, jumping jacks, or stretching).

• In their groups, students demonstrate and explain the warm-up exercise they were assigned.

• Each group presents their warm-up exercise to the class.

2. Practical Activity: Warm-Up and Cool-Down (if possible, 20 minutes):

• If space and equipment are available, lead the students in a practical warm-up and cool-down session.

• Demonstrate and guide them through various warm-up exercises and cool-down routines.

• Emphasise the proper technique and importance of gradual stretching.

Consolidate:

• Ask students to reflect on what they've learned today about warm-up and cool-down activities in sports.

• Have them set a personal goal related to incorporating warm-up and cool-down routines in their physical activities.

• Introducing the next lesson and learning content.

Learning objectives

• To learn the responsibilities of assisting in delivering a sports activity.

Connect:

Recap from Previous Lesson:

• Begin by briefly recapping the importance of warm-up and cool-down activities in sports, as discussed in the previous lesson.

Learners to complete feedback slip.

Introduction to Today's Lesson:

• Explain that today's lesson will focus on the responsibilities of assisting in delivering a sports activity.

• Emphasise the essential role that assistants play in ensuring the smooth operation of sports sessions.

Brainstorming: Responsibilities of an Assistant :

• Initiate a brainstorming session about what students believe are the responsibilities of an assistant in a sports activity.

• Write down their responses on the board or chart paper.

• Encourage students to think about their experiences in sports and what they've observed in coaches or assistants.

Activate:

1. Presentation: Role and Responsibilities (20 minutes):

• Present the role and responsibilities of an assistant in delivering a sports activity.

• Discuss the importance of demonstrating skills, effective communication, and maintaining professionalism.

• Provide examples of how assistants can assist coaches and contribute to the success of sports sessions.

2. Discussion: Effective Communication (10 minutes):

• Engage the class in a discussion about the importance of effective communication as an assistant in a sports activity.

• Discuss the different aspects of communication, such as clear instructions, active listening, and providing constructive feedback.

Demonstrate:

1. Group Activity: Demonstrating Skills (15 minutes):

• Divide the class into small groups.

• Assign each group a specific skill or technique related to a sport (e.g., dribbling in basketball or serving in tennis).

• In their groups, students demonstrate and explain the assigned skill to their peers.

• Each group presents their skill demonstration to the class.

2. Practical Activity: Maintaining Professionalism (if possible, 20 minutes):

• If space and equipment are available, lead the students in a practical activity that focuses on maintaining professionalism in sports.

• Role-play scenarios where students demonstrate professionalism, such as addressing conflicts, being punctual, and respecting participants.

• Encourage discussions on how these actions contribute to a positive sports environment.

Consolidate:

• Ask students to reflect on what they've learned today about the responsibilities of assisting in delivering a sports activity.

• Have them set a personal goal related to being an effective assistant in future sports 

• Introduce next lesson.

Learning objectives

• To understand the importance of being a role model in sports leadership.

Learning content:

• Discuss the concept of leading by example, setting standards, and the impact on participants.

Connector:

Recap from Previous Lesson 

• Begin by briefly recapping the responsibilities of assisting in delivering a sports activity, as discussed in the previous lesson.

Introduction to Today's Lesson

• Explain that today's lesson will focus on the importance of being a role model in sports leadership.

• Emphasise how leaders influence and inspire others through their actions and behaviour.

Brainstorming: What is a Role Model? 

• Initiate a brainstorming session about what learners believe a role model is and what qualities a role model should possess.

• Write down their responses on the board or chart paper.

• Encourage learners to share their thoughts on role models in sports.

Activate:

1. Presentation: Leading by Example (20 minutes):

• Present the concept of leading by example in sports leadership.

• Discuss the idea of setting standards and behaving in a way that inspires others to follow.

• Provide examples of well-known sports leaders who have been role models.

Demonstrate:

1. Group Activity: Role Model Scenarios (15 minutes):

• Divide the class into small groups.

• Provide each group with a scenario related to sports leadership and role modelling (e.g., a team captain helping a struggling teammate or a coach addressing sportsmanship).

• In their groups, learners discuss how the sports leader in the scenario can be a positive role model and set an example.

• Each group shares their insights with the class.

2. Practical Activity: Setting Personal Standards (if possible, 20 minutes):

• If space and equipment are available, lead the learners in a practical activity that focuses on setting personal standards in sports leadership.

• Have each learner identify a personal standard or goal related to being a role model in sports leadership.

• Encourage them to practise this standard during a mini sports activity or game.

Consolidate:

• Ask learners to reflect on what they've learned today about being a role model in sports leadership.

• Have them set a personal goal related to being a positive role model in their sports activities.

Learning objectives

• To improve communication skills for sports leadership.

Connector:

Recap from Previous Lesson (10 minutes):

• Begin by briefly recapping the importance of being a role model in sports leadership, as discussed in the previous lesson.

Introduction to Today's Lesson (10 minutes):

• Explain that today's lesson will focus on improving communication skills for sports leadership.

• Emphasise how effective communication is essential for providing clear instructions, actively listening to others, and using non-verbal cues in sports activities.

Activate:

1. Brainstorming: Elements of Effective Communication (15 minutes):

• Initiate a brainstorming session about what learners believe are the elements of effective communication.

• Write down their responses on the board or chart paper.

• Encourage learners to share their thoughts on communication in sports

2. Presentation: Clear Instruction (20 minutes):

• Present the importance of clear instruction in sports leadership.

• Discuss how providing concise and understandable directions helps in organising and leading sports activities.

• Provide examples of situations where clear instruction is crucial.

3. Discussion: Active Listening (10 minutes):

• Engage the class in a discussion about the importance of active listening in sports leadership.

• Discuss how active listening helps leaders understand and respond to participants' needs and concerns.

• Encourage learners to share examples of when they experienced active listening in sports.

4. Presentation: Non-Verbal Communication (10 minutes):

• Present the role of non-verbal communication, including body language, facial expressions, and gestures, in sports leadership.

• Explain how non-verbal cues can convey encouragement, motivation, or understanding.

• Share examples of positive and negative non-verbal communication in sports.

Demonstrate : 

2. Group Activity: Role-Playing Clear Instructions (15 minutes):

• Divide the class into small groups.

• Assign each group a sports activity scenario (e.g., explaining the rules of a game or teaching a specific skill).

• In their groups, learners role-play situations where they must provide clear instructions to others.

• Each group presents their role-play to the class.

3. Practical Activity: Active Listening Exercises (if possible, 20 minutes):

• If space and equipment are available, lead the learners in practical active listening exercises.

• Conduct activities where learners must listen attentively to instructions, questions, or feedback.

• Discuss the challenges and benefits of active listening.

5. Group Activity: Non-Verbal Communication Role-Play (15 minutes):

• Divide the class into small groups.

• Assign each group a sports leadership scenario where non-verbal communication plays a significant role (e.g., motivating a teammate, providing positive feedback, or signalling during a game).

• In their groups, learners role-play these scenarios, focusing on non-verbal cues.

• Each group presents their role-play to the class.

• Learners to complete peer reflection on members of the there group

Consolidation:

• Ask learners to reflect on what they've learned today about communication skills in sports leadership.

• Have them set a personal goal related to improving their communication skills in sports activities.

• Introduce next lesson and learning objectives.

Learning objectives

• To apply knowledge and skills learned during the course.

Connector:

Recap from Previous Lessons:

• Begin by briefly recapping the key concepts and skills covered in the previous lessons related to sports leadership, communication, role modelling, and more.

Introduction to Today's Lesson:

• Explain that today's lesson will provide an opportunity for learnerss to apply the knowledge and skills they've learned throughout the course.

• Emphasise that they will plan and lead a short sports activity session.

Review of Leadership Aspects:

• Review the key aspects of sports activity leadership, including qualities of a leader, communication skills, setting standards, and role modelling.

• Encourage learners to think about how they can incorporate these aspects into their planned activities.

Activate:

Planning Phase (20 minutes):

• Divide the class into small groups (or individually, depending on class size).

• Assign each group a specific sports activity or game to plan and lead (e.g., a football drill, relay race, or a warm-up session).

• Provide guidelines for the planning phase, including setting clear objectives, selecting appropriate activities, and considering the age, gender, and skill level of participants.

• Allow time for learners to brainstorm, outline, and plan their activities.

Demonstrate:

Presentation of Activity Plans (15 minutes):

• Have each group (or individual) present their planned sports activity to the class.

• Encourage them to explain their objectives, the activities involved, and how they plan to incorporate leadership aspects like clear instruction, active listening, and non-verbal communication.

Practical Activity: Leading Sports Activities (if possible, 20 minutes):

• Provide the necessary sports equipment and space for learners to lead their planned activities.

• Each group (or individual) takes a turn leading their sports activity session while demonstrating leadership qualities discussed in previous lessons.

• Observe and provide feedback on their leadership performance.

Consolidate: 

Reflection and Feedback (10 minutes):

• After each activity session, allow time for learners to reflect on their experiences.

• Encourage feedback from their peers and the instructor regarding their leadership skills, communication, and the overall effectiveness of their session.

Goal Setting and Improvement (5 minutes):

• Ask learners to set a personal goal related to improving their sports leadership skills based on their reflections and feedback received during the lesson.

• Introduce next lesson and learning objectives

Learning objectives

• To reflect on the course and explore potential career paths or further studies related to sports activity leadership.

Connect:

Recap from Previous Lessons (10 minutes):

• Begin by briefly recapping the key concepts and skills covered in the previous lessons related to sports leadership, communication, role modelling, and more.

Introduction to Today's Lesson (10 minutes):

• Explain that today's lesson will provide an opportunity for students to reflect on their learning journey in sports activity leadership and consider future paths.

• Introduce the importance of self-reflection and career exploration.

Individual Reflections (15 minutes):

• Distribute handouts with reflection prompts related to the course. Prompts can include questions like:

  • What have you learned about sports leadership throughout this course?

  • How have you applied sports leadership skills in your life outside of this course?

  • What aspects of sports leadership do you feel most confident in, and where do you see room for improvement?

Activate:

1. Group Discussions (20 minutes):

• Divide the class into small groups.

• In their groups, students share their reflections and engage in discussions about their experiences and growth in sports leadership.

• Encourage them to offer peer feedback and insights.

2. Guest Speaker or Video (if available, 15 minutes):

• If possible, invite a guest speaker from the sports industry to share their experiences and career journey.

• Alternatively, show video interviews or documentaries featuring professionals in sports leadership roles.

• Allow time for students to ask questions and gain insights into potential career paths.

Demonstrate:

1. Presentation: Career Paths and Further Education (15 minutes):

• Provide an overview of various career paths and further education opportunities related to sports activity leadership. Mention potential roles like sports coach, fitness instructor, physical education teacher, or sports management.

• Discuss the importance of certifications and degrees in pursuing a career in the sports industry.

2. Group Exploration and Research (10 minutes):

• Assign each group a specific career path or further education option in sports leadership (e.g., becoming a sports coach, obtaining a fitness certification, or pursuing a degree in sports management).

• In their groups, students research and discuss the requirements, benefits, and challenges of their assigned path.

• Each group presents their findings to the class.

Consolidate:

Reflection and Goal Setting (5 minutes):

• Ask students to reflect on what they've learned today about potential career paths and further education in sports leadership.

• Have them set a personal goal related to their future aspirations in the sports industry.

• Link into next lesson - Assignment hand out.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate: 

review of lesson with Q and A to check understanding. 

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate: 

review of lesson with Q and A to check understanding. 

SP9 Assignment brief