What jobs can I get with the Level 3 NVQ in Sports Development?

This qualification opens doors to roles such as Sports Development Officer, Community Sports Coach, Physical Activity Coordinator, or Youth Sport Project Leader. You could work for local authorities, national governing bodies, charities, or private sports providers. It also provides a strong foundation for progression to a Level 4 NVQ, foundation degree, or employment in sports management. Many units focus on partnership working and programme evaluation, which are highly valued by employers in the sector.

How long does it take to complete the Active IQ Level 3 NVQ in Sports Development?

Completion time varies depending on your role, available hours, and how quickly you can gather evidence, but most learners finish within 12 to 18 months. There is no fixed deadline, as it is a flexible qualification. However, your training provider may set a recommended timeframe. If you are in a full-time relevant job with regular assessor visits, you could potentially complete it in under a year. Part-time or volunteer roles may take longer.

Do I need to be employed to enrol on this NVQ?

You don't necessarily need to be in paid employment; volunteering or a work placement in a sports development setting is sufficient, provided you can carry out real tasks and generate the required evidence. The key is having access to an environment where you can demonstrate the full range of competencies, such as planning and delivering sports programmes, working with partners, and evaluating outcomes. Some colleges and training providers offer the qualification alongside a placement.

What is the difference between the Level 3 NVQ and a Level 3 BTEC in Sport?

The main difference is the assessment approach: the NVQ is entirely work-based, focusing on practical competence and a portfolio of evidence, while a BTEC is typically classroom-based with written assignments and some practical elements. The NVQ is designed for those already in a sports development job, whereas the BTEC suits school leavers studying full-time. Both are Level 3 qualifications and carry UCAS points, but the NVQ emphasises occupational competence over academic knowledge.

Can I use my NVQ in Sports Development to go to university?

Yes, many universities accept the Level 3 NVQ Diploma in Sports Development for entry onto foundation degrees or related higher education courses, particularly in sports coaching, development, or management. It carries UCAS tariff points, but you should check specific course requirements. Some universities may also require GCSE English and maths. The reflective practice and workplace experience gained through the NVQ can give you a strong advantage in personal statements and interviews.

Active IQ Level 3 NVQ Diploma in Sports Development

Q: How is the Active IQ Level 3 NVQ Diploma in Sports Development assessed?

There are no written exams. Assessment is entirely through a portfolio of evidence that you build from your job or volunteering role. Your assessor will observe you at work, conduct professional discussions, and review documents like session plans, reports, and witness testimonies. Each piece of evidence must demonstrate that you meet the National Occupational Standards for the unit. You won't be graded; you are simply deemed 'competent' or 'not yet competent' based on the evidence you provide.

ACTIVE-IQ

vocational

This topic covers building productive working relationships with colleagues and stakeholders in sports development. It includes understanding benefits, identifying stakeholders, conflict resolution, and reviewing relationships.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Develop productive working relationships with colleagues and stakeholders

Manage own resources and professional development

Contribute to strategic development in sport and active leisure

Recognise indications of substance misuse and refer individuals to specialists

Allocate and monitor the progress and quality of work in own area of responsibility

Apply for external funding for sport and physical activity

Promote equality and diversity in sport and physical activity

Contribute to the prevention and management of abusive and aggressive behaviour

Involve, motivate and retain volunteers

Plan and organise services

Ensure the health, safety, welfare and security of customers and staff

Work with others to improve customer service

Facilitate community-based sport and physical activity

Support the efficient use of resources

Contribute to evaluating, developing and promoting services

Recruit, select and keep colleagues

Manage a project

Support the development of sport and physical activity in education

Manage information for action

Provide leadership in sport and active leisure

Lead and motivate volunteers

Provide learning opportunities for colleagues

Topic Overview

The Active IQ Level 3 NVQ Diploma in Sports Development is a work-based vocational qualification designed for individuals already employed or volunteering in sports development roles. It assesses your competence in real-world settings, focusing on the practical skills and knowledge needed to plan, deliver and evaluate sports development programmes. Unlike traditional classroom-based courses, this NVQ requires you to build a portfolio of evidence from your daily work, demonstrating that you meet the National Occupational Standards for sports development.

This qualification covers a broad range of units, including understanding the principles of sports development, promoting equality and diversity in sport, managing resources, and leading community sports initiatives. You will learn how to engage hard-to-reach groups, develop sustainable participation programmes, and work in partnership with key stakeholders such as local authorities, national governing bodies, and funding organisations. The emphasis is on applying theory to practice, making it directly relevant to your career progression in the sports development sector.

Achieving this diploma demonstrates to employers that you have the competence and professionalism to work at a supervisory or junior management level in sports development. It can lead to roles such as sports development officer, community sports coach, or physical activity coordinator. Additionally, it provides a progression pathway to higher-level qualifications, such as the Level 4 NVQ in Sports Development or foundation degrees in related fields. Given the growing focus on community health and well-being, this qualification is highly valued by organisations seeking to make a positive social impact through sport.

Key Concepts

Core ideas you must understand for this topic

→Competence-based assessment: You are judged on your ability to perform tasks to a nationally agreed standard, not on your performance in a written exam. Evidence comes from real work activities, observations, and professional discussions.
→Portfolio of evidence: A structured collection of documents, videos, witness testimonies, and reflective accounts that prove you have met each unit's learning outcomes. This is the primary assessment method.
→National Occupational Standards (NOS): The benchmark statements that define the skills, knowledge and understanding required for sports development roles. Each unit of the diploma aligns with specific NOS.
→Holistic delivery and assessment: Many units overlap in practice, so you can use one piece of evidence to meet multiple criteria, making the qualification efficient and integrated.
→Reflective practice: The ability to critically evaluate your own performance and identify areas for improvement is central to professional development in sports development and is assessed throughout the diploma.

What You Need to Demonstrate

Key skills and knowledge for this topic

Explains the benefits of productive working relationships.
Identifies key stakeholders and their interests.
Demonstrates effective conflict resolution techniques.
Establishes and maintains working relationships with colleagues and stakeholders.
Reviews and monitors relationships to ensure effectiveness.
Understands relationship between personal resources and performance.
Identifies work role requirements and sets objectives.
Evaluates personal resources against requirements.

Assessment Criteria

Key criteria assessors look for in your portfolio

Explains the benefits of productive working relationships.
Identifies key stakeholders and their interests.
Demonstrates effective conflict resolution techniques.
Establishes and maintains working relationships with colleagues and stakeholders.
Reviews and monitors relationships to ensure effectiveness.
Understands relationship between personal resources and performance.
Identifies work role requirements and sets objectives.
Evaluates personal resources against requirements.
Plans and engages in continuing professional development.
Award credit for clearly identifying how their contribution relates to the organisation's strategic goals (e.g., increasing participation, improving performance, workforce development).
Evidence must include a direct link between local needs analysis (demographics, gaps, trends) and the proposed strategic priorities.
Assessors expect to see practical examples of the learner facilitating stakeholder consultation to shape the strategic direction.
Credit given for demonstrating an understanding of the monitoring and evaluation methods that will measure the success of strategic initiatives.
Identifies physical, behavioural, and psychological indicators of substance misuse.
Assesses risks to the individual and others in the sporting environment.
Maintains accurate and confidential records of observations and actions.
Refers individuals to appropriate specialist services following organisational procedures.
Award credit for demonstrating a systematic approach to work allocation that considers colleagues’ skills, experience, and development needs in a sports development context.
Award credit for providing clear, structured briefings that include SMART objectives, resources, and timescales for tasks such as delivering coaching sessions or coordinating events.
Award credit for implementing appropriate monitoring methods (e.g., observation, progress reports) and adjusting work allocation based on performance data.
Award credit for evidencing the use of supportive interventions—such as mentoring, additional training, or constructive feedback—that are aligned with individual and organisational goals.
Award credit for explaining the influence of sector-specific factors (e.g., seasonal variations in sport participation, funding cycles) and organisational policies (e.g., safeguarding, equality) on work allocation decisions.
Award credit for demonstrating a systematic search of funding databases (e.g., Sport England, National Lottery) with documented results.
Award credit for preparing a bid that includes a clear needs analysis, SMART objectives, a detailed budget, and an evidence-based case for support.
Award credit for demonstrating effective negotiation techniques, such as clarifying conditions, adjusting project scope, and formalizing agreements in writing.
Identify barriers to participation for different groups.
Develop strategies to promote inclusion in sport.
Engage with diverse communities to understand needs.
Adapt activities to accommodate different abilities.
Monitor and evaluate the impact of equality initiatives.
Identify forms and causes of abusive behaviour.
Explain strategies to prevent aggression.
Demonstrate how to deal with incidents.
Contribute to risk minimisation.
Explain the value and role of volunteering.
Promote volunteering opportunities effectively.
Involve and motivate volunteers within the organisation.
Support volunteers through role changes or exit.
Implement strategies to retain volunteers.
Plan services and operations to meet specified requirements.
Organise resources and schedules effectively.
Monitor service delivery and make adjustments.
Maintain operations to ensure consistency and quality.
Identify hazards and assess risks using a recognised method.
Contribute to developing and maintaining operating procedures.
Implement measures to protect vulnerable participants.
Respond appropriately to emergencies.
Monitor own performance against customer service standards.
Monitor team performance and provide constructive feedback.
Work with others to identify and implement service improvements.
Understand how teamwork contributes to better customer service.
Record and report performance data accurately.
Research the community to identify needs and assets.
Establish effective working relationships with community partners.
Plan and deliver sport and physical activity programmes.
Enable communities to organise and sustain participation opportunities.
Evaluate the impact of programmes.
Identify ways to support efficient use of resources.
Make justified recommendations for resource allocation.
Contribute to monitoring and controlling resource usage.
Award credit for demonstrating a clear, systematic approach to evaluating services using both qualitative and quantitative data, such as user feedback and participation rates.
Expect evidence of collaboration with relevant stakeholders (e.g., coaches, facility managers, marketing officers) when developing service improvements.
Assessors should look for promotion plans that are tailored to specific target groups, with measurable objectives and alignment to the organisation's broader strategy.
Identify recruitment needs based on organisational requirements.
Plan a recruitment process including job descriptions and person specifications.
Contribute to selection activities such as interviewing and assessment.
Implement strategies to support colleague retention.
Define project scope, aims, and objectives clearly.
Develop a detailed project plan with timelines and resources.
Implement the project, monitoring progress and managing changes.
Close the project, including evaluation and handover.
Apply project management principles such as SMART objectives.
Explain how to support sport and physical activity in education.
Understand relevant policies and strategies.
Identify key stakeholders and their roles.
Work with stakeholders to develop sport and physical activity.
Support the educational community in promoting activity.
Knows how to manage information for action.
Gathers required information effectively.
Informs and advises others clearly.
Holds meetings that achieve objectives.
Assess own leadership context and style.
Create conditions for effective leadership.
Lead and motivate individuals and teams.
Empower others through delegation and support.
Award credit for demonstrating an understanding of relevant legislation such as the Volunteer Rights and Responsibilities Act, and evidence of applying good practice in volunteer management.
Credit given for producing clear, written briefs that outline specific work requirements and responsibilities, tailored to individual volunteer roles.
Evidence of using motivational theories (e.g., Herzberg, Maslow) to involve volunteers, with practical examples of how this is implemented in sessions.
Credit for documenting formal evaluation processes, including setting measurable objectives and collecting feedback from volunteers.
Award credit for providing constructive feedback that is timely, specific, and based on observed performance.
Credit for demonstrating problem-solving skills by recording incidents and actions taken to support volunteers in resolving issues.
Help colleagues identify their learning needs and preferred styles.
Support colleagues in planning and implementing learning activities.
Review and update learning plans based on feedback and progress.
Understand the sector and context for learning opportunities.

Assessment Guidance

Guidance for achieving higher grades

💡Use real examples of stakeholder mapping.
💡Demonstrate active listening and empathy in conflict scenarios.
💡Set regular review points for key relationships.
💡Use SMART objectives.
💡Reflect on feedback from colleagues.
💡Link CPD to career progression.
💡When compiling evidence, explicitly label sections to show 'strategic contribution' vs 'operational delivery' to help the assessor locate the relevant competence.
💡Use a reflective log or professional discussion to explain the rationale behind your strategic recommendations, linking to specific national sports policies or local health agendas.
💡Ensure all evidence is contextualised: describe your specific role in the strategic process, even if you were part of a team, so your individual contribution is clear.
💡Use specific examples of indicators and referral pathways.
💡Emphasise the importance of confidentiality and consent.
💡Link assessment of risk to immediate and long-term safety.
💡Use real work examples from your sports development practice (e.g., organising a holiday programme, managing volunteers) to demonstrate competence across all learning outcomes.
💡Ensure your evidence shows how you adapt your approach to different colleagues and situations; for instance, how you would brief an experienced coach versus a new apprentice.
💡Show a clear link between your monitoring activities and the quality standards expected in your organisation, referencing any relevant inspection frameworks or governing body requirements.
💡When reflecting on support provided, explain the rationale behind your choices and evaluate their effectiveness in improving colleague performance and achieving sporting outcomes.
💡Utilise real funding applications as case studies to structure your portfolio evidence.
💡Always align your bid objectives with the funder’s priorities, quoting their funding priorities verbatim.
💡Document every communication with funders, as negotiation evidence is critical for meeting assessment criteria.
💡Use real examples of inclusive practice.
💡Refer to relevant legislation like the Equality Act 2010.
💡Emphasise the benefits of diversity in sport.
💡Reference relevant policies and legislation.
💡Use the ABC model (Antecedent-Behaviour-Consequence).
💡Emphasise communication and calmness.
💡Use real examples of volunteer programmes.
💡Highlight the importance of clear role descriptions.
💡Show how feedback improves volunteer retention.
💡Use planning tools like Gantt charts.
💡Set clear KPIs to monitor performance.
💡Practice contingency planning for common problems.
💡Always consider the specific needs of participants.
💡Practice emergency drills regularly.
💡Keep clear records of risk assessments.
💡Use SMART criteria when setting improvement goals.
💡Give examples of how you have supported team members.
💡Understand different communication styles within a team.
💡Use examples from real community projects.
💡Understand the principles of community development.
💡Know how to measure participation and outcomes.
💡Use examples from sports settings to illustrate points.
💡Link recommendations to organisational objectives.
💡Show understanding of resource lifecycle.
💡Always link your evaluation findings directly to the improvements you propose, showing a clear rationale.
💡When discussing promotion, reference specific roles (e.g., marketing manager, community outreach officer) and explain why their input is vital.
💡Use real or simulated examples in your portfolio to demonstrate practical application, ensuring your evidence covers the full cycle: evaluate, develop, promote.
💡Learn the stages of the recruitment cycle.
💡Practice writing job descriptions and person specifications.
💡Understand the legal aspects of recruitment, including equality and diversity.
💡Use a recognised project management framework (e.g., PRINCE2, Agile).
💡Include examples of project documentation (e.g., Gantt chart, risk register).
💡Emphasise communication and stakeholder management.
💡Use examples of successful school sports programmes.
💡Show how policies translate into practice.
💡Highlight partnership working.
💡Use a structured approach to information.
💡Tailor advice to audience.
💡Prepare meeting agendas.
💡Use sports-specific examples.
💡Reflect on personal leadership experiences.
💡Show understanding of different leadership theories.
💡In your portfolio, ensure you provide evidence of a variety of communication methods (e.g., meetings, emails, one-to-ones) used with volunteers.
💡Use a reflective log to show how you applied motivational strategies and adapted them based on volunteer needs.
💡Include annotated examples of volunteer briefs and feedback forms to demonstrate thoroughness and attention to detail.
💡Show evidence of how you handled a specific problem, including the steps you took to support the volunteer, and the outcome.
💡Use a variety of methods to identify learning needs (e.g., questionnaires, discussions).
💡Encourage colleagues to set SMART goals.
💡Always document learning plans and review outcomes.
💡Ensure your evidence is authentic and current: Make sure your portfolio reflects your own work, not hypothetical scenarios, and that it is dated within the qualification timescale. Use a variety of evidence types (e.g., observation records, emails, session plans) to demonstrate depth.
💡Link your evidence explicitly to the unit criteria: For each piece of evidence, include a brief explanation of how it meets the specific assessment criterion. This makes the assessor's job easier and reduces the chance of your evidence being rejected.
💡Make use of professional discussions: If you cannot easily capture some knowledge or skills through written evidence, request a recorded professional discussion with your assessor. This can be an effective way to fill gaps and demonstrate your understanding verbally.

Common Mistakes

Common errors to avoid in your coursework

Overlooking internal stakeholders like volunteers or funders.
Avoiding conflict rather than addressing it constructively.
Failing to regularly review relationship health.
Confusing personal resources with organisational resources.
Setting vague or unmeasurable objectives.
Neglecting to review and update CPD plan.
Failing to ground contributions in real data or evidence, relying instead on personal opinion or generic statements.
Not distinguishing between operational tasks and strategic input—submitting evidence of day-to-day delivery rather than higher-level planning.
Overlooking the importance of partnership working and cross-sector alignment in strategic documents.
Proposing isolated actions that lack a clear connection to the wider strategic framework of the organisation.
Confusing signs of substance misuse with normal behaviour or other conditions.
Failing to follow confidentiality and data protection requirements.
Delaying referral or referring to inappropriate services.
Failing to consider the individual capabilities and workloads of colleagues when allocating tasks, leading to unrealistic demands or underutilisation.
Providing vague or incomplete briefings that omit critical information such as health and safety requirements or participant needs in a sports setting.
Using only informal monitoring methods and neglecting to document progress, which fails to meet assessment and quality assurance standards.
Confusing support with micromanagement; not allowing colleagues sufficient autonomy to carry out their work and develop their own solutions.
Overlooking the impact of the wider sports development environment—such as community engagement strategies or partnership arrangements—on the feasibility of work plans.
Assuming all funding sources are grants; overlooking sponsorship or partnership opportunities.
Setting unrealistic project outcomes that cannot be measured or evidenced.
Failing to read funder criteria thoroughly, leading to ineligible applications.
Assuming a one-size-fits-all approach.
Neglecting to consult with target groups.
Focusing only on visible diversity (e.g., gender, race).
Reacting emotionally rather than professionally.
Failing to document incidents properly.
Ignoring de-escalation techniques.
Assuming volunteers have same motivations as paid staff.
Poor induction and training for volunteers.
Neglecting recognition and appreciation.
Underestimating resource needs.
Failing to monitor progress against plans.
Not adapting plans when issues arise.
Underestimating risks to vulnerable groups.
Not updating risk assessments after incidents.
Failing to communicate procedures to staff.
Focusing only on own tasks without considering team impact.
Giving vague feedback without specific examples.
Not involving team members in improvement planning.
Not involving the community in planning.
Overlooking the need for progression pathways.
Failing to adapt activities to different abilities.
Focusing only on cost without considering quality.
Ignoring sustainability in resource recommendations.
Failing to document resource usage accurately.
Learners often confuse evaluation with monitoring, failing to make judgments about the value or impact of services.
Improvement plans are frequently not evidence-based, relying on personal opinion rather than data from evaluations.
Many learners overlook the need to consult with the correct internal and external stakeholders when planning promotions, leading to ineffective campaigns.
Writing vague job descriptions that attract unsuitable candidates.
Relying on unstructured interviews without clear criteria.
Neglecting induction and ongoing support for new hires.
Setting vague or unrealistic objectives.
Neglecting risk management during planning.
Failing to document lessons learned at project closure.
Overlooking the importance of policy context.
Failing to engage with a range of stakeholders.
Not tailoring activities to educational settings.
Collecting irrelevant data.
Poor communication of findings.
Ineffective meeting facilitation.
Confusing leadership with management.
Failing to adapt style to different situations.
Neglecting the empowerment aspect.
Confusing legal requirements with good practice, failing to differentiate between statutory duties and recommended guidelines.
Providing vague briefings without clear expectations, leading to role ambiguity among volunteers.
Neglecting the importance of regular, two-way communication, assuming volunteers understand tasks without ongoing dialogue.
Relying on informal impressions for evaluation rather than using structured, objective methods with measurable criteria.
Avoiding giving critical feedback for fear of demotivating volunteers, resulting in repeated performance issues.
Failing to document the support provided during problem-solving, making it difficult to track interventions and outcomes.
Assuming all colleagues have the same learning style.
Failing to review and update plans regularly.
Not considering the organisational context or constraints.
Misconception: The NVQ is just a theory-based course with exams. Correction: This qualification is entirely work-based; there are no written exams. Assessment is through observation, professional discussion, and a portfolio of evidence gathered from your job role.
Misconception: You can complete the NVQ quickly by rushing through the paperwork. Correction: The diploma requires sustained, competent performance over time. Assessors must see consistent application of skills, so shortcuts undermine the validity of the evidence.
Misconception: The Level 3 NVQ is only for those in full-time employment. Correction: You can be a volunteer or on a placement, as long as you have access to a suitable sports development environment where you can generate the required evidence.

Revision Plan

How to revise this topic in 1–2 weeks

1Week 1: Meet with your assessor to plan the units and agree on assessment methods. Review the unit standards and identify which work activities can generate evidence. Start collecting routine documents (e.g., session plans, risk assessments, emails).
2Weeks 2-3: Focus on mandatory units such as 'Understanding the principles of sports development' and 'Promote equality and diversity in sport'. Gather evidence from current projects, and write reflective accounts for any knowledge criteria not directly observed.
3Week 4: Tackle optional units based on your job role (e.g., 'Lead community sports initiatives' or 'Manage resources for sports development'). Schedule observations with your assessor for practical tasks like leading a session or hosting a meeting.
4Weeks 5-6: Compile and cross-reference your evidence against each unit. Fill any gaps through additional work tasks, professional discussions, or written statements. Have your assessor sample and sign off completed units.
5Final stage: Internal quality assurance checks by your centre. Be prepared to clarify or add evidence if requested. Once all units are signed off, you will be awarded the diploma.

Exam Question Types

How this topic typically appears in the exam

📋Observation-based assessment: Your assessor will watch you perform real work tasks (e.g., delivering a sports session, presenting a funding bid) and record evidence against the criteria. Prepare by ensuring activities are well-planned and naturally demonstrate required skills.
📋Professional discussion: A structured conversation between you and your assessor, often recorded, to explore how you have met knowledge-based criteria. Review the unit standards beforehand and have examples ready to illustrate your points.
📋Written reflective accounts: You will write about specific work experiences, analysing what went well, what could be improved, and how theory informed your practice. Be specific, use first-person, and link to relevant models (e.g., Gibbs' reflective cycle) to show depth.
📋Portfolio of evidence: Not a 'question type' per se, but the culmination of all assessment evidence. Ensure it is well-organised, indexed, and clearly mapped to each unit criterion. Assessors will sample it to confirm competence.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A basic understanding of sports development principles, such as the difference between mass participation and elite development, is helpful but not essential, as you will cover this in the mandatory units.
•Prior experience in a sports coaching, leadership, or development role, either paid or voluntary, is highly beneficial because you need to generate evidence from real tasks.
•Functional Skills at Level 2 in English and maths are sometimes required by employers or training providers, but the qualification itself does not mandate them.

Key Terminology

Essential terms to know

Understand the benefits of productive working relationships with colleagues and stakeholders, Understand the organisational context for working relationships, Understand how to identify key stakeholders, Understand conflict resolution in relation to colleagues and stakeholders, Be able to establish working relationships with colleagues and stakeholders, Understand how to work with colleagues and stakeholders, Be able to work with colleagues and stakeholders, Understand how to monitor and review relationships with colleagues and stakeholders, Be able to review relationships with colleagues and stakeholders
Understand the relationship between the management of personal resources and performance in own work role, Understand how to identify the requirements of a work role, Know how to set work objectives to meet the requirements of a work role, Know how to evaluate personal resources against work role requirements and agreed work objectives, Understand how to develop personal resources to meet work role requirements and improve performance, Be able to identify learning needs in the context of own work role, Be able to plan own continuing professional development, Be able to engage in continuing professional development
Know how to contribute to strategic development in sport and active leisure, Be able to contribute to strategic development in sport and active leisure
Recognise indications of substance misuse., Assess and monitor risk., Handle information and maintain records., Refer individuals to appropriate services.
Be able to plan work for colleagues, Be able to brief colleagues on planned work, Be able to monitor colleagues’ work, Be able to support colleagues in their work, Understand own sector context for allocating and monitoring work in own area of responsibility, Understand own organisational context for allocating and monitoring work in own area of responsibility, Understand how to plan work for colleagues, Understand how to brief colleagues on planned work, Understand how to monitor work carried out by colleagues, Understand how to support colleagues in their work
Know how to identify sources of funding for sport and physical activity, Be able to identify sources of funding for sport and physical activity, Know how to prepare bids and tenders, Be able to prepare bids and tenders, Know how to negotiate and agree funding, Be able to negotiate and agree funding
Know how to promote equality and diversity in sport and physical activity, Know how to identify issues of equality and diversity that impact on communities, Be able to identify issues of equality and diversity that impact on communities, Know how to ensure that equality and diversity are integrated into the delivery of sport and physical activity, Be able to ensure that equality and diversity are integrated into the delivery of sport and physical activity
Know and understand how to prevent and manage abusive and aggressive behaviour, Know and understand the forms, causes and effects of abusive and aggressive behaviour, Be able to deal with incidents of abusive and aggressive behaviour, Be able to contribute to minimising the risk of abusive and aggressive behaviour
Understand the value and role of volunteering, Understand how to promote volunteering to potential volunteers, Be able to promote volunteering to potential volunteers, Understand the principles of involving and motivating volunteers in an organisation, Be able to involve volunteers in the organisation, Understand how to respond to volunteers wishing to change or conclude their volunteering role, Be able to support volunteers in changing or concluding their volunteering role, Understand the principles of supporting and supervising volunteers in order to retain their contribution
Know how to plan and organise services, Know how to plan services and operations to meet requirements and expectations, Be able to plan services and operations to meet requirements and expectations, Know how to monitor and maintain services and operations, Be able to monitor and maintain services and operations
Know how to ensure the health, safety, welfare and security of customers and staff, Know how to identify hazards and assess risks to health, safety and security, Be able to identify hazards and assess risks to health, safety and security, Know how to contribute to developing and maintaining normal and emergency operating procedures, Be able to contribute to developing and maintaining normal and emergency operating procedures, Know how to contribute to maintaining and improving procedures for the protection of vulnerable participants, Be able to contribute to maintaining and improving procedures for the protection of vulnerable participants
improve customer service by working with others, monitor their own performance when improving customer service, monitor team performance when improving customer service, understand how to work with others to improve customer service
Know how to facilitate community-based sport and physical activity, Know how to research the community and establish working relationships, Be able to research the community and establish working relationships, Know how to plan and deliver sport and physical activity programmes in the community, Be able to plan and deliver sport and physical activity programmes in the community, Know how to enable communities to organise and sustain opportunities for participation and progression, Be able to enable communities to organise and sustain opportunities for participation and progression
Know how to support the efficient use of resources, Know how to make recommendations for the use of resources, Be able to make recommendations for the use of resources, Know how to contribute to the control of resources, Be able to contribute to the control of resources
Be able to contribute to the evaluation of service provision, Be able to develop and improve services, Be able to contribute to the promotion of services, Understand how to carry out evaluations, Understand how to make improvements to services, Know which individuals in the organisation to work with in relation to different activities
Be able to identify recruitment and selection needs, Be able to plan a recruitment and selection process, Be able to contribute to a recruitment and selection of people for identified vacancies, Be able to contribute to the retention of colleagues, Understand own sector context for recruitment, selection and retention, Understand own organisational context for recruitment, selection and retention, Understand how to identify recruitment and selection needs, Understand how to plan recruitment and selection processes, Understand how to contribute to the recruitment and selection of people for identified vacancies, Understand how to contribute to the retention of colleagues
Understand the principles of project management, Understand how to establish the scope, aims and objectives of a project, Be able to establish the scope, aims and objectives of a project, Understand how to plan a project, Be able to plan a project, Understand how to implement a project, Be able to implement a project, Understand how to close a project, Be able to close a project
Know how to support the development of sport and physical activity in education, Understand the policies and strategies around the development of sport and physical activity in education, Know how to work with key stakeholders to develop sport and physical activity in education, Be able to work with key stakeholders to develop sport and physical activity in education, Be able to support the educational community to develop sport and physical activity
Know how to manage information for action, Know how to gather required information, Be able to gather required information, Know how to inform and advise others, Be able to inform and advise others, Know how to hold meetings, Be able to hold meetings
Understand own personal context for leadership, Be able to establish the conditions for effective leadership in a sport and active leisure context, Understand how to lead other people, Be able to lead people in a sport and active leisure context, Understand how to empower other people through leadership, Be able to empower other people through effective leadership in sport and active leisure
Understand good practice and legal requirements when working with volunteers, Understand communication with volunteers when leading and motivating them, Be able to brief volunteers on work requirements and responsibilities, Understand the principles of involving and motivating volunteers, Understand the principles of evaluating the work of volunteers, Be able to provide volunteers with feedback on their work, Understand the principles of supporting and supervising volunteers, Be able to support volunteers in solving problems during volunteering activities
Be able to encourage learning and development, Be able to help colleagues identify their learning needs and styles, Be able to help colleagues to plan and implement learning and development, Be able to help colleagues to implement learning opportunities, Be able to help colleagues to review and update learning and development plans, Understand how to encourage learning and development, Understand how to help colleagues identify their learning needs and styles, Understand how to help colleagues to plan learning and development, Understand how to help colleagues to implement learning and development, Understand how to help colleagues review and update learning and development plans, Understand the sector in which they provide learning opportunities to colleagues, Understand the context in which they provide learning opportunities to colleagues

Ready to learn?

AI-powered learning tailored to this unit

Active IQ Level 3 NVQ Diploma in Sports Development

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Revision Plan

Exam Question Types

Frequently Asked Questions

Before You Start

Key Terminology

Ready to learn?

Related Topics in ACTIVE-IQ vocational Physical Education

Active IQ Level 3 NVQ Diploma in Leisure Management

Active IQ Level 2 NVQ Certificate in Activity Leadership

Active IQ Level 2 NVQ Diploma in Instructing Exercise and Fitness

Active IQ Level 3 NVQ Diploma in Personal Training

How to Revise Active IQ Level 3 NVQ Diploma in Sports Development — Active IQ Occupational Qualification Physical Education

Examiner Tips for Active IQ Level 3 NVQ Diploma in Sports Development

Common Mistakes in Active IQ Level 3 NVQ Diploma in Sports Development

Key Marking Points

Active IQ Level 3 NVQ Diploma in Sports Development

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Revision Plan

Exam Question Types

Frequently Asked Questions

How is the Active IQ Level 3 NVQ Diploma in Sports Development assessed?

What jobs can I get with the Level 3 NVQ in Sports Development?

How long does it take to complete the Active IQ Level 3 NVQ in Sports Development?

Do I need to be employed to enrol on this NVQ?

What is the difference between the Level 3 NVQ and a Level 3 BTEC in Sport?

Can I use my NVQ in Sports Development to go to university?

Before You Start

Key Terminology

Ready to learn?

Related Topics in ACTIVE-IQ vocational Physical Education

Active IQ Level 3 NVQ Diploma in Leisure Management

Active IQ Level 2 NVQ Certificate in Activity Leadership

Active IQ Level 2 NVQ Diploma in Instructing Exercise and Fitness

Active IQ Level 3 NVQ Diploma in Personal Training