Case study: Advanced Diploma in Sport and Active Leisure

This case study is an illustration of what the Diploma in Sport and Active Leisure may involve. It is based on a fictional character studying the Advanced Diploma in Sport and Active Leisure.

Juliana is studying for an Advanced Diploma in Sport and Active Leisure.

She has started a group work project to research different lifestyles and their impact on health and society. As project leader, Juliana is able to demonstrate her management and leadership skills.
(FS: ENG, MATHS, ICT PLTS: TW-PLTS, SM-PLTS, EP-PLTS)

As part of the project, Juliana is keen to focus on Team GB’s recent success at the Beijing Olympics, and to explore the ethical considerations of the Games and the legacy of such a major sporting event. Juliana hopes to identify some key findings for London 2012. The knowledge, skills and understanding of processes Juliana develops throughout the project will support her progression into employment or further education.
(FS: ENG, MATHS PLTS: CT-PLTS, RL-PLTS, SM-PLTS, IE-PLTS)

Juliana works part-time in a sporting equipment store and has a wealth of in-store product knowledge. Through her Advanced Diploma in Sport and Active Leisure, Juliana also now has an understanding of the disciplines of anatomy, physiology and biomechanics, which underpin many aspects of the industry – from rehabilitation to technological innovations used to enhance performance. Juliana is able to expand her transferable skills with her in-store product knowledge and her studies.
(FS: ENG, MATHS PLTS: RL-PLTS, IE-PLTS)

An essential part of the Advanced Diploma is the extended project. Juliana has decided to write a report about her understanding of key indicators used to evaluate the impact of the sport and leisure industry on the economy. This includes the contribution to GDP, and the nature of the workforce – including the importance of volunteers in the sector and the legal requirements of working in the industry.
(FS: ENG, ICT PLTS: IE-PLTS, CT-PLTS)

Juliana is currently placed at her local fitness centre for her work experience. Her manager is impressed by her keen interest in driving membership for the centre and provides her with an opportunity to present a business model for a new promotional campaign. Juliana is able to apply the business principles and models she learned earlier in the year to a real life workplace situation and further investigate the roles and responsibilities of managers. She also focuses on working with specific populations and learns how to respond appropriately and fairly to all customer needs.
Juliana hopes that if she presents her case well, she maybe offered a part time job once she completes the Diploma and is able to continue her studies in the industry by doing a degree in sport science.
(FS: ENG, MATHS, ICT PLTS: RL-PLTS, CT-PLTS)

Personal Learning and Thinking Skills (PLTS)
IE-PLTS	Independent Enquirers
TW-PLTS	Team-Workers
SM-PLTS	Self-Managers
EP-PLTS	Effective Participators
RL-PLTS	Reflective Learners
CT-PLTS	Creative Thinkers
Functional Skills (FS)
ENG	English
MATHS	Mathematics
ICT	Information Communications Technology

     

Education Providers menu