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C1 LO C Student Booklet
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DHS PE Department
DHS PE Department
1
2026-08-31T12:35:06Z
2026-08-31T12:35:06Z
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DHS BTEC SPORT · COMPONENT 1Task 3.Preparing participants to take part in sport and physical activityNAME:TEACHER:Year 10 · Weeks 1–4 · Task 3a: Fri 9 OctPK
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DHS BTEC Sport · Component 1 · Task 3Page 2TASK 3: WHAT AND WHENTask 3 is worth 24 of Component 1's 60 marks, and it is the first task you sit. This booklet is your workbook for the four teaching weeks and your planning tool for the task itself.WEEKS 1–4Learn itPlan, adapt and deliver warm-ups. Every lesson builds the skill.WEEKS 5–7Task 3a: written planSat Fri 9 Oct under supervision. About 2 hours, 12 marks.WEEK 10Task 3b: deliveryFilmed Wed 4 & Thu 5 Nov. You deliver your warm-up. 12 marks.Every warm-up has three phases. The colours below follow the phases through this booklet:1 · Pulse raiser2 · Mobilisers3 · Preparation stretchesA Task 3 plan missing any phase is capped, no matter how good the rest is. Every answer is written for the participant in the paper. Linking your choices to them, by name, is where the marks are.PK
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DHS BTEC Sport · Component 1 · Task 3Page 3WHAT IS A WARM-UP?Complete the definition: a warm-up is a period of p___________ for exercise or performance, using g_________ activity that readies the body for what is about to be asked of it.What could happen to a performer who skips the warm-up? Give three risks:Label the three phases in order, then add one example activity for each:1Phase:Example:2Phase:Example:3Phase:Example:PK
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DHS BTEC Sport · Component 1 · Task 3Page 4PULSE RAISER ACTIVITIESComplete the definition: activities that g__________ increase in i__________ to increase the h_______ r______. A pulse raiser should last 3–5 minutes and finish close to the pace of the activity.Activity bank: jogging · skipping · high knees · heel flicks · side-steps · runs at 25% / 50% / 75% pace · sport-specific movements (dribbling, passing patterns, court movements)Design a 4-minute pulse raiser for a sport of your choice. Build the intensity in steps:Sport: Order Activity and description Time One teaching point 1 2 3 4 PK
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DHS BTEC Sport · Component 1 · Task 3Page 5CARDIORESPIRATORY RESPONSESThe cardiorespiratory system is the heart, blood vessels and lungs. Complete all five responses to the pulse raiser, then explain why each one helps the performer. Response Why it helps the performer 1. Increased h_______ r______ 2. Increased b____________ r______ 3. Increased d________ of b____________ 4. Increased supply of o_________ to the working m_________ 5. Increased removal of c________ d__________ Check: which two responses are about oxygen getting IN, and which is about waste getting OUT?PK
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DHS BTEC Sport · Component 1 · Task 3Page 6MUSCULOSKELETAL RESPONSESComplete the three responses to the pulse raiser: increased t____________ of the muscles · increased p__________ of the muscles · reduced risk of muscle s________. Key term: pliability means the quality of being easily bent; flexibility.Exam practice. Tom is a footballer. He plays for his local team and has been asked by his coach to lead the warm-up for his squad this Saturday. Identify three pulse-raiser exercises Tom could use, and explain the effect of the pulse raiser on the cardiorespiratory and musculoskeletal systems. (6 marks)PASS correct activities and responses namedMERIT described and linked to the body systemDISTINCTION every choice justified for this participant and activityPK
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DHS BTEC Sport · Component 1 · Task 3Page 7STRUCTURING A SCENARIO ANSWER1 · Define the phase, in spec language2 · Describe named exercises with a teaching point3 · Cardiorespiratory response, and why it helps4 · Musculoskeletal response, and why it helps5 · Link to this participant and this activity, by nameModel answer: Rafael, 12, city school, loves basketball. Highlight where each of the five steps appears, and circle every link to Rafael:Notes:Count the links to Rafael: Fewer than three means the answer is not yet Band 4."A pulse raiser is an activity that gradually increases in intensity to raise the heart rate. Rafael's group would start with a gentle jog around the court, build into side-steps, then high knees, finishing with sprints to the key at 75% pace, basketball movements he already knows, which suits his confidence with invasion games. During this his heart rate and breathing rate increase, and he breathes more deeply, so more oxygen reaches his working muscles and carbon dioxide is removed faster, meaning he can play at full intensity from tip-off. At the same time his muscle temperature rises and his muscles become more pliable, reducing his risk of a strain when he jumps for a rebound, which matters because Rafael plays on hard indoor courts."PK
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DHS BTEC Sport · Component 1 · Task 3Page 8MOBILISERS: OILING THE JOINTSComplete the definition: activities that take the j_______ through their r_______ of m___________, starting with s________ movements and making these b________ as the warm-up progresses. Joint Mobiliser exercise, small to big 1 · Shoulders 2 · Elbows 3 · Wrists wrist circles and waves 4 · Hips 5 · Knees 6 · Ankles ankle rolls, both ways 123456The body's response. Musculoskeletal: increased production of s__________ f________ in the joints, which lubricates them and increases range of movement. Cardiorespiratory: a slight drop in heart rate and breathing rate, because intensity is lower than the pulse raiser. That drop is normal. Say it in answers.PK
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DHS BTEC Sport · Component 1 · Task 3Page 9THE ELEVEN MUSCLESWord bank: deltoids · biceps · triceps · abdominals · obliques · erector spinae · hip flexors · gluteus maximus · quadriceps · hamstrings · gastrocnemiusWrite the muscle for each numbered marker: 1234567891011FRONTBACK1.2.3.4.5.6.7.8.9.10.11.Look, cover, check: 90 seconds. Score: / 11PK
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DHS BTEC Sport · Component 1 · Task 3Page 10TYPES OF STRETCHPreparation stretches are activities to stretch the main muscles that will be used in the physical activity. Complete the grid:StaticWhat it means:Example:DynamicWhat it means:Example:SimpleWhat it means:Example:CompoundWhat it means:Example:Responses to the stretch phase. Complete:Cardiorespiratory: static stretches make heart rate and breathing rate d______ f_________ · dynamic stretches keep them e__________.Musculoskeletal: muscles are fully e____________, so they are less likely to t______ during the sport or activity session.PK
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DHS BTEC Sport · Component 1 · Task 3Page 11YOUR STRETCH BANKOne stretch per muscle, with its key point in a few words. You will reuse this bank in your Task 3a plan, so choose stretches you can actually demonstrate. S/D = static or dynamic. S/C = simple or compound. Muscle Stretch: name it and its key point S/D S/C Deltoids Biceps Triceps Abdominals Obliques Erector spinae Hip flexors Gluteus maximus Quadriceps Hamstrings Gastrocnemius PK
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DHS BTEC Sport · Component 1 · Task 3Page 12THE RESPONSES TABLEThis table is the physiology behind Task 3a. Fill it in from memory, then check against your notes and correct in a different colour. Cardiorespiratory responses Musculoskeletal responses Pulse raiser Mobilisers Preparation stretches Scores: pulse raiser has 5 CR + 3 MS · mobilisers 2 CR + 1 MS · stretches 2 CR + 1 MS. How many of the 14 did you get?PK
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DHS BTEC Sport · Component 1 · Task 3Page 13ADAPTING FOR DIFFERENT PARTICIPANTSWarm-ups are adapted four ways. Complete each with what it means and who needs it:IntensityImpactTimingType of stretchFor each participant, write the two most important adaptations and why: Participant Adaptations and reasons 68-year-old, returning to exercise 9-year-old beginners Participant with a hearing impairment PK
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DHS BTEC Sport · Component 1 · Task 3Page 14EXAM PRACTICE: ALEXAlex is a 63-year-old retired woman with high blood pressure. She used to cycle, play rugby and snowboard, but has been inactive since her diagnosis and wants to return to gentle exercise. Plan the pulse raiser for Alex's warm-up and justify two adaptations you have made for her. (6 marks)Name the adaptation type (intensity, impact, timing, stretch type) and the reason it suits Alex: both her age and her blood pressure.PASS correct activities and responses namedMERIT described and linked to the body systemDISTINCTION every choice justified for this participant and activityPK
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DHS BTEC Sport · Component 1 · Task 3Page 15ADAPTING TO THE PHYSICAL ACTIVITYA warm-up becomes specific to an activity three ways: use equipment from the activity · use movements from the activity · stretch the muscles the activity uses most.Plan the sport-specific layer for two different activities: Activity 1: Activity 2: Equipment in the warm-up Movements from the activity Three muscles to stretch, and why those Generic warm-ups cap marks. Specific to the participant and the activity reaches the top of the grid.PK
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DHS BTEC Sport · Component 1 · Task 3Page 16EXAM PRACTICE: DORIS (TIMED, 15 MINUTES)Doris is an 80-year-old woman who walks daily and wants to join a gentle aqua-aerobics class at her local pool. Write a plan for Doris's full warm-up: pulse raiser, mobilisers and preparation stretches. Explain the effects on her cardiorespiratory and musculoskeletal systems, and justify your adaptations. (9 marks)Five steps · all three phases · Doris in every paragraph. Continue on paper if you need more space.Band awarded: Target for next time:PK
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DHS BTEC Sport · Component 1 · Task 3Page 17DELIVERING A WARM-UP: ORGANISATIONSix decisions are made before any delivery. Complete each one: s________ (areas used) · e____________ · organisation of p_______________ · t________ · d_________________ · p____________ (where you stand).Draw your delivery space from above. Mark participants, equipment, where you stand for each phase, and where the camera goes in November:Check: could someone else run your session from this drawing alone?PK
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DHS BTEC Sport · Component 1 · Task 3Page 18SUPPORTING PARTICIPANTS AS THEY TAKE PARTWhile participants warm up, the leader is o__________ them, providing i______________, providing t__________ p________ and providing f____________.Build your teaching-point bank. One cue, five words or fewer, that fixes the most common mistake: Exercise Common mistake Your cue (5 words or fewer) Jogging High knees Arm swings Hip circles Quadriceps stretch Walking lunge Test them in the practical: your partner performs the exercise badly on purpose. Does your cue fix it?PK
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DHS BTEC Sport · Component 1 · Task 3Page 19WHAT TASK 3A REQUIRESA warm-up plan for your chosen activity, for the participant in the paper. About 2 supervised hours, 12 marks.All three phases: pulse raiser, mobilisers, preparation stretches. Missing one caps the mark.Activities described in enough detail that someone else could run them.Every choice justified: the effect on the cardiorespiratory and musculoskeletal systems.Specific relevance to the participant and the activity, in every section, not just the introduction.BAND 4 CHECKLIST☐ All 3 phases, fully detailed☐ Every activity justified☐ CR and MS effects for each phase☐ Participant named throughout☐ Activity-specific choices☐ Adaptations with reasonsUse this on every draft.Timeline. Week 5: plan against the released paper · Weeks 6–7: type up and practice runs · Task 3a sat Fri 9 Oct · Task 3b filmed Wed 4 & Thu 5 Nov.PK
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DHS BTEC Sport · Component 1 · Task 3Page 20WARM-UP PLAN · 1 · PULSE RAISER Activity and description Time Teaching points CR effect MS effect Why these choices suit the participant and the activity (name them):PK
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DHS BTEC Sport · Component 1 · Task 3Page 21WARM-UP PLAN · 2 · MOBILISERS AND STRETCHESMobilisers: small movements first, bigger as you go. Activity and description Joints / muscles Teaching points CR + MS effects Preparation stretches: the muscles this activity uses. Activity and description Joints / muscles Teaching points CR + MS effects Adaptations made for this participant, and why:PK
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DHS BTEC Sport · Component 1 · Task 3Page 22PRACTICE SCENARIO: SAMANTHASamantha is a 26-year-old single mother of two young children. She works full-time, is lacking self-confidence, and misses spending time with friends. She has chosen to try a weekly netball session.Complete the full plan template on pages 20 and 21 for Samantha's netball warm-up.Use the Band 4 checklist on page 19 as you write, not after.Swap booklets: your partner circles every link to Samantha and counts them.Fewer than three links per section? Rewrite the weakest part before the end of the lesson.Links to Samantha counted: Band your partner would award: Your target:PASS correct activities and responses namedMERIT described and linked to the body systemDISTINCTION every choice justified for this participant and activityNext lesson this plan is banded. Planning week starts Monday: you will do this again against the real released paper.PK
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DHS BTEC Sport · Component 1 · Task 3Page 23DELIVERY CHECKLIST: PRACTICALS AND TASK 3BEvery Friday practical builds towards the filmed delivery on Wed 4 & Thu 5 Nov. Tick what the leader showed each week: The leader... P1 P2 P3 P4 Task 3b organised space and equipment before starting used clear demonstrations positioned where everyone could see and hear observed participants and adjusted gave clear instructions gave teaching points during activities gave feedback afterwards: a strength and an improvement Film check: voice up, face visible, participants clearly led. You only get credit for what the camera can see and hear.PK
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DHS BTEC Sport · Component 1 · Task 3Page 24PRACTICE PARTICIPANTSTask 3a 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. Plan a full warm-up for one of them: all three phases, with timings and teaching points.2. Write the two adaptations that matter most for them, and say why each one suits them.3. For a second participant, write only the pulse raiser, and justify every choice with a body-system effect.PK
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DHS BTEC Sport · Component 1 · Task 3Page 25TASK 3 KNOWLEDGE ORGANISERPulse raiserGradual intensity increase to raise heart rate · 3–5 min.CR: heart rate, breathing rate, depth of breathing, oxygen supply, CO2 removal, all increased.MS: muscle temperature up, pliability up, strain risk down.MobilisersJoints through their range of movement, small to big.CR: slight drop in heart rate and breathing rate.MS: synovial fluid production up, joints lubricated, range of movement up.Preparation stretchesMain muscles of the activity · static or dynamic · simple or compound.CR: static drops heart rate further, dynamic keeps it elevated.MS: muscles fully extended, less likely to tear.Adapt: intensity · impact · timing · type of stretch, for the participant and the activity. Specific to the activity: its equipment, its movements, its muscles.Deliver: space, equipment, organisation of participants, timing, demonstrations, positioning · then observe, instruct, give teaching points, give feedback. Answer structure: define · describe · CR · MS · link.PK
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