PK c]_rels/PK c] docProps/PK c]ppt/PK c] ppt/_rels/PK c] ppt/charts/PK c]ppt/charts/_rels/PK c]ppt/embeddings/PK c] ppt/media/PK c]ppt/slideLayouts/PK c]ppt/slideLayouts/_rels/PK c]ppt/slideMasters/PK c]ppt/slideMasters/_rels/PK c] ppt/slides/PK c]ppt/slides/_rels/PK c] ppt/theme/PK c]ppt/notesMasters/PK c]ppt/notesMasters/_rels/PK c]ppt/notesSlides/PK c]ppt/notesSlides/_rels/PK c]MM[Content_Types].xml PK c]]] _rels/.rels PK c]u% docProps/app.xml 0 0 Microsoft Office PowerPoint On-screen Show (16:9) 0 42 42 0 0 false Fonts Used 2 Theme 1 Slide Titles 42 Arial Calibri Office Theme Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Slide 26Slide 27Slide 28Slide 29Slide 30Slide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42 PptxGenJS false false false 16.0000 PK c]?[docProps/core.xml C1 LO B Teacher Deck PptxGenJS Presentation DHS PE Department DHS PE Department 1 2026-08-31T12:28:59Z 2026-08-31T12:28:59Z PK c]*ppt/_rels/presentation.xml.rels PK c]Oݨ ppt/theme/theme1.xmlPK c]]ppt/presentation.xml PK c]Xppt/presProps.xml PK c]ppt/tableStyles.xml PK c]D >00ppt/viewProps.xml PK c]H7t!ppt/slideLayouts/slideLayout1.xml PK c]ђ77,ppt/slideLayouts/_rels/slideLayout1.xml.rels PK c]k""ppt/slides/slide1.xml DHS BTEC SPORT · COMPONENT 1Task 2.Equipment and technology required for participants to useYear 10 · Weeks 22 to 24 · Task 2: Monday 22 FebruaryPK c]3 ppt/slides/_rels/slide1.xml.rels PK c]=6ppt/notesSlides/notesSlide1.xml LO B is taught from w/c 25 January, weeks 22 to 24, with Task 2 sat on Mon 22 Feb in week 26. Spec Issue 4 pp.13-14. Task 3 and Task 1 are already banked by this point, so this is the last taught outcome before the internal deadline in April.1PK c]:A*ppt/notesSlides/_rels/notesSlide1.xml.rels PK c]$22ppt/slides/slide2.xml DHS BTEC Sport · Component 1 · Task 2The structureThree questions, and they stack.B1What equipment do participants use?Eight categories, from clothing to performance analysis.B2What has technology done to each of those eight?The same eight categories again, but the technological developments this time.B3What are the limitations of that technology?Five limitations. Without these, an answer is only half an argument.B1 and B2 are the same eight categories twice: what the item is, then what technology has done to it. Learn them as pairs and you have learned both.PK c]2- ppt/slides/_rels/slide2.xml.rels PK c]f**ppt/notesSlides/notesSlide2.xml This mapping is the single most useful idea in LO B. Students who learn the eight categories once, then hang the technology onto them, halve the workload.2PK c]xշ*ppt/notesSlides/_rels/notesSlide2.xml.rels PK c]Ŕ,,ppt/slides/slide3.xml DHS BTEC Sport · Component 1 · Task 2Task 2Task 2: what it asks, and what caps it.The demandapply your knowledge of sports clothing, equipment AND technology required for the participant in the paper to take part in their chosen activity. 12 marks, about one hourThe capcovering equipment but not technology, or technology but not equipment, caps the mark however good the covered half isThe Band 4 movejustify every choice for THIS participant, name the technological developments, and give benefits AND limitationsLearn from what has scored badly before: work that was relevant to the chosen sport but showed little relevance to the selected participant sat in Band 2, even when a broad range of items was covered.PK c]W/ ppt/slides/_rels/slide3.xml.rels PK c]vצ<77ppt/notesSlides/notesSlide3.xml Task 2 is 12 of Component 1's 60 marks and the last one sat. The two-strand cap works exactly like the provision cap in Task 1a: cover both or lose the top bands.3PK c]9 Y*ppt/notesSlides/_rels/notesSlide3.xml.rels PK c]Q__ppt/slides/slide4.xml DHS BTEC Sport · Component 1 · Task 2Week 22 · Lesson 1LESSON 1Clothing and footwearBy the end of this lesson…Name the types of sports clothing and footwear in the specificationExplain why a participant would choose each oneMatch clothing and footwear to a sport and a participantPK c]` ppt/slides/_rels/slide4.xml.rels PK c]&ppt/notesSlides/notesSlide4.xml LO B opens, w/c 25 January. Tasks 1 and 3 are banked, so this is the final taught outcome before the April deadline.4PK c]J *ppt/notesSlides/_rels/notesSlide4.xml.rels PK c]L&&ppt/slides/slide5.xml DHS BTEC Sport · Component 1 · Task 2Lesson 1RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three sectors that provide sport2. Name the four ways a warm-up is adapted3. Name three barriers to participationAnswers: reveal after 5 min1. Public · private · voluntary2. Intensity · impact · timing · type of stretch3. Any three from cost, access, time, personal, culturalPK c]5 ppt/slides/_rels/slide5.xml.rels PK c]!Rppt/notesSlides/notesSlide5.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.5PK c]Qe*ppt/notesSlides/_rels/notesSlide5.xml.rels PK c]Fm'm'ppt/slides/slide6.xml DHS BTEC Sport · Component 1 · Task 2Lesson 1LEARNClothing and footwear.Clothingsports kit · waterproof clothing · training clothing, for example bibsFootweartrainers · studded boots · sport-specific footwearThe question that earns marks is not what, it is why. Studded boots for a footballer playing on grass in winter, because the studs grip a soft surface and reduce the risk of slipping. That sentence names the item, the participant's activity, the conditions, and the reason. Naming "boots" on its own earns very little.PK c]ج+ ppt/slides/_rels/slide6.xml.rels PK c](--ppt/notesSlides/notesSlide6.xml Spec B1 verbatim. Set the justification habit from lesson one: item, participant, activity, reason. It is the same shape as the what/how/why frame from LO A.6PK c]=|*ppt/notesSlides/_rels/notesSlide6.xml.rels PK c]*ppt/slides/slide7.xml DHS BTEC Sport · Component 1 · Task 2Week 22 · Lesson 2LESSON 2Sport-specific, protection and safety equipmentBy the end of this lesson…Name the four kinds of sport-specific equipmentName the protection, safety and first aid equipment in the specificationChoose the right equipment for a given participant and activityPK c]F ppt/slides/_rels/slide7.xml.rels PK c])lppt/notesSlides/notesSlide7.xml 7PK c]|g*ppt/notesSlides/_rels/notesSlide7.xml.rels PK c]78''ppt/slides/slide8.xml DHS BTEC Sport · Component 1 · Task 2Lesson 2RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three types of sports clothing2. Name the three types of footwear3. Why would a participant choose studded boots?Answers: reveal after 5 min1. Sports kit · waterproof clothing · training clothing such as bibs2. Trainers · studded boots · sport-specific footwear3. The studs grip a soft surface such as winter grass and reduce the risk of slippingPK c]6 ppt/slides/_rels/slide8.xml.rels PK c]i̴ppt/notesSlides/notesSlide8.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.8PK c]pO*ppt/notesSlides/_rels/notesSlide8.xml.rels PK c]؜o,,ppt/slides/slide9.xml DHS BTEC Sport · Component 1 · Task 2Lesson 2LEARNEquipment for taking part, and for staying safe.Sport-specific equipmentparticipation equipment, e.g. balls and rackets · travel-related equipment, e.g. a kayak · scoring equipment, e.g. goalposts · fitness training equipment, e.g. dumbbellsProtection and safetymouth protection · head protection · eye protection · body protection · floatation devicesFirst aid equipmentice packs · bandages · defibrillatorFour kinds of sport-specific equipment, and the spec gives an example of each. Learn the examples: they are what the mark scheme was written from.PK c]>$ ppt/slides/_rels/slide9.xml.rels PK c]  ppt/notesSlides/notesSlide9.xml Spec B1 verbatim. The defibrillator is worth pausing on: students rarely think of first aid equipment as sports equipment, and it is examinable.9PK c]1*ppt/notesSlides/_rels/notesSlide9.xml.rels PK c], qqppt/slides/slide10.xml DHS BTEC Sport · Component 1 · Task 2Week 22 · Lesson 3LESSON 3Assistive equipment, facilities, officiating and analysisBy the end of this lesson…Name the remaining four equipment categoriesExplain how assistive equipment enables participationComplete the full list of eight categories from memoryPK c]Ѳ!ppt/slides/_rels/slide10.xml.rels PK c]O ppt/notesSlides/notesSlide10.xml 10PK c]T+ppt/notesSlides/_rels/notesSlide10.xml.rels PK c]A̠&&ppt/slides/slide11.xml DHS BTEC Sport · Component 1 · Task 2Lesson 3RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the four kinds of sport-specific equipment2. Name three types of protection equipment3. Name three pieces of first aid equipmentAnswers: reveal after 5 min1. Participation · travel-related · scoring · fitness training equipment2. Any three: mouth, head, eye, body protection, floatation devices3. Ice packs · bandages · defibrillatorPK c];!ppt/slides/_rels/slide11.xml.rels PK c]' ppt/notesSlides/notesSlide11.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.11PK c]O+ppt/notesSlides/_rels/notesSlide11.xml.rels PK c]X'44ppt/slides/slide12.xml DHS BTEC Sport · Component 1 · Task 2Lesson 3LEARNThe last four categories.Equipment for people with disabilities, or assistive technologya wheelchair, for example an adapted wheelchair for wheelchair tennisFacilitiesindoor facilities, e.g. sports halls and gyms · outdoor facilities, e.g. outdoor pitches, a climbing wall, artificial snow domesOfficiating equipmentwhistle · microphone · earpiecePerformance analysissmart watches · heart rate monitors · applicationsThat is all eight categories. Everything in B2 is a technological development of one of these eight.PK c]c!ppt/slides/_rels/slide12.xml.rels PK c]gy,, ppt/notesSlides/notesSlide12.xml Spec B1 verbatim. Recap all eight now: clothing, footwear, sport-specific, protection and safety, assistive, facilities, officiating, performance analysis.12PK c]Fb+ppt/notesSlides/_rels/notesSlide12.xml.rels PK c]ppt/slides/slide13.xml DHS BTEC Sport · Component 1 · Task 2Week 22 · PracticalPRACTICALPractical: the equipment audit.Walk the department: sports hall, gym, outdoor pitches, the first aid store and the equipment cupboardLog every item you find under the eight categories in your bookletFor three items, write the justification sentence: item, participant, activity, reasonAnything you cannot categorise, bring back to the class and we will place it togetherPK c]x!ppt/slides/_rels/slide13.xml.rels PK c]u"KK ppt/notesSlides/notesSlide13.xml A physical audit makes the eight categories concrete and fills booklet pages 3 and 4 with real examples rather than invented ones. Check the first aid store is accessible and supervised.13PK c]yv+ppt/notesSlides/_rels/notesSlide13.xml.rels PK c]Z2ppt/slides/slide14.xml DHS BTEC Sport · Component 1 · Task 2Week 23 · Lesson 4LESSON 4Technology in clothing, footwear and equipmentBy the end of this lesson…Name the technological developments in clothing, footwear and sport-specific equipmentExplain how each development improves performance or experienceUse the word development, not just the word technologyPK c]O!ppt/slides/_rels/slide14.xml.rels PK c]}du   ppt/notesSlides/notesSlide14.xml B2 begins. The discriminator here is precise: naming a technology is not the same as naming a technological development.14PK c]?ݤ+ppt/notesSlides/_rels/notesSlide14.xml.rels PK c];驸''ppt/slides/slide15.xml DHS BTEC Sport · Component 1 · Task 2Lesson 4RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name all eight equipment categories2. Give the spec's example of assistive equipment3. Name the three pieces of officiating equipmentAnswers: reveal after 5 min1. Clothing · footwear · sport-specific · protection and safety · assistive · facilities · officiating · performance analysis2. An adapted wheelchair for wheelchair tennis3. Whistle · microphone · earpiecePK c]*R!ppt/slides/_rels/slide15.xml.rels PK c]=E ppt/notesSlides/notesSlide15.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.15PK c]$Q+ppt/notesSlides/_rels/notesSlide15.xml.rels PK c]َ"..ppt/slides/slide16.xml DHS BTEC Sport · Component 1 · Task 2Lesson 4LEARNWhat technology has done to the first three.Clothingimproved thermoregulation, keeping the performer at the right temperature · clothing designed to improve aerodynamicsFootwearsport-specific new designs or materials · improved grip · reboundSport-specific equipmentnew materials for lightness and strength, including composite materials, for example a tennis racquet · new design of equipment to improve performance, for example golf driver designSaying "they use a tennis racquet" is equipment. Saying "composite materials make the racquet lighter and stronger, so she can swing faster" is a technological development. Only the second one earns the technology marks.PK c] !ppt/slides/_rels/slide16.xml.rels PK c]jj ppt/notesSlides/notesSlide16.xml Spec B2 verbatim. The moderator's comment on the medium-mark exemplar was that technological developments in items other than wearable tech were only sometimes referenced. This slide is aimed at exactly that gap.16PK c] y+ppt/notesSlides/_rels/notesSlide16.xml.rels PK c]ppt/slides/slide17.xml DHS BTEC Sport · Component 1 · Task 2Week 23 · Lesson 5LESSON 5Technology in protection, assistive equipment and facilitiesBy the end of this lesson…Name the technological developments in protection, assistive equipment and facilitiesExplain how each one benefits the participantExplain how assistive technology widens participationPK c]檋!ppt/slides/_rels/slide17.xml.rels PK c]r. ppt/notesSlides/notesSlide17.xml 17PK c]BI+ppt/notesSlides/_rels/notesSlide17.xml.rels PK c]5a'a'ppt/slides/slide18.xml DHS BTEC Sport · Component 1 · Task 2Lesson 5RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Give two technological developments in sports clothing2. Give three technological developments in footwear3. What makes a modern tennis racquet different, and why does it help?Answers: reveal after 5 min1. Improved thermoregulation · clothing designed to improve aerodynamics2. Sport-specific new designs or materials · improved grip · rebound3. Composite materials make it lighter and stronger, so the player can swing faster with more controlPK c]Yh!ppt/slides/_rels/slide18.xml.rels PK c]8h ppt/notesSlides/notesSlide18.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.18PK c]N+ppt/notesSlides/_rels/notesSlide18.xml.rels PK c]l7-7-ppt/slides/slide19.xml DHS BTEC Sport · Component 1 · Task 2Lesson 5LEARNProtection, assistive technology and facilities.Protection and safety equipmentimproved protection design · lighter weight · improved performance, for example the shape of cycle helmets to improve aerodynamicsEquipment for people with disabilities, or assistive technologyprosthetics · sport-specific wheelchairs · equipment to support people with visual and hearing impairmentsFacilitiesfacilities that simulate environments to replicate competition in other locations · all weather surfaces · surfaces to reduce the risk of injuryNotice the cycle helmet: it protects AND improves performance. The best examples do two things at once, and saying both earns more.PK c]~!ppt/slides/_rels/slide19.xml.rels PK c]/C33 ppt/notesSlides/notesSlide19.xml Spec B2 verbatim. Assistive technology links back to LO A: it is also a method of overcoming a barrier to participation, so the two outcomes reinforce each other.19PK c]i+ppt/notesSlides/_rels/notesSlide19.xml.rels PK c]Zrrppt/slides/slide20.xml DHS BTEC Sport · Component 1 · Task 2Week 23 · Lesson 6LESSON 6Technology in officiating and performance analysisBy the end of this lesson…Name the technological developments in officiating and performance analysisExplain how each one changes the sportComplete the full B1 to B2 mapping from memoryPK c]g_!ppt/slides/_rels/slide20.xml.rels PK c]7 ppt/notesSlides/notesSlide20.xml 20PK c]SB+ppt/notesSlides/_rels/notesSlide20.xml.rels PK c]؟''ppt/slides/slide21.xml DHS BTEC Sport · Component 1 · Task 2Lesson 6RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Give a technological development in protection equipment2. Name three examples of assistive technology3. Give two technological developments in facilitiesAnswers: reveal after 5 min1. Improved protection design · lighter weight · improved performance such as aerodynamic cycle helmet shape2. Prosthetics · sport-specific wheelchairs · equipment to support people with visual and hearing impairments3. Facilities that simulate environments · all weather surfaces · surfaces that reduce the risk of injuryPK c]z!ppt/slides/_rels/slide21.xml.rels PK c] ppt/notesSlides/notesSlide21.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.21PK c]HΩ+ppt/notesSlides/_rels/notesSlide21.xml.rels PK c]'8n(n(ppt/slides/slide22.xml DHS BTEC Sport · Component 1 · Task 2Lesson 6LEARNOfficiating and performance analysis.Officiatingcomputer assisted systems · video assisted decision makingPerformance analysisaction cameras · GPS · applications · sensors on sports clothing or equipmentAll eight, mapped. Clothing → thermoregulation and aerodynamics. Footwear → designs, materials, grip, rebound. Sport-specific → composite materials and new designs. Protection → design, weight, aerodynamics. Assistive → prosthetics, sport-specific wheelchairs, support for visual and hearing impairments. Facilities → simulated environments, all weather surfaces, injury-reducing surfaces. Officiating → computer assisted systems and video assisted decisions. Performance analysis → action cameras, GPS, applications, sensors.PK c]dV!ppt/slides/_rels/slide22.xml.rels PK c]p L ppt/notesSlides/notesSlide22.xml Spec B2 verbatim. This mapping slide is the one to print for the wall: eight categories, eight developments.22PK c]aeZ+ppt/notesSlides/_rels/notesSlide22.xml.rels PK c]cKppt/slides/slide23.xml DHS BTEC Sport · Component 1 · Task 2Week 23 · PracticalPRACTICALPractical: technology in the session.Use whatever the department has: heart rate monitors, a tablet for video, a GPS app, action camera footagePlay a small-sided game, then review it: what did the technology show you that you did not see live?Then the harder question: what did it cost in time, and who could not use it?Those answers are content area B3 next week, and they are what turns a good answer into a top-band onePK c]A!ppt/slides/_rels/slide23.xml.rels PK c]xO!! ppt/notesSlides/notesSlide23.xml Deliberately set up the limitations lesson: students who have felt the setup time and the access problem write about them far more convincingly.23PK c] ~t+ppt/notesSlides/_rels/notesSlide23.xml.rels PK c]{AEEppt/slides/slide24.xml DHS BTEC Sport · Component 1 · Task 2Week 24 · Lesson 7LESSON 7The limitations of technologyBy the end of this lesson…Name the five limitations of using technology in sportExplain how each one affects a participantArgue both sides of a technology choicePK c]Y!ppt/slides/_rels/slide24.xml.rels PK c]M#   ppt/notesSlides/notesSlide24.xml B3, and the marks people leave behind. The moderator noted that answers giving benefits without limitations were weakened.24PK c]8+ppt/notesSlides/_rels/notesSlide24.xml.rels PK c]o/S'S'ppt/slides/slide25.xml DHS BTEC Sport · Component 1 · Task 2Lesson 7RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Give two technological developments in officiating2. Give three in performance analysis3. Name all eight equipment categoriesAnswers: reveal after 5 min1. Computer assisted systems · video assisted decision making2. Any three: action cameras · GPS · applications · sensors on clothing or equipment3. Clothing · footwear · sport-specific · protection and safety · assistive · facilities · officiating · performance analysisPK c]̜|g!ppt/slides/_rels/slide25.xml.rels PK c] ppt/notesSlides/notesSlide25.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.25PK c]#+ppt/notesSlides/_rels/notesSlide25.xml.rels PK c]ۢ%{<{<ppt/slides/slide26.xml DHS BTEC Sport · Component 1 · Task 2Lesson 7LEARNFive limitations.Timesetting up, using the equipment, compiling the data, and giving feedback to the participant all take timeAccess to technologyequality and unfair advantages, as not all participants have access to itCost of technologythe initial cost, and the follow-up maintenance of the equipmentAccuracythe data provided by the equipment may not be accurateUsabilityspecific training is required to use it properlyAn answer that only says technology is brilliant is half an argument. Benefits and limitations together is what comprehensive means.PK c]5b?!ppt/slides/_rels/slide26.xml.rels PK c]7!! ppt/notesSlides/notesSlide26.xml Spec B3 verbatim. Tie each limitation to last week's practical: how long did the setup take, who had no device, what did the app get wrong?26PK c]${+ppt/notesSlides/_rels/notesSlide26.xml.rels PK c]^#^#ppt/slides/slide27.xml DHS BTEC Sport · Component 1 · Task 2Lesson 7APPLYArgue both sides.For three technologies: the benefit for a named participant, then the limitation for that same participantThen judge it: would you recommend it to them, and why?The judgement is what lifts an answer: not just what technology exists, but whether it is right for this personThe shape that scores"A GPS tracker would show her how far she covers in a session, so she can see her aerobic endurance improving.But the cost and the training needed to read the data may put it out of reach for a beginner training alone, so a simple heart rate monitor would suit her better."PK c]PG!ppt/slides/_rels/slide27.xml.rels PK c]X ppt/notesSlides/notesSlide27.xml The worked example models benefit, limitation and judgement in one paragraph, all tied to the participant. That is a Band 4 shape.27PK c]e+ppt/notesSlides/_rels/notesSlide27.xml.rels PK c]0w$JJppt/slides/slide28.xml DHS BTEC Sport · Component 1 · Task 2Week 24 · Lesson 8LESSON 8What Task 2 requiresBy the end of this lesson…Know both strands of Task 2 and how the grid rewards themRead a Band 4 answer and see why it reaches the topKnow the two things that cap most answersPK c] [R]!ppt/slides/_rels/slide28.xml.rels PK c]\ ppt/notesSlides/notesSlide28.xml 28PK c]i+ppt/notesSlides/_rels/notesSlide28.xml.rels PK c]v,1''ppt/slides/slide29.xml DHS BTEC Sport · Component 1 · Task 2Lesson 8RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the five limitations of technology2. Which limitation is about equality?3. Why does an answer need limitations as well as benefits?Answers: reveal after 5 min1. Time · access · cost · accuracy · usability2. Access to technology: not all participants have access, which creates unfair advantages3. Benefits alone is half an argument; comprehensive means bothPK c]->w!ppt/slides/_rels/slide29.xml.rels PK c]ǹ) ppt/notesSlides/notesSlide29.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.29PK c](Lk+ppt/notesSlides/_rels/notesSlide29.xml.rels PK c]'p^+^+ppt/slides/slide30.xml DHS BTEC Sport · Component 1 · Task 2Lesson 8LEARNTask 2: two strands, both marked.Strand 1: clothing and equipmentjustify the choices of sports clothing and equipment, with specific relevance to the selected participant and their chosen activityStrand 2: technologyjustify the choices of technology, again with specific relevance to that participant and activity, naming the technological developments and giving benefits and limitationsTwo ways answers get capped1. Covering equipment but not technology, or the other way round. Both strands are needed for the top bands. 2. Being relevant to the sport but not to the participant. A broad range of items with generic justifications still sits in Band 2.PK c]*!ppt/slides/_rels/slide30.xml.rels PK c]/5 ppt/notesSlides/notesSlide30.xml From the June 2025 moderator commentary. The low-mark exemplar covered a broad range of items but had partially developed justifications with little relevance to the selected participant, and little coverage of technological developments beyond wearables.30PK c]+ppt/notesSlides/_rels/notesSlide30.xml.rels PK c]O 4 4ppt/slides/slide31.xml DHS BTEC Sport · Component 1 · Task 2Lesson 8LEARNModel answer, banded."Leah would need studded boots for playing hockey on grass in winter. The studs grip a soft, wet surface, which reduces her risk of slipping when she changes direction, and as a defender she turns and reaches constantly. Modern boots also use lighter synthetic materials than older leather ones, so she carries less weight over a full match and tires less quickly late on, which matters because she plays the whole seventy minutes.She would also use a GPS tracker. Sensors in the vest record the distance she covers and her speed, so her coach can show her exactly how much ground she loses in the final quarter and set training around it. The limitation is cost and the training needed to read the data, so at club level she may only get access to it occasionally rather than every week."Why this is Band 4:Equipment named and justifiedThe technological development, not just the itemTechnology strand covered as wellBenefit AND limitation givenLeah, her position and her sport throughoutPK c]!ppt/slides/_rels/slide31.xml.rels PK c]`` ppt/notesSlides/notesSlide31.xml Read once straight, then once stopping at every mention of Leah, her position and the conditions. The boots paragraph carries both the item and its technological development, which is the move students miss.31PK c]{+ppt/notesSlides/_rels/notesSlide31.xml.rels PK c]O2IIppt/slides/slide32.xml DHS BTEC Sport · Component 1 · Task 2Week 24 · Lesson 9LESSON 9Task 2 full practiceBy the end of this lesson…Write a full Task 2 response covering both strandsJustify every item for the participant, not just the sportBand your own work against the checklistPK c];!ppt/slides/_rels/slide32.xml.rels PK c]R` ppt/notesSlides/notesSlide32.xml Final teaching lesson of LO B. Weeks 26 to 28: plan, then sit Task 2 on Mon 22 Feb, then type up.32PK c]|+ppt/notesSlides/_rels/notesSlide32.xml.rels PK c]Fh8'8'ppt/slides/slide33.xml DHS BTEC Sport · Component 1 · Task 2Lesson 9RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the two strands of Task 22. What caps an answer that covers only equipment?3. What is the difference between naming technology and naming a technological development?Answers: reveal after 5 min1. Clothing and equipment · technology2. It cannot reach the top bands: both strands are required3. Naming the item is equipment; saying what technology has changed about it, and the effect, is a developmentPK c]^r!ppt/slides/_rels/slide33.xml.rels PK c]RN ppt/notesSlides/notesSlide33.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.33PK c]=cu+ppt/notesSlides/_rels/notesSlide33.xml.rels PK c]2*2*2ppt/slides/slide34.xml DHS BTEC Sport · Component 1 · Task 2Lesson 9EXAM PRACTICEFull practice.Marcus is 68, recently retired, with type 2 diabetes. He has joined a walking football session at his local leisure centre twice a week, and does not drive.Justify the sports clothing, equipment and technology Marcus would need to take part. (12 marks)Band 4 checklist☐ Clothing and footwear justified☐ Sport-specific equipment covered☐ Protection or safety considered☐ Technology strand covered too☐ Technological developments named☐ Benefits AND limitations given☐ Marcus named throughout: his age, his diabetes, his walking football, no carIn your booklet, page 11.Marcus is the same participant you met in Task 1, so you already know his circumstances. Use them.PK c]iC!ppt/slides/_rels/slide34.xml.rels PK c]+LZTT ppt/notesSlides/notesSlide34.xml Reusing Marcus across LO A and LO B is deliberate: students stop inventing detail and start reading the participant. Band overnight and return with a band plus one named gap before planning week.34PK c]Ŷ+ppt/notesSlides/_rels/notesSlide34.xml.rels PK c]JXXppt/slides/slide35.xml DHS BTEC Sport · Component 1 · Task 2Week 24 · PracticalPRACTICALPractical: kit for the conditions.Same activity, run outdoors and then indoors: what changes about the clothing, footwear and surface?Each group justifies their kit choices out loud, naming the participant type they were givenFinal Task 2 session before planning weekPK c] !ppt/slides/_rels/slide35.xml.rels PK c]w ppt/notesSlides/notesSlide35.xml The indoor-outdoor contrast makes footwear and surface technology concrete. Weeks 26 to 28 are planning, the sit on Mon 22 Feb, and type-up.35PK c]:+ppt/notesSlides/_rels/notesSlide35.xml.rels PK c]ΟVSVSppt/slides/slide36.xml DHS BTEC Sport · Component 1 · Task 2Knowledge organiserTask 2 on one slide.B1 The eight categoriesClothing: sports kit · waterproof · training clothing, e.g. bibs.Footwear: trainers · studded boots · sport-specific.Sport-specific equipment: participation, e.g. balls and rackets · travel-related, e.g. kayak · scoring, e.g. goalposts · fitness training, e.g. dumbbells.Protection and safety: mouth, head, eye, body protection · floatation devices. First aid: ice packs, bandages, defibrillator.Assistive: a wheelchair, e.g. adapted for wheelchair tennis.Facilities: indoor, e.g. sports halls and gyms · outdoor, e.g. pitches, climbing wall, artificial snow domes.Officiating: whistle · microphone · earpiece.Performance analysis: smart watches · heart rate monitors · applications.B2 The same eight, with technologyClothing: improved thermoregulation · designed to improve aerodynamics.Footwear: new designs or materials · improved grip · rebound.Sport-specific: new materials for lightness and strength including composites, e.g. tennis racquet · new designs to improve performance, e.g. golf driver.Protection: improved design · lighter weight · improved performance, e.g. aerodynamic cycle helmets.Assistive: prosthetics · sport-specific wheelchairs · equipment supporting visual and hearing impairments.Facilities: simulated environments to replicate competition elsewhere · all weather surfaces · surfaces that reduce injury risk.Officiating: computer assisted systems · video assisted decision making.Performance analysis: action cameras · GPS · applications · sensors on clothing or equipment.B3 Limitations, and Task 2The five limitations:· time, for setting up, using, compiling data and giving feedback· access, since not all participants have it, creating unfair advantages· cost, both initial and maintenance· accuracy of the data· usability, since specific training is required.Task 2, 12 marks, a presentation of 10–15 slides:justify clothing and equipment AND technology, for the participant in the paper.Covering only one strand caps the mark. Relevance to the sport but not the participant sits in Band 2. Name the technological developments, and give benefits with limitations.Eight categories, learned once. Then the technological development of each. Then the limitations. That is the whole outcome.PK c]!ppt/slides/_rels/slide36.xml.rels PK c]O2[ ppt/notesSlides/notesSlide36.xml Print A3 for the wall and A5 for books.36PK c]9z+ppt/notesSlides/_rels/notesSlide36.xml.rels PK c]L_ _ ppt/slides/slide37.xml Booklet answers.One slide per booklet page. 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