BTEC Sport curriculum

Describing the initial research for re-curriculum planning

It is essential to design the suitable curriculum planning for supporting the students in the classroom with adequate resources so that they can develop their knowledge and skill set for performing better and achieving their career goal (Kao, 2019). In the BTEC sport educational department, it is the responsibility to design good curriculum planning after analysing the existing issues and support the students with adequate resources so that they can improve their physical capabilities and perform better in sports for achieving their career objectives and completing BTEC in sport education. The need of intervention further influence the management team of the BTEC college to provide good curriculum planning in sport education and support the students with good resources to maximise their capabilities to perform better. The re-curriculum practice further provides a scope to introduce new curriculum activities to the students and engage them in participating efficiently.

Justifying the reasoning behind choice of project

In this recent COVID 19 pandemic, all the students face the difficulties of lack of physical activities in the campus of BTEC College, where physical strength is mandatory for the sport education. For performing better and achieving the target of completing BTEC in sport education, it is essential or the students to improve their capability to participate in the practical examination and perform better by utilising their physical strength (Mooney, Moncrieff and Hickey, 2018). Hence, it is the responsibility of the BTEC college authority to arrange the sport program by cycling intervention where cycling is considered a good physical activity that help the students to improve their physical and mental health and wellbeing.

Analysing the feedback for progression of the project

Questionnaire and feedback from the students must be evaluated where there are 30 students participated in the survey for providing answers to the questions so that the stakeholder and management team can review the student’s perception and design the program for enhancing the sport activities in the BTEC sport education department.

1. As a student of BTEC in sport education are you satisfied with the sports related opportunities available at the institution?

2. How often do you participate in extracurricular sports activity?

3. Are you satisfied with the new sport developmental programs of cycling?

4. What are the issues faced in the BTEC in sport education?

5. Do you have bikes for participation in the physical activity program?

6. Are the stakeholders in the physical activity program supportive?

7. How do you assess the benefits of the program?

8. Is the management team of BTEC in sport education department effective to support the students?

9. Is the organisation capable to create resources for supporting the sport programs for the students in BTEC sport program?

10. How does the management measure student engagement and success of the program?

Analysing the survey feedback

As per the feedback of the students, there is lack of physical activities and poor management in mental and physical health improvement which hampered the student capability to improve their performance in long run (Ratten and Jones, 2018). Most of the students are not satisfied with the existing curriculum programs in the BTEC sport educational department and they believe that the organisation has the capability to arrange resources and develop good curriculum planning. They are trying to improve their participation, but due to lack of physical activities and poor mental health development program the students fail to improve their participation and performance in the sport activities. As per the survey, the students are interested to get new curriculum planning and new strategy of cycling program is effective to encourage the students and provide them chance to perform better. Through the program, it is possible for the students to improve their physical capacity to perform as well as do practices thrice a week in the field (Bessa et al., 2019). Cycling increases the core strength of the students so that they can perform better and achieve higher in sport competition. Hence, as per the survey, the stakeholders and the management team of the BTEC sport educational department are capable to restructuring the curriculum coursework, introduce the physical activity programs and arrange resources to improve student’s participation. There would be effective supervisions and monitoring process to guide the students and provide them effective assistance with organisational resources. There are some students who do not have bike and in this regard it is the responsibility of the BTEC College to arrange the curriculum for maximising the capability of the students.

How do you measure the success of the project outcomes?

There are several key performance indicators through which the success of the project can be evaluated and the ways to measure the success of the project are,

The numbers of students having bikes

Numbers of participants in the new project

Student’s mental health development

Increasing capability of the students

Performance maximization through increasing physical capabilities

The numbers of students having bikes as well as number of the participants are the major indicators through which it is possible to measure the success of the project. The project manager also review the students mental health improvement and their behavior during the program as well as increasing physical capability of the student are also monitored for evaluating the project success. On daily intervention, the performance of the students is also monitored so that their capabilities can be reviewed and it is possible to demonstrate the project success.

How do you check and monitor levels of engagement?

The supervisor and mentor of the sport program focus on daily performance of the students so that their activities can be evaluated. Through this practice, it is possible to analyze the engagement of the students in the program. The monitors of the program are also efficient to review the student’s communication, their interest and activities which are also beneficial to check the level of the engagement. Daily participation must be documented for identifying the consistent performance of the students.

How do you assess the benefits of the program?

The beefiest of the programs can be judged on the basis of the performance of the students. The physical abilities of each student must be evaluated through sport programs and competition. Additionally, daily performance overview is documented for final student audit. The mentor and supervisor of the college are efficient to monitor the student’s performance and develop good audit. There are other benefits such as student’s mental health improvement; brain development; behavioral improvement as well as communication skill improvement are the major cognitive development during the program, which are evaluated. On the other hand, physical capability is the major factor for evaluating the benefit of the programs.

Take a deeper dive into Blended Learning Proposal with our additional resources.

Google form

1. As a student of BTEC in sport education are you satisfied with the sports related opportunities available at the institution?

Highly satisfied

Satisfied

Neutral

Not satisfied

Highly not satisfied

2. How often do you participate in extracurricular sports activity?

Three or more times a week

Twice a week

Once a week

Once every two weeks

Once a month

Hardly ever

3. Are you satisfied with the new sport developmental programs cycling?

Highly satisfied

Satisfied

Neutral

Not satisfied

Highly not satisfied

4. What are the issues faced in the BTEC in sport education?

Lack of physical activities

Poor mental health development

Lack of participation of the students

Poor physical activity programs

All of the above

5. Do you have bikes for participation in the physical activity program?

Yes

No

6. Are the stakeholders in the physical activity program supportive?

Highly supportive

Supportive

Neutral

Not supportive

Highly not supportive

7. How do you assess the benefits of the program?

Positive communication

Cooperation with the stakeholders

Increasing engagement

Increasing participation

All of the above

8. Is the management team of BTEC in sport education department effective to support the students?

Highly effective

Effective

Neutral

Not effective

Highly not effective

9. Is the organisation capable to create resources for supporting the sport programs for the students in BTEC sport program?

Highly capable

Capable

Neutral

Not capable

Highly not capable

10. How does the management measure student engagement and success of the program?

Continuous monitoring

CCTV footage check

Evaluating performance

Supervisions of each student

All of the above

Reference List

Bessa, C., Hastie, P., Araújo, R. and Mesquita, I., 2019. What do we know about the development of personal and social skills within the sport education model: A systematic review. Journal of sports science & medicine, 18(4), p.812.

Kao, C.C., 2019. Development of team cohesion and sustained collaboration skills with the sport education model. Sustainability, 11(8), p.2348.

Mooney, A., Moncrieff, K. and Hickey, C., 2018. Exploring pre-service teachers’ experience of Sport Education as an approach to transition pedagogy. Physical Education and Sport Pedagogy, 23(6), pp.545-558.

Ratten, V. and Jones, P., 2018. Future research directions for sport education: toward an entrepreneurial learning approach. Education+ Training.

Bibliography

Alfrey, L. and O’Connor, J., 2020. Critical pedagogy and curriculum transformation in Secondary Health and Physical Education. Physical Education and Sport Pedagogy, 25(3), pp.288-302.

Farias, C., Hastie, P.A. and Mesquita, I., 2018. Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education. European Physical Education Review, 24(3), pp.269-291.

Farias, C., Mesquita, I., Hastie, P.A. and O’Donovan, T., 2018. Mediating peer teaching for learning games: An action research intervention across three consecutive Sport Education seasons. Research quarterly for exercise and sport, 89(1), pp.91-102.

Farias, C., Wallhead, T. and Mesquita, I., 2020. “The project changed my life”: Sport education’s transformative potential on student physical literacy. Research quarterly for exercise and sport, 91(2), pp.263-278.

Pan, Y.H., Huang, C.H., Lee, I. and Hsu, W.T., 2019. Comparison of learning effects of merging TPSR respectively with sport education and traditional teaching model in high school physical education classes. Sustainability, 11(7), p.2057.

Siedentop, D., Hastie, P. and Van der Mars, H., 2019. Complete guide to sport education. Human Kinetics.