UNIT 33: THE SPORT AND LEISURE SECTOR

UNIT
33: THE SPORT AND LEISURE SECTOR
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LO1
Understand the growth and influence of the sport and leisure sector Sport and
leisure
sector: facilities
and activities; outdoor and indoor; minority sports; professional clubs;
entertainment; hospitality and exhibitions; fashionable sports and leisure
activities and trends in sport and leisure; commercial and private providers;
professional sport; cinemas and theatres; exhibitions; health clubs and spas;
sports merchandise; voluntary eg local sports clubs, drama groups; public eg
local authority leisure centres, national stadia, venues, parks and events;
schools and specialist sports/drama colleges, further education centres of
excellence, government organisations; other agencies and providers Growth and
expansion: related to age, gender, socio-economic group, lifestyle,
geographical location, disability/health status, governmental imperatives;
improved choice; health clubs, specialist activities, purpose-built facilities;
educational eg new sports/drama colleges and centres of excellence; events
management; recreation, arts and entertainment; outdoor activities; adventure
tourism; special interest tourism; sports development policy and planning;
consumption; lifestyle; national governing bodies; sector skills councils;
sports councils to reflect national government policy on sport and associated
areas eg fitness; elite training facilities and services eg growth of youth
academies for different sports; lottery funding; professional bodies eg
Institute for Sport, Parks and Leisure (ISPAL)

LO2 Understand the range of sport and

Unit 4 – Personal  and professional development in health and social care

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leisure providers
Organisation: funding; objectives; structure and significance
of commercial, voluntary and public provision; relationships between the
providers; funding similarities; commercial activities by public and voluntary
providers; community activities by commercial providers Management: lines of
communication within and external to the organisation; structure eg
hierarchical; management by objectives; scientific management; autocratic;
democratic Mission, values and objectives: concept of corporate vision; mission
statements; equality of access and opportunity eg women and disabled
participants; profits and market share; sales; level of service; customer
friendly; key legal responsibilities to the consumer and employee; health and
safety; data protection; ethical and environmental practices; values and ethics
and their use within related activities; other stakeholders; setting sector
standards; Sector Skills Councils eg People1st, SkillsActive; management
training for different aspects of the sector eg National Occupational Standards,
Modern Apprenticeships
UNIT
33: THE SPORT AND LEISURE SECTOR
LO3
Understand the role of government and the political environment in the context
of the sport and leisure sector
Role: governmental
departments and their interrelationship eg education and health; social
inclusion; health and obesity in school children; crime prevention; widening
participation; central government policy in sport and leisure; local authority
strategies; implementation and success; government targets; quasi-governmental
institutions and government sponsored bodies; major event planning Policy:
support and priority for sport and leisure; economic growth; full employment;
inflation; health and social inclusion agenda; inner cities and crime rates;
new sports/drama colleges and centres of excellence Local authority:
discretionary power to provide sport and leisure activities to improve health;
accessible facilities for different community groups eg age, culture, obese;
sports development policy and implementation
LO4

 

Theories and concept of human development and behavior
Be able to evaluate the key impacts and current issues that affect sport and
leisure
Impacts: economic influence on the growth of other sectors
within the economy eg manufacturing of sports-related goods, high levels of
importation of related goods and services; seasonality; generation of revenue;
social and cultural; income and employment; quality of life; health and
wellbeing; anti-drug; anti-crime; education and lifelong learning; regeneration
of communities; achievement in school; pride; work/life balance; transport; use
of non-work time and increased leisure time; higher leisure spend; greater
provision by local authorities; improved choice and ‘value for money’;
unemployment trends; barriers to participation eg age, gender, disability;
environmental eg pollution, land use, energy conservation, planning and land
use, brown field sites versus green field sites, loss of school playing fields,
sustainable transport links, waste management and recycling Issues: economic;
health of the nation eg obesity; media coverage and influence on participation eg
use of selected advertisements to promote sports-related foods; development of
national stadia, hosting of a major games, work-life balance/leisure time
Strategies: for economic, environmental, social and cultural impacts and
issues; increased participation; improve revenue and facilities; policy
planning and management structures; marketing events; open days and access for
specialist sports; activities and events
UNIT
33: THE SPORT AND LEISURE SECTOR
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
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LO1
Understand the growth and influence of the sport and leisure sector
Assessment criteria for pass
The learner can:
1.1 use relevant data to analyse the growth, expansion and
influence of the sport and leisure sector over the last 10 years
1.2 discuss the range of sport and leisure providers in
terms of their roles, funding, interrelationship, participants, facilities and
services
LO2
Understand the range of sport and leisure providers
2.1 discuss the mission, values and objectives of key sport
and leisure providers, assessing their impact, effectiveness and contribution
to the sector

2.2 review the organisation, governance and management of
key sport and leisure providers
2.3 discuss the
similarities and differences in the organisation of the key sport and leisure
providers
2.4 evaluate the extent to which local sport and leisure
providers meet the needs of the community and predict future trends and
possible changes
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LO3
Understand the role of government and the political environment in the context
of the sport and leisure sector
3.1 discuss the role and interrelationship of national
government departments with a remit that includes sport and leisure related
activities, identifying areas of interest and potential conflict
3.2 assess current
government policy and its effect on the sport and leisure sector
3.3 evaluate the implementation and success of current
government policy and local authority strategy in a selected locality using
relevant research data
LO4
Be able to evaluate the key impacts and current issues that affect sport and
leisure
4.1 assess the significance of key impacts and current
issues that affect sport and leisure, using relevant social, cultural, economic
and environmental theories

4.2 prepare and justify strategies that can be used to
manage a range of sport and leisure issues and impacts
UNIT 33: THE SPORT AND LEISURE SECTOR
Guidance

Travel and tourism Management

Influences on health and social care organization 
Links
This unit links to the following Management NVQ unit:
B2: Map the environment in which your organisation operates.
It also links with occupational standards for professional
qualifications such as those offered by the Institute of Sport and Recreation
Management (ISRM) certificate and the Institute of Leisure and Amenity
Management (ILAM) diploma.
Essential requirements
Learners need access to a range of sport and leisure
providers as well as information concerning current government policies on
sport and leisure.
Employer engagement and vocational contexts
Delivery of this unit will be enhanced by employer
engagement involving, for example, local sports and leisure providers.
Extending the learning environment to incorporate real-life experiences will
enable learners to develop personal learning and thinking skills and functional
skills in the workplace. Learners could, for example, meet with employers from
the local sports and/or leisure centre to learn about the growth and influence
of the sector. A talk by a representative of the local authority leisure
department would help learners’ understanding of the role of government and the
current issues effecting sport and leisure

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