1st4sport Level 3 Certificate in Achieving Excellence in ... · 7 Develop own career in a sport...

Product ref: L3CAXQ14 QS V1

1st4sport Level 3 Certificate in Achieving Excellence in

Sports Performance (QCF)

Qualification Specification Version 1


© Coachwise Ltd, 2014

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written

permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected]

Website: www.1st4sportqualifications.com

The Ofqual/SQA-recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance

sport nationwide.

Qualification Number: 601/4158/X

Version 1 Date: 01 August 2014

mailto:[email protected]

http://www.1st4sportqualifications.com/


This document is subject to continuous update to ensure that we maintain compliance with the regulators whilst also meeting the needs of our stakeholders.

Version Update Details

Version 1:

The original version of the qualification specification utilised when the qualification was accredited


Contents

List of contents Page

Introduction to 1st4sport Qualifications

1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Qualification Specification

1

Introduction to the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF)

2

Qualification Introduction

Qualification Purpose

Qualification Objective

Qualification Regulation Details and Dates

Qualification Structure

Unit Details

Progression Opportunities

Qualification Fees

The Centre Recognition and Qualification Approval Processes

How to Gain Centre Recognition and Qualification Approval Status (for new centres)

How to Gain Qualification Approval Status (for existing centres)

5

1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Qualification Approval Criteria

Qualification Workforce Qualification Training and Assessment Sites SkillsActive as the Responsible Sector Skills Council for the Level 3 Certificate

in Achieving Excellence in Sports Performance (QCF) and National Governing Body of Sport Agreement

1st4sport Qualification Approval Application Requirements

7

Qualification Approval Status

How to Maintain Qualification Approval Status How to Achieve Direct Claims Status (DCS)

11

Course Planning and Delivery

How to plan a course How to deliver a course How to conduct post-course activities

12

1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Approval Conditions Section one – Requirements for qualification resources

QCON1.1 The Workforce

QCON1.2 Sites, facilities and equipment

QCON1.3 Qualification materials

15

Section two – Requirements for qualification administration

QCON2.1 Engagement with the 1st4sport Awarding Services System

QCON2.2 Course Applications

QCON2.3 Course Authorisation/Resource Notification

17


List of contents Page

QCON2.4 Registering Learners

QCON2.5 Tracking of learner achievement and registration periods

QCON2.6 Course/programme postponements and cancellations

QCON2.7 Course/programme terminations

QCON2.8 Learner Transferrals

QCON2.9 Learner Withdrawals

QCON2.10 Learner Certification

Section three – Requirements for initial assessment of learners and their inductions

QCON 3.1 Initial assessment system

QCON 3.2 Learner pre-requisites

QCON 3.3 Recognised Prior Learning (RPL)

QCON 3.4 Credit Accumulation and Transfer (CAT)

QCON 3.5 Barriers to access

QCON 3.6 Reasonable adjustments for training and assessment

QCON 3.7 Learner Induction to the Qualification and the Course.

21

Section four – Requirements for training and assessment

QCON 4.1 The recommended training and assessment hours

QCON 4.2 The training and assessment environments

QCON 4.3 The training and assessment strategy

QCON 4.4 The training and assessment programme

QCON 4.5 The Assessment Specification

QCON 4.6 Assessment Methods and Materials

QCON 4.7 Alternative Assessment Methods and materials

QCON 4.8 Eligibility of learners to attend for assessment

QCON 4.9 Assessment preparation and briefings

QCON 4.10 Assessment conduct

QCON 4.11 Assessment marking and evidence authentication

QCON 4.12 Assessment feedback

QCON 4.13 Eligibility of learners for special consideration

QCON 4.14 Attainment levels and eligibility of learners for certification

QCON 4.15 Reassessments.

25

Section five – Quality Assurance Conditions

QCON 5.1 Internal verification arrangements

QCON 5.2 Internal verification strategy and sampling plans

QCON 5.3 Internal verification strategic objectives

QCON 5.4 Internal verification interventions

39

1st4sport commitment to External Quality Assurance

External Verification Aim

External Verification Objectives for this Qualification

41

Resources and Information Sources 43

Communications and contacts 44

Appendix A: Unit Specifications 45

1 Product ref: L3CAXQ14 QS V1

Introduction to 1st4sport Qualifications

1st4sport is an awarding organisation recognised and regulated by the Office of Qualifications and Examinations Regulation (Ofqual) in England, Wales and Northern Ireland and the Scottish Qualifications Authority (SQA) in Scotland, created with the aim of offering vocational qualifications in areas of sport, recreation and allied occupations. We work in partnership with a variety of organisations, such as governing bodies of sport, to develop qualifications. Our catalogue of qualifications includes vocational and occupational qualifications in the following sectors and areas:

Coaching Education and Training Employee Rights and Responsibilities Exercise and Fitness First Aid and Injury Management Functional Skills Leadership The Outdoors

Leisure Operations and Management Multi-skills Development Physical Education and School Sport Spectator Safety Sports Performance Sports Volunteering Using Sport to Tackle Youth Crime

The Ofqual/SQA-recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

1st4sport Qualifications Mission Statement

To provide the sport and recreation industry with a quality-assured and cost-effective qualification awarding service.

The 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Qualification Specification The 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) can only be achieved by learners registered with 1st4sport via a 1st4sport recognised centre that has been approved to offer this qualification. 1st4sport publish a qualification specification in support of each regulated qualification, which aims to provide an outline of the qualification to existing centres approved to offer the qualification and for those looking to become approved. This specification should be read in conjunction with the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Learner Pack and the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Assessor/Verifier Guidance to ensure full understanding of the standards required to be maintained. We would recommend that you, and you workforce, read these documents fully and become familiar with the requirements of the qualification prior to seeking to register learners.

Product ref: L3CAXQ14 QS V1 2

Introduction to the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF)

Qualification Introduction

The 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is awarded by 1st4sport and has been developed in consultation with industry experts in the area of sports performance and SkillsActive, the Sector Skills Council for Active Leisure, Learning and Well-being. The Certificate is a competence-based qualification that provides learners with an opportunity to be assessed on their ability to work towards and fulfil the role and requirements of an elite sports performer. The qualification is aimed at identified talented sports performers who have entered in to a training and development programme within their sport, and in conjunction with the appropriate governing body of sport. The qualification is solely administered and awarded by 1st4sport as the Ofqual-recognised awarding body. This qualification sits on the Qualifications and Credit Framework (QCF) and is solely administered and awarded by 1st4sport Qualifications as the recognised awarding body. This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

Qualification Purpose The purpose of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is to confirm competence within the elite sports arena, specifically the training environment of the learner’s chosen sport, for the practical aspects of elite sports performance. This qualification meets the needs of those elite young athletes who have the potential to achieve excellence in their sport and are seeking, as their main career goal, to perform at the highest level, such as full time funded, professional or semi professional athlete.

Qualification Objective The objective of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is to provide learners with the opportunity to gain the skills, competences, credit and a qualification in performing within the elite sports training and competition environment, specifically within their chosen sport. The learner will be able to help to plan, manage and evaluate their training programme and the extent to which their sport influences their life.

Qualification Regulation Details and Dates

Qualification Title: Qualification

Number GLHs Level: Credit:

1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF)

601/4158/X 180 3 26

Regulation Dates:

Qualification regulation start date: 30 July 2014

Qualification review date: 31 December 2018

Certification end date: 31 December 2021

http://ec.europa.eu/eqf/home_en.htm


Qualification Structure The 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) consists of nine mandatory units – 26 credits.

Unit Details

Unit Title Unit Reference

Number Level GLH

Credit Value

1 Develop own technical skills to achieve excellence in a sport

T/506/1462 3 20 3

2 Develop own tactical skills to achieve excellence in a sport

M/506/1461 3 20 4

3 Develop own physical capability to achieve excellence in a sport

T/506/5043 3 30 4

4 Develop own nutritional programme to achieve excellence in a sport

T/506/1459 3 15 2

5 Develop own psychological skills to achieve excellence in a sport

M/506/1458 3 30 4

6 Manage own lifestyle to achieve excellence in a sport

A/506/1463 3 15 2

7 Develop own career in a sport K/506/1457 2 15 2

8 Communicate effectively with other people to achieve excellence in a sport

D/506/1455 3 20 3

9 Work in a healthy and safe way at training and competition venues

H/506/1456 2 15 2

Progression Opportunities The qualification may be used to further a learner’s involvement and career progression within their chosen sport. The qualification is currently the competence component of the Advanced Apprenticeship in Sporting Excellence. For further information about this Apprenticeship Framework, please visit www.skillsactive.com or www.afo.sscalliance.org/frameworkslibrary

Coaching/Other Role Within Sport

Elite Level Sports

Performance

Other Career Choice Outside of

Sport

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

1st4sport Level 3 NVQ Diploma in

Achieving Excellence in Sports Performance (QCF)

1st4sport Level 3 Certificate in Achieving Excellence in Sports

Performance (QCF)

Figure 1: Progression Pathway for the 1st4sport Level 3 Certificate in

Achieving Excellence in Sports Performance (QCF)

http://www.skillsactive.com/

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


Qualification Fees The learner registration fee, payable by the recognised centre, for the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) (L3CAXQ14) is £40. The fee is per learner and provides registration and certification for the qualification, a Learner Pack, appropriate learning and assessment materials, and, where appropriate, a certificate. 1st4sport will provide centres recognised for this qualification with six-months notice of any changes to the above fees. Learners should be provided, by the recognised centre, with information on the total cost of achieving the qualification; this should include a comprehensive package of learning and assessment and any optional costs made very clear at the point the learner enters into a contract to provide a service, with the centre.


Applicant submits the application to 1st4sport via Athena for

review against the Recognition and Approval Criteria

Stage four

The EV plans and conducts an initial visit to the applicant

organisation to confirm their compliance with the Recognition

and Approval Criteria

Stage five

1st4sport monitor initial visit outcomes to confirm recognition and approval status via email

Stage six

The application is reviewed and

agreed pending the outcome of

the EV initial visit

Recognition and approval status is confirmed by

1st4sport, qualification

delivery commences

Initial visit outcomes are reported to 1st4sport by

the EV

Applicant accesses www.1st4sportqualifications.com to review Centre Recognition and

Qualification Approval Criteria

Stage one

Applicant submits an enquiry via the 1st4sport website to gain access to the Recognition and

Approval Application contained in Athena

Stage two

The applicant meets the Criteria

The applicant does not meet the

Criteria, no further action is taken

Organisation wishes to gain

centre recognition and

qualification approval status

Applicant logs onto Athena to complete sections 1 and 2 of the

Recognition and Approval Application form

Stage three

Applicant organisations are only eligible to apply for one qualification in the first instance. Where centre recognition and qualification approval status is

granted, recognised centres may then follow the process to become approved for additional qualifications.

Applicant gains access to the web-based application

in Athena

Athena is the 1st4sport web-based Quality Assurance System

The Centre Recognition and Qualification Approval Processes 1st4sport Recognised Centres are organisations accountable to 1st4sport for the assessment of learners on 1st4sport qualifications they are approved to deliver. 1st4sport define centre recognition as the process undertaken by applicant organisations who wish to deliver a 1st4sport qualification. Recognition status is granted based upon the applicant’s capacity to meet the 1st4sport Centre Recognition and Qualification Approval Criteria and their capability to comply with the 1st4sport Centre Recognition and Qualification Conditions. The centre recognition process cannot be completed without applying to become approved to deliver a single 1st4sport qualification. Where centre recognition and qualification approval status is granted, recognised centres may then follow the process to become approved for additional qualifications. The diagram below outlines the qualification approval process for organisations who has not yet achieved recognised centre status with 1st4sport.

How to Gain Centre Recognition and Qualification Approval Status (for new centres)


The recognised centre submits the application to 1st4sport via Athena for review against the Qualification Approval Criteria

Stage four

The recognised centre accesses www.1st4sportqualifications.com

to review the Qualification Approval Criteria

Stage one

The recognised centre submits an enquiry via the 1st4sport website to gain access to the Qualification Approval Application contained in

Athena

Stage two

The recognised centre meets the Criteria

The recognised centre does notmeet the Criteria, no further

action is taken

Recognised centre wishes to become

approved to deliver an additional qualification

The recognised centre logs onto Athena to complete sections 1 of

the Qualification Approval Application form

Stage three

Applicant is provided with access to the web based application in Athena

Applicant is provided with access to the web based application in Athena

Qualification Approval status is confirmed by 1st4sport, qualification delivery commences

Athena is the 1st4sport web-based Quality Assurance System

How to Gain Qualification Approval Status (for existing centres) Where recognised centres have already been operating as a centre delivering a 1st4sport qualification in line with the 1st4sport Centre Recognition and Qualification Approval Conditions, they are then eligible to complete the qualification approval process for as many qualifications that they wish to deliver. In order to gain qualification approval they must ensure that they meet the qualification approval criteria for each qualification and should follow the qualification approval process as outlined within the diagram below.


Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Qualification Approval Criteria

Qualification Workforce

The minimum workforce requirements

Organisations seeking approval to deliver the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) must have access to an appropriately qualified workforce, including:

An appointed Qualification Administrator An appointed Quality Coordinator At least one appropriately qualified Tutor (if delivering taught/classroom-based sessions to learners) At least one appropriately qualified Assessor At least one appropriately qualified Internal Verifier (IV)

One person may fulfil a number of these roles. However the internal verifier cannot educate or assess on a course for which they are the nominated to be the IV.

Qualification Administrator:

The qualification administrator must have:

experience of administration knowledge and understanding of the 1st4sport Recognition Conditions and the Qualification Approval Conditions.

Qualification Coordinator:

The Quality Coordinator is required to have:

an understanding of the sport and related quality systems and procedures a comprehensive understanding of the 1st4sport Recognition Conditions and the Qualification Approval Conditions.

Tutor criteria:

If a centre is delivering taught sessions the tutor is required to:

Hold one of the following qualifications:

Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF); or Level 3 Award in Education and Training (QCF); or Level 3/4 Certificate in Teaching in the Lifelong Learning Sector (QCF); or Level 4 Certificate in Education and Training (QCF); or Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF); or Any equivalent teaching qualification in FE/post compulsory education.

Have up to date working knowledge and experience of best practice in tutoring; Have experience of delivering to learners; Be occupationally competent in the area of elite sport



Tutor criteria: (cont.)

Have up to date working knowledge and experience of best practice and developments in the elite sport industry Have experience of performing at an elite level (national and international) or coaching the required sport at elite level (talent ID,

national and international) Show current evidence of continuing professional development in tutoring/training

Receive an appropriate induction to the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF)

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

Assessor Criteria

For the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) the centre’s external verifier will wish to ensure that all persons providing specific training and/or assessment for the qualification meet the qualification-specific criteria below. Assessors should ensure that they only assess in their acknowledged area of technical and occupational competence. It is good practice, but not essential, for all assessors to be independent of the learning process i.e. they should not have been involved in the tutoring of learners.

All Assessors and prospective Assessor(s) should:

Hold one of the following qualifications:

Level 3 Certificate in Assessing Vocational Achievement (QCF); or Level 3 Award in Assessing Competence in the Workplace (QCF); or A1 Assess Candidate Performance Using a Range Of Methods D32 Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence

Have up to date working knowledge of best practice in assessment and quality assurance; Have experience of assessing learners; Have up to date working knowledge of best practice and developments in the elite sport industry; Have experience of performing at an elite level (national and international) or coaching the required sport at elite level (talent ID,

national and international) Show current evidence of continuing professional development in assessment and quality assurance

Receive an appropriate induction to the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF)

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



Internal Verifier criteria

Internal verification/quality assurance of the qualification should also be carried out by a suitably qualified individual (as per the criteria detailed below), who is employed by, or contracted to the centre and has had no involvement in either the delivery or assessment of the qualification. Internal verifiers or quality assurers are appointed by the 1st4sport recognised centres and approved by 1st4sport through their external verifier. Internal verifiers should only verify the decisions of assessors that fall within their acknowledged area of technical and occupational competence. All Internal Verifiers should:

Hold one of the following assessor qualifications:

Level 3 Certificate in Assessing Vocational Achievement (QCF); or

A1 Assess Candidate Performance Using a Range Of Methods

D32 Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence

Hold one of the following internal quality assurance qualifications:

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

V1 Conduct Internal Quality Assurance of the Assessment Process; or

D34 Internally Verify the Assessment Process;

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

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


Qualification Training and Assessment Sites

Health and Safety criteria:

All delivery and assessment sites must meet the requirements of accepted safe practice for the sport in question, as detailed in the relevant publications.

Facilities criteria:

Any training or assessment site must provide an appropriate learning environment, with sufficient light, heat and ventilation to ensure learners are able to learn in comfort.

SkillsActive as the Responsible Sector Skills Council for the Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) and National Governing Body of Sport Agreement This qualification is only available to centres working in partnership with a National Governing Body of Sport who is engaged in the Advanced Apprenticeship in Achieving Excellence (AASE) programme. Centres wishing to deliver this qualification must have approval to do so with both SkillsActive and the appropriate NGB. Appropriate evidence to confirm such support must accompany your approval application. If SkillsActive and/or NGB approval has not been sought, please let us know which NGB you require the contact details for and we will endeavour to put you in contact with the appropriate department.

1st4sport Qualification Approval Application Requirements

Centres seeking Qualification Approval Only:

Any centre seeking qualification approval for the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) must also seek qualification approval for the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) at the same time. Centres seeking Recognised Centre Status and Qualification Approval:

If applicant centres are seeking both recognised centre status and qualification approval, they will be required to submit for qualification approval for the 1st4sport Level 3 Certificate in Understanding Sports Performance (QCF) as soon as recognition and approval are granted for this qualification as centres are only permitted to apply for approval one qualification as part of the centre recognition process. Post-Qualification Approval:

Centres who successfully gain qualification approval for these two qualifications will be required to seek course authorisation for both qualifications at the same time. This is due to the way in which the qualification resources are packaged.


Qualification Approval Status

How to Maintain Qualification Approval Status All brand new and existing centres who successfully complete the 1st4sport qualification approval process for this qualification will receive a formal notification from 1st4sport to confirm that they have been granted qualification approval status. Upon receipt of this notification centres may then deliver courses in accordance with the 1st4sport Centre Recognition and Qualification Approval conditions. The 1st4sport Centre Recognition Criteria and Conditions can be accessed via the Centre tab within the 1st4sport website: www.1st4sportqualifications.com. The Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Qualification Approval Conditions are contained within this specification. Please ensure that you familiarise yourself with these to be able to maintain compliance and to understand the Conditions which are specific to this qualification. External verifiers will be tasked to conduct verification activities to monitor your compliance with 1st4sport Centre Recognition and Qualification Approval Conditions. Where non-compliance is identified which has lead to maladministration or malpractice you will be subject to sanctions and your status may be revoked. It is therefore imperative that you deliver this qualification in accordance with the 1st4sport Centre Recognition and Qualification Approval Conditions.

How to Achieve Direct Claims Status (DCS) Direct Claims Status (DCS) refers to a centre’s eligibility to be able to request learner certifications directly from 1st4sport without the need for an external verification intervention. As part of our risk based approach to monitoring, we do not grant DCS to brand new centres, or centres who have just achieved qualification approval status for an additional qualification until after they have successfully delivered their first course and have had the course assessment outcomes externally verified. To facilitate DCS, a 1st4sport external verifier will normally visit at the end of the first course to establish whether the qualification approval conditions have been complied with and the integrity of the assessment upheld. In the event that the EV determines compliance, DCS will be granted and the centre will be eligible to certificate learners on future courses without an external verification intervention on each course. DCS is continually monitored by 1st4sport through a number of mechanisms and predominantly via external verification. Where it is determined that a centre is not complying with our recognition and/or approval conditions, sanctions will be applied and direct claims status may be suspended or revoked, depending upon the severity of the sanction applied. In these instances centres will not be eligible to claim for certification of their learners without the assessment outcomes being reviewed by an external verifier. Direct Claims Status will be reinstated for centres under sanction where they can prove that they have achieved the outcome of an action plan and now comply with all conditions. All External Verification reports, sanctions and action plans are reported to centres via Athena, the 1st4sport web-based quality assurance system.



Course Planning and Delivery

How to Plan a Course Upon gaining qualification approval status recognised centres are then eligible to deliver courses in line with the 1st4sport Centre Recognition Conditions and Qualification Approval Conditions. To help you to plan a course effectively, we have developed the process shown in the diagram below.

Check course resources upon

receipt and contact

1st4sport to report any

issues

QualificationCoordinator/Administrator

Advertise courseto establish demand by receipt of learner

applications


Confirm date and times with

workforce, venue and

1st4sport EV


Review learner applications and

conduct initial assessment to accept or reject

learners


Authorise the course with

1st4sport via the online services

QualificationAdministrator

Demand identified based on learner

applicationsreceived

Request reasonable

adjustments for learners with specific needs via the Access Arrangements form in Athena


Provisionally agree date and

times with workforce and

venue


Workforceand

venue identified

Course details

are confirmed

Course event number confirmed and learner packs sent to centre by

1st4sport

Learner numbers

and individual

needs identified

Recognised centre is approved

for the qualification and wishes to deliver a

course

Athena is the 1st4sport web based quality assurance system and can be accessed via https://athena.creatiogreen.com

This facility enables centres to maintain centre recognition and qualification approval details, submit access arrangements, review external verification reports and any centre

actions.

1st4sport online services can be accessed by clicking on the centre portal via www.1st4sportqualifications.com

This facility enables centres to use the following awarding services: course authorisation, learner registration, learner certification.

If a centre wishes to postpone or cancel a course they should do this via the administration tab within the centre section of the 1st4sport website.

Provide tutor/assessor with learner details, ULNs

and packs ready for the start date of the course


Pre-course planning is completed

Resources received

Reasonable adjustment outcomes confirmed

to centre by 1st4sport

1st4sport EVs verify one out of six courses. Centres

must inform EVs of all courses to enable them to

develop an appropriate sampling plan.

Reasonable adjustment resources will arrive

separately from the course resources dependent upon the

type of request.

Workforce is made up of tutor(s)/assessor(s) and IV as confirmed via the Qualification

Approval Criteria. Workforce and venue details should already be

confirmed in Athena via the Qualification Approval or Updates

process.

1st4sport courses must be authorised 20 working days in

advance of the course start date (10 working days for fast-track

authorisations).


How to Deliver a Course Having effectively planned a course, recognised centres may then deliver the course to learners in line with the 1st4sport Centre Recognition and Qualification Approval Conditions. A summary of this process is shown below.

Provide learners with an induction on the start date of the

course

Recognised Centre

Tutor/Assessor

Course delivery

commences

Provide the training and assessment programme to

learners in line with the prescribed learning hours, outcomes and

assessment criteria

Recognised Centre

Tutor/Assessor

Register learners and their ULNs with 1st4sport via the online services

Recognised Centre


Confirm details of learners who attended the

induction to the centre's qualification

administrator

Recognised Centre

Tutor/Assessor

Induction provided

Learner registration

required

Learners registered

with 1st4sport

Centre's Internal Verifiers will conduct verification at any point in the training and assessment programme in line with their sampling strategy for this qualification

and this course.

1st4sport External Verifiers may conduct verification at any point in the training and assessment programme in line with their sampling strategy for this

qualification at this centre.

At any point during the course if a centre wishes to terminate the course, transfer or withdraw a learner they should do this via the administration tab within

the centre section of the 1st4sport website.

Provide feedback to all learners on

performance and competency

Recognised Centre

Tutor/Assessor

Provide an action plan to not yet

competent learners to inform their preparation for reassessment

Recognised Centre

Tutor/Assessor

Provide details of competent and not

yet competent learners to the

qualification administrator

Recognised Centre

Tutor/Assessor

Training and assessment programme completed

Course delivered

Ensure all portfolios are signed off and any assessment and IV records

updated

Recognised Centre

Tutor/Assessor

Internal Verifier

Learner feedback provided

Action plans for re-assessment confirmed

Assessment records updated

Tutor/assessor is required to verify learners for their ULN by checking

photo identification.

Tutor/assessor must ensure attendance and assessment

records are maintained throughout

the programme.

Learner registration must be confirmed

with 1st4sport within 5 working days of the

course start date

Centres based in England only are encouraged to obtain and report a UniqueLearner Number (ULN) for each learner

at learner registration. To do this visit the Learning Records Service (LRS) website

www.learningrecordsservice.org.uk


How to conduct post-course activities Having effectively delivered the course, recognised centres must then ensure that all relevant post course activities are completed in line with the 1st4sport Centre Recognition and Qualification Approval Conditions. A summary of this process is shown below.

Request certification

for competent learners via 1st4sport

online services

RecognisedCentre


Arrange date, venue and

assessor for reassessment and confirm details with

learners

RecognisedCentre


Conduct reassessment

activities, providing

feedback to all learners onperformance

and competency

RecognisedCentre

Assessor

Qualification Administrator

receives details on competent and not yet competent learners

Provide action plans to not

yet competent learners to inform their preparation

for the second

reassessment

RecognisedCentre

Assessor

Provide details of competent and not yet competent learners to

the qualification

administrator

RecognisedCentre

Tutor/Assessor

Ensure all portfolios are signed off andassessment

and IV records updated

RecognisedCentre

Tutor/Assessor

Records updated

Action plans

confirmed

Learner feedback provided

Re-assessments

required

Re-assessment arranged

Receive certificates

from 1st4sport and

forward to learners

RecognisedCentre


Certificationrequested

Qualification Administrator receives details on competent and not yet competent learners

Learners have achieved the

qualification and received their

certificate

Learners must be provided with two opportunities for re-assessment. All re-assessments and learner certifications must be completed within each learner's period

of registration with 1st4sport.

If a centre wishes to obtain written re-assessment papers they should request this via the administration tab within the centre section of the 1st4sport website.


1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Qualification Approval Conditions

In addition to maintaining compliance with the 1st4sport Centre Recognition Conditions, recognised centres who have achieved qualification approval status for this qualification are obliged to comply with the following Qualification Approval Conditions. Failure to do so will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section one – Requirements for qualification resources

QCON 1.1 The workforce

1.1.1 Minimum workforce and criteria

Organisations seeking approval to deliver the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) must have access to an appropriately qualified workforce, including:

An appointed Qualification Administrator An appointed Quality Coordinator At least one appropriately qualified Tutor (if delivering taught/classroom-based sessions to learners) At least one appropriately qualified Assessor At least one appropriately qualified Internal Verifier (IV)

All Assessors and prospective Assessors of this qualification may be one of the following:

employed by the same organisation as the learner or…

working in partnership with, and drawing on evidence from, the learner’s organisation or…

an expert brought in to supplement the expertise of the learner’s own organisation or as an additional external method of quality assurance.

Internal verifiers should be in a position to influence the recognised centre’s assessment policy and to facilitate the assessment process and should be one of the following:

Employed by the same organisation (recognised centre) as the assessors or…

Working in partnership with, and drawing on evidence from the assessors’ organisation(s) (recognised centre) One person may fulfil a number of these roles. However the internal verifier cannot educate or assess on a course for which they are the nominated to be the IV.


Section one – Requirements for qualification resources

QCON 1.1 The workforce (cont.)

Tutor: Learner Ratios

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

Assessor: Learner Ratios

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

QCON 1.2 Sites, facilities and equipment

It is required that all delivery and assessment sites, facilities and equipment continue to comply with the information outlined within the qualification approval criteria. All sites must be listed and maintained in the sites section of Athena, the 1st4sport Quality Assurance System. This information must be kept up to date. Recognised centres and their assessment sites of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) must demonstrate that they can provide the appropriate assessment environment reflecting the expectations of the context and the industry. The tutor/assessor/learner should also pay due care and attention to the health and safety of others and themselves. The weather and environmental conditions must be conducive to learning and allow safe participation.

QCON 1.3 Qualification materials

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



QCON 2.1 Engagement with the 1st4sport Awarding Service System

To be able to authorise programmes, register and certificate learners centres are required to engage with the 1st4sport On-line Awarding Service System via the Centre Portal, a link to which can be found at www.1st4sportqualifications.com . To access the 1st4sport Centre Portal and On-line Awarding Services each centre needs to have registered its interest with 1st4sport and been issued a system username and password. Where centres do not have either, have lost their password, or the system has locked them out (after five unsuccessful attempts) they should contact the 1st4sport Recognised Centre Support Team on: Tel: 0113 290 7610 or Email: [email protected]. For each log-in centres should confirm:

The name of the Recognised Centre and ideally its 1st4sport Centre Number A chosen Username An email address for the user - where the password, automatic confirmations and any updates will be sent. When centres have their system access, they will be provided with a user manual which describes how to log onto the system via our website and the Centre Portal link at www.1st4sportqualifications.com Once centres have access to the system they will then be able to create access for other users within the centre.

QCON 2.2 Course Applications

The centre must have an appropriate system in place by which to enable learners to apply to attend courses. In applying for a course the centre is strongly advised to ensure that there is a declaration contained within the application which requires the learner to comply with both the centres and 1st4sport policies and procedures in related to their participation on any activities in relation to this qualification. Where the centre does not contain a declaration of this type within the course application form, they are required to have in its place a Learner Agreement. The application process should establish each learner’s eligibility to access the qualification and that learners’ achievement is evaluated and confirmed to ensure an appropriate learning strategy for each person. In agreeing to provide a learner with a place on a course for this qualification, the centre must ensure that checks are made to confirm the learner’s identity.






QCON 2.3 Course Authorisation/ Resource Notification

Programme authorisation (which includes notification of resource needs) is one of our On-line Awarding Services. Centres should authorise programmes via the 1st4sport Centre Portal contained within the 1st4sport website. This process should be completed a minimum of 20 working days prior to the start date of the programme. To ensure the smooth and effective administration of programmes centres are encouraged to seek authorisation well in advance of the 20 working-day deadline. However, if centres do seek programme authorisation between 10 and 19 working days before the start of the programme we will automatically upgrade the programme to our FastTrack service for additional £5 fee per learner (plus VAT where this is applicable). 1st4sport cannot guarantee to authorise a programme and may not be able to dispatch resources to the centre if notified less than 10 working days before the start date of the programme. To ensure that centres do not unintentionally access the Fast Track service, they are encouraged to seek delivery notifications on any emails relating to programme authorisation. If centres do not wish to take advantage of the Fast Track service for programme authorisation (and resource notification), they must ensure that their requests are received by 1st4sport via the centre portal a minimum of 20 working days before the start date of the programme. Each programme will be allocated an event number from 1st4sport. The centre must ensure that all activities related to that programme are tracked against the event number provided.

QCON 2.4 Registration of learners

Registration of Learners (whose identify has been confirmed by the centre, via their own arrangements) is another of our On-line Awarding Services. You should use the 1st4sport Centre Portal, a link to which can be found on the 1st4sport website. Learners are required to be registered with 1st4sport within five working days of the start date of their course. Only learners who are registered may be certificated. Failure to register learners within the required timescale may result in sanctions being applied to the centre. Learners will be allocated a 1st4sport registration number which allows them to be clearly and uniquely identified to 1st4sport and to the centre. All activities related to that learner which are tracked for assessment, achievement and quality purposes must make reference to this number. For Centres based in England only: Centres are encouraged to have arrangements in place to obtain a Unique Learner Number (ULN) (on behalf each of their learners which should be reported to 1st4sport during the registration process. Further information on ULNs can be requested from the Learning Records Service (www.learningrecordsservice.org.uk). Alternatively, please contact [email protected] to request further details.

http://www.learningrecordsservice.org.uk/




QCON 2.5 Tracking of Learner achievement and registration periods

Centres are required to ensure learners are informed of the registration period for this qualification, which is three years. Learners’ attendance and programme activities (including all assessment achievement) must then be tracked. In managing this process, centres must ensure that learners have completed their programme of training and assessment (including re-assessment), and the centre should have applied for certification of successful learners within that period. Learners who do not complete within this timescale are not eligible for certification. Extensions to registration periods are only granted in exceptional circumstances where a learner has experienced adverse circumstances. Learners who require an extension due to personal or adverse circumstances which have created a disadvantage must apply via the 1st4sport Special Consideration Process. Centres and Learners should access www.1st4sportqualifications.com/about_us/policies-procedures and select the Equality, Diversity and Access tab to familiarise themselves with this process.

QCON 2.6 Course/ Programme Postponement/ Cancellations

Centres are required to inform 1st4sport if a course/programme is going to be postponed or cancelled. To confirm this, Centres should access Athena, the 1st4sport Quality Assurance System and search for the 1st4sport Course/Programme Postponement/Cancellation Report Form via the Advanced search mechanism within the Documents tab. Centres should then insert relevant details and selecting submit to forward it to 1st4sport for review. If a course is postponed, the new dates must be clearly stated on the form. However if the new dates are not known the course must be cancelled and then re-authorised via the Online Services once the dates have been confirmed.

QCON 2.7 Course/ Programme Terminations

Centres are required to inform 1st4sport if a course/programme is going to be terminated. To confirm this, Centres should access Athena, the 1st4sport Quality Assurance System and search for the 1st4sport Course/Programme Termination Report Form via the Advanced search mechanism within the Documents tab. Centres should then insert relevant details and selecting submit to forward it to 1st4sport for review. The centre is required to inform learners that 1st4sport may help them to find an alternative course/programme if their original course/programme is terminated midway through (not as standard practice, only if exceptional circumstances lead a centre to terminate a course midway though).

QCON 2.8 Learner Transferrals

Centres are required to inform 1st4sport in the event that they have agreed for a learner to transfer to another centre. To confirm a learner transferral, centres should access Athena, the 1st4sport Quality Assurance System and search for the 1st4sport Learner Transfer of Recognised Centre Report Form via the Advanced search mechanism within the Documents tab. Centres should then insert relevant details and selecting submit to forward it to 1st4sport for review.

http://www.1st4sportqualifications.com/about_us/policies-procedures



QCON 2.8 Learner Transferrals (Cont.)

Learners are only eligible to transfer to a different centre in the event that they have an appropriate rationale (e.g. they have moved home, they have been disadvantaged or where there are no further assessment opportunities at their original centre for some time). The original centre is required to maintain all assessment records related to the learner on file in line with any relevant 1st4sport Centre Recognition Conditions. However they must ensure that these records are released to the new centre with a statement of authentication, confirming that any assessments completed successfully completed by the learner are authentic and reliable. The original centre must then ensure that the learner is given their original portfolio and practical assessment records and feedback. Finally, the original centre must allow learners with an appropriate rationale to transfer despite that the original centre will not receive the achievement statistic. This serves to prevent disadvantaging learners.

QCON 2.9 Learner Withdrawals

Centres are required to inform 1st4sport in the event that they intend to withdraw a learner from a course. To confirm this, Centres should access Athena, the 1st4sport Quality Assurance System and search for the 1st4sport Learner Withdrawal Form via the Advanced search mechanism within the Documents tab. Centres should then insert relevant details and selecting submit to forward it to 1st4sport for review. The centre is required to ensure that where a learner leaves midway through the course the centre will make appropriate provision for the course/programme to continue for other learners.

QCON 2.10 Learner Certifications

Centres are required to request certification from 1st4sport for learners who have successfully achieved the qualification. To do this, centres should use the 1st4sport Centre Portal, a link to which can be found on the 1st4sport website. The 1st4sport Centre Portal User Guide provides information on how to complete the certification process, for registered learners. Requests for certification must be made within 20 working days of the confirmation of learners’ final assessment outcome.



QCON 3.1 Initial assessment system

Centres must have a system in place to ensure that an initial assessment of each learner is conducted. In doing so they should establish each learner’s eligibility to access the qualification and that learners’ achievement is evaluated and confirmed to ensure an appropriate learning strategy for each person.

QCON 3.2 Learner Pre-requisites to registration and certification

The Centre’s system for the initial assessment of learners must ensure that pre-requisites to registration and certification are considered during the application stage. Prior to registration learners are required to: Prior to registration, learners are required to:

be 16 years of age or over

be enrolled on the Advanced Apprenticeship in Sporting Excellence programme1 with a recognised governing body of sport

be able to communicate effectively in English (this includes listening, speaking, reading and writing). There are no additional pre-requisites to certification other then successful completion of the required assessments.

QCON 3.3 Recognised Prior Learning (RPL)2

The centre must have in place a system for the initial assessment of learners which must ensure that their recognised prior learning (RPL) is evaluated and considered in a positive manner. The centre’s RPL System should ensure that each learner, who wishes to utilise RPL as evidence toward their achievement, is given an individual learning strategy referenced against the units and if required, learning outcomes of the qualification. RPL is an important feature of QCF qualifications and aims to give learners credit for their valid prior learning and achievements, with the potential that they may not have to repeat learning or commit more time to a learning programme than is necessary. Centres must be aware that recognised prior achievements are only counted towards achievement of the learning outcomes of the qualification, normally achieved via attendance on a programme of learning. RPL does not provide evidence towards achievement of the assessment criteria and therefore learners must be made aware that they will be required to complete all of the assessment

1 Athletes can only gain access to AASE if they are:

Identified by their National Governing Body (NGB) of sport and are receiving support from lottery funded world class programmes, involved in the Talented Athlete Scholarship Scheme (TASS), contracted, full time, apprentices at professional sports clubs, involved in an ‘academy environment’ with a professional sports club.

Enquiries regarding eligibility and entry to the AASE programme should be referred to the NGB of sport concerned.

2 Recognised prior learning is only granted at the discretion of the centre on the basis that this qualification is usually delivered as a holistic learning and assessment package, where a

specific number of learners are required to facilitate the programme. On this basis, centres must ensure that when learners register for the programme they understand that are unlikely to be any flexibility and their attendance across the breadth of activities is essential.



QCON 3.3 Recognised Prior Learning (RPL) (Cont.)

requirements/components of the qualification (unless in managing the RPL opportunities for credit accumulation and transfer (CAT) have been identified). Centres are encouraged to work with their 1st4sport external verifier to develop appropriate RPL systems. Learners seeking RPL should also be made aware that their individual needs may not always be able to be met because of the programme format offered by the centre (ie: holistic programme of learning) and compromises may need to be considered. In order to ensure that the RPL system is effective centres must ensure that:

learners are registered with 1st4sport as soon as they formally start to gather their RPL evidence learners are provided with information about the qualification, its units, the learning outcomes and a standardised means of

recording their evidence records of the centre’s review of the learner’s evidence of RPL is maintained all relevant evidence of RPL is reviewed before a decision is confirmed to the learner learners must attend and successfully complete all assessments and resultant certification claims are made using the normal

procedures the recognised centre has designated personnel, with the appropriate expertise, to support and quality assure the RPL process.

QCON 3.4 Credit Accumulation and Transfer (CAT)

Credit accumulation refers to the process of putting together a combination of QCF credits to meet the achievement requirements of a qualification. Credit transfer refers to the process of using a credit or credits awarded in the context of one QCF qualification towards the achievement and requirements of another. A centre’s system for initial assessment of learners normally requires that any opportunities for CAT are confirmed. It is confirmed that there are no exemptions from any units of this qualification on the basis that there are no units from qualifications outside of the QCF which would allow a learner to achieve credit for all assessment criteria from any unit within this qualification.

QCON 3.5 Barriers to access

Centre’s systems for the initial assessment of learners must consider the following potential barriers to access. There are no barriers to access for this qualification in accordance Equality Act 2010 on the grounds of the following protected characteristics: gender reassignment, marriage and civil partnership, race, sex or sexual orientation. However; there are barriers to access identified in accordance with the Equality Act 2010 which may arise as a result of:

age (individuals under the age of 16 are not permitted to attend this qualification due to the level of technical skill and knowledge required within their sport to be able to meet the competencies required. Additionally, those older in age may find some of the competencies difficult to achieve dependent upon their physical status and health).

disability (individuals with mental or physical or learning disabilities are likely to find some of the competencies difficult and/or dangerous to their well-being).



QCON 3.5 Barriers to access (Cont.)

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

religion or belief; (For those who are required to wear certain apparel in support of their religion or beliefs which would compromise the ability to safely complete all competencies, this will create a barrier to access).

race (individuals who are not English, Welsh or Irish and/or those who do not speak one of these as a first language may be prevented from accessing the qualification in the event that they cannot communicate to the appropriate standard in these languages. In such cases reasonable adjustments will not be applied as the qualification is regulated for England, Wales and Northern Ireland).

The identified barriers to access have been confirmed to preserve the integrity of the qualification, the technical requirements and the safety of the learners and participants. Centres may submit reasonable adjustment requests for learners who fall within these categories to make adjustment to the assessments where the grounds are perceived to be reasonable. However, the centre must ensure that they utilise the identified barriers to preserve the integrity of the assessment, the sport-specific syllabus and the safety of the learners and participants.

QCON 3.6 Reasonable adjustments for training and assessment

Centre systems for the initial assessment of learners must review any special needs and identify where any reasonable adjustments to assessment are requested to be applied to 1st4sport for. It is essential this is completed prior to, or at the start of the programme, to enable the appropriate access arrangements to be applied. Centres should refer to the Access Arrangements - Reasonable Adjustments and Special Consideration (Position Statement) within the centre and learner sections of the 1st4sport website www.1st4sportqualifications.com to find out more about reasonable adjustments.

To make a reasonable adjustment request, centres should access Athena, the 1st4sport web based quality assurance system, complete the Reasonable Adjustment/Special Consideration Request Form and select submit to forward it to 1st4sport for review. A request is required to be made for each learner with special needs. The outcomes of the reasonable adjustments are required to be evaluated to determine the effectiveness of the arrangements made. Therefore, we expect that feedback is provided as part of the annual 1st4sport Stakeholder Satisfaction Survey.

QCON 3.7 Learner Induction to the Qualification and Course

An effective qualification/course induction must be provided to all learners. The induction is required to ensure that learners have an appropriate understanding of:

the individual members of the centre’s workforce and what their role will be the centre’s policies, statements and procedures; which as a minimum must cover:

- Health and Safety Policy - Equal Opportunities Policy - Data Protection Policy

http://www.1st4sportqualifications.com/Resources/1st4Sport%20Qualifications/Documents/Centres/1st4sport-Position-Statement-Access-Arrangements-V3.pdf

http://www.1st4sportqualifications.com/Resources/1st4Sport%20Qualifications/Documents/Centres/1st4sport-Position-Statement-Access-Arrangements-V3.pdf




QCON 3.7 Learner Induction to the Qualification and Course (Cont.)

- Quality Assurance Policy - Malpractice/Maladministration Policy - Appeals reporting and handling procedure - Complaints reporting and handling procedure - A Communication Statement and information on their Unique Learner Number (ULN) and the Personal Learner Record

(PLR) where applicable

the learning outcomes and the assessment criteria of the qualification (refer to the units within the appendix of this specification to review the breadth of the units and learning outcomes which must be covered)

the learning and assessment strategy, programme and individual learning and assessment plans any links to National Occupational Standards, key core/practical skills (as appropriate) the position of the qualification in relation to others and any progression opportunities available to them in the event that they

are successful in achieving this qualification any quality assurance (IV or EV) activities that are scheduled. It is recommended that learners are provided with an induction pack or booklet containing the information outlined above. However it is accepted that to reduce the costs of the qualification learners may be signposted to a website where this information is held. In this instance, learners must be made aware of the content of the information above, having attended the course induction.



QCON 4.1 The Recommended Training and Assessment Hours

To achieve the qualification it is a requirement that all nine mandatory units are completed, giving learners 26 credits. Each credit is equivalent to 10 hours of learning time. The recommended guided learning hours required to effectively deliver the qualification are considered to be 180. In circumstances where learners have additional learning requirements, the recognised centre may need to offer additional time to the learner to support them in the achievement of the qualification

QCON 4.2 The Training and Assessment Environments

The training and assessment environments must follow the requirements of expected health and safety practices detailed in the relevant industry publications. A suitable venue should be used to conduct classroom activities, with sufficient desk areas for learners to work and adequate spacing between learners. The room should be in a suitably quiet, undisturbed location with adequate heating, lighting and ventilation.

QCON 4.3 The Training and Assessment Strategy

A centre must ensure that they have in place and are able to effectively implement an appropriate delivery and assessment strategy where learners are provided with appropriate means of gathering and/or providing evidence of knowledge and competence. This delivery and assessment strategy must incorporate a plan to ensure that learners have the opportunity to complete all learning outcomes and assessment criteria as stipulated within the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Unit Specifications within their period of registration. All assessment components for this qualification are required to be submitted by learners within appropriate timescales established by the centre within the assessment strategy, ensuring the assessment plan incorporates provision for reassessment(s) within the learner’s registration period. The strategy must ensure that there is a system in place by which to ensure that learners devise a learning and assessment plan which enables them to set targets related to their achievement of the qualification. Learners’ progress towards these plans should be regularly monitored. Where required, assessors must revise the plans in line with learners’ needs, while ensuring that learners are able to complete the qualification within their period of registration

QCON 4.4 The Training and Assessment Programme

All centres are required to use the recommended outline programme of training and assessment contained within this specification, adapting it only where necessary to meet the specific needs of individual learners. In delivering the programme of training and assessment, centres are reminded that whilst the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is broken down into separate units, the training programme of the learner is not, elements are interlinked and threaded through their training regime. This means that as learners complete their training, they will generate evidence across a number of units. Using this evidence for all the units it relates to is part of Holistic Assessment. Many of these units cover inter-related aspects and much of the naturally occurring evidence for these is likely to come from observing the learner going about their normal day-to-day activities in their sports training environment.



QCON 4.5 The Assessment Specification

There is a requirement for learners to engage in observed and assessed practice in the workplace for this qualification. ‘Workplace’ in this context means a real environment in which the learner is training for and/or competing at the elite level in their sport. Learners must be observed to a competent standard in the workplace and assessed by an appropriately qualified assessor on a minimum of two separate occasions (recommended timeframe of one month between observations) for the following units:

Develop own technical skills to achieve excellence in a sport (T/506/1462) Develop own tactical skills to achieve excellence in a sport (M/506/1461) Develop own physical capability to achieve excellence in a sport (K/506/5043) Develop own psychological skills to achieve excellence in a sport (M/506/1458) Within these units the learner must work in partnership with the most appropriate coaching staff for own sport to evidence: the development of an annual or periodised personal training programme for own sport inclusive of:

short, medium and long term goals training sessions competitive events skill assessments

the review of progression against agreed goals, personal performance and collated results in own sports training sessions, competitive events, and skills assessments, and, identify opportunities for further development

The learner must also evidence participation in:

own sports training sessions competitive events skills assessments Develop own nutritional programme to achieve excellence in a sport (T/506/1459) Within this unit the learner must work in partnership with own sports nutritional staff to evidence:

the development of a personal nutritional programme that takes account of personal lifestyle, likes, dislikes and role in own sport and includes:



QCON 4.5 The Assessment Specification (cont.)

energy demands and nutritional needs nutritional requirements for competitive events pre, during and post participation short, medium and long term goals

the review of adherence to the nutritional programme and impact upon personal performance in own sport the identification of any changes that need to be made to improve personal performance in own sport Manage own lifestyle to achieve excellence in a sport (A/506/1463) Within this unit the learner must work in partnership with the appropriate coaching staff in own sport to evidence the development of a personal lifestyle planner that takes account of:

own sports training sessions competitive events rest days personal and educational commitments any other factors that influence day to day activities. Develop own career in a sport (K/506/1457) Within this unit the learner must work in partnership with the appropriate coaching staff in own sport and career advisors to evidence the development of a personal career plan that includes:

career pathways and opportunities, inclusive of a post competitive path organisations and people who may be consulted for advice or be involved in implementing the plan goals that are specific, measurable, achievable and realistic taking into account time requirements financial goals opportunities for personal and/or professional development The learner must also evidence:

the ongoing review of the personal career plan to maintain the accuracy of the information included and take account of personal developments and achievements and any changes in personal circumstances.




Communicate effectively with other people to achieve excellence in a sport (D/506/1455) Within this unit the learner must be able to evidence:

the ability to effectively communicate and engage with a range of people to positively promote self, own organisation and sport. the review of feedback received from other people regarding self to inform opportunities for training, competition and career

development Work in a healthy and safe way at training and competition venues (H/506/1456) Within this unit the learner must evidence:

knowledge and awareness of relevant and current information regarding health and safety policies and procedures for own sports training and competition venues to include:

equipment and facilities security breaches manual handling personal appearance personal hygiene own behaviour

the ability to respond calmly and effectively in an emergency situation The 1st4sport Level 3 Certificate in Achieving Sports Performance (QCF) is to be assessed and verified by an appropriately qualified assessor, internal and external verifiers. Prior to an assessment taking place, the assessor will thoroughly brief learners on the requirements as outlined in the qualification. Learners will then be assessed against the assessment criteria and assessment requirement of the qualification only. All assessment evidence once complete should be stored in the Learner Pack and the outcomes recorded on the Record of Achievement (RoA) The qualification and standards have been designed for athletes who have the realistic potential to achieve excellence in their sport and are seeking, as their main career goal, to perform at the highest level, for example at national or international level. Centres must give careful consideration to this requirement when recruiting learners for this Certificate. It is expected that a pre-assessment of learner skills will be carried out prior to any formal training and assessment. If a pre-assessment investigation of the learner indicates that they may not yet be competent, the learner should undertake appropriate training and/or gain more experience before embarking on their formal assessments




An assessment should take place as and when the learner is ready for it. However, on rare occasions, assessments may be opportunistic, as, for example, when an assessor witnesses a learner dealing with a health and safety issue. Most assessments can, and should, be planned ahead of time. Intermittent but predictable tasks can be planned for, and periods when it will not be possible to assess these can also be identified. There are no hard and fast rules about how long the assessment of any unit should take. For the assessor and learner, however, it is clearly reasonable to bring the process of assessment to a conclusion at an agreed point, and assessors need to be aware of the dangers of over-assessment

QCON 4.6 The Assessment Methods and Materials

Whilst the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is broken down into separate units, the training programme of the learner is not, elements are interlinked and threaded through their training regime. This means that as the learner completes their training, they will generate evidence across a number of units. Using this evidence for all the units it relates to is part of holistic assessment. Many of these units cover inter-related aspects and much of the naturally occurring evidence for these is likely to come from observing the learner going about normal day-to-day activities in their sports training environment. For this reason, it is strongly recommend that, if the learner is attempting the whole of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) that inter-related units are assessed together in a holistic manner. In other words, when assessor visits and meetings occur, the assessor is strongly advised not to consider evidence on separate occasions for each of these units, but to visit the sports training location, consider the learner’s ‘work’ and identify how the evidence the learner generates matches the requirements of any units the learner is completing. Separate assessments for units should only be necessary if the learner is not attempting the whole of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF), but seeks unit accreditation only. If more than one unit is being attempted, opportunities should be sought for a ‘holistic’ approach wherever possible. As the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is about the learner (the sports performer) demonstrating their competence, most of the evidence should come from being observed at their training and competition environments and/or looking at other forms of evidence from the learner’s real ‘work’ that show how they meet the standard. Once enough assessment has taken place for the assessor to make a judgement about the learner’s competence in a unit, it is very important that this judgement should be clearly explained to the learner. Time should be set aside for feedback and deciding what steps to take next, whether this be to collect more evidence, to plan another assessment, or to arrange for further training and development for the learner.



QCON 4.6 The Assessment Methods and Materials (Cont.)

The assessment methods selected must be valid, reliable, fair, free from bias, fit for purpose and appropriate to the context, taking into account the needs of each cohort and individual learner. The learning outcomes detailed within the units require the learner to ‘Be able to’. ‘Be able to’ In the case of the ‘Be able to’ learning outcomes, observation by the assessor will be the most valid approach. Evidence for observations can be generated through:

work environment naturally occurring evidence observed simulations ‘Understand’ In the case of the ‘Understand’ learning outcomes, the following assessment methods are valid but are not limited to:

Professional discussion Portfolio of evidence Reflective diary on own practice in an appropriate working

environment

Written assignments Projects/case studies Coursework Task based controlled assessment

Choosing a valid method As a mode free qualification, the method of assessment and style of delivery can and should be varied to offer a personalised approach for each learner. Therefore assessment can take place throughout the learning programme and it can vary from individual to individual and course to course. The assessor should be trained and equipped to produce an effective assessment plan to maximise the achievement and support progression of their learners. It is not acceptable to use evidence that the learner knows something to infer that they will be able to do it. Neither is it acceptable to use evidence of the learner being able to do something to infer knowledge This approach was sometimes used in the past with the assessment of qualifications. It is important to note that each QCF assessment criterion begins with a verb such as ‘describe’, ‘identify’ or ‘explain’. Therefore, there must be explicit evidence from discussions with the learner, assignments, projects or case studies that they can ‘describe’, ‘identify’ or ‘explain’ as required. This cannot be reliably inferred from watching a learner do/demonstrate a related activity.



QCON 4.6 The Assessment Methods and Materials (cont.)

Assessment tasks and activities chosen should enable learners to produce, valid, sufficient and reliable evidence that relates directly to the specified criteria. Any assessment tasks and activities created must go through internal quality assurance prior to being used. Sufficiency of evidence To achieve a learning outcome the learner must show evidence that they have met all of the assessment criteria attached to that learning outcome. However, this does not mean that different pieces of evidence must be used for each assessment criterion. It is possible one piece of evidence generated by the learner may meet the requirements of several assessment criteria and perhaps across more than one learning outcome or unit. Similarly, an observation of a learner may generate evidence for other assessment criteria, learning outcomes or units. Authenticity of evidence Evidence used to assess learning outcomes and assessment criteria must be generated by the learner without help from others. For example, workbooks in which the learner has simply copied information as supplied by a tutor cannot be used as evidence of their knowledge; neither can written assignments that have been plagiarised. Currency of evidence Evidence produced by the learner must be relevant at the time of assessment and reflect current workplace processes and equipment. For example, evidence generated in a period of out of date legislation cannot be used as evidence of their current knowledge Validity of evidence Assessment tasks must be able to effectively measure the learner’s attainment at the required level of achievement. Evidence produced by learners must focus on the appropriate knowledge and skills relevant to the assessment criteria Reliability of evidence Assessment tasks should be consistent across all learners, over time and at the required level. Therefore meaning assessors acting independently, using the same criteria and assessment tasks would come to the same judgement about a given piece of work. It is important to ensure explicitness in setting expectations is applied to ensure reliability. Direct observation in the workplace Directly observing learners’ performance in the course of their training is a useful method of assessment, and it should be used wherever possible to assess the units of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF). For coaches it can also be time-effective; it does not involve taking learners away from the training environment. Direct observation involves more than just passively watching the learner. An assessor has to know exactly what he or she is looking for. A checklist is




a useful way of making sure the assessor can relate the learner’s evidence to the standards. Assessors also need to be aware of when a learner’s activity is likely to produce evidence of other Assessment Criteria as well. Finally, they need to be familiar enough with the standards to be able to decide when a learner’s performance has met the relevant Assessment Criteria, and to devise adequate methods of recording the evidence produced. For the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF), direct observation of performance will probably offer only partial evidence of competence. At these levels, simulations, role play and other methods will probably need to be used (where permitted), as well as secondments, and setting special tasks.

Assessors undertaking direct observation in the training/competition environment need to ensure that they are as unobtrusive as possible. They should take into account the extra pressures arising from the fact that the learner knows he or she is being assessed Simulations, skills and proficiency tests, and role plays This group of assessment methods also involve direct observation. However, in this case, the learner is performing not in the normal training environment, but in simulated training environment conditions. Assessors should make sure that assessments of this kind are as lifelike as possible. Simulations have to comply with the standards of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF). Simulation/role play may only be used where stipulated within the unit evidence requirements.

Simulations will normally cover activities which might occur infrequently in the workplace, or which are too dangerous to carry out in a real life situation. Simulations must meet the following requirements:

all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the standard seeks to assess;

all simulations should follow these documented plans; a centre’s overall strategy for simulation must be examined and approved by the external verifier; the physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in

the industry;

the nature of the contingency must be as realistic as possible




Written and oral questioning Questioning is a very important part of virtually any assessment. It will often be necessary to prove that the learner is competent. In particular, it will help the assessor to be sure that the learner knows why he or she is doing something, as well as being able to do it. This is the best method to link the evidence generated for the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) to the Assessment Criteria of the 1st4sport Level 3 Certificate in Understanding Excellence in Sports Performance (QCF), and avoid unnecessary duplication of work. Questioning can also help to elicit information about how the learner would perform in unusual or unexpected situations. When the products of a learner’s work are being assessed, questioning can also reassure the assessor that these are genuinely the learner’s own work. Written or verbal questions will often be needed for the assessor to infer that learners can transfer their competence to other contexts. Assessors should take care not to use ‘leading questions’ which indicate to the learner the answer he or she expects. ‘Open’ questions, that require the learner to give a fuller reply than just a ‘yes’ or ‘no’ answer, are better than ‘closed’ questions. Assessors should be aware that, while there is sometimes a straightforward ‘correct’ answer to a question, at other times no such answer is possible. The purpose of questioning in these cases is to encourage learners to explore alternatives and discuss options. It is important that questioning should be used to support performance evidence and not instead of it. Other sources of evidence

Video/audio recording of performance In certain circumstances, it is impracticable for an assessor to be present when a learner is performing a particular activity. In such cases, it may be possible to make a video or audio recording of the activity, which the assessor can examine later.

Evaluation of work products In some cases, an activity required for the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) will result in a product (a training plan, a word-processed document). In these cases, the assessor can judge the learner’s competence by examining the product. It is important that the assessor should have proof that the product is the learner’s own work, such as a note of authentication from a line manager or supervisor.

Case studies Generally designed by an assessor, a case study should outline a real or hypothetical scenario relevant to the area of competence to be assessed. The scenario may be presented in written form, or visually, for example as a video. Learners are asked to analyse the scenario, answering written or oral questions to demonstrate their competence, and their underpinning knowledge and understanding. It is important that any case study should be both realistic and carefully matched to the relevant Units of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF).




Projects and assignments A project or assignment is a practical or theoretical exercise or investigation which requires the learner to plan and implement a strategy, and present the products of the exercise, or the conclusions of the investigation, for assessment. It is important that projects and assignments should be both realistic and carefully matched to the requirements of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF)

Log books It may possible to assess parts of the 1st4sport Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) on the basis of log books completed over time by the learner. The log book can be used to record the learner’s performance, progress, experiences, and feelings. It can provide a useful source of supplementary evidence for the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) but assessors must be confident of the authenticity of the evidence it provides.

Responses to questionnaires As another supplementary form of assessment, the questionnaire can be used in a similar way to the personal interview.

Personal interviews This is probably one of the oldest and best-known methods of eliciting information from a learner. It may be an appropriate way of assessing personal competence, such as a learner’s personal and interpersonal skills. Again, though, it should only be used in conjunction with other methods of assessment.

Recognition of prior learning Recognition of prior learning, or RPL, is a way of giving credit for the learning a learner has achieved in the past. This learning may have been gained through formal or informal training, other development activity, or on-the-job experience. For learners to gain credit for their competence through APL they must be able to prove that this competence is still current.

QCON 4.7 Alternative Assessment Methods and materials

In certain circumstances, a centre may deem the assessment methods identified by 1st4sport as inappropriate for a particular learner or group of learners based upon their specific needs. In these circumstances the centre is required to report this to their external verifier. In doing so they must provide details on alternative methods and a related justification for this. The centre is also required to provide an alternative version of the materials where necessary, accompanied by a mapping template to demonstrate how all of the assessment criteria is covered. Finally, the centre must provide assessor guidance which is clear, and with unambiguous criteria against which Learners’ levels of attainment will be differentiated. The external verifier will review the construct validity of the methods, the face and content validity of the materials. In addition the external verifier will check that in developing the materials the centre:



QCON 4.7 Alternative Assessment Methods and materials (Cont.)

considered the age of Learners who may reasonably be expected to take the qualification

considered the level of the qualification was taken into account

considered the objective of the qualification was taken into account

considered the knowledge, skills and understanding required to successfully achieve the qualification The external verifier will also ensure that:

the assessment materials enable Learners to demonstrate their level of attainment

the assessment materials are clear and unambiguous (unless ambiguity forms part of the assessment)

the assessment materials are not likely to cause unnecessary offence to Learners

the assessment materials will not disadvantage a learner

the assessment materials use language within the assessment tools which is clear and is English (if the centre perceives

the assessment materials are in English (where there is a demand for this qualification to be in Welsh or Irish, centres should contact 1st4sport directly to report this)

the assessment materials enable Learners to demonstrate their level of attainment

the content of the assessment materials are fit for purpose in line with the purpose of the qualification

the content of the assessment materials is appropriate for the methods of assessment

the content is consistent with the all details and standards outlined within qualification specification

the Level of demand across is consistent across all of the materials provided

the Level of Demand across the assessment tools is consistent with the Level of Demand outlines within the 1st4sport materials The original materials provided by 1st4sport within the Learner Pack, have been subject to a rigorous review to ensure that the above criteria have been compiled with. To ensure these standards are maintained these checks must be applied to all assessment materials used on any 1st4sport qualification. Therefore, the external verifier will ensure that he completes his review using a standardised compliance report. This will be done within 20 working days of receipt. Therefore the Centre must ensure that in these circumstances they forward all details to the external verifier a minimum of two calendar month prior to the start date of the course on the basis that the external verifier may not agree the outcomes, or may require significant additional details to be provided to ensure that the qualification standards are fully maintained. The external verifier will report all outcomes to both the centre and the allocated 1st4sport Qualification Development Manager. Upon confirmation that the alternative methods and materials are agreed, the centre must understand that reasonable adjustments may still need to be made dependent upon each learner’s individual needs. To do this the centre must access Athena, the 1st4sport quality assurance system submitting the access arrangements form to make the request.



QCON 4.8 Eligibility of learners to attend for assessment

The qualification and standards have been designed for athletes who have the realistic potential to achieve excellence in their sport and are seeking, as their main career goal, to perform at the highest level, for example at national or international level. Centres must give careful consideration to this requirement when recruiting learners for this Certificate. It is expected that a pre-assessment of learner skills will be carried out prior to any formal training and /or assessments are planned. If a pre-assessment investigation of the learner indicates that they may not yet be competent, the learner should undertake appropriate training and/or gain more experience before embarking on their formal assessments An assessment should take place as and when the learner is ready for it. However, on rare occasions, assessments may be opportunistic, as, for example, when an assessor witnesses a learner coping with a health and safety issue. Most assessments can and should be planned ahead of time. Intermittent but predictable tasks can be planned for, and periods when it will not be possible to assess can also be identified.

QCON 4.9 Assessment preparation and briefings

Centres are required to ensure that all learners are prepared for their assessments. Therefore, prior to all assessments, the learners should be thoroughly briefed as to the format of the assessment, what is expected of them and the assessment criteria being used.

QCON 4.10 Assessment conduct

Centres are required to ensure that all assessment activity is conducted in accordance with the assessment conditions to ensure that the assessment is fit for purpose in line with the specification. Centres must therefore ensure that Learners complete the assessment under these conditions and in accordance with the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Tutor/Assessor/Verifier Guidance. The only exceptions relate to learners, who have been granted Reasonable Adjustments or Special Consideration in which case they may have been prescribed alternative conditions, which must be complied with).

QCON 4.11 Assessment marking and evidence authentication

Centres must ensure that on delivery of every assessment, the assessors allow each specified level of attainment detailed in the specification to be reached by a learner who has attained the required level of knowledge skills and understanding. All admissible evidence generated by learners (or included as evidence generated by learners as a contribution to group/peer work) is required to be assessed towards the achievement of the qualification. Assessment decisions should be made according to the VACS (valid, authentic, current, sufficient) rules of evidence, in order to ensure that learners demonstrate appropriate levels of competence/knowledge and understanding. Assessment decisions are also required to be reliable, and must promote consistency and equality across learners. Details on what is classed as admissible evidence, and the quantity and type of the evidence required is clearly outlined within the 1st4soprt Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) Tutor/Assessor/Verifier Guidance and in accordance with the assessment specification.



QCON 4.11 Assessment marking and evidence authentication (Cont.)

Upon receipt of each learner’s evidence, centres must ensure that they have systems in place by which to authenticate the evidence as belonging to that learner. Additionally, a written declaration that learner evidence is authentic and that assessment took place under the conditions or in the context set out in the individual qualification assessment specification (contained within the Learner Pack) must be countersigned by assessors and learners.

QCON 4.12 Assessment feedback

At the conclusion of the assessment they should be given an outcome (if appropriate), concise, constructive, directive feedback and an action plan for their further development.

QCON 4.13 Eligibility of learners for special consideration

Learners who are disadvantaged or were unable to complete or attend their assessment due to emotional/physical difficulties or adverse circumstances are eligible request special consideration via the 1st4sport special consideration process. Centres may make the special consideration request on behalf of their learners, or alternatively due to the nature of some of the requests, learners may apply directly to 1st4sport. To obtain the web based 1st4sport Special Consideration Request learners should be directed to www.1st4sportqualifications.com/about_us/policies-procedures selecting. Access Arrangements - Reasonable Adjustments and Special Consideration (Position Statement) and Access Request. They should then insert details of their request into the Access Request Form and forward it to 1st4sport for review ([email protected]). In the event that a centre wishes to make a request on behalf of a learner, they should access Athena, the 1st4sport web based quality assurance system, and complete the Special Consideration Request Form selecting submit to forward it 1st4sport for review.

QCON 4.14 Attainment levels and Eligibility for certification

Learners’ knowledge and competence must be assessed against the assessment criteria of the qualification in line with the Assessment Specification. This allows each specified level of attainment detailed in the specification to be reached by a Learner who has attained the required level of knowledge, skills and understanding. Centres must have systems in place to ensure that the result of each leaner’s assessment reflects the level of attainment demonstrated by that Learner in the assessment.

Once learners have successfully completed all of the assessment components of the qualification, and this is confirmed by the assessor, they are then eligible for certification. Note that where the centre’s internal verification sampling plan requires that moderation of evidence is required to be conducted, the outcomes must not be confirmed to any of the learners until any actions as required by the Internal Verifier have been fulfilled.





QCON 4.15 Reassessments

Learners who are unsuccessful in any aspect of assessment – theoretical or practical – may be offered a maximum of two opportunities to re-sit the appropriate portion of the assessment within their period of registration with 1st4sport Qualifications.

Learners should be aware that recognised centres may levy additional charges for conducting reassessments. Learners who are disadvantaged or were unable to attend their assessment due to emotional/physical difficulties or adverse circumstances may apply to extend their registration period via the 1st4sport Special Consideration Process. Learners should refer to www.1st4sportqualifications.com/about_us/policies-procedures selecting. Access Arrangements - Reasonable Adjustments and Special Consideration (Position Statement) and Access Request to source details).

All reassessments must be conducted in accordance with 1st4sport assessment conditions.



Section five - Quality Assurance Conditions

QCON 5.1 Internal verification arrangements

Centres must ensure that they have arrangements in place to quality assure this qualification through internal verification. These arrangements are required to ensure that the assessment remains fit for purpose. Additionally, the arrangements are required to ensure that the criteria against which learners’ performance is differentiated is being applied accurately and consistently by assessors, across all satellite/assessment sites regardless of the identity of the assessor, learner, or satellite, over time. Each centre’s implementation of their internal verification arrangements should ensure that any necessary changes to a centre’s assessment of evidence is communicated to all assessors when necessary. However in doing so the centre should make checks to ensure that the assessment remains fit for purpose and criteria against which Learners’ performance is differentiated is being applied accurately and consistently.

QCON 5.2 Internal verification strategy and sampling planning

The centre is required to have in place an internal verification strategy outlining the strategic objectives that must be adhered to in relation to the quality assurance conditions for this qualification. Additionally, a sampling plan per course/programme must be written and implemented, to enable verification of the consistency and validity of the outcomes of the qualification(s) offered. The internal verification strategy and related sampling plans are required to be documented and agreed by the external verifier allocated to the centre for this qualification to enable effective external quality assurance to take place. Any changes to this plan must be communicated to the allocated external verifier.

QCON 5.3 Internal verification strategic objectives

There are a number of overall strategic objectives which propose to ensure that:

all personnel with internal verification/moderation responsibilities are suitably qualified to undertake this role internal verification activities are not conducted by personnel who have had involvement in the training or assessment at a

programme where they are conducting verification activities

all assessment and internal verification staff are aware of the centre’s internal verification strategy and can facilitate the implementation

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

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

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

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


Section five - Quality Assurance Conditions

QCON 5.4 Internal verification Interventions

The internal verification interventions will aim to ensure the consistency of assessment across all assessors, at all sites in line with the sampling plans and should include:

observation of assessments sampling of assessment evidence learner interviews (face to face/via telephone) standardisation activities and/or meetings.


1st4sport Commitment to External Quality Assurance External verification is an integral part of the 1st4sport quality assurance arrangements. Our external verifiers (EVs) are the key mechanism in the establishment and monitoring of recognised centre and qualification approval status.

The 1st4sport external verification aim Our verification aim is to ensure our external verifiers are recruited against the following criteria to ensure their competence in fulfilling the role. External verifiers of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) are required to:

hold one of the following qualifications3:

Level 4 Award in the External Quality Assurance of Assessment Processes and Practice (QCF), or

Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice (QCF); or

V2 Conduct External Quality Assurance of the Assessment Process; or D35 Externally Verify the Assessment Process,

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

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

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

External verifiers are then trained and deployed to ensure they can effectively monitor recognised centre activity against the 1st4sport Centre Recognition and Qualification Approval Conditions developed to encompass appropriate statutory regulation. In deploying our EVs we expect that they comply with our established External Verifier Code of Conduct (refer to www.1st4sportqualifications.com for details).

The 1st4sport Verification Objectives for this qualification External Verifiers manage and monitor recognised centre activity via the conduct of visits or desk-based reviews reporting on compliance with our recognition conditions and the qualification approval conditions for this qualification contained within this specification. The numbers of visits/reviews are based upon the following objectives. EVs approved to externally quality assure the delivery of this qualification are required to:

conduct an initial visit to brand new applicant centres before recognition and approval status is granted

verify direct claims status at the end of the first course for both brand new and existing centres who have just achieved qualification approval status for this qualification

verify courses at a ratio of 1:6 alternating between visits and desk based reviews for centres. (Note that where centres deliver more than one but less than six courses annually a minimum of one visit must be conducted in that year).

The verification objectives are developed to support our risk-based approach to monitoring. Therefore, if a recognised centre complies totally with our requirements, less monitoring may be completed. However, if a centre does not comply and sanctions4 are applied our Quality

3 Anyone wishing to externally verify the Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) who do not hold the required qualifications, can do so as long as they achieve the qualification concerned within a 12 month period. 4 Please access www.1st4sportqualifications.com to review information related to sanctions.




Management Team (QMT) will review the situation and may instruct an EV to monitor more frequently to facilitate future compliance and to reduce risks posed to our awarding function, the integrity of the qualifications and to protect the interests of our learners. In these cases the EVs will conduct direct claims status visits to determine whether the centre have achieved their actions. In addition to the above confirmed objectives, there will be times when it is deemed appropriate that a systems visit to a centre is conducted. This is generally directed at large national centres, however may also be required at the request of the quality management team as a control mechanism by which to prevent any adverse circumstances from occurring and also contributes to our approach to the management of risk.


Resources and Information Sources

Useful Websites

www.skillsactive.com

www.skillsactive.com/careers

www.uksport.gov.uk

www.sportengland.org

www.coachwise.ltd.uk

www.1st4sportqualifications.com

www.1st4sport.com

Information on active leisure, learning and well being Information on issues pertinent to the active leisure, learning and well-being sector and, in particular, the National Occupational Standards (NOS) are available from SkillsActive, the Sector Skills Council for Active Leisure, Learning and Well-being. Further information on the work of SkillsActive, the sector map or the full range of National Occupational Standards for the industry may be found by contacting

Information on the status of qualifications The Ofqual accreditation status of qualifications offered by 1st4sport Qualifications may vary, all efforts will be made to communicate changes in the status of qualifications via the appropriate media. The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications following the link: http://register.ofqual.gov.uk/Qualification?recognitionNumber=RN5216


http://www.skillsactive.com/careers

http://www.uksport.gov.uk/

http://www.sportengland.org/

http://www.coachwise.ltd.uk/


http://www.1st4sport.com/

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


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

1st4sport Qualifications Contact Details

Website:

www.1st4sportqualifications.com

General enquiries e-mail:

[email protected]

Quality assurance e-mail:

[email protected]

Address:

1st4sport Qualifications Coachwise Ltd Chelsea Close Armley Leeds LS12 4HP

Telephone:

0113-290 7610

Fax:

Fax0113-231 9606

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

Website:

www.skillsactive.com

Enquiries e-mail:

[email protected]

Address:

SkillsActive The Sector Skills Council for Active Leisure, Learning and Well-being Castlewood House 77–91 New Oxford Street London WC1A 1DG

Telephone:

020-7632 2000

Additional important contacts

The Office of the Qualifications and Examination regulator (Ofqual)

www.ofqual.gov.uk

The Register of Regulated Qualifications:

http://register.ofqual.gov.uk

The full list of regulated qualifications available from 1st4sport Qualifications is available through the following link:

http://register.ofqual.gov.uk/Organisation/Details/RN5216

the Department for Business Innovation and Skills (BIS),

www.bis.gov.uk

Department for Education

www.education.gov.uk

Learning Records Service

www.learningrecordsservice.org.uk/






http://www.ofqual.gov.uk/

http://register.ofqual.gov.uk/

http://register.ofqual.gov.uk/Organisation/Details/RN5216

http://www.bis.gov.uk/

http://www.education.gov.uk/

http://www.learningrecordsservice.org.uk/


Appendix 1: Unit Specifications Achievement of the 1st4sport Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) is through the assessment of the following nine mandatory units – 26 credits.

Title: Develop own technical skills to achieve excellence in a sport

Level: 3

Credit value: 3

Learning outcomes The learner will:

Assessment criteria The learner can:

1 Be able to contribute to

a programme to improve own technical skills

1.1 Work with coaching and or other staff to agree the

technical skills for excellence in own role(s) in the sport

1.2 Work with coaching and or other staff to analyse own level of technical skill and potential for achieving excellence

1.3 Provide own views and opinions as part of the analysis of own technical skills

1.4 Work with coaching and or other staff to identify the main priorities and goals for achieving technical excellence in the role

1.5 Work with coaching and or other staff to plan a programme to achieve technical goals

2 Be able to implement a

programme to improve own technical skills

2.1 Take part in the planned technical development

programme as agreed and to the best of own ability

2.2 Follow the analyses, instructions and demonstrations provided by coaching and or other staff

2.3 Contribute to on-going assessments of own technical progress

2.4 Provide feedback to coaching and or other staff on how well the technical development programme is meeting own needs

2.5 Work with coaching and or other staff to modify own technical development programme

3 Be able to apply

technical skills before and during competition

3.1 Work with coaching and or other staff to identify how to

make best use of technical skills at all times, particularly in a competitive situation

3.2 Agree with coaching and or other staff how to practise the necessary technical skills before, during and after competition

3.3 Take part in pre-competition technical practices to the best of own ability

3.4 Provide feedback to coaching and or other staff on the effectiveness of pre-competition technical practices




3 Be able to apply

technical skills before and during competition (Cont.)

3.5 Make suggestions to improve pre-competition technical

practices

3.6 Integrate technical and other skills and capabilities at all times, particularly in a competitive situation


evaluating own technical performance during competition

4.1 Work with coaching and or other staff to evaluate own

technical performance

4.2 Identify with coaching and or other staff how to improve own technical skills

4.3 Identify with coaching and or other staff how own technical goals and programme can be developed further

Additional information about the unit

Unit purpose and aim(s)

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

identifying and agreeing a programme to improve technical skills

implementing a programme to improve technical skill applying and evaluating technical skills in competition

Unit expiry date

31/12/18

Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate)

This unit has been mapped to SkillsActive 2012 National Occupational Standards for achieving excellence in sports performance.

Assessment requirements or guidance specified by a sector or regulatory body (if appropriate)

Outcomes 1 – 4 must be assessed using evidence of the athlete’s adherence to a real technical training and competition programme. Learning outcome 1 The learner should be cover the following technical goals:

short term

medium term

long term

training

pre-competition practices

competition


Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) (cont.)

and the following technical demands:

skills

technical skills Learning outcomes 2 and 3 The learner must cover the following technical goals:

short term

medium term

long term

training


competition

Support for the unit by a sector skills council or other appropriate body (if required)

A letter of support from SkillsActive is required for any qualification in which this unit is used.

Location of the unit within the subject/sector classification system

08. Leisure, Travel and Tourism

8.1 Sport, Leisure and Recreation

Name of the organisation submitting the unit

SkillsActive

Availability for use

Shared

Unit guided learning hours

20


Title: Develop own tactical skills to achieve excellence in a sport

Level: 3

Credit value: 4




a programme to improve own tactical skills

1.1 Work with coaching and or other staff to identify the

tactical demands for excellence in own role(s) in the sport

1.2 Work with coaching and or other staff to analyse own level of tactical skill and potential for achieving excellence

1.3 Provide own views and opinions as part of the analysis of own tactical skills

1.4 Work with coaching and or other staff to identify the main priorities and goals for achieving tactical excellence in the role

1.5 Work with coaching and or other staff to plan a programme to achieve tactical goals


programme to improve own tactical skills

2.1 Take part in the planned tactical development programme

as agreed and to the best of own ability


2.3 Contribute to on-going assessments of own tactical progress

2.4 Provide feedback to coaching and or other staff on how well the tactical development programme is meeting own needs

2.5 Work with coaching and or other staff to improve own tactical development programme

3 Be able to apply

tactical skills before and during competition

3.1 Work with coaching and or other staff to identify how to

make best use of tactical skills at all times, particularly in a competitive situation

3.2 Agree with coaching staff how to practise the necessary tactical skills before competition

3.3 Take part in pre-competition tactical practices to the best of own ability

3.4 Provide feedback to coaching and or other staff on the effectiveness of pre-competition tactical practices

3.5 Make suggestions on how to improve pre-competition tactical practices

3.6 Integrate tactical and other skills and capabilities at all times, particularly in a competitive situation





evaluating own tactical performance during competition

4.1 Work with coaching and or other staff to evaluate own

performance

4.2 Identify with coaching and or other staff how to improve own tactical skills in competition and how to apply them

4.3 Identify with coaching and or other staff how own tactical goals and programme can be developed further



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

identifying and agreeing a programme to improve tactical skills

implementing a programme to improve tactical skills applying and evaluating tactical skills in competition

Unit expiry date

31/12/18




Outcomes 1 – 4 must be assessed using evidence of the athlete’s adherence to a real tactical training and competition programme. Learning outcome 1 The learner should be cover the following tactical goals:

short term

medium term

long term

training


competition

and the following tactical demands:

skills

tactical skills


Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) (cont.)

Learning outcomes 2 and 3 The learner must cover the following tactical goals:

short term

medium term

long term

training


competition







SkillsActive


Shared


20


Title: Develop own physical capability to achieve excellence in a sport

Level: 3

Credit value: 4



1 Be able to contribute to developing a programme to improve own physical capability

1.1 Work with coaching and/or other staff to identify the physical demands for excellence in own role(s) in the sport

1.2 Work with coaching and/or other staff to analyse own level of physical capability and potential for achieving excellence

1.3 Provide own views and opinions as part of an analysis of own physical capability

1.4 Work with coaching and/or other staff to identify the main priorities and goals for achieving the necessary level of physical capability

1.5 Work with coaching and/or other staff to plan a programme to achieve physical goals

2 Be able to implement a programme to improve own physical capability

2.1 Take part in the planned physical conditioning programme as agreed and to the best of own ability


2.3 Contribute to on-going assessments of own progress

2.4 Provide feedback to own coaching and/or other staff on how well the physical conditioning development programme is meeting own needs

2.5 Work with own coaching and/or other staff to improve the development programme to achieve physical goals

3 Be able to apply own physical capability before and during competition

3.1 Work with own coaching and/or other staff to identify how to make best use of physical capability at all times, particularly in a competitive situation

3.2 Identify with own coaching and/or other staff how to improve physical capability before, during and after competition

3.3 Take part in pre-competition physical practices to the best of own physical capability

3.4 Provide feedback to own coaching and/or other staff on the effectiveness of pre-competition physical practices

3.5 Make suggestions for improvement in pre-competition practices

3.6 Integrate own physical capability with other skills as necessary at all times, particularly in a competitive situation Work with own coaching and/or other staff to evaluate own performance and set new physical goals




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

identifying and agreeing a programme to improve physical capability

implementing a programme to improve physical capability applying and evaluating physical capability in competition

Unit expiry date

31/12/18




Outcomes 1, 2, and 3 must be assessed using evidence of the athlete’s adherence to a real physical training and competition programme. Learning outcome 1 The learner should be cover at least four of the following aspects of a programme in their training and show knowledge and understanding of the rest:

power

strength

muscular endurance

cardiovascular endurance

speed

agility

balance

flexibility

body composition

other appropriate requirements

Learning outcomes 1, 2 and 3 The learner should cover the following types of goals:

short term

medium term

long term

training


competition








SkillsActive


Shared


30


Title: Develop own nutritional programme to achieve excellence in a sport

Level: 3

Credit value: 2



1 Be able to contribute to a

nutritional programme to improve own performance

1.1 Work with coaching and/or other staff to identify the

energy demands and specific nutritional needs of own role(s) in the sport

1.2 Provide coaching and/or other staff with information about own lifestyle and likes and dislikes

1.3 Identify with coaching and/or other staff a nutritional strategy appropriate to own role(s), self, and own likes and dislikes

2 Be able to implement

and review a nutritional programme to improve own performance

2.1 Follow the nutritional strategy as agreed before, during,

and after, training and competition

2.2 Provide coaching and/or other staff with the information they need to monitor and evaluate the nutritional strategy

2.3 Work with coaching staff and other experts to develop and improve the nutritional strategy



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

agreeing and implementing a nutritional programme

Unit expiry date

31/12/18





Outcomes 1 and 2 must be assessed using evidence of the athlete’s adherence to a real nutritional programme. Learning outcomes 1 and 2 The learner should cover at least four of the following aspects of a nutritional programme in their training and show knowledge and understanding of the rest:

food group

hydration

preparation

quantity

timing

avoidance of substances that have negative impact

approved supplements







SkillsActive


Shared


15


Title: Develop own psychological skills to achieve excellence in a sport

Level: 3

Credit value: 4




developing a programme to improve own psychological skills

1.1 Work with coaching and/or other staff to identify the

psychological and emotional demands for excellence in own role(s)

1.2 Work with coaching and/or other staff to develop a personal profile of psychological skills relating to performance in own sport

1.3 Provide own views and opinions as part of the analysis of own psychological skills and attitudes

1.4 Agree with coaching and/or other staff the main priorities for achieving psychological excellence in own role

1.5 Work with coaching and/or other staff to plan a programme to achieve goals for psychological skills and attitudes


programme to improve own psychological skills

2.1 Take part in the planned psychological skills development

programme as agreed and to the best of own ability

2.2 Contribute to on-going assessments of own progress

2.3 Provide feedback to coaching and/or other staff on how well the psychological skills development programme is meeting own needs

2.4 Work with coaching and/or other staff to modify the development programme to achieve psychological goals

3 Be able to apply own

psychological skills before and during competition

3.1 Work with own coaching and/or other staff to identify how

to make best use of psychological skills and attitudes at all times, particularly in a competitive situation

3.2 Identify with own coaching and/or other staff how to practise the necessary psychological skills before, during, and after, competition

3.3 Take part in pre-competition practices for psychological skills and attitudes to the best of own ability

3.4 Provide feedback to own coaching and/or other staff on the effectiveness of pre-competition psychological skills practices

3.5 Make suggestions to improve pre-competition practices for own psychological skills

3.6 Apply own psychological skills and attitudes with your technical, tactical and physical skills at all times, particularly in a competitive situation




3 Be able to apply own

psychological skills before and during competition (Cont.)

3.7 Work with own coaching and/or other staff to evaluate own

psychological performance

3.8 Identify and agree with own coaching and/or other staff how to improve use of psychological skills and how to apply them



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

identifying and agreeing a programme to improve attitudes and psychological skills

implementing a programme to improve attitudes and psychological skills

applying and evaluating attitudes and psychological skills in competition

Unit expiry date

31/12/18




Outcomes 1, 2 and 3 must be assessed using evidence of the athlete’s adherence to a real sports psychology programme. Learning outcome 1 The learner should cover the following goals:

short term

medium term

long term

training


competition

and three of the following psychological and emotional demands and show knowledge and understanding of the rest:

motivation

confidence

concentration

emotional control

dealing with success and failure

other appropriate demands


Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) (Cont.)

Learning outcomes 2 and 3 The learner must cover the following goals:

short term

medium term

long term

training


competition







SkillsActive


Shared


30


Title: Manage own lifestyle to achieve excellence in a sport

Level: 3

Credit value: 2



1 Be able to plan and

manage own sporting commitments

1.1 Work with others to plan, agree and record sporting

commitments

1.2 Plan and manage own time to achieve sporting commitments as planned

1.3 Make best use of the resources needed to achieve sporting commitments

1.4 Inform others who need to know about own plans

1.5 Be flexible in adapting sporting commitments when circumstances change

2 Be able to plan and

manage time outside of sport

2.1 Plan everyday life so that best use is made of available

time and opportunities

2.2 Take rest and relaxation as agreed other staff

2.3 Manage the positive and negative influences of other people and activities in own life and the effect these can have on progress in sport

2.4 Manage time away from home effectively

2.5 Make use of other people with relevant skills, knowledge and experience when needed



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

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

Unit expiry date

31/12/18





Outcomes 1 and 2 must be assessed using evidence of the athlete’s ability to manage their lifestyle in the context of developing as an elite performer. Learning outcome 1 The learner should cover the following sporting commitments:

short term

medium term

long term

and three of the following resources and show knowledge and understanding of the rest:

clothing and equipment

information

people

finance

travel arrangements

They should also cover three of the following types of other people and show knowledge and understanding of the rest:

coaching and/or other relevant staff

mentors

other athletes

school/college

parents







SkillsActive


Shared


15


Title: Develop own career in a sport

Level: 2

Credit value: 2



1 Be able to plan own

sporting career

1.1 Identify the goals to achieve in own career

1.2 Work with advisers to plan activities and timescales necessary to achieve own career goals

1.3 Ensure own career routes and timescales are realistic and achievable

1.4 Develop a plan to help achieve own career goals, taking account of possible changes in circumstances

2 Be able to implement own

career plan

2.1 Identify organisations and people who can help you to

follow own career plan

2.2 Use the help and support of other organisations and people to assist in implementing own career plan

2.3 Update own career plan when expectations or circumstances change

2.4 Develop own career plan for the time when it will no longer be possible to perform as an elite athlete

3 Be able to manage own

finances

3.1 Identify own financial goals

3.2 Develop a realistic financial plan to achieve own financial goals

3.3 Follow own financial plan or seek help and advice when necessary

3.4 Make sure accurate financial records are kept

3.5 Update own financial plan when circumstances change



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

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

Unit expiry date

31/12/18





Outcomes 1, 2 and 3 must be assessed using evidence of the athlete’s adherence to a real career plan. Learning outcome 1 The learner should cover the following types of goals:

short term medium term long term

and at least two of the following types of career, and show knowledge and understanding of the rest:

as a performer in their sport in another role in their sport alternatives Learning outcome 2 The learner should cover at least two of the following types of career, and show knowledge and understanding of the rest:

as a performer in their sport in another role in their sport alternatives Learning outcome 3 The learner should cover all of the following financial goals:

short term medium term long term

and at least three of the following aspects of a financial plan and show knowledge and understanding of the rest:

income expenditure loans sponsorship taxation

savings investment insurance pension








SkillsActive


Shared


15


Title: Communicate effectively with other people to achieve excellence in a sport

Level: 3

Credit value: 3



1 Be able to communicate

effectively with other people

1.1 Actively listen to what other people are trying to

communicate, asking questions when necessary

1.2 Provide other people the information they need when they need it

1.3 Make constructive contributions to discussions with other people

1.4 Extract the main information needed from a variety of sources

2 Be able to work

effectively with other people

2.1 Identify how to use the contributions of other people in

own training, competition and broader career

2.2 Show respect for the roles and responsibilities of the people worked with

2.3 Deal constructively with any problems that might occur when working with other people

2.4 Deal effectively with other people’s feedback and emotions

3 Be able to present a

positive image of self, own organisation and own sport during public appearances

3.1 Ensure own appearance, behaviour and what is said

reflect the standards of own organisation and sport

3.2 Identify how own behaviour impacts on personal reputation, sporting image and career

3.3 Comply with event guidelines where appropriate

3.4 Give people a positive impression of self, own organisation and sport during media interviews

3.5 Reflect on your own professional image using feedback from other people



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

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

organisation and sport

Unit expiry date

31/12/18





Outcomes 1, 2 and 3 must be assessed using evidence of the athlete’s communication, teamwork and presentation skills in a real work context. Learning outcomes 1, 2 and 3 The learner should cover three of the following groups of people and show knowledge and understanding of the other four:

coaching staff

other staff

other athletes

officials

media personnel

general public

other athletes







SkillsActive


Shared


20


Title: Work in a healthy and safe way at training and competition venues

Level: 2

Credit value: 2



1 Be able to work in a

healthy and safe way at training and competition venues

1.1 Be sure to have up-do-date information on the health

and safety requirements for the places where training and competitions take place, and on the people responsible for health and safety

1.2 Follow the relevant health and safety requirements for the training and competition venues

1.3 Follow own organisation’s safeguarding policy for children and other vulnerable groups

1.4 Identify health and safety hazards when they occur

1.5 Take the appropriate action to deal with health and safety hazards according to the level of risk and own level of responsibility

1.6 Pass on suggestions for improving health and safety to the colleagues responsible

2 Be able to respond to

emergencies

2.1 Remain calm and follow the correct procedures for the

emergency

2.2 Take action to protect others from harm, without endangering self

2.3 If necessary, call for assistance from other people

2.4 Provide reassurance and comfort to those involved

2.5 Give other people the information they need to deal with the situation

2.6 Report the incident as required



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

working in a healthy and safe way following emergency procedures

Unit expiry date

31/12/18





Outcome 1 must be assessed using evidence of the athlete’s real working practices. Outcome 2 may be assessed through realistic simulation. Learning outcome 1 The learner should be identify two of the following types of hazards and show knowledge and understanding of the other ones:

unsafe equipment and facilities

unsafe working practices

unsafe behaviour

security breaches

The learner should cover four of the following health and safety requirements and show knowledge of the other one:

use of facilities and equipment

manual handling

behaviour

clothing and personal equipment

hygiene







SkillsActive


Shared


15

1st4sport Level 3 Certificate in Achieving Excellence in ... · 7 Develop own career in a sport...

Documents

Transcript of 1st4sport Level 3 Certificate in Achieving Excellence in ... · 7 Develop own career in a sport...