Planning and delivering sport and physical activity in the school environment: Out of curriculum. Key Stage 3 and 4 — YMCA Awards End-Point Assessment Physical Education Revision

    This topic covers planning and delivering sport and physical activity for Key Stage 3 and 4 students outside the curriculum. Learners will understand the n

    Topic Synopsis

    This topic covers planning and delivering sport and physical activity for Key Stage 3 and 4 students outside the curriculum. Learners will understand the national curriculum, plan safe activities, and evaluate their delivery.

    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 3 and 4

    YMCA AWARDS
    vocational

    This topic covers planning and delivering sport and physical activity for Key Stage 3 and 4 students outside the curriculum. Learners will understand the national curriculum, plan safe activities, and evaluate their delivery.

    1
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    5
    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 is a vocational qualification designed for individuals who wish to lead or assist in delivering sport and physical activity sessions outside of the formal curriculum, such as lunchtime clubs, after-school clubs, or holiday programmes. This award focuses on the practical skills needed to plan, deliver, and evaluate safe and inclusive physical activity sessions for children and young people in a school setting. It covers key areas such as session planning, risk assessment, behaviour management, and adapting activities to meet diverse needs, ensuring that learners can create engaging and developmentally appropriate experiences that promote lifelong participation in physical activity.

    This qualification is part of the wider YMCA Awards suite and is recognised by employers in the sport and education sectors. It is particularly relevant for those pursuing roles such as sports coach, teaching assistant, or activity leader in schools or community settings. By completing this award, learners demonstrate their ability to work under supervision and contribute to the school's commitment to providing at least 60 minutes of physical activity per day for pupils, as recommended by UK health guidelines. The award also aligns with the Department for Education's emphasis on character education and personal development, as it encourages the delivery of activities that build teamwork, resilience, and confidence.

    Mastering this topic is essential for anyone looking to make a positive impact on young people's physical and mental well-being. The skills gained are directly transferable to the workplace and provide a solid foundation for further study, such as the YMCA Level 3 Award in Delivering Sport and Physical Activity in the School Environment or other coaching qualifications. Throughout the course, learners will develop a deep understanding of how to create a safe, inclusive, and fun environment that motivates children to be active, while also learning how to reflect on their own practice to continuously improve.

    Key Concepts

    Core ideas you must understand for this topic

    • →Session Planning: Structuring a session with a clear warm-up, main activity, and cool-down, ensuring activities are age-appropriate and progressive. Plans must include learning outcomes, equipment lists, and timings.
    • →Risk Assessment: Identifying potential hazards (e.g., wet floors, equipment misuse) and implementing control measures to minimise risk. Learners must understand the difference between a risk (likelihood of harm) and a hazard (something with potential to cause harm).
    • →Inclusive Practice: Adapting activities to cater for different abilities, disabilities, and backgrounds. This includes using the STEP principle (Space, Task, Equipment, People) to modify activities so everyone can participate and achieve success.
    • →Behaviour Management: Using positive reinforcement, clear boundaries, and consistent consequences to maintain a safe and respectful environment. Techniques include establishing ground rules at the start and using distraction or redirection for minor disruptions.
    • →Evaluation and Reflection: Assessing the success of a session against learning outcomes and gathering feedback from participants or supervisors. Reflective practice (e.g., using Gibbs' Reflective Cycle) helps identify strengths and areas for improvement.

    Learning Objectives

    What you need to know and understand

    • 1. Understand the national curriculum at key stage 3 and 42. Be able to collect relevant information to plan safe and effective sport and physical activity for children and young people at key stage 3 and 4Demonstrate planning for activities embedding the national curriculum at key stage 3 and 44. Be able to prepare children and young people for sport and physical activity5 Demonstrate delivery of activities embedding the national curriculum at key stage 3 and 46. Be able to deliver sport and physical activity to children and young people7. Be able to support children and young people to take part in sport and physical activity 8. 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 3 and 4

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Understand the national curriculum requirements for KS3 and KS4 PE.
    • Collect relevant information to plan safe and effective activities.
    • Demonstrate planning that embeds national curriculum objectives.
    • Deliver activities that engage and support children and young people.
    • Evaluate activities and adapt them based on feedback and outcomes.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use the STEP principle (Space, Task, Equipment, People) to differentiate activities.
    • 💡Include clear learning outcomes linked to the national curriculum.
    • 💡Reflect on your delivery and suggest improvements in evaluations.
    • 💡When planning a session, always justify your choices. For example, explain why you chose a particular warm-up game (e.g., 'I used a tag game to raise heart rate and improve spatial awareness') rather than just listing activities. This shows deeper understanding.
    • 💡In risk assessments, be specific about control measures. Instead of 'supervision', say 'one adult per 15 children, positioned to see all areas of the hall'. This demonstrates practical knowledge and attention to detail.
    • 💡Use the STEP principle explicitly in your answers. For instance, when asked how to adapt an activity, mention changing the Space (smaller area), Task (fewer rules), Equipment (softer ball), or People (mixed-ability teams). This shows you can apply theory to practice.

    Common Mistakes

    Common errors to avoid in your coursework

    • Planning activities that do not align with national curriculum aims.
    • Neglecting risk assessments and safety considerations.
    • Failing to adapt activities for different ability levels.
    • Misconception: 'Risk assessments are just paperwork and not needed for simple activities.' Correction: Risk assessments are a legal requirement and a vital tool to prevent accidents. Even simple activities like tag can have risks (e.g., collisions, tripping) that must be considered and mitigated.
    • Misconception: 'Inclusion means treating everyone the same.' Correction: Inclusion means providing equal opportunities by adapting activities to meet individual needs. For example, a child with a mobility impairment may need a different throwing technique or a larger target to succeed.
    • Misconception: 'The cool-down is optional if time is short.' Correction: The cool-down is essential for gradually lowering heart rate, preventing injury, and promoting recovery. Skipping it can lead to dizziness or muscle soreness, and it also provides a valuable opportunity for reflection and feedback.

    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 (e.g., key stages and typical physical abilities for ages 5-11).
    • •Familiarity with health and safety basics in a sports context (e.g., what constitutes a hazard).
    • •Some experience of leading or assisting in physical activity sessions (e.g., volunteering at a sports club) is helpful but not essential.

    Key Terminology

    Essential terms to know

    • 1. Understand the national curriculum at key stage 3 and 42. Be able to collect relevant information to plan safe and effective sport and physical activity for children and young people at key stage 3 and 4Demonstrate planning for activities embedding the national curriculum at key stage 3 and 44. Be able to prepare children and young people for sport and physical activity5 Demonstrate delivery of activities embedding the national curriculum at key stage 3 and 46. Be able to deliver sport and physical activity to children and young people7. Be able to support children and young people to take part in sport and physical activity 8. 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 3 and 4

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