What is the difference between curriculum PE and out-of-curriculum sport delivery?

Curriculum PE is timetabled and follows the National Curriculum, focusing on skill development and knowledge. Out-of-curriculum delivery is voluntary, often at lunchtimes or after school, and emphasises participation, enjoyment, and social outcomes. The qualification for out-of-curriculum delivery requires more focus on motivation, behaviour management, and creating a fun, inclusive environment, as attendance is optional.

Do I need a DBS check to deliver sport in schools?

Yes, you will need an Enhanced DBS check with barred list check, as you will be working with children in a regulated activity. Schools typically require this before you can start. The YMCA qualification also covers safeguarding responsibilities, so you must understand your duty of care.

How do I adapt a game for a child with a physical disability?

Use the STEP principle: change the Space (reduce area), Task (modify rules, e.g., allow a bounce in basketball), Equipment (use larger or lighter balls), or People (use a buddy system). For example, for a child in a wheelchair, you could lower basketball hoops and allow them to push the ball instead of dribbling. Always consult with the child and their support staff.

What should I include in a session plan for a lunchtime club?

Your plan should include: session title, age group, number of participants, learning outcomes (e.g., 'develop teamwork through cooperative games'), equipment list, timings for each part (warm-up, main activity, cool-down), and differentiation strategies. Also include a risk assessment section and a contingency plan for bad weather or low turnout.

How do I handle a child who refuses to participate?

First, calmly ask why they don't want to join – they may be tired, anxious, or find the activity too challenging. Offer a choice of alternative activities or a role like scorekeeper or referee. Use positive language and avoid forcing them. If refusal persists, involve the class teacher or a teaching assistant to understand underlying issues.

What is the 'Plan-Do-Review' cycle and why is it important?

The Plan-Do-Review cycle is a reflective practice model: Plan your session, Do (deliver) it, then Review its effectiveness. This helps you identify what worked well and what to improve. For the qualification, you must show evidence of reviewing your session, such as participant feedback or self-reflection, and use this to inform future planning.

Principles of delivering sport and physical activity in the school environment: Out of Curriculum

YMCA AWARDS

vocational

This topic covers the organisational structure of schools, roles and responsibilities of staff, and the school's role in the wider community. It also addresses engagement and barriers to participation in physical activity and competitive sport outside the curriculum.

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 the skills and knowledge required to plan, deliver, and evaluate safe and inclusive physical activity sessions outside the formal PE curriculum. This includes after-school clubs, lunchtime activities, and holiday programmes. The qualification is designed for individuals who want to support school sport provision, often as a teaching assistant, sports coach, or volunteer, and it aligns with national frameworks such as the School Games and the Youth Sport Trust's values.

This award is crucial because it addresses the growing need for structured physical activity opportunities beyond timetabled PE, helping schools meet the Chief Medical Officers' guidelines of 60 active minutes per day for children. It covers key areas such as session planning, risk assessment, behaviour management, and inclusive practice, ensuring that learners can create engaging, developmentally appropriate activities that promote lifelong participation. By mastering this content, you will be equipped to contribute effectively to a school's wider sports offer, supporting both physical literacy and personal development.

Within the broader subject of Physical Education, this qualification bridges the gap between curriculum PE and extracurricular sport. It emphasises the practical application of pedagogical principles in less formal settings, where motivation and enjoyment are key drivers. Understanding this topic will also prepare you for further study in sports coaching, PE teaching, or youth work, as it builds foundational skills in leadership, communication, and safeguarding.

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 needs, and timings.
→Risk Assessment: Identifying potential hazards (e.g., equipment, environment, group dynamics) and implementing control measures to minimise risk. This includes dynamic risk assessment during the session.
→Inclusive Practice: Adapting activities to cater for all abilities, including those with SEND, using the STEP principle (Space, Task, Equipment, People) to modify challenges without reducing participation.
→Behaviour Management: Using positive reinforcement, clear expectations, and consistent boundaries to create a safe, respectful environment. Techniques include the 'traffic light' system and restorative conversations.
→Evaluation and Reflection: Assessing session effectiveness against objectives, gathering feedback from participants, and identifying areas for improvement. This links to the 'Plan-Do-Review' cycle used in coaching.

Learning Objectives

What you need to know and understand

1. Understand schools as an organisational structure2. Understand the roles and responsibilities of others in the school setting3. Know the role of the school in the wider community4. Understand engagement and barriers to participation in physical activity and competitive sport

Assessment Criteria

Key criteria assessors look for in your portfolio

Describes the typical organisational structure of a school.
Identifies roles and responsibilities of teachers, coaches, and support staff.
Explains the school's role in promoting community physical activity.
Analyses barriers to participation and suggests strategies to overcome them.

Assessment Guidance

Guidance for achieving higher grades

💡Use real school examples to illustrate organisational structures.
💡Discuss specific barriers like lack of facilities or transport.
💡Link engagement strategies to school policies and community links.
💡When answering questions on session planning, always justify your choices. For example, explain why a particular warm-up activity prepares the body for the main activity (e.g., dynamic stretches for a running game).
💡For risk assessment questions, use the 'hazard, risk, control' structure. State the hazard, who might be harmed, and the specific control measure you would implement. This shows systematic thinking.
💡In evaluation questions, refer to specific evidence such as participant feedback or observations. Avoid vague statements like 'it went well'; instead, say '80% of participants reported feeling more confident after the session'.

Common Mistakes

Common errors to avoid in your coursework

Overlooking the role of non-teaching staff in sports delivery.
Failing to consider cultural or socioeconomic barriers to participation.
Confusing 'out of curriculum' with extracurricular clubs only.
Misconception: 'Risk assessment is just a form to fill in before the session.' Correction: Risk assessment is an ongoing process. You must continually scan the environment and adjust activities as needed, not just complete a form once.
Misconception: 'Inclusion means everyone does the same activity.' Correction: Inclusion means providing options so everyone can participate meaningfully. Use STEP to modify the challenge, not the goal.
Misconception: 'Behaviour management is about punishing bad behaviour.' Correction: Effective behaviour management focuses on prevention through clear routines and positive reinforcement, not just reacting to misbehaviour.

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 and age-appropriate activities (e.g., key stages in schools).
•Awareness of safeguarding principles, such as the 'Setting the Standards' guidance from the YMCA or the UK Coaching Safeguarding and Protecting Children workshop.
•Familiarity with fundamental movement skills (e.g., running, jumping, throwing) and how they progress across primary and secondary school ages.

Key Terminology

Essential terms to know

1. Understand schools as an organisational structure2. Understand the roles and responsibilities of others in the school setting3. Know the role of the school in the wider community4. Understand engagement and barriers to participation in physical activity and competitive sport

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Principles of delivering sport and physical activity in the school environment: Out of Curriculum

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

Ready to learn?

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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

Principles of delivering sport and physical activity in the school environment: Out of Curriculum

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

What is the difference between curriculum PE and out-of-curriculum sport delivery?

Do I need a DBS check to deliver sport in schools?

How do I adapt a game for a child with a physical disability?

What should I include in a session plan for a lunchtime club?

How do I handle a child who refuses to participate?

What is the 'Plan-Do-Review' cycle and why is it important?

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