Practical Sports Performance and Sports Coaching

This post was written by Chris Bailey @MrCwBailey.
There is a large cross over between Practical Sports Performance (Unit 2) and Leading Sports Activities (Unit 6) of the Level 2 BTEC Sport NQF qualification. It would then seem obvious that these units should be taught either alongside or following each other. Getting this structure right is very important in making sure the students get the best possible learning experience and come away from both units with the vocational skills that the qualification looks to develop.

I have often found that my Btec Sport students complete the units well and meet the required criteria, however months down the line when we have moved on to other units, or when they have progressed onto Level 3 BTEC Sport, they have forgotten a lot of the skills they are supposed to have learnt. This was the case for my current year 11 class, who had been taught Unit 2 before I joined the school (in year 9), but could not effectively explain or demonstrate the core skills in the same sports when we moved on to the coaching aspects of unit 6.

Therefore, for my year 10 class I have adjusted the way these two units are delivered. We will be completing Unit 2 in our lessons and Unit 6 will be introduced as a homework task to run alongside this. The main focus of Unit 2 will be on developing the skills in our chosen sports and the homework task will be to gather experience of these skills from a coaching perspective. The students will be more likely to make progress and remember the skills if they are exposed to the process of teaching the skills as well as performing them.

How it will be delivered

Unit 2 will begin with a task to research the rules, regulations, scoring systems and roles/responsibilities of officials for two of our chosen sports. This will then feed into our formative assessment where the students will be given a scenario for each of the sports, from which they need to apply their knowledge and understanding to answer questions (similar to the AQA GCSE pre-release and new Level 3 assessment tasks). We will have one lesson in the classroom and one lesson performing practically, this will allow the students to put what they are learning into practice. Once complete the students will complete their BTEC assignment, which is to create an animated video (using Powtoon) to explain the rules, regulations and scoring systems for two sports and a booklet to explain the roles and responsibilities of officials. The reason I am going to get the students to create a video is so that they have to be creative when presenting their information which will hopefully mean that the learning will be longer lasting.

Following on from this the students will begin to practice the skills within our chosen sports; a good amount of time should be spent on this so that the students are in the best possible position to complete the practical assessment. To evidence their knowledge of the two sports the students will complete a logbook that will need to explain the skills and tactics of the sport and have pictures of them completing the skills. A final performance is recorded in both sports, which will also be put into their logbook, and used to evaluate performance for the Learning Aim C assignment.

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While completing this in lessons, the students will begin their homework tasks based around Unit 6. Through helping at extra-curricular clubs or their own sports clubs the students will complete a coaching passport that gradually introduces them to attributes and responsibilities of a successful coach. The idea being that when we come round to completing Unit 6 the students will be in a strong position to handle the daunting task of coaching another group of students.

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Example of Coaching Passport

Unit 6 will begin in the same way as Unit 2, with a research task on the attributes and responsibilities of a sports leader, and then a scenario task based around two contrasting successful sports leaders. The final assignment in Learning Aim A will be to create a Sports Coaching Company where the students have to create a sports leader job advert and description to show understanding of what makes a successful sports leader (plus a video advert that compare and contrasts for distinction – we will use Powtoon again).

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The coaching passport will help with Learning Aim B, where the students will be planning and justifying two coaching sessions before delivering one session to a KS3 core PE group. Through completing the passport the students would have already observed, team taught and independently led coaching sessions so should be more confident with the whole process. The session will be recorded and, like Unit 2, this will be watched in order to review coaching performance for Learning Aim C.

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I should note here that in my school the students complete the Level 2 BTEC Sport qualification over three years with the students getting two hours a week. Therefore, I am in a fortunate position where more time can be dedicated to the learning process and as a result I can make sure that my students are as prepared as possible for the final assignments in each of the Learning Aims. I know this is not the case in all schools and would be interested to hear how other teachers are structuring these two units under tighter time constraints, tweet @SubjectSupport and @MrCwBailey.

Essay Structuring – The Key To Better Work

This guest post was written by Grant Ormerod @PE_Grant.

BTEC Essay Structure

BTEC Essay Structure

Imagine receiving a student’s first assessment of the year. You don’t even know their face or name yet, however the work is immaculately presented, well referenced and includes a faultless bibliography. The work looks professional. Do you remember them and the work they produce?
Each year at my college we enrol between 60 to 80 new BTEC Sport and Exercise Sciences students. All of which hold a variety of skills and knowledge that they developed from school. Literacy and Numeracy are a key area to incorporate in all lessons in sport, but when my students come to the end of their first year, they start to think about the skills and knowledge they may need for university.

Looking at the first assessments that the students produce, they are… let’s say dynamic! Its an explosion and combination of different fonts, text sizes, using bold, not using capitals, using pictures for no reason, copying and pasting, centralising the text, text changing colour, as well as leaving large gaps in the work.

The jump from college level to university is both academically and socially difficult. At school, such academic writing is not taught to a high level, therefore being able to develop these skills at college is something I felt was the right thing to do.

I begin this quest by including some of these points in the feedback we provided. This then became a document which outlined the basics to writing with a good essay structure. Some used this and others left it on the table at the end of the lesson. The best thing was that it was crystal clear who had and who had not followed the structure. Our key word has been ‘professionalism’. I wanted the mindset of the students to be to produce a professional looking piece of work. Having found and shown some university level essays, the student agreed that the work looked smart and nicely presented.

My way of selling this to the students was getting them to imagine handing in their first report at university, showing great presentation, uniformity, and structure. Furthermore, to include a well-developed and correctly written bibliography using relevant references for information and images. A university lecturer will remember them for future assessments and will be likely to offer more support if necessary.

The response has been incredible, so much so that this poster is on our moodle area, is up on our notice boards and in classrooms. More importantly, the work produced by the students is now looking very ‘professional’ and achieving high grades on the first attempt. Moreover, the students are proud of what they are producing, of which is unteachable!!!

You can download the poster from here.

Making assessments more meaningful in BTEC Sport

This post was written by Chris Bailey @MrCwBailey.

The Internal assessment rules for BTEC Sport state that no formative feedback can take place once an assignment has started. This does not mean that formative assessments should not take place prior to the commencement of a BTEC assignment. With this in mind I have devised my assessment plan around the following three stages;

Learning task

Students complete activities that build a knowledge base that will be required to be successful in the unit of study.

Formative assessment activity

After completing the learning task and acting on feedback, students complete a formative task to check their understanding.

BTEC Assignment

Finally students use all of their completed work as a reference while completing the assignment.

Following the assignment students are given summative feedback that will detail what criteria has been achieved or not achieved. They are only entitled to resubmit work if they have met the predetermined deadline, are capable of meeting a higher criteria and doing so without support. This is made clear to the students and I have seen a big difference in their attitude and understanding of the assignment process.

Examples of my stages of assessment

Learning Task

These are completed in books or in Google Classroom once we have gone through the content as a class or in small groups. Each learning task is supported by a learning mat that provides students with a structure and allows for differentiation across the assessment criteria.


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Formative Activity

The learning task feedback is acted upon and used to complete formative feedback that is also set in Google Classroom. These learning tasks not only assess understanding, but also look to develop the structure of students writing.

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BTEC Assignment

All of this work is then used to complete the assignment. I try to set assessment tasks that have varying demands and allow for development of a range of skills. For example, in Unit 6 Learning Aim A (Coaching attributes, qualities and skills) the students were asked to create a recruitment campaign that needed to include a video advert (we used PowToon).

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Google Classroom

I have found that using Google Classroom to communicate, monitor and assess the learning tasks, formative tasks and BTEC assignments much more effective than having the work in students individual network folders.

With Classroom you are able to attach key documents/resources that can help students with their work e.g. YouTube videos or presentations from lessons. You can create a copy of the task for each student, which means that once the student clicks on the task a copy is automatically transferred to their Google Drive and has their name in the title of the document. All of these documents are also stored in automatically created and titled folders in the teachers Google Drive which saves a lot time.
Classroom clearly shows you who has or has not completed the work, and whether the work was completed on time or late. I use this feature to evidence whether or not a student can resubmit an assignment (following the three rules I mentioned earlier). The documents are web-based so comments can be made while students work on them, obviously this is not permitted in the BTEC assignments. Finally, the results of the different assignments can be downloaded as an spreadsheet which I keep a record of as evidence of progress over time.

Grading Assignments

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I wanted to give the grades more meaning and show the students how close/far they were from the next level. Therefore, my department and I created a University style assessment criteria that looks to prepare Level 2 students for the step-up to Level 3, and focus our post-16 students on what will be expected of them at University.

How they work

For Level 2, a Level 1 Pass is 40%, Pass is 50%, Merit is 60% and Distinction is 70%, whereas in Level 3 the Pass criteria is broken down into a lower (40%) and higher (50%) Pass. These therefore represent an equivalent to a 3rd or 2:2 at University. Obviously the BTEC assignments can only be graded as Pass, Merit and Distinction (and Level 1 Pass for Level 2), so the above percentages are always given to represent the criteria achieved, however these grades are topped up by considering literacy, presentation and referencing. The students get an extra 2.5% for spelling, punctuation and grammar, 2.5% vocabulary, 2% for presentation and 2% for referencing.

For example, I recently gave a Level 2 student his controlled assessment back as 62%. He knew straight away that he had achieved a Merit, but he had not been successful in either his literacy, presentation or referencing and this would therefore be his focus for the next assignment.

Going back to Google Drive, when an assignment is set the grading can be adjusted. So for an assignment that has a Distinction I would leave the maximum score as 100%, but if the top criteria is a Merit I would change the maximum score to 69%. This is where the exported breakdown of grades begins to have more meaning as you can clearly see how the students writing has improved from one assignment to another.

This whole process has made the teaching and learning in my BTEC Sport classroom more meaningful and the students have been in much better place to complete their assignments. They are less reliant on teacher support and therefore we have been able to be successful despite the introduction of the new assessment rules.