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LCA Active Leisure Studies study materials
LCA Active Leisure Studies study resources

LCA Active Leisure Studies: Planning, Leading and Evaluating Leisure Activities

LCA Active Leisure Studies · Work through your exam, one topic at a time.

All guide sections

Planning, Leading and Evaluating Leisure Activities

What this domain tests

Planning, Leading and Evaluating Leisure Activities tests whether you can turn an aim into a safe, inclusive session, lead it clearly, and judge success with evidence.

Core rules

  • Aims are broad; objectives are specific and observable. Use SMART: specific, measurable, achievable, relevant, time-bound.
  • A session plan includes group profile, aim and objective, equipment, venue, safety, warm-up, main activity, conditioned game, cool-down, timings, differentiation, and contingency.
  • Leadership styles: autocratic for quick safety decisions, democratic for shared decisions, and laissez-faire for low direction, which is risky for beginners. Match style to risk and group maturity.
  • Instructions should be short, sequenced, checked, and demonstrated. Use whole-part-whole for complex skills.
  • Differentiation changes space, time, equipment, rules, or task, not just the same task for everyone.
  • Evaluation can be formative during the session or summative after it. Use observation checklists, peer feedback, attendance, incidents, and participant voice.

Worked example

A 60-minute basketball session for 12 beginners aged 10–12 aims to improve chest passing. SMART objective: by the end, 80% of participants can complete 8 out of 10 chest passes to a moving partner with correct foot and hand technique. Plan: 10-minute RAMP warm-up; 10-minute demonstration and shadow drill; 20-minute partner practice with a defensive shadow; 10-minute conditioned game requiring three passes before scoring; 5-minute cool-down and debrief. Reasoning: the objective is measurable; the game rewards the skill; the evaluation checklist records whether the target was met.

Traps

  • Writing have fun as the only objective with no indicator.
  • Over-explaining and cutting practice time.
  • Evaluating with it went well rather than evidence.
  • Ignoring a participant who cannot access the task.
  • Changing the plan mid-session without checking safety.

Exam focus

Show the objective, the teaching sequence, and the evaluation method as one linked chain.