Life Sports Leader Level 1 study plan

Map the pedagogy domain into a one-page outline of skill-acquisition stages, teaching styles, and session-structure models

Define and contrast demonstration, explanation, and guided-discovery methods with a written example of each in a 60-minute session

Draft a leadership self-audit listing communication, feedback, and group-management behaviours you must demonstrate

Build a 10-item flashcard set on motor learning terms such as feedback timing, transfer, and retention

Write two full session plans (warm-up, main activity, cool-down) that state the teaching style, feedback strategy, and safety checkpoints

Summarise the three energy systems and state which dominates in short sprints, repeated efforts, and endurance work

Explain the FITT principle and apply it to a beginner, intermediate, and returning-from-injury participant

List the acute physiological responses to exercise (heart rate, stroke volume, ventilation, body temperature) and describe how each changes with training

Calculate estimated maximal heart rate, heart-rate reserve, and target training zones for two hypothetical participants

Compare carbohydrate, fat, and protein needs for a recreational athlete against general population guidelines and justify the differences

Describe hydration strategy before, during, and after exercise, including signs of dehydration and hyponatraemia risk

Outline the female athlete triad / relative energy deficiency in sport (RED-S) warning signs and the referral pathway

Explain intrinsic versus extrinsic motivation and give a coaching example that shifts a participant toward intrinsic motivation

Describe arousal, anxiety, and the inverted-U and catastrophe models, and state one practical intervention for each

Summarise group cohesion, social loafing, and dropout research findings relevant to recreational sport

Identify sociological factors (access, gender, culture, socioeconomic status) that affect participation and list two inclusion actions

Define the planes of motion, joint actions, and the muscle roles (agonist, antagonist, stabiliser, neutraliser) with one sporting example each

Explain levers and mechanical advantage and apply them to a throwing and a lifting movement

Describe the stretch-shortening cycle and its role in jumping and change of direction

Interpret force-velocity, length-tension, and angle-torque relationships when choosing a teaching cue

Classify injuries as acute or overuse and state the tissue type and mechanism for five common sport injuries

Apply the current soft-tissue injury management approach (protection, optimal loading, ice, compression, elevation, referral) and explain why prolonged rest is discouraged

Describe concussion recognition, immediate removal from play, and the graduated return-to-sport principle

List environmental risk controls for heat, cold, and lightning, and state the basic emergency action plan sequence

Draft an 8-week beginner programme with progressive overload, weekly volume, and a review checkpoint

Produce a facility risk-assessment checklist covering surface, equipment, access, supervision ratios, and emergency access

Summarise the duty-of-care, negligence (duty, breach, causation, harm), informed consent, and insurance concepts a leader must apply

Explain how to handle a safeguarding or misconduct disclosure, including recording and escalation

Re-test all previously missed items from the week 4 error log and confirm each is now correct

Complete two full-length timed mock exams under exam conditions and score them by domain

Rehearse practical explanations aloud for feedback, warm-up design, injury response, and inclusion scenarios

Compile a final one-page revision sheet of the 20 weakest facts and recite it without notes