Able to competently perform the professional sport in which they train such as; cricket, football, rugby league, rugby union and equestrianism.
This standard has options. Display duties and KSBs for:
This occupation is found in professional sporting disciplines, including cricket, football, rugby union, rugby league, horseracing and equestrianism.
The broad purpose of the occupation is to participate at a professional level in individual or team sports. Sporting Excellence Professionals perform consistently and effectively in training environments and competitions in their chosen professional sport. They are part of a team and are supported and managed by a wider and multi-disciplinary team, including a manager/coach/ trainer, skills coaches, physiotherapists, psychologists, nutritionist, strength and conditioning experts, and educational staff. They have high level of autonomy in terms of responsibility for what happens on the field of play or equine arena/venues and need to be able to cope with extreme pressure.
In their daily work, an employee in this occupation interacts with coaches, employers, fellow athletes, sporting officials and multidisciplinary support staff, administrative staff, external partners e.g. broadcasters, fans.
An employee in this occupation is responsible for committing to their development and involvement in training and competitive professional sporting activities. This involves maintaining a high level of fitness to allow them to participate in training and competitions, sustaining a lifestyle designed to optimise performance, being aware of external factors that may affect individual performance both physically and psychologically, and maintaining a positive and inclusive image of their sport as part of their social responsibility.
Employers will set their own entry requirements and will need to be registered with the National Governing Body and/or Leagues relevant to the professional player pathway for their sport to ensure they are able to provide the right environment in which to successfully develop Sporting Excellence Professionals.
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Duty 1 Effectively represent, commit and perform to the best of ability in chosen sporting discipline at a local, regional, national or international level. |
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Duty 2 Undertake a daily training routine, supported by a multi-disciplinary team, to ensure development and retention of the technical, tactical, physical and psychological skills necessary for performing at a professional level. |
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Duty 3 Undertake safe and effective sporting activities as instructed with due regard to self, support team and other participants. |
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Duty 4 Manage and fulfil daily, weekly and seasonal sporting and training commitments. |
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Duty 5 Exhibit inclusive, fair, ethical and respectful behaviours when involved, training or competing in their chosen sporting discipline, and positively model professionalism through personal presentation and integrity. |
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Duty 6 Record daily activities, plan goals and targets and monitor and evaluate performance. |
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Duty 7 Use data/statistics to assist in improving performance and to aid in setting development goals. |
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Duty 8 Maintain a satisfactory and safe environment to undertake training, coaching and high-level sports participation. |
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Duty 9 Operate within strict regulatory and bio-security practices. For example, implementing anti-doping policies and following codes of conduct when at sports grounds/venues. |
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Duty 10 Implement appropriate fitness, nutritional and psychological skills programmes to optimise and excel at competitive performance. |
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Duty 11 Implement a personal career action plan that identifies secondary supplementary career options. |
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Duty 12 Practice a lifestyle conducive to high levels of performance. |
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Duty 13 Work with a multi-disciplinary team to support continuous improvement in training, performance and competition. |
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Duty 14 Communicate effectively and build meaningful relationships with multiple stakeholders, staff and peers within the individual’s chosen sport. |
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Duty 15 Perform a range of prehab and rehabilitation procedures, including recovery protocols to maintain high levels of repeated physical performance daily, and throughout the year. |
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Duty 16 Perform a range of footballing technical and tactical skills in training and competition to optimise team performance. |
S17 S18 S19 S20 S21 S22 S23 S24
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Duty 17 Analyse own, teammates and opposition skills to make strategic decisions to optimise team performance in a football environment. |
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Duty 18 Undertake pre- and post-match footballing procedures relevant to game plans, and legal and regulatory procedures. |
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Duty 19 Review own and team performance to address strengths and weaknesses to improve future outcomes in a footballing context. |
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Duty 20 Perform a range of cricketing technical and tactical skills in training and competition to optimise team performance. |
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Duty 21 Analyse own, teammates and opposition skills to make strategic decisions to optimise team performance in a cricketing environment. |
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Duty 22 Undertake pre- and post-match cricketing procedures relevant to game plans, and legal and regulatory procedures. |
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Duty 23 Review own and team performance to address strengths and weaknesses to improve future outcomes in a cricketing context. |
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Duty 24 Perform a range of rugby league technical and tactical skills in training and competition to optimise team performance. |
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Duty 25 Analyse own, teammates and opposition skills to make strategic decisions to optimise team performance in a rugby league environment. |
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Duty 26 Undertake rugby league pre- and post-match procedures relevant to game plans, and legal and regulatory procedures. |
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Duty 27 Review own and team performance to address strengths and weaknesses to improve future outcomes in a rugby league context. |
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Duty 28 Perform a range of rugby union technical and tactical skills in training and competition to optimise team performance. |
S38 S39 S40 S42 S43 S44 S45 S46
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Duty 29 Analyse own, teammates and opposition skills to make strategic decisions to optimise team performance in a rugby union environment. |
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Duty 30 Undertake rugby union pre- and post-match procedures relevant to game plans, and legal and regulatory procedures. |
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Duty 31 Review own and team performance to address strengths and weaknesses to improve future outcomes in a rugby union context. |
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Duty 32 Perform a range of equestrian technical and tactical skills in training and competition to optimise team performance. |
S41 S47 S48 S49 S50 S51 S52 S53 S54 S55
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Duty 33 Monitor health and welfare of horses during training and competition and report any changes or abnormalities. |
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Duty 34 Assess external conditions to promote effective training and performance regimes, including surfaces, weather conditions and competitive conditions |
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Duty 35 Perform relevant riding and training activities under instruction leading to improved performance or evaluation of training plan. |
K1: How to utilise multi-disciplinary staff to improve tactical performance, addressing individual strengths and weaknesses through the use of individual action plans, training and competition.
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K2: How to use technology, such as video footage or software packages, to interpret and compare different forms of analysis.
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K3: How to use analysis to evaluate both technical and tactical performance and impact on results during training and competition.
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K4: The physical requirements of the individual’s chosen sport, such as cardiovascular fitness, explosive power, stamina of professional sport; principles of training (including periodisation) and specificity and methods (e.g., strength and conditioning, fundamental movement, physical literacy) used to develop physical capabilities.
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K5: The common types of injury (e.g., soft tissue damage) relevant to professional sport; how to prevent, recover, rehabilitate from and manage injury and the physiological and psychological responses to injury.
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K6: Safe and effective practice in sports performance environments, and how to access appropriate support networks for any areas of concern or individual wellbeing – individually and on behalf of colleagues.
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K7: The importance of equality, inclusion and diversity across society and professional sport.
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K8: The legislation and guidance with regards to Anti-Doping including the negative impacts and side effects of using performance enhancing or recreational drugs on personal performance, career and the reputation of the sport.
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K9: The importance of nutrition to help achieve excellence in professional sport.
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K10: The psychological and emotional demands of professional sport and how to make the best use of these capabilities.
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K11: The methods and strategies that relate to fundamental, preparatory and performance phases such as emotional resilience, visualisation, refocussing, concentration, and pre-performance routines.
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K12: The demands of effective leadership in professional sport, identifying traits and behaviours of appropriate role models.
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K13: The mechanics of effective communication (personal and professional) and building and sustaining relationships with other people.
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K14: The importance of lifestyle management factors relevant to being a professional sports person, such as finance and a responsible social media presence.
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K15: The components (e.g. goal setting, planning) that contribute to the individual’s chosen primary career plan, and the key facets of self-identity as a professional sports person and as an individual.
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K16: The importance of secondary and supplementary careers and consideration of dual career aspirations..
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K17: The influence and impact of each performance area on each other and how they interact.
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K18: How to self-reflect, self-evaluate, utilise feedback from coaching and multi-disciplinary staff and use goal setting processes and development plans to positively impact all discipline areas.
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K19: A range of different technical aspects of performance when passing or distributing, receiving, retaining, travelling with the ball, defending, attacking and during transition. (football)
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K20: Their individual position-specific technical playing role and how to be adaptable and comfortable in the requirements of other position specific roles and responsibilities within units and teams (football)
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K21: A range of different tactical aspects of performance including formations, strategies, transition of play, playing style, philosophy (football)
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K22: Their individual position-specific tactical playing role and how to be adaptable and comfortable in the requirements of other position specific roles and responsibilities within units and teams (football)
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K23: The demands of their primary role (specification) and the technical requirements of that role. This will be either batting, pace bowling, spin bowling, wicket keeping in terms of mechanics, and ball manipulation from the hand or off the bat. (cricket)
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K24: The demands and technical requirements of their secondary role. This will be batting, pace bowling, spin bowling, wicket keeping or fielding. (cricket)
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K25: General fielding positions and the fundamental basics of specific fielding role(s), associated technique and movements. (cricket)
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K26: Know their individual strengths and weaknesses in relation to their skills (in training and competition). (cricket)
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K27: A range of different tactical aspects of cricket performance relating to different game formats; containing or taking wickets of the opposition; deployment of field placings; setting or defending a total; shot selection; timing of decision making, team approach. (cricket)
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K28: How they utilise their skills in their role during a match. For example, opening batters; middle order and batting down the order, an all-rounder; opening bowlers, first change, at the death. (cricket)
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K29: A range of different technical aspects of performance when attacking or defending within the team. Such as; Attacking – Grip, catching, passing, carry, lines of run, body position and landing, evasion, play the ball and support play Defending - tackle technique, groundwork, marker play, body position and footwork, shape and defensive line responsibilities. (rugby league)
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K30: A range of different tactical aspects of performance (e.g. Set plays, game plans, game management, transition of play, philosophy and weather conditions). (rugby league)
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K31: The specific roles and responsibilities within team shape and structures. (rugby league)
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K32: How to analyse an opponent’s strengths and weaknesses during competition to create opportunities or contain threats. (rugby league)
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K33: A range of different technical aspects of performance in rugby when passing, catching, kicking, tackling and evasion skills are required to participate. (rugby union)
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K34: A range of different tactical aspects of performance (e.g., attacking and defensive set piece, transition of play, playing style and philosophy). (rugby union)
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K35: The principles and requirements for successful exit strategies to not only relieve pressure but to turn into attacking opportunities. (rugby union)
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K36: A range of different technical aspects of performance when riding in competition, taking account of the horse’s age and experience, the required pace and distance, control and speed, judging criteria and awareness of other competitors. (equestrian)
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K37: Their individual responsibilities specific to the competitive conditions, including surfaces, terrain, season, weather and competitive conditions, and how to be adaptable and responsive to changes arising from the actions of other competitors. (equestrian)
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K38: Know their own, and their horse’s, individual strengths and weaknesses in relation to their skills (in training and competition including start, finish, change of going or weather conditions). (equestrian)
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K39: A range of different tactical aspects of equine performance including course conditions and layout, age and experience of horse, qualification requirements, strategies, riding style, philosophy and judging criteria. (equestrian)
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K40: How to undertake pre- and post- competitive procedures in line with ethical, moral, inclusive and regulatory requirements including equine anti-doping procedures. (equestrian)
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K41: How to monitor health and welfare of the horse, knowing what damage may occur, how to look for it and who to report it to (equestrian)
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S1: Use digital technology to refine and optimise performance in terms of tactical approach to the opposition, understanding their strengths and weaknesses, creating individual tactical plans and reviewing training and competitive performance.
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S2: Use data and digital insight to improve performance of their skills and performance.
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S3: Continually improve physical capabilities by utilising insight and expertise from specialist support staff through completing bespoke conditioning activities such as speed, power and coordination, as well as on and off field/course/venue training programmes that might take place in the gymnasium, swimming pool or performance lab.
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S4: Engage in injury prevention and management programmes utilising insight and expertise from specialist support staff to help mitigate impact of injury on training and competition performance.
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S5: Apply safe practice principles across all elements of training, preparation and competition - for example when working with equipment, working alone, working under pressure, or travelling abroad.
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S6: Take appropriate action to source relevant information for pre- and post-testing and at all times, be able to access a current list of prohibited and banned substances.
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S7: Implement a programme to improve diet and approach to hydration and nutrition, incorporating feedback and evaluation from specialist support staff.
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S8: Psychological and Emotional performance: Profile psychological strengths and weaknesses and implement their agreed programme to meet individual and sporting requirements.
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S9: Apply consistent and effective psychological and emotional skills in training and performance or competition environments.
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S10: Plan, implement and develop personal leadership skills both in and away from their professional playing/riding career.
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S11: Communicate and build constructive and effective relationships with staff, colleagues and peers conducive to performance development.
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S12: Effectively manage conflict and present a positive image of themselves, their organisation and their sport in all situations.
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S13: Identify and engage with a personal action plan to improve lifestyle management that promotes and develops mental wellbeing and emotional health.
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S14: Design and implement a personal career action plan that identifies how to manage the transition into the next stage considering secondary and supplementary careers.
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S15: Deliver consistent performance under pressure through effective integration of all performance disciplines .
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S16: Reflect and review performance and training to analyse, progress and improve performance, both in training and competition.
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S17: Demonstrate assured basic techniques and an extensive range of ball skills which meet positional specific requirements (e.g., shooting, heading, handling) and meet governing body guidelines. (football)
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S18: Manipulate the ball with clean contact skills and excellent control when passing or distributing, receiving, retaining, and travelling with the ball, and using all parts of the body. (football)
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S19: Pass and/or distribute the ball intelligently and efficiently over varying distances when unopposed and under pressure. (football)
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S20: Execute positional specific techniques skilfully at optimum and varying speeds and maintain precision under pressure. (football)
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S21: Effectively execute specific individual roles and responsibilities within units and teams making good tactical decisions (e.g., cover, balance, when to press, when to drop). . (football)
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S22: Demonstrate effectiveness within team attacking and defending strategies and when in periods of transition. (football)
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S23: Apply appropriate tactical approaches to deal with specific moments in the game (e.g., game management). (football)
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S24: Constantly monitor the development of play both in and out of possession and during transition to make effective decision making in a range of situations. (football)
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S25: Execute and have assured fundamental technical skills in relation to their primary role. This will be either batting, pace bowling, spin bowling or wicket keeping. (cricket)
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S26: Execute fundamental technical skills in relation to their secondary role. This will be batting, pace bowling spin bowling, wicket keeping or fielding. (cricket)
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S27: Execute fundamental fielding techniques in relation to how they move as an individual and position on the pitch. (cricket)
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S28: Actively use coaching and support staff to positively affect their game so they know their individual strengths and weaknesses in relation to their skills (in training and competition). (cricket)
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S29: Set targets to improve their individual approach to their technical skills. (cricket)
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S30: Effectively execute specific individual roles and responsibilities within team performance making correct tactical decisions for example - regarding game formats, timing, shot selection, ball selection (what type of ball to bowl), field positioning, game intelligence. (cricket)
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S31: Constantly monitor the development of play and react accordingly, using game intelligence, and demonstrating that their decision-making is effective in a range of situations as games progress. (cricket)
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S32: Demonstrate assured basic techniques and an extensive range of skills to take the most appropriate course of action on the field. (rugby league)
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S33: Consistently execute a number of key skills when attacking and defending such as: Attacking – execute consistently their grip, catch, passing and lines of run to achieve positive outcomes and successful carries.Defending - execute consistently the appropriate footwork, body position and tackle technique, to achieve positive outcomes and successful tackles. (rugby league)
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S34: Play a positional specific role within the team, adapting and applying the correct techniques depending on the game situation and the impact of individual performance on the team’s outcomes. (rugby league)
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S35: Make the correct and appropriate decisions under pressure, whilst taking into consideration a number of varying parameters and possible outcomes. Constantly monitoring the development of play in relation to:Attack – receiving the ball to demonstrate effective decision making in a range of situations.Defence – reacting to the oppositions decision making to achieve a positive outcome (e.g., tackle completed). (rugby league)
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S36: Effectively execute specific individual roles and responsibilities within the team in both attack (e.g., running support lines, executing set plays) and defence (e.g., working in units, dominating the tackle). (rugby league)
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S37: Read and react to the oppositions decision making to achieve positive outcomes in both attack and defence. (rugby league)
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S38: Apply assured basic techniques and an extensive range of core skills such as evasion, collision, and contact, pass and kick, which cover the aspects of the game required by all positions. (rugby union)
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S39: Manipulate attackers and defenders with a variety of methods such as footwork, ball skills, and contact collisions skills. (rugby union)
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S40: Use both hands and both feet to perform skills within the given context. (rugby union)
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S41: Pass and kick the ball intelligently and efficiently over varying distances when unopposed and under pressure. Beat opponents in one versus one situations or by combining play with others. (rugby union)
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S42: Recognise opportunities to run or kick the ball, and is effective in doing so in a variety of different ways
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S43: Execute techniques skilfully at varying speeds and maintain precision under pressure.
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S44: Effectively execute specific individual roles and responsibilities as an individual and within team roles, whilst monitoring and being aware of a number of varied parameters and different outcomes. Such as:Attack – receiving the ball to make appropriate decision making in a range of situations.Defence – reacting to the opposition attackers to make an appropriate decision (e.g., to tackle or to enter a breakdown) leading to a successful outcome.Kicking Game – reacts to both defence and attacking shape to make the appropriate kick or supporting action when the ball is kicked. (rugby union)
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S45: Demonstrate effectiveness within team attacking and defending strategies and when in periods of transition. (rugby union)
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S46: Constantly monitors the development of play and positions effectively relating to the situation and area of the pitch. (rugby union)
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S47: Demonstrate confident and effective riding techniques and an extensive range of equestrian skills which meet competition-specific requirements (e.g., speed, direction, balance, judgement of pace and distance). (equestrian)
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S48: Undertake pre-and post-competitive activity, taking account of horse and rider welfare and safety. (equestrian)
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S49: Ride to obtain optimal performance within the competitive conditions with excellent control at all paces and with an effective and balanced body position. (equestrian)
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S50: Ride competitively, intelligently, and efficiently taking due regard to the monitoring of horse health and welfare, checking for injury and reporting as appropriate. (equestrian)
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S51: Execute positional-specific riding techniques skilfully and maintain precision under pressure. (equestrian)
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S52: Effectively execute equestrian-specific skills within a training and competitive environment, making good tactical decisions (e.g., pace, balance, terrain, going, other participants). (equestrian)
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S53: Demonstrate effectiveness within a competitive performance under different conditions, including terrain, going, weather, season and taking account of the tactics of other riders. (equestrian)
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S54: Apply appropriate tactical approaches to deal with specific instances in the competition (e.g., start, finish, change of going or weather conditions). (equestrian)
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S55: Constantly monitor the development of competition to make effective decisions in a range of situations.. (equestrian)
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B1: Positively model professionalism through personal presentation and integrity in all actions
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B2: Be collaborative in teamwork situations - especially under pressure
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B3: Self-manage weekly commitments which include time management and organisation
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B4: Conduct themselves in a respectful, fair, and approachable manner and in line with the employer’s standards and code of conduct.
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B5: Demonstrates a strong, positive, and dedicated work ethic which clearly shows ownership of personal development, aptitude, aspiration and ambition
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B6: Be self-reflective
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B7: Own and engage in goal setting processes
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B8: Exhibit inclusive behaviours recognising equality and diversity.
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Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
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18
This apprenticeship standard will be reviewed after three years.
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