PK
cd] _rels/PK
cd] docProps/PK
cd] ppt/PK
cd]
ppt/_rels/PK
cd] ppt/charts/PK
cd] ppt/charts/_rels/PK
cd] ppt/embeddings/PK
cd]
ppt/media/PK
cd] ppt/slideLayouts/PK
cd] ppt/slideLayouts/_rels/PK
cd] ppt/slideMasters/PK
cd] ppt/slideMasters/_rels/PK
cd] ppt/slides/PK
cd] ppt/slides/_rels/PK
cd]
ppt/theme/PK
cd] ppt/notesMasters/PK
cd] ppt/notesMasters/_rels/PK
cd] ppt/notesSlides/PK
cd] ppt/notesSlides/_rels/PK
cd]j{' {' [Content_Types].xml
PK
cd]] ] _rels/.rels
PK
cd]:^W W docProps/app.xml
0
0
Microsoft Office PowerPoint
On-screen Show (16:9)
0
19
19
0
0
false
Fonts Used
2
Theme
1
Slide Titles
19
Arial
Calibri
Office Theme
Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19
PptxGenJS
false
false
false
16.0000
PK
cd]8@ docProps/core.xml
C1 LO A Student Booklet
PptxGenJS Presentation
DHS PE Department
DHS PE Department
1
2026-08-31T12:35:06Z
2026-08-31T12:35:06Z
PK
cd]
ppt/_rels/presentation.xml.rels
PK
cd]Oݨ ppt/theme/theme1.xmlPK
cd]nu ppt/presentation.xml
PK
cd]X ppt/presProps.xml
PK
cd] ppt/tableStyles.xml
PK
cd]D
>0 0 ppt/viewProps.xml
PK
cd]H7t ! ppt/slideLayouts/slideLayout1.xml
PK
cd]ђ7 7 , ppt/slideLayouts/_rels/slideLayout1.xml.rels
PK
cd]Ɩ+ + ppt/slides/slide1.xml
DHS BTEC SPORT · COMPONENT 1Task 1.Increasing participation in regular sport or physical activityNAME:TEACHER:Task 1: Monday 7 DecemberPK
cd]nGX X ppt/slides/_rels/slide1.xml.rels
PK
cd]. ppt/notesSlides/notesSlide1.xml
1PK
cd]:A * ppt/notesSlides/_rels/notesSlide1.xml.rels
PK
cd]p p ppt/slides/slide2.xml
DHS BTEC Sport · Component 1 · Task 1Page 2TASK 1: TWO HALVES, 24 MARKSTask 1 is the biggest task in Component 1. Both halves are answered for one participant, who is described in the paper. Everything in this booklet is aimed at answering for them.TASK 1aActivities and provisionWhich activities suit the participant, and which sector should provide them.12 marksTASK 1bBarriers and methodsWhat stops this participant taking part, and what would actually work.12 marksThe marking ladder. Both halves are marked on the same four bands: MB1 · 1–3 MB2 · 4–6 MB3 · 7–9 MB4 · 10–12 basic · little relevance to the participant partially developed · some relevance mostly developed · mostly relevant well-developed · specific relevance to this participant The word that decides your band is relevance. Generic answers that would fit anybody sit in the bottom two bands, however much you write.PK
cd]2- ppt/slides/_rels/slide2.xml.rels
PK
cd] ppt/notesSlides/notesSlide2.xml
2PK
cd]xշ * ppt/notesSlides/_rels/notesSlide2.xml.rels
PK
cd]` ` ppt/slides/slide3.xml
DHS BTEC Sport · Component 1 · Task 1Page 3TYPES OF SPORT AND PHYSICAL ACTIVITYComplete the definitions, then add the benefits of taking part in each. Type Definition Benefits of taking part Sport c__________ activities that involve physical e________, have r______ and regulations and a N________ G________ B______ Outdoor activities activities carried out o________ or in recreation areas that are a____________ Physical fitness activities activities to increase f________ Sport splits into two kinds. Name them, with an example of each:PK
cd]W/ ppt/slides/_rels/slide3.xml.rels
PK
cd]K|Ő ppt/notesSlides/notesSlide3.xml
3PK
cd]9Y * ppt/notesSlides/_rels/notesSlide3.xml.rels
PK
cd]iv ppt/slides/slide4.xml
DHS BTEC Sport · Component 1 · Task 1Page 4WHO PROVIDES SPORT: THE THREE SECTORSComplete each sector, then add its four characteristics: funding source, aims, quality of provision, accessibility.Publiclocal a____________ and s______ provisionPrivateorganisations who aim to make a p______Voluntaryactivities provided by v____________ who have a common i________ in the sport or activity Characteristic Public Private Voluntary Funding source Aims Quality of provision Accessibility PK
cd]` ppt/slides/_rels/slide4.xml.rels
PK
cd]vs ppt/notesSlides/notesSlide4.xml
4PK
cd]J * ppt/notesSlides/_rels/notesSlide4.xml.rels
PK
cd](e e ppt/slides/slide5.xml
DHS BTEC Sport · Component 1 · Task 1Page 5ADVANTAGES AND DISADVANTAGES TO THE PARTICIPANTFive things to compare between sectors. Choose one activity someone could do in all three, then compare:Activity: ____________________________ Comparison point Public Private Voluntary Types and range of activities Types and range of equipment Cost of participation Access to the activity Additional products and services Additional products and services means things like a creche, refreshments, hire of equipment, or access to a sport sector professional such as a sports therapist.PK
cd]5 ppt/slides/_rels/slide5.xml.rels
PK
cd]W8 ppt/notesSlides/notesSlide5.xml
5PK
cd]Q e * ppt/notesSlides/_rels/notesSlide5.xml.rels
PK
cd]bº º ppt/slides/slide6.xml
DHS BTEC Sport · Component 1 · Task 1Page 6PROVIDERS NEAR YOUEvery place within reach where someone could take part. Sort them by sector and say how you know. Provider Sector How you know What they offer PK
cd]ج+ ppt/slides/_rels/slide6.xml.rels
PK
cd]z ppt/notesSlides/notesSlide6.xml
6PK
cd]=| * ppt/notesSlides/_rels/notesSlide6.xml.rels
PK
cd]ܞZ Z ppt/slides/slide7.xml
DHS BTEC Sport · Component 1 · Task 1Page 7TYPES OF PARTICIPANT, AND WHAT THEY NEEDComplete the age brackets:Primary school aged childrenaged ____ to ____Adolescentsaged ____ to ____Adultsaged ____ to ____Older adultsaged ____ and upDisabilities the spec names: v________, h________ and p________. Long-term health conditions: a________, type 2 d__________, high b______ p________, and c________ h______ d________ (CHD).Now the three kinds of need. Fill in as many as you can:Physical health needsSocial health needsMental health needsPK
cd]F ppt/slides/_rels/slide7.xml.rels
PK
cd])l ppt/notesSlides/notesSlide7.xml
7PK
cd]|g * ppt/notesSlides/_rels/notesSlide7.xml.rels
PK
cd]f ppt/slides/slide8.xml
DHS BTEC Sport · Component 1 · Task 1Page 8READING THE PARTICIPANTMarcus is 68 and recently retired. He has type 2 diabetes, lives alone, and has not exercised regularly for twenty years. He does not drive.Every need you write must be evidenced by words in the scenario. Quote the words that tell you it is there. Need Type: physical, social or mental The words in the scenario that evidence it A need you might guess at but cannot evidence, and why you would leave it out:PK
cd]6 ppt/slides/_rels/slide8.xml.rels
PK
cd]iސ ppt/notesSlides/notesSlide8.xml
8PK
cd]pO * ppt/notesSlides/_rels/notesSlide8.xml.rels
PK
cd]rh[_ _ ppt/slides/slide9.xml
DHS BTEC Sport · Component 1 · Task 1Page 9WHAT, HOW AND WHYNaming an activity earns almost nothing. The marks are in how it works and why that matters for this participant. Choose three activities for Marcus, from at least two different activity types. Activity (what) How it works for them Why that matters for this participant Check: underline every phrase that names something specific to your participant. Fewer than three per activity means the answer is still generic.PK
cd]>$ ppt/slides/_rels/slide9.xml.rels
PK
cd]q ppt/notesSlides/notesSlide9.xml
9PK
cd]1 * ppt/notesSlides/_rels/notesSlide9.xml.rels
PK
cd]pC4 4 ppt/slides/slide10.xml
DHS BTEC Sport · Component 1 · Task 1Page 10WHAT TASK 1A REQUIRESSuitable activities for the participant, justified: how and why each one meets their specific needs.The type of provision that would deliver them, with its characteristics.The advantages and disadvantages of that sector, for this participant and these activities.Relevance to the participant in every section, not just the introduction.BAND 4 CHECKLIST☐ Activities: what, how, why☐ Needs evidenced from the scenario☐ Provision has its own section☐ Sector characteristics given☐ Advantages AND disadvantages☐ Participant named throughoutThe most common way to lose marks. A strong activities section followed by provision covered in a sentence or two. Work with only a brief provision section is capped at the top of Band 2, however good the activities are. Give provision its own heading and at least three of the five comparison points.My target band for Task 1a:PK
cd]Ѳ ! ppt/slides/_rels/slide10.xml.rels
PK
cd]O ppt/notesSlides/notesSlide10.xml
10PK
cd]T + ppt/notesSlides/_rels/notesSlide10.xml.rels
PK
cd]Q*( ( ppt/slides/slide11.xml
DHS BTEC Sport · Component 1 · Task 1Page 11MODEL ANSWER: TASK 1AMarcus, 68, retired, type 2 diabetes, lives alone, twenty years without regular exercise, does not drive. Highlight the what, how and why in the first paragraph, and circle every mention of Marcus in the second.ACTIVITIES"Walking football would suit Marcus. It is a team sport played at low intensity with no running, which manages the impact on his joints at 68 and lets him rebuild fitness gradually after twenty years away from regular exercise. It also meets his social health needs: he lives alone, so a weekly session with the same group of people gives him regular contact and decreases loneliness. Because type 2 diabetes is managed partly by regular moderate activity, two sixty-minute sessions a week move him towards the government guideline of 150 minutes of moderate activity without a sudden jump in intensity."PROVISION"The local authority leisure centre is public sector provision, funded by the council rather than run for profit, so its aim is participation across the community rather than income. That matters for Marcus in three ways. Cost of participation is low and there is usually a concessionary rate for people over 60, so price is not a reason to stop going. Access is good, because council centres are placed in residential areas and served by bus routes, which he needs as he does not drive. The range of activities is broad, so if walking football does not suit him he can move to another session without joining somewhere new. The disadvantage is that public centres are busiest after work and the equipment is not always as new as a private gym's, though as a retired participant Marcus can attend at quieter times."PK
cd]; ! ppt/slides/_rels/slide11.xml.rels
PK
cd]s6ӑ ppt/notesSlides/notesSlide11.xml
11PK
cd]O + ppt/notesSlides/_rels/notesSlide11.xml.rels
PK
cd]j~' ' ppt/slides/slide12.xml
DHS BTEC Sport · Component 1 · Task 1Page 12TASK 1A PRACTICEPriya is 34, works full time in an office and has two children aged 4 and 6. She has asthma. She wants to be more active but says she has no time to herself and has not played sport since school. Choose three suitable activities for Priya and justify each one. Then choose the provision that would suit her and give its advantages and disadvantages. (12 marks)Continue on paper if you need more space.Band awarded: Named gap for next time:PK
cd]c ! ppt/slides/_rels/slide12.xml.rels
PK
cd]*)@ ppt/notesSlides/notesSlide12.xml
12PK
cd]Fb + ppt/notesSlides/_rels/notesSlide12.xml.rels
PK
cd]g2` ` ppt/slides/slide13.xml
DHS BTEC Sport · Component 1 · Task 1Page 13BARRIERS TO PARTICIPATIONFive groups of barrier. Complete each one: Group The barriers in this group Cost of participation c__________ · e____________ · t____________ Access to the activity l__________ of the activity · limited accessible t______________ · r__________ · the t______ of activity available Time lack of time due to other commitments: f________ · s______ · w______ Personal barriers Cultural barriers There are seven personal barriers and three cultural barriers in the specification. Fill in as many as you can from memory, then check.PK
cd]x ! ppt/slides/_rels/slide13.xml.rels
PK
cd]Ї ppt/notesSlides/notesSlide13.xml
13PK
cd]yv + ppt/notesSlides/_rels/notesSlide13.xml.rels
PK
cd]zb b ppt/slides/slide14.xml
DHS BTEC Sport · Component 1 · Task 1Page 14WHICH BARRIERS, AND WHYNaming a barrier earns almost nothing. The marks are in how it occurs and why it stops this participant. Three barriers from three different groups:Participant: ____________________________ Barrier and group How it occurs for them Why it stops them taking part One barrier this participant does NOT face, and why it does not apply:PK
cd]O ! ppt/slides/_rels/slide14.xml.rels
PK
cd]0 ppt/notesSlides/notesSlide14.xml
14PK
cd]?ݤ + ppt/notesSlides/_rels/notesSlide14.xml.rels
PK
cd]o;b ;b ppt/slides/slide15.xml
DHS BTEC Sport · Component 1 · Task 1Page 15METHODS TO ADDRESS THE BARRIERSComplete the methods for each group of barrier: Barrier group Methods that address it Cost d____________ pricing · h______ of equipment · free c____ p________ Access public transport d__________ · c______ hire · free parking · t________ days · staff t________ · increased range of provision · r______ · assistive technology: pool hoist, Braille signage, hearing loops Time c________ facilities · extended o________ hours Personal Cultural A method has to be feasible: the participant could actually use it, and the provider could actually offer it.PK
cd]*R ! ppt/slides/_rels/slide15.xml.rels
PK
cd]Qz ppt/notesSlides/notesSlide15.xml
15PK
cd]$Q + ppt/notesSlides/_rels/notesSlide15.xml.rels
PK
cd]|K6 6 ppt/slides/slide16.xml
DHS BTEC Sport · Component 1 · Task 1Page 16WHAT TASK 1B REQUIRESBAND 4 CHECKLIST☐ Barriers: how each occurs☐ Barriers: why each stops them☐ Methods: how each works☐ Methods: why each suits them☐ Feasible, not just possible☐ Participant named throughoutThe most common way to lose marks. Strong barriers, then methods listed a line each. Methods named without how they work or why they suit the participant sit in Band 2.Model answer: Marcus. Highlight how it occurs, why it stops him, how the method works, why it suits him:"One barrier for Marcus is personal: he has had an extended time off from participation, twenty years, so he expects to be the least able person there. This stops him taking part because someone who expects to be the worst in the room often does not attend at all, and one missed session becomes a habit.A feasible method is a taster day aimed at over-60s beginners. It works because everyone there is at the same starting point, so he is not comparing himself to established players, and it is one session rather than a commitment, which lowers the risk of turning up. A general beginners' session would help less, because the age range would be wide and he would still expect to be the slowest."My target band for Task 1b:PK
cd]
! ppt/slides/_rels/slide16.xml.rels
PK
cd] ppt/notesSlides/notesSlide16.xml
16PK
cd] y + ppt/notesSlides/_rels/notesSlide16.xml.rels
PK
cd]6' ' ppt/slides/slide17.xml
DHS BTEC Sport · Component 1 · Task 1Page 17TASK 1B PRACTICEPriya: 34, full time office work, two children aged 4 and 6, asthma, no sport since school. Explain three barriers to participation that Priya faces, from three different groups, and give a method to overcome each one. (12 marks)Continue on paper if you need more space.Band awarded: Named gap for next time:PK
cd]檋 ! ppt/slides/_rels/slide17.xml.rels
PK
cd]r. ppt/notesSlides/notesSlide17.xml
17PK
cd]BI + ppt/notesSlides/_rels/notesSlide17.xml.rels
PK
cd]k%T %T ppt/slides/slide18.xml
DHS BTEC Sport · Component 1 · Task 1Page 18PRACTICE PARTICIPANTSTask 1 gives you one participant. The way to get quick at reading one is to practise on many. Six here, and none of them are like each other.Isla, 9Plays for a primary school netball team. Small for her age and still learning the rules. Sessions are 45 minutes after school.Kofi, 15County-level 200m sprinter. Has a hearing impairment and uses hearing aids, which he removes to compete.Ravi, 47Office worker with high blood pressure, told by his GP to become more active. Has not exercised since his twenties. Plays badminton once a week.Nadia, 61Uses a wheelchair following a spinal injury eight years ago. Has recently taken up wheelchair basketball at a local club.Tom, 24Registered blind. Runs with a guide runner three times a week and wants to enter a half marathon.Amara, 13Has asthma, triggered by cold air. Wants to join the school football team but has stopped attending winter training.Pick a different participant each time you practise. The more people you write for, the faster you get at reading a new one.Practice tasks:1. Choose three suitable activities for one of them, and justify each with what, how and why.2. Choose the provision that would suit them, with its characteristics and its advantages and disadvantages.3. For a second participant, write three barriers from three different groups, and a feasible method for each.PK
cd]Yh ! ppt/slides/_rels/slide18.xml.rels
PK
cd] ppt/notesSlides/notesSlide18.xml
18PK
cd]N + ppt/notesSlides/_rels/notesSlide18.xml.rels
PK
cd]\"J "J ppt/slides/slide19.xml
DHS BTEC Sport · Component 1 · Task 1Page 19TASK 1 KNOWLEDGE ORGANISERA1 Types and providersSport: competitive, physical exertion, rules and regulations, National Governing Body. Team and individual.Outdoor activities: adventurous, outdoors or in recreation areas.Physical fitness activities: to increase fitness.Sectors: public (local authority and school, community aim), private (profit), voluntary (volunteers, common interest).Characteristics: funding source, aims, quality of provision, accessibility.Compare on: range of activities, equipment, cost, access, additional products and services.A2 Participants and needsAges: 5–11, 12–17, 18–49, 50 and up.Disabilities: visual, hearing, physical.Conditions: asthma, type 2 diabetes, high blood pressure, coronary heart disease.Physical needs: fitness, body composition, sleep, immunity, symptoms of conditions.Social needs: meet people, friends, fun, leadership and team working, decrease loneliness.Mental needs: stress, work life balance, depression risk, mood, self-confidence and self-esteem.A3 and A4 Barriers and methodsCost: clothing, equipment, transport. Methods: discounts, hire, free parking.Access: location, transport, resources, what is available. Methods: transport discounts, cycle hire, parking, taster days, staff training, more provision, ramps, assistive technology.Time: family, school, work. Methods: creche, extended hours.Personal: body image, confidence, parental influence, limited or lapsed participation, low fitness, health concerns. Methods: private changing, comfortable clothing, varied images, parent and child sessions, campaigns.Cultural: single sex sessions, clothing norms, role models. Methods: women only sessions, diverse staff, cultural awareness training.Task 1a: activities (what, how, why) plus provision in its own section, with advantages and disadvantages. Task 1b: barriers (how it occurs, why it stops them) plus feasible methods (how it works, why it suits them). Task 1 is sat on Monday 7 December.PK
cd]~ ! ppt/slides/_rels/slide19.xml.rels
PK
cd]0[ ppt/notesSlides/notesSlide19.xml
19PK
cd]i + ppt/notesSlides/_rels/notesSlide19.xml.rels
PK
cd]K ! ppt/slideMasters/slideMaster1.xml
PK
cd]N) , ppt/slideMasters/_rels/slideMaster1.xml.rels
PK
cd]6T T ! ppt/notesMasters/notesMaster1.xml
7/23/19Click to edit Master text stylesSecond levelThird levelFourth levelFifth level‹#›PK
cd]s* * , ppt/notesMasters/_rels/notesMaster1.xml.rels
PK
cd]Yn? ? ppt/media/image-1-1.jpg JFIF C
!'"#%%%),($+!$%$ C $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Ft" *{~u_O/c;nͮ1-RI5z.+%YPҜ'dj]DHN3lcRWHn`M$9IJ^u"S(g]&d%3ܦ7V,緗>E+][*%_KS@2vF_BJ]d.NR#&*$ Mc`4!'aMڵgy5=
0 b}'[3Z)Վ4C=ؗR˦jmg֙績n2RR/$E|Χ>k~.k$&Uvu99ߠ;1gO.,|ķmUMO
v:vYl[1A(Rvk1vkfu;'HE D0 hH t df@ & W[2eg};%mA:.icqݓ5Ez70gTjjБUWFuϢ4$ 81]ӕ҄ ` 4F
uםpӌɒ<͍Ljx*NzÌ9_͋ v+NZ.auaJBmC, !>3қ+kO:G 0 'M/2kv}9UpiNk1՞{JzʻWVihˢ.QڢtځLh]yׅ+] 0VeFilȲP"6(<\huI9e\kZ˦k.WV:1 eWk}!kHcc t C@0C0 MҾZ߮n6أ'?t2f > ` &