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ISBN: 1-904995-03-9
Price: £12.00
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Pub. Date: 9 July 2005
Binding: Paperback
Extent: 240 pages
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[BTEC
National Sport Details]
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BTEC National Sport
— The Student's Practical Guide
Richard Burley, Ernst Schute, Barry
Ryan
Contents:
- Sport in Society
- Introduction to the unit
- Aims of the unit
- What the content will cover
- What will I do in class?
- How will I be assessed?
- What I must submit?
- Why sport in society – it’s only a game isn’t
it?
- What is sport?
- What is society – I can do what I want can’t
I?
- What is a Community Sports Development Officer?
- Section 1: How things have changed
- Education…Education…Education
- Development of state school education
- Who’s in charge?
- Section 2: Is size important?
- Employment
- Size of the industry
- Participation
- Sectors – who provides what?
- Funding – money … money … money
- Sponsorship
- The role of the media
- Image and the media – I’d better look good because
I am on telly
- Grants and loans – how can I find some money?
- Assessment activity (IVA) 1
- Section 3: How much choice do I have?
- Reasons for participation – why do we do it?
- Elite sport – to be the best or just to take
part
- Health and fitness
- No person is an island
- What is meant by social influences?
- Social class and economic status (socio-economic
groupings)
- Sport for all?
- Gender
- Cultural influences
- Ethnic minority groups
- Racism in sport
- People with disabilities
- The barriers that stop me and others being able
to participate
- Barriers to participation
- Assessment activity (IVA) 2
- Section 4: Where do I go for help?
- Assessment activity (IVA) 3
- Local initiatives
- National initiative
- Europe
- Assessment activity (IVA) 4
- Completing the Integrated Vocational Assignment
- The Reflective Practitioner
- Introduction to the unit
- Aims of the unit
- What the content will cover
- What will I do in class?
- How will I be assessed?
- What must I submit?
- What is a reflective practitioner?
- Reflective planning for progression
- In the beginning
- Getting started
- Intrinsic motivation
- Extrinsic motivation
- Role models
- Section 1: Knowing me…knowing you
- What’s the story?
- In it to win it
- Performance CV
- Me as a performer
- Body types
- Body Mass Index
- Lifestyle
- Personality and imagery
- Imagery
- Fitness and recovery
- Flexibility
- Multi-stage fitness test
- Sergeant Jump
- Learning style
- Sources of feedback
- SWOT analysis
- Assessment activity 1
- Section 2: Beat my goal
- Goal-setting and targets – an introductory text
- Why does goal-setting work?
- Types of goals
- Be SMART
- Milestones
- Barriers
- Drills, practises and observation points for
matches, games and events
- Assessment activity 2
- Section 3: On reflection
- Reflection in action
- Methods to monitor and review progress
- Assessment activity 3
- What is an evaluation?
- What do I actually submit?
- Ethics and Values in Sport
- Introduction to the unit
- Aims of the unit
- What the content will cover
- What will I do in class?
- How will I be assessed?
- What are ethics and values in sport?
- Section 1: The good…The bad… The ugly
- A negative view of sport
- What are we talking about?
- Sportsmanship v. Gamesmanship
- Benefits of ethics and values
- Positive and negative experience
- The importance of ethics and values for young
people in sport
- How would I like to be treated?
- Section 2: Winning at all costs?
- Why are there different ethics and values in
different sports?
- Ethics and values in contrasting sports
- It’s not fair
- It’s against the law
- Section 3: Be on your best behaviour
- Principles, standards and ethical behaviour
- Impact of principles, standards and ethical behaviour
- Standards, principles and ethics of sports organisations
- Standards – we all have to have some!
- Codes of conduct
- Section 4: How does this work in practice?
- Planning an activity
- Planning sessions and goals
- How did it go?
- How do you find out?
- Completing the Integrated Vocational Assignment
- Health and Safety in Sport
- Introduction to the unit
- Aims of the unit
- What the content will cover
- What will I do in class?
- How will I be assessed?
- Health and safety – what is it all about?
- Section 1: Learn the rules – then you know how
to play
- Ignorance is no excuse in the eyes of the law
- What is my legal duty?
- What are we talking about?
- What do I need to know?
- Health and Safety at Work Act 1974
- European health and safety legislation
- Sports grounds
- You must report injuries! (Well, certain ones)
- COSHH – Handle with care!
- Health and Safety at Work (First Aid) Regulations
1981
- What should be kept in the first-aid room?
- Hot stuff – Fire!
- The fire triangle
- Fire legislation
- Disability discrimination
- Don’t work your staff into the ground! – the
European Working Time Directive
- Personal data – keep it a secret!
- Child protection
- Identify key legislation
- Assessment activity 1: Get your first tick in
the box!
- Section 2: Health and safety is no good if no
one knows about it!
- Procedures
- Accidents
- Carry out regular checks!
- Prevention is better than cure
- Get everybody behind you!
- Reporting and documentation
- Accident analysis
- Accident investigation
- Be positive!
- Assessment activity 2: Produce promotional material
- Section 3: Reduce the risks!
- What actually is a HAZARD and RISK?
- What do I have to do and where do I start?
- How do I carry out a risk assessment?
- Hierarchy of control measures – don’t go for
the easy way out
- Let’s do a risk assessment!
- Check out your sport!
- Assessment activity 3: Risk assessment
- Risk assessment: How dodgy is Dodgy FC?
- Section 4: Be secure – not just safe!
- What are the security problems?
- Violence – you must protect your staff
- Theft and fraud
- Damage and vandalism
- Terrorism and sabotage
- “Safety in numbers” – managing crowds safely
- Security measures – yes, another assessment!
- Good health and safety makes sound business sense
- One shoe doesn’t necessarily fit all
- How do I get my message across?
- Assessment activity 4: Benefits of health, safety
and security
- Go check it out!
- Evaluating health, safety and security
- Assessment activity 5: Produce guidelines for
a target audience
- Covering what the student has learned in this
unit
- Index
Authors:
Richard Burley, Head
of Sports Department
Ernst
Schute, director of a leisure management company and
an accredited trainer for the Chartered Institute of Environmental
Health
Barry
Ryan, former Senior Lecturer and Curriculum Leader
in Leisure and Sport at Norwich City College.
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