LAR: Level 3 Award in Supporting Participation in Physical Activity: Disability and Impairment

Operational start date: 01/04/2023

Learner Assessment Record

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YMCA Awards is part of Central YMCA – the world’s first YMCA – a national charity that has been helping people make positive changes in their lives since 1844.

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Learner assessment record

Your learner assessment record (LAR) has been created to support the assessment of your YMCA Level 3 Award in Supporting Participation in Physical Activity: Disability and Impairment (610/1559/3).

It includes all the paperwork that you, your tutor and your assessor need to complete the three assessments for the Group A mandatory unit and three assessments for the Group C optional unit

The assessment paperwork for the Group B mandatory unit can be found in the YMCA Level 2 Award in Safeguarding Adults and Adults at Risk (610/0822/9) LAR.

You will share the LAR with your tutor and assessor, who will use the paperwork to assess you throughout your training. This document is essential to your assessment and should be kept safe. Your tutor and assessor will guide you on which forms you need in particular and how they should be used and completed.

Grading and structure

This qualification is graded Pass or Refer

To achieve a pass, learners must complete the following:

• One unit from Group A: Underpinning knowledge

• One unit from Group B: Safeguarding adults and adults at risk.

To fully meet the requirements of the CIMSPA working inclusively (working with disabled clients) professional standard, learners must also complete:

• One unit from Group C: Optional unit.

Group C: Optional unit

Learners completing this unit will be acknowledged with the addition of the term ‘practitioner’ on their certificate to confirm they have demonstrated relevant skills in delivering exercise for this population.

Choosing the right safeguarding category for your role

The table below outlines the appropriate category based on the level of contact with adults and adults at risk aligned with different roles and responsibilities within the sector.

Role Category 1: A basic awareness of safeguarding adults and adults at risk

Category 2: An essential understanding of safeguarding adults and adults at risk for anyone with responsibilities for participants’ welfare

Category 3: A strategic understanding of safeguarding adults and adults at risk

Minimal contact with adults and adults at risk for anyone in a sport or activity organisation.

Anyone with the responsibilities for participants’ welfare and who has contact with adults and adults at risk.

Anyone with the responsibilities for receiving concerns and making safeguarding referrals.

Managerial/board/senior level of employment or role with responsibility for recruitment decisions.

The guided learning hours (GLH) and total qualification time (TQT) for this qualification are:

YMCA Level 3 Award in Supporting Participation in Physical Activity: Disability and Impairment

(Groups A and B)

YMCA Level 3 Award in Supporting Participation in Physical Activity: Disability and Impairment (Practitioner)

(Group A, B and C)

Find out more about GLH and TQT on our website:

ymcaawards.co.uk/qualifications/glh-and-tqt

This record contains the following forms:

Assessment overview

How each unit will be assessed.

Assessment plan

This form will help you and your assessor plan your progress through the assessment tasks You can use this to plan with your assessor and tutor when assessment activities will take place.

Assessment specification

Contains details of each task that you must successfully complete to achieve this qualification, together with all supporting documentation required by both you and your assessor

Assessor feedback sheet

This form will be used by your assessor to record any feedback that you may be given. This form may be used to record feedback at any stage in your learning

Supplementary questions record

This form will be used by your assessor to record any questions that you may be asked and any answers you may give.

Summary of achievement

This document is designed to record the outcomes of the assessment tasks and any further action that may be needed. For example, you may need to be reassessed in a particular area. This form will also be signed by you to declare the authenticity of the work and by your assessor to show which of the units have been satisfactorily completed. This form should be kept in a safe place as it is evidence of your achievements.

Assessment overview

This qualification has three assessment stages. This LAR contains the assessment paperwork for the six assessment tasks contained within assessment stages one and three.

The assessment paperwork for assessment stage two can be found in the YMCA Level 2 Award in Safeguarding Adults and Adults at Risk LAR.

Assessment plan

The table below outlines our recommendations for how each unit is assessed.

stage Assessment task Assessment method

1.1

Questions/answers on principles of working inclusively with individuals with disabilities and impairments

Assessment workbook.

Creation of an information resource

1.2

Poster, handout, information leaflet, or social media page (as appropriate).

Applied case study questions

1.3

2.1

Questions/answers on safeguarding adults and adults at risk (Category 1, 2 or 3)

Written/text-based task.

Written/text-based task. 2

2.2

Applied case study questions (Category 1 and Category 2 only)

Written/text-based task.

Witness testimony (Category 2 only)

2.3

Observation of practical skills and behaviours.

Portfolio and professional discussion (Category 3 only)

2.4

3.1

Session planning and delivery (on-course)

Practical task.

Case study and 12-week progressive exercise programme

Work product/witness testimonies/reflective accounts and professional discussion. 3

3.2

Written/text-based task.

Practical teaching log and observations of practical teaching

3.3

Practical task with session planning, delivery and evaluation.

Learner’s name: Learner’s signature:

Assessor’s name: Assessor’s signature:

IQA’s name: IQA’s signature:

Assessment specification: Assessment stage

1

Assessment task 1.1: Questions and answers on principles of working inclusively with individuals with disabilities and impairments

Task requirement You are required to answer the knowledge questions related to the learning outcomes contained in the following unit:

• Principles of working inclusively with individuals with disabilities and impairments (R/650/4351)

Assessment requirement

All questions must be answered correctly. Work must be your own, and group completion is not permitted.

Documentation supplied for this task

Assessment method /materials

The assessment workbook is available:

• Digitally (auto marked) through YMCA Awards’ online system.

• In print (centre marked) from our web shop.

Auto marked / internal assessor marked workbook

Assessment task 1.2: Creation of an information resource

Task requirement You are required to create an information resource to outline the benefits of physical activity and exercise for individuals with disabilities and impairments.

Assessment requirement

This information resource should:

• Use a format that is appropriate for the target audience, e.g. poster, handout, information leaflet, social media page, or recording or presentation (as appropriate).

• Be clear and concise:

o Written resources:

- A maximum of two A4 pages (or equivalent) of information

- Use short sentences and bulleted lists (as appropriate).

o Video or audio resources:

- A maximum of 10 minutes (as appropriate)

- Supporting written resources (as above).

• Use appropriate language and images to promote exercise, physical activity, and wellbeing initiatives to the client group.

• Provide credible and evidence-based information.

Work must be your own, and group completion is not permitted.

Video/audio requirements

Any video and audio assessment must adhere to the YMCA awards guidelines.

For video assessment guidance see:

www.ymcaawards.co.uk/files/video-assessment-procedure.pdf.

Documentation supplied for this task

Assessment method /materials

• Information resource brief

Assessor checklist: Information resource.

Information resource brief

The content should cover:

• The benefits of physical activity and exercise for individuals with disabilities and impairments

• A range of different types of physical activity, exercise, sport, and wellbeing initiatives available locally with contact details

• Organisations that exist to support engagement and delivery, including pathways to participation for disabled and impaired people and programmes available to promote participation, e.g., Get Out Get Active (GOGA).

The aim of the resource is to engage and motivate participants. The focus should be on a range of disabilities and impairments rather than one specific disability or impairment. The resource should use appropriate motivational and inclusive messaging and contain representative images to promote exercise, physical activity, and wellbeing initiatives.

Assessor checklist: Information resource

Learner’s name: _______________________________________________________ Date of assessment:

The learner needs to pass all criteria listed on this checklist. Supplementary questions may be asked by the assessor to confirm competence of knowledge. All questions and learner responses must be recorded on the assessor question and answer record and answered correctly. ‘The learner should be reassessed if no evidence of meeting any criteria is provided.’

Tick = achieved. Q = supplementary question used. X = insufficient evidence and reassessment required.

The ‘reassessment’ column is for reassessment should the learner not provide sufficient evidence to achieve a pass against all criteria.

Outcome

The learner provided an information resource which: Initial assessment Reassessment (If required)

• Covered all criteria listed in the resource subject brief.

• Used a format appropriate to the target audience.

• Were concise, clear and used accessible language.

• Contained accurate, evidence-based information.

• Used appropriate images (where appropriate).

• Were engaging and educational.

• Named credible information sources to gather additional information.

Additional

For written resources:

• A maximum of two A4 information pages (or equivalent) submitted.

• Used short sentences and bulleted lists (as appropriate). For video or audio resources:

• A maximum of 10 minutes.

• Used appropriate language.

• Used appropriate images (as appropriate).

Any supplementary questions were answered sufficiently.

Learner’s name: Learner’s signature:

Assessor’s name: Assessor’s signature:

IQA’s name: IQA’s signature:

Final result:  Pass  Refer

Assessment task 1.3: Applied case study questions

Task requirement You will use the information provided within three case studies, and your own independent research, to complete the applied case study questions worksheet.

Assessment requirement You are required to fully complete the worksheet

The aim of this assessment is to support you to identify:

• Participants who may present with needs that may exceed your scope of practice.

• Participants who present with contraindications to exercise.

• The most appropriate type of exercise session to best meet the participants’ needs.

The work must be your own, and group completion is not permitted.

Documentation supplied for this task

Assessment method /materials

• Applied case studies.

• Applied case study worksheet.

Internal assessor marked worksheet

Applied case studies

The participants described in the case studies attend the leisure facility you work in. As an instructor at the facility, you have been advised that you may be required to assist a fully qualified instructor who is delivering an activity session for these participants.

You are required to conduct additional independent research to answer the questions relating to each case study.

Case study A

Jeff, aged 28.

Screening: He answered ‘no’ to all questions on PAR-Q+.

Impairment information and support: Jeff is autistic and registered blind with poor distance vision He can become agitated when his routine is changed. He has one-to-one care support. No mobility or functional issues.

Case study B

Claire, age 29.

Screening: Claire answered ‘yes’ to one question on PAR-Q+ and ‘no’ to all follow-on questions on the PAR-Q+, e.g. Q6b. (no back pain relating to nerves or muscles).

Impairment information and support: Claire has Down’s syndrome, is partially deaf and has hypermobility. She is very friendly and enjoys being the centre of attention. She can follow instructions but is non-verbal in her own communication.

Case study C

Abdul, aged 31.

Screening: Abdul answered ‘yes’ to one question on PAR-Q+ and ‘no’ to all follow-on questions on PAR-Q+.

Impairment information and support: Abdul has spina bifida and is a part-time wheelchair user. He has independent use of a wheelchair (no care support). A pressure sore has been recently resolved, which had been caused by a lack of movement. He has full movement of the upper body and some movement of the lower body but a weak core due to a lack of time in a standing position. Abdul also has poorly co-ordinated use of his limbs. He is not used to leaving his flat.

Applied case study worksheet

Learner’s name: You must fully complete the worksheet to achieve a pass. Answers should be written/recorded in the space provided.

1. Identify which of the case studies may require the supervision of an instructor with an exercise referral qualification to enable them to participate. Give reasons why.

2. Outline any additional screening and functional assessment information you may require prior to working with each case study, including how you would gather this information and why it is important.

3. For each case study, outline:

• Characteristics of impairments that may affect participation, including skill development.

• List any implications or risks that may present when participating in physical activity.

• Give examples of adaptations to session content and structure to enable participation, e.g. individual differences and needs.

Characteristics of impairments that may affect participation, including skill development

Case study A

Implications or risks for participating in physical activity Example adaptations to session content/structure

Case study B

YMCA Level 3 Award in Supporting Participation in Physical Activity: Disability and Impairment (610/1559/3)

Learner Assessment Record | Version 1.0 | © YMCA Awards 2023

Case study C

4. Give three examples of how you may adapt your communication and tailor instructional skills to meet the needs of the following impairments. Consider the following instructional skills:

• teaching position

• demonstration

• instructions and explanations

• use of body language

• use of voice (volume, tone, and language)

Impairments Examples of adapting communication and tailoring instructional skills (minimum of three per impairment)

Sensory

5. Give two examples of information you may need to provide to supporters and carers who assist participants during sessions and outline why this is important

Examples of information to provide to supporters (minimum of two examples) a) b)

Give two reasons why it is important to share this information with supporters.

6. State the importance of regular attendance to activity sessions for individuals with disabilities.

7. Outline why goal setting is important and explain some of the challenges when setting goals with individuals with disabilities

The importance of goal setting:

Possible challenges when goal setting:

8. Outline how you would:

Recognise when to adapt an activity to meet individual needs, e.g. to engage, motivate or develop:

How you would manage these adaptations in a session:

9. Give three examples of how you would create a positive experience and inclusive environment for all participants and outline why this is important. a) Importance:

b) Importance:

c) Importance:

10. Outline what you would consider and include when evaluating sessions and how you could use this information to guide future sessions.

What to include as part of the session evaluation process, i.e. the questions you may ask and what aspects of the session content and delivery these may relate to:

Who to include within the evaluation process with reasons why:

How to use the information gathered to guide future sessions:

11. Outline the importance of having contingency plans when working with individuals with disabilities

12. Explain, using examples, how you would ensure any planned activities are creative, fun, engaging and pitched at the appropriate level.

3

Assessment specification: Assessment stage

Optional unit assessment task 3.1: Session planning and delivery (on-course)

Task requirement

You must plan, deliver, and review an exercise session for the following realistic participant:

Gregor, age 41. Profoundly deaf. Can lip read but prefers to use British Sign Language (BSL). Overweight. No mobility issues. No other health conditions identified on PAR-Q+. The activities planned and delivered must be within your scope of practice/skillset. You do not need to complete a PAR-Q+ with this plan

You are expected to conduct additional independent research to understand the individual’s needs

The session plan must:

• Cover a full session including:

o the warm up

o main activities

o cooldown

• Include activities for all components of fitness

• Be planned for a minimum duration of 45 minutes

You can use the session plan template provided in the LAR or you can create your own.

Assessment requirement

This practical delivery will take place on the course and will be observed by an assessor (who may also be the tutor)

Although it has been planned as a whole session, it may be assessed in component parts, i.e. warm up, main activity, cooldown

This session can be delivered using a peer(s) from the course

Communication and instructional skills must be appropriate to the participant’s needs.

Please note: It is not expected that you or your participant will use British Sign Language (BSL).

Documentation supplied for this task

• Session plan worksheet: Session planning and delivery on-course.

• Evaluation worksheet: Session planning and delivery oncourse.

• Assessor checklist: On-course observation

• Assessor feedback sheet 2

• Supplementary assessor questions record 2

Assessment method /materials On-course observation assessor checklist

Session plan worksheet: Session planning and delivery on-course

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration

Teaching points

Adaptations/modifications

Session plan worksheet: Session planning and delivery on-course

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration

Teaching points

Adaptations/modifications

Session plan worksheet: Session planning and delivery on-course

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration Teaching points

Adaptations/modifications

Session plan worksheet: Session planning and delivery on-course

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration

Teaching points

Adaptations/modifications

Evaluation worksheet: Session planning and delivery on-course

Please complete the following, giving examples of how you achieved each area: How you ensured the session was engaging, varied, and progressive to meet the participant’s needs and goals.

What approaches you used to increase and enthuse further participant engagement.

How you checked participant understanding.

How you built rapport and relationships to engage the participantand develop their confidence and competence.

How you adapted communication and instructional skills to promote inclusion and meet different needs.

How you managed any behavioural issues or challenges (if appropriate).

How you modified content or delivery style to meet different needs.

How you will use feedback gathered to reflect on practice and inform your future practice and own continuing professional development (CPD).

Assessor checklist: Case study and exercise programme

Learner’s name: ______________________________________________________

Learners must achieve a ✓or a C in every box to achieve a pass. Questioning can be used (planning section only) and should be indicated by Q and then ✓ or R, depending on the outcome.

Key: ✓ = Pass; C = Pass with comment; R = Refer

The Learner:

Planning

1. Planned exercises/physical activities for all the components of physical fitness.

2. Planned a range of safe and effective exercises/physical activities for each component of the session (warm up/main/cooldown).

3. Planned exercises/physical activities that were appropriate to the participant’s needs.

4. Planned appropriate modifications and adaptations for all exercises.

5. Planned appropriate teaching points for all exercises.

6. Identified the resources needed for the session.

7. Recorded the session in an appropriate format. Delivery

8. Created an inclusive and welcoming environment to engage the participant(s).

9. Assessed, monitored, and managed risk throughout the session.

10. Made reasonable adjustments when required.

11. Delivered an inclusive, safe, and effective session appropriate to the needs of participant(s).

12. Used appropriate equipment (where appropriate).

13. Used communication and instructional skills to deliver an inclusive session.

14. Adapted delivery method and session content to meet the needs of the participant(s).

15. Evaluated the effectiveness of the session to ensure it met the participant(s)s needs and goals.

Final result:  Pass  Refer

Criterion number Feedback

Learner’s name: Date:

Assessor’s name: Date:

IQA’s name: Date:

Learner’s name: Date:

Assessor’s name: Date:

IQA’s name: Date:

Assessment task 3.2: Case study and 12-week progressive exercise programme

Task requirement You will develop a progressive exercise programme for a case study using a real person.

The individual used will have one or more disabilities or impairments that:

• Affect at least two of the categories of disability:

o sensory

o physical

o intellectual

• Affect two or more of the following:

o communication

o concentration and behaviour

o movement and/or balance.

You must select a case study that is within your scope of practice, e.g. you hold an exercise referral qualification (where needed). Please refer to the guidance for scope of practice and inclusion criteria for participants

The exercise genre for the case study and exercise programme (such as circuit training or gym-based etc.) must also be within your scope of practice (appropriate qualifications held).

You will complete a full session plan for the participant with changes to the programme over a minimum of a 12-week period.

The plan and programme must include:

• All components of fitness.

• All class components of the session

o warm up

o main workout (cardio and muscular fitness)

o cooldown and stretch.

• Duration of class and timings of components.

• Resources needed.

• A list of exercises for all components with modifications and adaptations to meet specific needs.

• Teaching and safety points for all exercises.

• Adaptations to meet the needs of the individual to ensure they can participate.

Assessment requirement

• Changes to activities and programme over a minimum of 12 weeks (see template provided)

• An outline of how you would support future participant development relevant to their goals and support retention and/or progression.

• Content for daily activity homework to support the programme. You are expected to conduct additional independent research to understand individual needs.

For the case study and 12-week progressive exercise programme, you will be required to complete:

• A rationale for the programme designed.

• Screening information.

• Risk assessment

• Session plan

• Programme changes over a minimum of a 12-week period

• Daily homework over a minimum of a 12-week period.

You can use the programme changes and homework advice template provided in this LAR, or you can create your own.

Work must be your own, and group completion is not permitted. You may be required to participate in a class discussion/viva to demonstrate sufficient planning and adaptation skills. If you fail to provide sufficient evidence through the completion of the programme, your assessor will need to ask supplementary questions to confirm competence.

Documentation supplied for this task

• Case study paperwork:

o Rationale worksheet

o Participant profile worksheet (see: ymcaawards.co.uk/learners/screening-tools for PAR-Q+).

o Risk assessment worksheet.

o Session planning records worksheet.

o Programme changes and homework advice record worksheet

• Case study and exercise programme assessor checklist

• Assessor feedback sheet 2

• Assessor supplementary questions record 2

Assessment method

/materials

• Internal assessor checklist

• Feedback sheet

• Question and response sheet.

Guidance for scope of practice and inclusion criteria for participants

Please use the following screening tools as a guide to help identify individuals whose needs are within scope of practice.

Using ACSM algorithm

• Inactive individuals with:

o No CV, metabolic or renal disease – no medical clearance needed

o No signs and symptoms of CV, metabolic or renal disease – no medical clearance needed.

o Known CV, metabolic or renal disease (asymptomatic) – medical clearance recommended and exercise referral qualification (minimum).

o Signs and symptoms of CV, metabolic or renal disease – medical clearance recommended and exercise referral qualification (minimum).

• Active individuals with:

o No CV, metabolic or renal disease – no medical clearance needed

o No signs and symptoms of CV, metabolic or renal disease – no medical clearance needed.

o Known CV, metabolic or renal disease (asymptomatic) – medical clearance not needed for moderate intensity activity and exercise referral qualification (minimum)

o Signs and symptoms of CV, metabolic or renal disease – seek medical clearance and exercise referral qualification (minimum).

NB: Medical clearance being provided does not mean an individual’s needs are within your scope of practice unless additional qualifications are held.

Using PAR-Q+

• No response to PAR-Q+ – no medical clearance needed.

• Yes response to PAR-Q+ but No response to follow-on questions – no medical clearance needed, but individuals may require significant modification to some activities (intensity, type, duration) and may need an exercise referral qualification to support these modifications (minimum).

• Yes response to PAR-Q+ and Yes response to follow-on questions – medical clearance needed, and needs may exceed scope of practice, depending on other qualifications held.

Using Irwin and Morgan – low risk category (stable, controlled conditions)

• Overweight – no other complications

• High normal range blood pressure – lifestyle controlled.

• Type 2 diabetes – diet controlled.

• Mild osteoarthritis

• Mild bone density changes –BMD >1 and <2.5 SD below the young adult mean

• Mild (less severe) stress/anxiety/depression.

Mild refers to conditions which are classified as less severe (such as depression or anxiety) within NICE guidelines and which are not medicated (controlled by lifestyle interventions) and conditions that are not having a significant impact on the individual’s functioning at this time.

Please note: If multiple risks are present, this may increase risk stratification. Individuals with moderate to high-risk stratification are outside of scope of practice for this qualification

Rationale worksheet

Summarise how your programme design and delivery approach will support participant engagement.

Summarise how your programme design and delivery approach will support retention and/or progression.

Outline how you would involve supporters during the programme.

Outline how you would manage any behavioural issues.

Participant profile worksheet

Learner’s name: Date:

Participant’s age: Participant’s goals:

Considerations Responses

Outcome of PAR-Q+

See: ymcaawards.co.uk/ learners/screening-tools.

Exercise experience and levels of daily activity

Findings from any functional assessments

Characteristics of condition(s) /disabilities /impairments

Medications and their effects on the exercise response

Coronary heart disease risk factors

Low/moderate/ high –include any advice given and/or action taken/to be taken

Risk

Learner’s name: Date: Identify hazards and risks Who may be harmed Level of harm (severity and likelihood)

1= low to 5 = high

Strategies to manage risk including reasonable adjustments

Session plan worksheet: Case study and 12-week progressive exercise programme

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration

Teaching points

Adaptations/modifications

Session plan worksheet: Case study and 12-week progressive exercise programme

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration Teaching points

Adaptations/modifications

Session plan worksheet: Case study and 12-week progressive exercise programme

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration

Teaching points

Adaptations/modifications

Session plan worksheet: Case study and 12-week progressive exercise programme

Learner’s name:

Discipline:

Component and duration:

Resources required:

Please complete for all components of the session.

Exercise, intensity, and duration Teaching points

Adaptations/modifications

Programme changes and homework advice record worksheet

Learner’s name:

Date:

This is an outline of how the sessions would progress over a 12-week period. The outline should summarise the general content of the session(s) and include progressions, adaptations, modifications and daily homework advice.

Component Week one

Warm up

Main session

Cool down

Homework advice

Week two

Week three

Programme changes and homework advice record worksheet

Learner’s name:

Date:

This is an outline of how the sessions would progress over a 12-week period. The outline should summarise the general content of the session(s) and include progressions, adaptations, modifications and daily homework advice.

Component Week four

Warm up

Main session

Cool down

Homework advice

Week five

Week six

Programme changes and homework advice record worksheet

Learner’s name:

Date:

This is an outline of how the sessions would progress over a 12-week period. The outline should summarise the general content of the session(s) and include progressions, adaptations, modifications and daily homework advice.

Component Week seven

Warm up

Main session

Cool down

Homework advice

Week eight

Week nine

Programme changes and homework advice record worksheet

Learner’s name:

Date:

This is an outline of how the sessions would progress over a 12-week period. The outline should summarise the general content of the session(s) and include progressions, adaptations modifications, and daily homework advice.

Component Week ten

Warm up

Main session

Cool down

Homework advice

Week eleven

Week twelve

Assessor checklist: Case study and 12-week progressive exercise programme

Learner’s name:

Learners must achieve a ✓or a C in every box to achieve a pass. Questioning can be used and should be indicated by Q and then ✓ or R, depending on the outcome.

Key: ✓ = Pass; C = Pass with comment; R = Refer

The Learner:

1. Provided a rationale for the programme.

2. Provided screening and assessment information.

3. Identified potential risks and ways to manage these.

4. Planned exercises/physical activities for all the components of physical fitness.

5. Planned a range of safe and effective exercises/physical activities for each component of the session (warm up/main/cooldown).

6. Planned exercises/physical activities that were appropriate to the participant’s needs.

7. Planned exercises/physical activities that were consistent with accepted good practice.

8. Planned appropriate modifications and adaptations.

9. Planned appropriate changes to the programme over a 12-week period.

10. Planned appropriate teaching points.

11. Applied the principles of training to the programme design.

12. Provided appropriate guidance on activities for daily living.

13. Identified the resources needed for the programme.

14. Recorded the programme in an appropriate format.

15. Outlined how to evaluate the programme.

Final result:  Pass  Refer

Learner’s name: Date:

Assessor’s name: Date:

IQA’s name: Date:

Assessor’s

Learner’s name: Date:

Assessor’s name: Date:

IQA’s name: Date:

Assessment task 3.3: Practical teaching log and observations of practical teaching

Task requirement You will deliver and evaluate a minimum of six practical sessions (minimum of 30 minutes per session) from the case study and 12-week progressive exercise programme (assessment task 3.2).

You must keep a log of the sessions delivered and gain feedback from the participants/supporters or carers

Assessment requirement

The delivery and review of the six sessions should take place in a suitable environment, e.g. at work in a sport and physical activity setting. This could include gyms, community centres, sports halls, swimming pools, outdoors, or in other permitted and appropriate spaces.

Video assessment is allowed with appropriate permissions. Any video assessment must adhere to the YMCA Awards guidelines. For video assessment guidance see:

• ymcaawards.co.uk/files/video-assessment-procedure.pdf

A minimum of two of the six sessions must be observed by an assessor and must clearly show you teaching aspects of each component of the session.

Your assessor must observe you delivering the first planned session. Your assessor will provide feedback and confirm if/when you can progress to delivering the remaining sessions

A suitable timeframe of sufficient duration to show improvements in the client’s lifestyle, health, and fitness” must be allowed between the first and second assessor observation

All supporting evidence regarding the session delivered must be recorded in the practical teaching log.

• Practical teaching log

• Practical teaching evaluation and feedback

• Final programme evaluation

• Assessor checklist: Final practical observation

Documentation supplied for this task

Assessment method /materials

• Assessor feedback sheet 3

• Assessor supplementary questions record 3

Internal assessor marked checklist, feedback sheet and supplementary questions sheet.

Practical teaching log

Learner’s name:

Please complete after delivery of each of the six practical sessions (minimum) chosen from the case study and 12-week progressive exercise programme

1.

Practical teaching evaluation and feedback

Learner’s name:

Please complete after delivery of each of the six practical sessions chosen from the case study and 12-week progressive exercise programme.

Session one Date delivered:

My session met the needs of the participant(s) in the following ways:

Comment on the effectiveness of your exercises, your relationship with the participant(s), methods of motivation and engagement, and how well your instruction style and chosen session type matched participant(s) needs.

After my session, I received the following feedback from the participants/supporters/other:

After my session, I received the following feedback from the assessor:

With the information gathered from your participants/supporters/other/assessor and your own evaluation, explain how you will review and adapt (as needed) in readiness for the next session delivered:

Session two

Date delivered: __________________

My session met the needs of the participant(s) in the following ways: Comment on the effectiveness of your exercises, your relationship with the participant(s), methods of motivation and engagement, and how well your instruction style and chosen session type matched participant(s) needs

After my sessions, I received the following feedback from the participants/supporters/other:

With the information gathered from your participants, supporters/other and your own evaluation, explain how you will review and adapt (as needed) in readiness for the next session delivered:

Session three Date delivered: __________________

My session met the needs of the participant(s) in the following ways: Comment on the effectiveness of your exercises, your relationship with the participant(s), methods of motivation and engagement, and how well your instruction style and chosen session type matched participant(s) needs.

After my sessions, I received the following feedback from the participants/supporters/other:

With the information gathered from your participants, supporters/other and your own evaluation, explain how you will review and adapt (as needed) in readiness for the next session delivered:

Session four Date delivered: __________________

My session met the needs of the participant(s) in the following ways: Comment on the effectiveness of your exercises, your relationship with the participant(s), methods of motivation and engagement, and how well your instruction style and chosen session type matched participant(s) needs

After my sessions, I received the following feedback from the participants/supporters/other:

With the information gathered from your participants, supporters/other and your own evaluation, explain how you will review and adapt (as needed) in readiness for the next session delivered:

Session five Date delivered: __________________

My session met the needs of the participant(s) in the following ways: Comment on the effectiveness of your exercises, your relationship with the participant(s), methods of motivation and engagement, and how well your instruction style and chosen session type matched participant(s) needs.

After my sessions, I received the following feedback from the participants/supporters/other:

With the information gathered from your participants, supporters/other and your own evaluation, explain how you will review and adapt (as needed) in readiness for the next session delivered:

Session six Date delivered: __________________

My session met the needs of the participant(s) in the following ways: Comment on the effectiveness of your exercises, your relationship with the participant(s), methods of motivation and engagement, and how well your instruction style and chosen session type matched participant(s) needs

After my sessions, I received the following feedback from the participants/supporters/other:

With the information gathered from your participants, supporters/other and your own evaluation, explain how you will review and adapt (as needed) in readiness for the next session delivered:

Final result:  Pass

Refer

Final programme evaluation

Learner’s name: ______________________________________________________

To be submitted with the final assessment of practical teaching. Please complete the following and give examples of how you achieved each area.

How you ensured the programme was engaging, varied, and progressive to meet participants’ needs and goals:

What approaches you used to increase and enthuse further participant(s) engagement:

How you checked participant(s) understanding:

How you built rapport and relationships to engage the participant(s) and develop their confidence and competence:

How you adapted communication and instructional skills to promote inclusion and meet different needs:

How you managed any behavioural issues or challenges (if appropriate):

How you modified content or delivery style to meet different needs:

How you communicated with helpers throughout the session (if appropriate):

How you analysed participants’ level of development, actual and potential performance to inform goal setting:

How you will use the information gathered to reflect on practice and inform your future practice and own CPD:

Final result:  Pass  Refer

Assessor checklist: Final practical observation

Learner’s name: ______________________________________________________

Learners must achieve a ✓or a C in every box to achieve a pass. Questioning can be used and should be indicated by Q and then ✓ or R, depending on the outcome.

Key: ✓ = Pass; C = Pass with comment; R = Refer

The learner:

Planning

1. Planned exercises/physical activities for all the components of physical fitness.

2. Planned a range of safe and effective exercises/physical activities for each component of the session (warm up/main/cooldown).

3. Planned exercises/physical activities that were appropriate to the participants’ needs.

4. Planned appropriate modifications and adaptations.

5. Planned appropriate teaching points.

6. Identified the resources needed for the programme.

7. Recorded the programme in an appropriate format.

8. Pre-screened participants prior to participation.

Delivery

9. Created an inclusive and welcoming environment to engage participants.

10. Assessed, monitored, and managed risk throughout the session

11. Built rapport and appropriate relationships with all participants

12. Made reasonable adjustments when required.

13. Used appropriate equipment (where appropriate).

14. Communicated effectively with helpers throughout the session.

15. Used communication and instructional skills to deliver an inclusive session.

16. Adapted delivery method and session content to meet the needs of participants.

17. Delivered an inclusive, safe and effective session appropriate to participants’ needs.

18. Evaluated the effectiveness of the programme to ensure it met participants’ needs and goals.

Final result:  Pass  Refer

Learner’s name: Date:

Assessor’s name: Date:

IQA’s name: Date:

Learner’s name: Date:

Assessor’s name: Date:

IQA’s name: Date:

Summary of achievement

YMCA Level 3 Award in Supporting Participation in Physical Activity: Disability and Impairment (610/1559/3)

All assessors involved in this qualification must print their name and signature against the tasks which they have assessed.

Key: P Pass; R = Refer; E = Exemption

Learner’s name: Learner’s signature:

Assessor’s name: Assessor’s signature: IQA’s name: IQA’s signature:

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