Reflecting on Sports Leadership

This post was written by Chris Bailey @MrCwBailey.
 
The focus for this blog in the last two issues has been the planning and delivering of Level 2 BTEC Sport Unit 6 (Leading Sports Activities). During Learning Aim A, I discussed how the students were set the challenge of creating a Sports Coaching company and recruiting successful sport leaders. Through which they had to demonstrate their knowledge and understanding of the attributes, qualities and responsibilities of a successful sports leader. They were then asked to apply this knowledge in Learning Aim B, where my students had to plan and deliver a coaching session to a Key Stage Three class. Within this blog I aim to complete the review of my Unit 6 delivery.
 
Learning Aim C is concerned with reviewing the planning and leading of sports activities, and of all the BTEC Assignments that the students have completed in this Unit, this has been by far best in terms of quality produced by my students. I feel that this can be largely attributed to the level of detail we have put into ensuring that the students are constantly thinking and talking like a sports leader throughout their first two Learning Aims.
 
Our starting point was discussing the sport sessions that were delivered as part of their assessment. A large part of our CPD focus this half-term as a school is on developing dialogue and I experimented with this during the formative learning process of this assignment. There was no need to deliver a PowerPoint as the students already had a good understanding what a good sports session should look like, so instead I showed them a video clip of a PE lesson from one of my classes and asked them to complete a focussed Think-Pair-Share activity.
 
After watching the clips from my lesson I gave the students five minutes to write down three ideas they had about how the session went. They were reminded to use and reflect on the different attributes, qualities and responsibilities of a successful sports leader. Following this they were given another five minutes to discuss their ideas with a partner. They had to tick all of the ideas that they shared and record three new ideas that their partner had thought of. Finally they were given ten minutes to jointly construct and rehearse an answer for the question; if you were to deliver this session what would you do differently? This answer was then shared with the rest of the class, providing more opportunities to discuss and gather information on how to review a coaching session. Listeners were asked to write down three ideas they liked the most from the other groups.
 
The next step was to practice reviewing their own sessions, before completing their assessed coaching sessions all of my students completed a practice session. These sessions were recorded so the students could look at what they need to develop before their final assessment. The students were asked to watch the videos of the practice session again and read through their session plan. In pairs they explained their practice session to a partner who listened and took notes on what they thought was strength of the session and what could be improved. This feedback was then shared before the roles were reversed. I provided a scaffold (fig.1) for the students to use when both explaining and reviewing the coaching sessions.
 

 

 

 
Fig.1 Writing frame use to support structure of dialogue as well as written review of practice coaching session
 
When I discussed the delivery of the Learning Aim with my students they told me that they found TALKING about their session before writing their review was helpful because it made them think about the session in more detail.
Following the discussion about their practice coaching sessions the students used the writing frame to review the session in their books. This acted as a formative activity which informed me on what level the students were working at and I was able to offer support where required. The scaffold offered guidance for the lower ability students through the use of sentence starters and vocabulary support. It was also aimed at stretching the more able through differentiated key words that required more extended writing in order to be included in their review.
 
Below in fig.2 is an example of the session review written by one of my Year 11’s about his practice Football session delivered to my Year 8 core PE class. Through completing and running through the evaluation process before letting the students complete the BTEC Assignment has ensured that they are in a better place to write their review with the required detail. An area that I felt that could be and will be developed further in my future cohorts is the development plan. This is an aspect that is required to achieve the Merit and Distinction criteria. The students in my class have been able to create a development plan and achieve the Distinction through using the work done in our lessons prior to the assignment, but I feel I missed an opportunity to create more focussed discussion. I will look to incorporate a discussion around target setting and providing evidence in terms of developing as a coach/sports leader.
 

 
Fig.2 Example of student’s work reviewing a practice session
 
With the learning and formative assessment aspect of the Learning Aim completed, the students were given the assignment brief and had four lessons to complete their BTEC Assignment. With the completion of the assessed coaching session for Learning Aim B, the students had access to their videoed session, observation form and written feedback. They used all of this along with the work completed in their class books when writing their review and creating the development plan.
 
As I previously stated I feel that this was the best Learning Aim in the Unit in terms of the level of detail in the students’ work, however there areas that would to improve further with my next cohorts. I would welcome feedback on this and the previous two blog posts please get in touch.

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