‘yes’. Organisation You score ‘very good’ on the observation checklist for ‘organisation of equipment’. You receive a low score on the questionnaire, which asks ‘On a scale 1–5, how organised did you feel the session was?’ Health and Safety You score ‘very good’ on the observation checklist for ‘health and safety’. A player reports that they found a piece of glass on the football pitch. Style and Personal Qualities The youth players often tell you that they enjoy your training sessions because they are fun. You receive a comment card that states ‘I don’t think that you treat all players fairly. I feel like you ignore me at training and spend more time working with the better players’. Achievements A parent tells you that they have seen an increase in their child’s confidence since they started playing for your team. The questionnaire reveals that most players don’t feel they have improved since the start of the season. 1. Unscramble the following words to reveal four different types of people that can give feedback. SAIATPRNICPT SEVUOSIPRR SRBRVSOEE ELSF-INAYSALS 2. Match the following descriptions with the correct method of feedback: A list of questions given to participants, allowing them to give anonymous feedback. Observation Record Observing a session leader and making a record of their performance. Comment Card Saying your comments directly to the leader of the session. Questionnaire Allowing participants to write an anonymous comment and post it in a box. Verbal Feedback Identify and explain one strength and one area for improvement for the following scenarios: Scenario Strength Area for Improvement
A gym instructor is about to take a personal training session. It is the first session for the client, so the instructor explains how to use all of the equipment before they are allowed to use it. Once he has finished explaining, he begins the session. A netball coach is leading a warm-up at the start of the training session. She begins with a gentle jog, followed by static stretching and a game. Some of the players are still changing into their kit and miss the warm-up. A football coach is writing a plan for tomorrow’s training session. The plan consists of a list of all the activities that they would like to include, and a time-frame. Lesson Plan 10: C.2 Targets for Development NB: Students that are unable to achieve Level 2 are not required to learn the content for this lesson. Learning Aims Most students should: Be able to describe targets for future development as a sports leader. Some students should: Be able to explain targets for future development as a sports leader, including a personal development plan. Be able to justify targets for future development as a sports leader and activities within the personal development plan. Keywords: targets, specific, measurable, achievable, realistic, time-related, exciting, recorded, development plan, aims, objectives, goals, opportunities, training, courses, qualifications, barriers Starter Split the class into groups of four and give each group a sheet of A3 paper and a pen. The students should create a mind map of the different headings that should be considered when reviewing the performance of a sports leader. They should then write what needs to be considered under each heading. For example, under ‘Planning’ they may write: Have they written a plan? Does the plan identify and explain each of the planned components? Is there a time-frame? Have they set an overall aim? Have they set objectives to achieve the overall aim?