View Unit : Prepare the badminton coaching environment

Unit

Unit Reference Number

J/602/5897

Qualification Framework

QCF

Title

Prepare the badminton coaching environment

Unit Level

Level 2

Unit Sub Level

None

Guided Learning Hours

Unit Credit Value

Date of Withdrawal

SSAs

8.1 Sport, Leisure and Recreation

Unit Grading Structure

Pass

Assessment Guidance

The sector requires that this unit be assessed in the context of badminton.

It may also only be awarded by an Ofqual-accredited awarding organisation that has agreement with the appropriate Governing Body(s) of Sport for badminton.

To complete this unit learners are required to evidence:

? the preparation for all coaching environments used to deliver each of the ten coaching sessions for badminton.

All sessions must be drawn from the Level 2 technical syllabus developed for badminton.

Within this unit the following breadth of knowledge is expected to be assessed:

• Resources – physical environment for the sessions, equipment for the sessions, personal clothing and equipment, support from other staff

• Participant(s) – individuals, groups, people with particular needs

• Hazards relating to – activities in the sessions, other activities occurring at the same time, equipment, the physical environment in which the session will take place, competence of staff involved, participant behaviour, participant special needs and medical conditions

• Other people – coaching staff, support staff, facility staff, parents/carers, representatives of other organisations

• Abuse – physical, emotional, neglect, sexual, bullying

View Unit's Qualifications

Learning Outcomes and Assessment Criteria

Learning Outcome - The learner will:		Assessment Criterion - The learner can:
1	Be able to prepare resources for the coaching session	1.1	Ensure that the identified resources meet the requirements of the sport or activity
		1.2	Handle equipment safely
		1.3	Set up equipment according to the session plan
		1.4	Ensure the coaching environment is safe, appropriate and conducive to learning for all participant(s)
		1.5	Ensure everyone involved in the session has the information they need to participate
2	Be able to assess and minimise risks before the session	2.1	Identify existing risk assessments for: ? the activities ? the resources ? the participant(s)
		2.2	Identify possible hazards
		2.3	Assess the risk that identified hazards present, including likelihood of occurrence and severity
		2.4	Assess how to minimise the identified risks
		2.5	Identify a competent person who can advise if there are hazards or risks outside of own level of competence to assess
		2.6	Comply with information in the normal operating procedures for the environment where the session will take place
3	Be able to establish and maintain working relationships	3.1	Establish effective rapport with participant(s) and other people involved in the session
		3.2	Communicate effectively with participant(s) and other people
		3.3	Give participant(s) and other people time, attention and support relevant to their needs
		3.4	Manage participant behaviour and any conflict
		3.5	Ensure working relationships take account of equality and diversity and are in line with relevant codes of practice
4	Be able to safeguard and protect children and vulnerable adults	4.1	Follow the relevant procedures for safeguarding children and vulnerable adults
		4.2	Follow the relevant procedures for protecting self from accusations
		4.3	Identify possible signs of abuse
		4.4	Follow procedures for recording and reporting concerns about the welfare of children and vulnerable adults
		4.5	Maintain confidentiality as appropriate

Equivalent Units

There are no equivalences to display.