What is the structure of the DNA Awarding Level 3 Community Sport and Health Officer EPA?

The EPA has two components: a professional discussion (60 minutes) based on your portfolio, and a practical observation (45-60 minutes) where you deliver a session. The professional discussion covers themes like behaviour change, partnership working, and evaluation. The observation assesses your delivery, communication, and ability to engage participants.

How do I prepare for the professional discussion?

Review your portfolio and identify 3-5 strong examples that demonstrate your skills across different themes. Practice explaining each example using the STAR method. Be ready to discuss how you applied behaviour change models, adapted for inclusivity, and evaluated outcomes. Also, revise key legislation like the Equality Act 2010 and Health and Safety at Work Act 1974.

What happens if I fail the EPA?

You can retake the failed component(s) after a period of further learning. Your training provider will support you to address gaps. There is no limit on retakes, but you must pass both components to achieve the apprenticeship. Check your specific agreement with DNA Awarding for retake fees and timelines.

Can I use the same session plan for the observation as in my portfolio?

Yes, but it must be a session you have delivered before. The assessor will expect you to adapt it to the participants present on the day. Ensure your plan includes clear learning outcomes, risk assessments, and contingency plans. The observation is about your delivery, not just the plan.

How is the EPA graded?

You receive a grade of Fail, Pass, or Distinction for each component. The overall grade is based on the combination: both components must be at least Pass for a Pass overall. To achieve Distinction, you need Distinction in both components. Criteria for Distinction include demonstrating exceptional leadership, innovation, or impact.

What resources are available to help me revise?

Use the CIMSPA professional standards, your training provider's EPA preparation materials, and the DNA Awarding EPA handbook. Practice with mock professional discussions and observations. Online resources like Sport England's 'Active Design' guidelines and Public Health England's 'Everybody Active, Every Day' are also useful.

How to Revise DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment — DNA Awarding End-Point Assessment Physical Education

Core learning outcomes for DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment

Examiner Tips for DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment

Use the STAR method (Situation, Task, Action, Result) to structure examples in your portfolio and interview, clearly linking actions to the core knowledge.
In the project presentation, explicitly reference the local context and data that informed your approach—this demonstrates applied understanding.
During the professional discussion, relate every answer back to the CSHO knowledge, skills, and behaviours, showing how theory underpinned your practice.
Practice articulating your decision-making process, as assessors will probe your rationale for choosing specific engagement strategies or evaluation tools.
Review the grading criteria for distinction-level descriptors, such as ‘innovation’ or ‘sustained impact’, and ensure your evidence contains concrete examples.

Common Mistakes in DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment

Overlooking the importance of initial community consultation, leading to programmes that do not align with participant needs.
Confusing equality with equity—treating everyone identically rather than making adjustments to ensure fair access for all.
Failing to set measurable objectives for interventions, making it impossible to demonstrate impact effectively.
Neglecting to consider the role of social determinants of health when planning sport and health initiatives.
Submitting a reflective log that describes events without analysis or actionable improvements.

Key Marking Points

Award credit for demonstrating a clear understanding of how to tailor communication styles to different community groups during engagement.
Credit given when the candidate provides a logical needs assessment that uses local data and stakeholder input to justify programme design.
Look for evidence of applying the principles of equity, diversity, and inclusion throughout planning, delivery, and evaluation stages.
Marks awarded for correctly identifying and mitigating potential risks in a community sport session, including safeguarding and emergency procedures.

DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment

DNA-AWARDING

vocational

This subtopic covers the fundamental knowledge, skills, and behaviours required of a Community Sport and Health Officer, focusing on how to engage communities and individuals in sport and physical activity to improve health and wellbeing. It explores the principles of behaviour change, partnership working, project planning, and the evaluation of interventions, ensuring candidates can design and deliver inclusive sessions that meet diverse community needs. Practical application emphasises evidence-based practice, risk management, and the professional standards expected in a community setting.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment - Core Content

Topic Overview

The DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment is the final evaluation for apprentices completing the Community Sport and Health Officer standard. This assessment tests your ability to apply knowledge, skills, and behaviours in real-world settings, focusing on planning, delivering, and evaluating community sport and health initiatives. It is designed to ensure you are competent to work independently in roles such as a community sport officer, health and wellbeing officer, or sports development officer.

The assessment comprises two main components: a professional discussion underpinned by a portfolio of evidence, and a practical observation. The professional discussion explores your understanding of key concepts like behaviour change, inclusive practice, and partnership working, while the observation assesses your delivery of a sport or physical activity session. Success in this EPA demonstrates your readiness to make a positive impact on community health and wellbeing through sport.

This topic is crucial because it validates your ability to bridge the gap between theory and practice. You must show how you can engage diverse populations, promote physical activity, and contribute to public health outcomes. Mastery of this assessment is essential for career progression and for meeting the standards set by the Chartered Institute for the Management of Sport and Physical Activity (CIMSPA).

Key Concepts

Core ideas you must understand for this topic

→Behaviour change models: Understand and apply frameworks like the Transtheoretical Model or COM-B to support individuals in adopting and maintaining physical activity.
→Inclusive practice: Know how to adapt activities for different ages, abilities, and backgrounds, ensuring equal access and participation.
→Partnership working: Demonstrate ability to collaborate with local organisations, schools, and health services to maximise community impact.
→Evaluation methods: Use tools such as surveys, feedback forms, and outcome measures to assess the effectiveness of your interventions.
→Safeguarding and health and safety: Apply current legislation and best practices to protect participants and yourself during sessions.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a clear understanding of how to tailor communication styles to different community groups during engagement.
Credit given when the candidate provides a logical needs assessment that uses local data and stakeholder input to justify programme design.
Look for evidence of applying the principles of equity, diversity, and inclusion throughout planning, delivery, and evaluation stages.
Marks awarded for correctly identifying and mitigating potential risks in a community sport session, including safeguarding and emergency procedures.
Expect the candidate to articulate a reflective account that identifies specific improvements and links to relevant professional standards.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a clear understanding of how to tailor communication styles to different community groups during engagement.
Credit given when the candidate provides a logical needs assessment that uses local data and stakeholder input to justify programme design.
Look for evidence of applying the principles of equity, diversity, and inclusion throughout planning, delivery, and evaluation stages.
Marks awarded for correctly identifying and mitigating potential risks in a community sport session, including safeguarding and emergency procedures.
Expect the candidate to articulate a reflective account that identifies specific improvements and links to relevant professional standards.

Assessment Guidance

Guidance for achieving higher grades

💡Use the STAR method (Situation, Task, Action, Result) to structure examples in your portfolio and interview, clearly linking actions to the core knowledge.
💡In the project presentation, explicitly reference the local context and data that informed your approach—this demonstrates applied understanding.
💡During the professional discussion, relate every answer back to the CSHO knowledge, skills, and behaviours, showing how theory underpinned your practice.
💡Practice articulating your decision-making process, as assessors will probe your rationale for choosing specific engagement strategies or evaluation tools.
💡Review the grading criteria for distinction-level descriptors, such as ‘innovation’ or ‘sustained impact’, and ensure your evidence contains concrete examples.
💡Use the STAR method (Situation, Task, Action, Result) in your professional discussion to structure your answers clearly and provide specific evidence from your portfolio.
💡During the observation, focus on participant engagement and safety. Show that you can adapt your session in real-time based on participant needs and feedback.
💡Link your answers to CIMSPA professional standards and the apprenticeship standard. Mentioning these frameworks shows you understand the professional context.

Common Mistakes

Common errors to avoid in your coursework

Overlooking the importance of initial community consultation, leading to programmes that do not align with participant needs.
Confusing equality with equity—treating everyone identically rather than making adjustments to ensure fair access for all.
Failing to set measurable objectives for interventions, making it impossible to demonstrate impact effectively.
Neglecting to consider the role of social determinants of health when planning sport and health initiatives.
Submitting a reflective log that describes events without analysis or actionable improvements.
Misconception: The EPA is just a test of memory. Correction: It assesses applied knowledge and professional behaviours. You must provide real examples from your portfolio and show how you adapted to challenges.
Misconception: You only need to focus on sport, not health. Correction: The role is about using sport to improve health outcomes. You must understand public health priorities like reducing obesity and improving mental wellbeing.
Misconception: The practical observation is just about coaching skills. Correction: It also tests your ability to engage participants, manage behaviour, and promote long-term activity adherence.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Completion of the Community Sport and Health Officer apprenticeship on-programme learning, including knowledge of anatomy, physiology, and nutrition.
•Understanding of the UK public health landscape, including strategies like 'Sport England: Towards an Active Nation' and 'NHS Long Term Plan'.
•Experience in planning and delivering at least 12 sport or physical activity sessions as part of your portfolio.

Key Terminology

Essential terms to know

Community engagement and behaviour change
Inclusive activity design and delivery
Monitoring, evaluation and impact assessment
Partnership working and stakeholder management
Safeguarding and health and safety
Professional conduct and continuous development

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DNA Awarding Level 3 Community Sport and Health Officer End Point Assessment

Assessment criteria

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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