Portfolio of Evidence
Unit Learning Outcomes
Know how to maintain the safety of the people involved in sport and active leisure.
Learning Outcome 1: Indicative Content
Risks and hazards:
What is a ‘risk’ and what is a ‘hazard’.
Types of environment in which hazards may occur, i.e. sports hall, gym/fitness suite, swimming pool, changing room, playing fields, communal areas such as café, reception, leisure centre/multi-sport facility.
Types of hazard: i.e. environmental (slip or trip hazard, faulty equipment), biological (waste, infection), chemical (cleaning materials), psychological (stress, fatigue).
- sports hall (e.g. wet floor, rubbish on floor, hole in floor, broken basketball hoop, unsecured football goal, broken bench).
- gym/fitness suite (e.g. faulty/broken equipment, equipment too close to each other, fire doors blocked, dumbbells not put away).
- swimming pool (e.g. slippery sides, chipped tiles in or outside of pool, too much chlorine, broken diving board).
- changing room (e.g. damaged tiles in shower, broken bench or locker, wet/cleaned floor, boiling water from shower).
- playing fields (e.g. glass on surface, frozen surface, hole in ground, animal faeces, broken goals, drain on or near to pitch).
- communal areas (e.g. wet/cleaned floor, bags left unattended).
Ways to deal with potential hazards: i.e. checking of surfaces, equipment frequently, replacing faulty equipment quickly, servicing equipment frequently, safety signs visible such as when floor cleaned, avoiding using/moving activities to different/safer facilities, cordoning off areas that are not safe to use, using indoor facilities in event of bad weather.
1.1Identify potential hazards to people involved in sport and active leisure.
1.2Identify risks to people involved in sport and active leisure.
Know how to reduce risks to people involved in sport and active leisure.
Learning Outcome 2: Indicative Content
Organisations: e.g. clear health and safety policies/procedures, up to date health and safety procedures, regular staff training and supervision such as handling, lifting and constructing equipment such as trampolines or dealing with hazardous materials correctly, displaying health and safety signs/information clearly, dealing with hazards promptly, up to date risk assessments, use of personal protective equipment, keep areas clean and well maintained such as lighting working and floors cleaned regularly, observing people in activities such as in gym and using equipment, completing gym inductions with members, ensuring people use correct equipment when exercising/participating in sporting activities.
Individuals: e.g. have/wear correct equipment, have correct safety equipment, follow rules of the activity/organisation, listen to staff when using facilities, ensure put equipment away when finished using, ensure only participate if fit to do so, ensure know how to use equipment safely and properly, take off jewellery, avoid exercising when chewing gum, ensure footwear is suitable and secure, perform warm-ups and cool downs, work within own capabilities such as not lifting too heavy weights.
2.1Describe ways of minimising risks to people involved in sport and active leisure.
Be able to respond appropriately to given simulated emergency situations.
Learning Outcome 3: Indicative Content
Types of risk assessment (e.g. generic, site, dynamic), steps to a risk assessment (identify hazard, identify people at risk, work out the risk and decide on the control measures, record findings and implement them, review and update assessments), control measures (e.g. auditory, visual, physical, procedural), aims of risk assessment (e.g. eliminate, minimise, protect people from harm).
Should use a template that is used by an organisation such as a school, college, sports club, etc. to carry out the risk assessment.
Responding to emergency situations:
Types of emergency: i.e. accidents (e.g. seizure, choking, wounded and bleeding, shock, unconscious, fracture, dislocation, puncture), fire, missing person, chemical or gas leak, power cut, suspected bomb. (should follow recommended guidelines by St John’s ambulance/red cross for accidents).
Strengths/weaknesses of simulated emergency situation, action plan to improve in future.
3.1Respond appropriately to a given simulated emergency situation.