What is the difference between delivering sport in curriculum and out of curriculum?

In-curriculum delivery is part of the formal PE timetable and often follows a set scheme of work. Out-of-curriculum sessions, like after-school clubs, are more flexible and can focus on fun, participation, and developing specific skills. The key difference is that out-of-curriculum sessions are voluntary, so you need to engage and motivate participants differently, often using games and varied activities to maintain interest.

How do I adapt a session for children with special educational needs?

Use the STEP principle: modify Space (e.g., reduce area size), Task (e.g., simplify rules), Equipment (e.g., use larger balls), and People (e.g., pair with a buddy). Always consult with the child, parents, or SENCO to understand specific needs. For example, for a child with autism, provide clear visual instructions and a quiet space if needed.

What should I include in a session plan for this qualification?

Your session plan should include: session title, date, time, location, number of participants, age group, learning objectives, equipment list, risk assessment, warm-up, main activity (with progressions), cool-down, and evaluation notes. Ensure objectives are SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and linked to the session's aims.

How do I handle challenging behaviour during a session?

Use positive reinforcement to encourage good behaviour. Set clear expectations at the start, and use a consistent approach. If behaviour escalates, use calm, firm language, and redirect the child to the activity. Avoid public confrontation; speak privately if possible. Always follow your setting's behaviour policy and report incidents as required.

What is the role of evaluation in delivering sport sessions?

Evaluation helps you reflect on what worked and what didn't, so you can improve future sessions. It involves gathering feedback from participants (e.g., thumbs up/down, short questionnaires) and self-reflection. Consider aspects like engagement, skill development, safety, and enjoyment. Use your evaluation to adjust planning, such as changing activity timings or introducing new challenges.

Do I need a separate risk assessment for each session?

Yes, you should conduct a risk assessment for each session, even if it's similar to previous ones. Conditions can change (e.g., weather, new participants, equipment wear). A dynamic risk assessment during the session is also important. Your written risk assessment should identify hazards, who might be harmed, and control measures, and be reviewed regularly.

Planning and delivering sport and physical activity in the school environment: out of curriculum. Key stage 1 and 2

YMCA AWARDS

vocational

Planning and delivering sport and physical activity in the school environment for Key Stages 1 and 2 involves understanding the national curriculum, planning safe sessions, delivering activities, and evaluating outcomes. This includes building positive relationships with the school community.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

YMCA Level 2 Award in Delivering Sport and Physical Activity in the School Environment: Out of Curriculum

Topic Overview

The YMCA Level 2 Award in Delivering Sport and Physical Activity in the School Environment: Out of Curriculum focuses on planning, delivering, and evaluating safe and inclusive physical activity sessions outside of the formal PE curriculum. This includes after-school clubs, lunchtime activities, and holiday programmes. The qualification is designed for individuals who assist or lead sessions under supervision, emphasising the development of practical leadership skills, understanding of child development, and the ability to adapt activities for diverse groups.

This award is crucial because it equips learners with the competencies to promote physical activity among school-aged children, addressing public health concerns around sedentary lifestyles. It covers key areas such as session planning, risk assessment, communication strategies, and behaviour management. By mastering these skills, students can contribute to creating positive, engaging environments that foster lifelong participation in sport and physical activity. The qualification also aligns with broader educational goals, supporting the development of teamwork, confidence, and social skills in young people.

Key Concepts

Core ideas you must understand for this topic

→Session Planning: Structuring activities with clear objectives, appropriate timings, and progressive skill development, ensuring sessions are age-appropriate and inclusive.
→Risk Assessment: Identifying potential hazards (e.g., equipment, environment, participant behaviour) and implementing control measures to minimise risk, following the five-step process.
→Inclusive Practice: Adapting activities to accommodate different abilities, backgrounds, and needs, using the STEP principle (Space, Task, Equipment, People) to modify sessions.
→Behaviour Management: Applying positive reinforcement, clear boundaries, and de-escalation techniques to maintain a safe and respectful environment.
→Evaluation and Reflection: Using feedback and self-reflection to assess session effectiveness, identify areas for improvement, and plan future sessions.

Learning Objectives

What you need to know and understand

1. Understand the national curriculum at key stage 1 and 22. Be able to collect relevant information to plan safe and effective sport and physical activity for children at key stage 1 and 23. Demonstrate planning for activities embedding the national curriculum at key stage 1 and 2 4. Be able to prepare children for sport and physical activity5. Demonstrate delivery of activities embedding the national curriculum at key stage 1 and 2 6. Be able to deliver sport and physical activity to children 7. Be able to support children to take part in sport and physical activity8. Be able to bring a sport and physical activity session to an end9. Demonstrate positive relationships with relevant members of the school community10. Demonstrate evaluation of activities embedding the national curriculum at key stage 1 and 2

Assessment Criteria

Key criteria assessors look for in your portfolio

Understands the national curriculum requirements for KS1 and KS2.
Collects relevant information to plan safe and effective activities.
Delivers sessions that embed curriculum objectives.
Supports children's participation and brings sessions to a safe end.
Evaluates activities and builds positive relationships with school staff.

Assessment Guidance

Guidance for achieving higher grades

💡Always check the school's policies on safeguarding and behaviour.
💡Use a variety of activities to cater to different learning styles.
💡Reflect on each session and note improvements for next time.
💡Use specific examples from your own practice to demonstrate understanding. For instance, describe how you adapted a game for a child with a disability using the STEP principle.
💡Link theory to practice explicitly. When discussing behaviour management, explain why a particular strategy works (e.g., positive reinforcement builds self-esteem) rather than just listing techniques.
💡Show awareness of the wider context, such as how your session contributes to the school's physical activity targets or the national curriculum aims for health and wellbeing.

Common Mistakes

Common errors to avoid in your coursework

Planning activities that are not age-appropriate.
Neglecting to adapt for different ability levels.
Failing to engage with school staff for feedback.
Misconception: Planning is just about choosing fun games. Correction: Effective planning requires setting specific learning outcomes, considering progression, and ensuring activities align with participants' developmental stages and safety requirements.
Misconception: Risk assessment is only a paperwork exercise. Correction: Risk assessment is a dynamic process that must be actively applied before and during sessions, with ongoing monitoring and adjustments as needed.
Misconception: Inclusive practice means treating everyone the same. Correction: True inclusion involves differentiating activities to ensure every participant can access and enjoy the session, which may require individualised adaptations.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development stages (e.g., key physical, social, and emotional milestones for ages 5-11).
•Familiarity with fundamental movement skills (e.g., running, jumping, throwing) and how they underpin sport and physical activity.
•Awareness of safeguarding principles and the importance of creating safe environments for children.

Key Terminology

Essential terms to know

1. Understand the national curriculum at key stage 1 and 22. Be able to collect relevant information to plan safe and effective sport and physical activity for children at key stage 1 and 23. Demonstrate planning for activities embedding the national curriculum at key stage 1 and 2 4. Be able to prepare children for sport and physical activity5. Demonstrate delivery of activities embedding the national curriculum at key stage 1 and 2 6. Be able to deliver sport and physical activity to children 7. Be able to support children to take part in sport and physical activity8. Be able to bring a sport and physical activity session to an end9. Demonstrate positive relationships with relevant members of the school community10. Demonstrate evaluation of activities embedding the national curriculum at key stage 1 and 2

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Planning and delivering sport and physical activity in the school environment: out of curriculum. Key stage 1 and 2

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Applied nutrition for exercise, sport, and athletic performance

Topic Synopsis

Key Concepts & Core Principles

Exam Tips & Revision Strategies

Common Misconceptions & Mistakes to Avoid

Examiner Marking Points

Planning and delivering sport and physical activity in the school environment: out of curriculum. Key stage 1 and 2

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

What is the difference between delivering sport in curriculum and out of curriculum?

How do I adapt a session for children with special educational needs?

What should I include in a session plan for this qualification?

How do I handle challenging behaviour during a session?

What is the role of evaluation in delivering sport sessions?

Do I need a separate risk assessment for each session?

Before You Start

Key Terminology

Ready to learn?

Related Topics in YMCA AWARDS vocational Physical Education

Anatomy and physiology: Long-term health conditions

Application of performance massage

Applied nutrition for exercise, sport, and athletic performance

Applied nutrition for exercise, sport, and athletic performance