Endorsed Training Directory

Aim
To equip instructors with the necessary knowledge and skills to be able to adapt delivery of group exercise/gym-based exercise (depending on their previous qualifications and competency) to meet the needs of children and young people (CYP) in David Lloyd facilities. As a family club brand we are committed to ensuring the highest standards of safety and enjoyment for members of all ages and this training will enhance the product offering for CYP.
Learning outcomes
This course has been developed to map fully to the Working with children professional standards. As such, the learning outcomes align to the professional standard content.
On completion of the course, a learner will be able to:
1. Identify the components of the UNCRC, including the right to:
a. ­ Education.
b. ­ Play.
c. ­ Health.
d. ­ Respect for privacy and family life.
2. Describe the application of the UNCRC in sport and physical activity.
3. Describe the UNESCO guidelines on access to sport and physical activity.
4. Develop and deliver activities in accordance with the UNCRC.
5. Develop and deliver activities in accordance with the UNESCO guidelines on access to sport and physical activity.
6. Identify what is a safe environment for a child.
7. Detail the process for challenging when environments are deemed unsafe.
8. Describe the professional boundaries required when working with children.
9. Detail the process for challenging when practice and / or activities are deemed unsafe.
10. Describe the importance of providing inclusive practice.
11. Identify the elements of an inclusive environment.
12. Provide an inclusive and safe sport and physical activity environment for children.
13. Demonstrate delivery of inclusive activities for children.
14. Adhere to appropriate procedures, and professional standards.
15. Describe whole child development through different domains: e.g. physical, social, emotional, cognitive.
16. Identify the relationship between the different domains.
17. Identify a range of child development models: e.g. Youth Physical Development Model.
18. Explain the application of a child development model in sport and physical activity.
19. Explain the stages of children’s physical development and factors which might influence it or be influenced by it.
20. Explain the stages of children’s social development and factors which might influence it or be influenced by it.
21. Explain the stages of children’s emotional development and factors which might influence it or be influenced by it.
22. Explain the stages of children’s cognitive development and factors which might influence it be influenced by it.
23. Plan progressive activities developing across all relevant domains:
24. ­ Physical: e.g. fundamental movement skills, bodyweight management training, relative age effect, transitions.
25. ­ Social: e.g. social skills, confidence, competence, autonomy, decision making, leadership, relatedness and connection, transitions.
26. ­ Emotional: e.g. emotional self-awareness, recognising other’s emotions, emotional regulation.
27. “­ Cognitive: e.g. Piaget’s cognitive theories:
a. ○ Sensorimotor theory.
b. ○ Pre-operational theory.
c. ○ Concrete operational theory.
d. ○ Formal operational theory.”
28. Deliver progressive activities developing children across all relevant domains: e.g. physical, social, emotional, cognitive.
29. Demonstrate adaptation of activities based on the development needs of the child.
30. Evaluate activities developing children across all relevant domains: e.g. physical, social, emotional, cognitive.
31. Describe personal factors which may impact on participation: e.g. family, other physical activities, social activities, transitions.
32. “· Describe educational factors which may impact on participation in:
a. ­ Primary school.
b. ­ Secondary school / further education changes.
c. ­ School-club links.
d. ­ Transitions.”
33. Explain how to identify and respond to external factors which may influence