BOOK
BTEC Nationals Sport Student Book 2 + Activebook
Adam Gledhill | Alex Sergison | Chris Lydon | Dale Forsdyke | Chris Manley | Mr Author
(2017)
Additional Information
Book Details
Abstract
Each Student Book and ActiveBook has clearly laid out pages with a range of supportive features to aid learning and teaching:
- Getting to know your unit sections ensure learners understand the grading criteria and unit requirements.
- Getting ready for assessment sections focus on preparation for external assessment with guidance for learners on what to expect. Hints and tips will help them prepare for assessment and sample answers are provided for a range of question types including, short and long answer questions, all with a supporting commentary.
- Pause point features provide opportunities for learners to self-evaluate their learning at regular intervals. Each Pause point feature gives learners a Hint or Extend option to either revisit and reinforce the topic or to encourage independent research or study skills.
- Case study and Theory into practice features enable development of problem-solving skills and place the theory into real life situations learners could encounter.
- Assessment practice features provide scaffolded assessment practice activities that help prepare learners for assessment. Within each assessment practice activity, a Plan, Do and Review section supports learners’ formative assessment by making sure they fully understand what they are being asked to do, what their goals are and how to evaluate the task and consider how they could improve.
- Literacy and numeracy activities provide opportunities for reinforcement in these key areas, placing the skills into a sport context.
- Dedicated Think future pages provide case studies from the industry, with a focus on aspects of skills development that can be put into practice in a real work environment and further study.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Contents | iii | ||
| Introduction | iv | ||
| Chapter 9: Research Methods in Sport | 1 | ||
| A: Understand the importance of research in sporting environments | 4 | ||
| Different types of research | 4 | ||
| The importance of research | 5 | ||
| The use of research | 6 | ||
| B: Examine key issues that impact on the effectiveness and quality of research in sport | 7 | ||
| Validity, reliability, accuracy and precision in research | 7 | ||
| Research ethics | 9 | ||
| C: Apply appropriate research methods to a selected research problem in sport | 11 | ||
| Quantitative research designs | 11 | ||
| Quantitative data collection methods | 12 | ||
| Quantitative data analysis methods | 13 | ||
| Qualitative research designs | 26 | ||
| Qualitative data collection techniques | 27 | ||
| Qualitative data analysis methods | 29 | ||
| Chapter 10: Sports Event Organisation | 37 | ||
| A: Investigate how different types of sports events are planned and delivered | 40 | ||
| Different types of sports events | 40 | ||
| Planning sports events | 42 | ||
| Promoting a sports event | 44 | ||
| Delivery considerations | 46 | ||
| B: Develop a proposal for a sports event for implementation approval | 48 | ||
| C: Undertake the planning, promotion and delivery of a sports event | 51 | ||
| Roles and responsibilities within the event team | 51 | ||
| Skills associated with event planning and delivery | 52 | ||
| Keeping to plan | 54 | ||
| Promotion | 55 | ||
| D: Review the planning, promotion and delivery of a sports event and reflect on your own performance | 56 | ||
| Gathering feedback | 57 | ||
| Reflecting on your personal performance | 58 | ||
| Chapter 12: Self-employment in the Sports Industry | 63 | ||
| A: Investigate self-employment in the sports industry and the legalities of becoming self-employed to safeguard the business and individual | 66 | ||
| Types of self-employment | 67 | ||
| Personal skills associated with self-employment | 69 | ||
| Skills relevant to example roles | 71 | ||
| Legal requirements | 72 | ||
| Contracts | 74 | ||
| Finance | 75 | ||
| B: Research your market to generate business ideas | 77 | ||
| Market research | 77 | ||
| Generating business ideas | 80 | ||
| C: Develop a business plan to gain investment and/or contracts | 81 | ||
| Writing business plans | 81 | ||
| Chapter 13: Instructing Gym-based Exercise | 89 | ||
| A: Explore the processes of client assessment prior to gym-based exercise participation | 92 | ||
| Client screening | 92 | ||
| Factors affecting safe exercise participation | 93 | ||
| B: Examine different types of exercise for a gym-based exercise | 96 | ||
| Types of gym-based exercise equipment | 97 | ||
| Types of exercises | 98 | ||
| Performing exercises safely | 104 | ||
| C: Undertake planning and instructing gym-based exercise for individual clients | 107 | ||
| Aims and objectives of the programme | 107 | ||
| Gym-based exercise session planning | 108 | ||
| Components of a gym-based exercise session | 109 | ||
| Pre-gym-based exercise preparation | 111 | ||
| Preparing clients for gym-based exercise | 111 | ||
| Instructing gym-based exercise | 112 | ||
| Reviewing own performance | 114 | ||
| Chapter 14: Exercise and Circuit-based Physical Activity | 119 | ||
| A: Explore how to establish and maintain an effective working relationship with participants | 122 | ||
| Presenting a positive and professional image | 122 | ||
| Communication skills for groups | 125 | ||
| Forming effective working relationships with participants | 128 | ||
| B: Investigate ways an exercise instructor can support different participants in exercise and physical activity | 130 | ||
| Dealing effectively with participants’ needs | 130 | ||
| Providing ongoing customer service | 133 | ||
| Barriers to exercise and physical activity | 134 | ||
| Methods of supporting participants to adhere to exercise | 135 | ||
| C: Carry out planning of a safe and effective group-based, circuit-based exercise session | 138 | ||
| Benefits of circuit-based training | 138 | ||
| Stations in a circuit | 138 | ||
| Planning a group exercise circuit training session | 140 | ||
| D: Undertake a group-based circuit training exercise session | 146 | ||
| Introduction to the group-based exercise session | 146 | ||
| Delivering the group-based exercise session | 147 | ||
| Concluding and reviewing delivery | 149 | ||
| Chapter 15: Instructing Exercise to Music | 153 | ||
| A: Explore the processes of participant assessment prior to exercise participation | 156 | ||
| Screening participants | 156 | ||
| Factors affecting safe exercise participation | 157 | ||
| B: Plan a group ETM session for participants | 158 | ||
| Music selection | 158 | ||
| Legal requirements covering the use of music | 159 | ||
| Choreography for a group ETM session | 159 | ||
| Developing coordination by building up movements gradually | 163 | ||
| C: Undertake and review an ETM session | 164 | ||
| Objectives of an ETM session | 164 | ||
| Components of an ETM session | 164 | ||
| Correcting participants and reinforcing correct techniques | 165 | ||
| Preparation for an ETM session | 166 | ||
| Instruct a group ETM session | 167 | ||
| Ending a group ETM session | 169 | ||
| Reviewing your own performance | 169 | ||
| Chapter 16: Instructing Water-based Exercise | 173 | ||
| A: Understand the principles of exercising in water | 176 | ||
| Water depth and the effect on participants | 177 | ||
| The swimming pool environment | 178 | ||
| B: Develop a water-based exercise session for participants | 182 | ||
| Equipment | 183 | ||
| Water-based exercise routines | 184 | ||
| Components | 187 | ||
| C: Undertake and review a water-based exercise session for participants | 188 | ||
| Pre-session preparation | 188 | ||
| Participant preparation | 189 | ||
| Instructing the session | 190 | ||
| Principles of group behaviour management | 192 | ||
| Methods of correcting participants | 192 | ||
| Ending a water-based exercise session | 193 | ||
| Reviewing your own performance | 194 | ||
| Chapter 17: Sports Injury Management | 199 | ||
| A: Understand common sports injuries and their associated physiological and psychological responses | 202 | ||
| What is a sports injury? | 202 | ||
| Types of sports injury | 202 | ||
| Red flag symptoms | 205 | ||
| Physiological response to injury | 205 | ||
| Psychological response to injury | 208 | ||
| B: Explore common treatment and rehabilitation methods | 211 | ||
| Common treatment methods and the need for medical referral | 212 | ||
| Principles of rehabilitation | 217 | ||
| Methods of rehabilitation | 222 | ||
| C: Investigate risk factors which may contribute to sports injuries and their associated prevention strategies | 227 | ||
| Aetiology of sports injury | 227 | ||
| Preventative measures | 229 | ||
| Chapter 18: Work Experience in Active Leisure | 235 | ||
| A: Undertake in-depth preparation for an active leisure work experience placement | 238 | ||
| Work experience action plan | 238 | ||
| Selection of an appropriate placement | 242 | ||
| B: Undertake a job application process for an active leisure work experience placement | 245 | ||
| Completion of the application and interview process | 245 | ||
| C: Carry out work experience tasks to meet set objectives from work experience action plan | 250 | ||
| Work experience tasks | 250 | ||
| Work shadowing and observation | 252 | ||
| D: Investigate the impact of an active leisure work experience placement on career development | 254 | ||
| Reviewing your work experience | 255 | ||
| Reflecting on your work placement | 256 | ||
| Research into leisure organisations | 257 | ||
| How career aspirations have been influenced | 258 | ||
| Chapter 19: Development and Provision of Sport | 263 | ||
| A: Principles of sports development | 266 | ||
| Participation | 266 | ||
| Inclusivity | 267 | ||
| The sport development continuum | 268 | ||
| Participation barriers, solutions and impacts | 269 | ||
| Solutions to barriers | 270 | ||
| Impact of sports development | 272 | ||
| Sports development stakeholders | 275 | ||
| Measuring sports development | 281 | ||
| B: Wider sports development | 283 | ||
| C: Media and commercialisation in sport | 285 | ||
| Types of media, their impact and uses | 285 | ||
| Commercialisation in sport | 288 | ||
| Impact of media and commercialisation on sports development | 290 | ||
| D: Proposal writing | 291 | ||
| Preparatory research for proposal writing | 292 | ||
| The structure of the proposal | 292 | ||
| Relationship between proposals and the wider sport development context | 293 | ||
| Getting ready for assessment | 296 | ||
| Chapter 22: Investigating Business in Sport and the Active Leisure Industry | 299 | ||
| A: Features of sports and active leisure businesses (business operations) | 302 | ||
| Features and organisation of sport and active leisure businesses | 302 | ||
| Aims and objectives of sport and active leisure businesses | 305 | ||
| Provision of sports facilities, programmes and services | 309 | ||
| Customer groups | 312 | ||
| Stakeholders and their influence | 314 | ||
| Relevant laws, legislation and safeguarding issues | 315 | ||
| B: Business models in sport and active leisure | 316 | ||
| Business models | 316 | ||
| C: Human resources | 319 | ||
| Job roles and person specifications | 319 | ||
| Types of employment | 322 | ||
| Human resource management | 322 | ||
| Physical resource management | 323 | ||
| D: Marketing | 325 | ||
| Marketing 7 Ps | 325 | ||
| Meeting the needs of the customer | 326 | ||
| E: Finance in the sport and active leisure industry | 328 | ||
| Financing a business in sport and active leisure | 328 | ||
| Financial records | 329 | ||
| F: Trends in the sport and active leisure industry | 331 | ||
| Trends | 331 | ||
| Developing products/services to take advantage of trends | 332 | ||
| Getting ready for assessment | 336 | ||
| Preparing for the test | 336 | ||
| Sample answers | 336 | ||
| Chapter 23: Skill Acquisition in Sport | 341 | ||
| A: Investigate the nature of skilled performance | 344 | ||
| Learning and performance | 344 | ||
| Characteristics and classification of skills | 346 | ||
| Characteristics and classification of abilities | 349 | ||
| B: Examine ways that sport performers process information for skilled performance | 351 | ||
| Information processing models | 351 | ||
| Perception | 352 | ||
| C: Explore theories of teaching and learning in sport | 355 | ||
| Behaviourist theories | 355 | ||
| Cognitive theories | 356 | ||
| Phases of skill learning | 358 | ||
| Transfer of learning | 358 | ||
| D: Carry out teaching and learning strategies for sports skills | 360 | ||
| Presentation skills | 360 | ||
| Types of practice | 361 | ||
| Styles of teaching | 361 | ||
| Styles of learning | 363 | ||
| Methods of guidance | 363 | ||
| Chapter 25: Rules, Regulations and Officiating in Sport | 367 | ||
| A: Understand the development of the roles and responsibilities of the officials involved in sports | 370 | ||
| NGB rules/laws and regulations in different sports | 371 | ||
| Officials and their historical development | 374 | ||
| Roles of officials | 375 | ||
| Responsibilities of the officials | 376 | ||
| Current issues in officiating in sport | 378 | ||
| B: Explore the performance of officials in a selected sport | 380 | ||
| Applying rules/laws and regulations to different situations | 380 | ||
| Analysing officials in different sports | 384 | ||
| C: Undertake the role of a match official in a competitive sport | 388 | ||
| Reviewing your own performance | 389 | ||
| Glossary | 393 | ||
| Index | 397 |