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1 \Unit title Nutrition for Sport and Exercise Performance Key to lesson s Guided learning hours 12 2dc0 AW Assignment writing RS Revision session Number of lessons 60 GS Guest speaker V Visit Duration of lessons 2 hours (unless otherwise stated) IS Independent study WE Work experience Links to other units Unit 1: Sport and Exercise Physiology Unit 2: Functional Anatomy Unit 6: Coaching for Performance and Fitness Unit 8: Specialised Fitness Training Unit 10: Physical Activity for Individual and Group-based Exercise Unit 11: Sports Massage Unit 15: Sports Injury and Assessment A: Principles of nutrition and hydration 1 A1 Basic nutritional principles Nutritional measurements and units Recommended daily allowance (RDA) Tutor presentation: using the specification, outline the topics and the assessment task that learners will be expected to complete. Explain the importance of the command words typically used in assessment and how learners will be required to use them during their assessment to demonstrate the necessary skills. Tutor presentation: introduce learners to nutrition for sports and exercise science. Unit specification Pearson

2 Tutor-led discussion: engage learners in a discussion, pulling out key points and, where necessary, questioning about nutritional measurements and units, and recommended daily allowances (RDAs). Write definitions of RDAs on the board. Paired activity: in pairs, get learners to identify the importance of nutritional measurements and units, and of following recommended daily allowances. Learners should focus on their own diets: what diets they follow, which nutrients they consume and why, e.g., protein supplements. Do they understand the RDA of vitamins and minerals, and the role of RDAs? Learners should also discuss which units and measurements they are familiar with, e.g., calories, kcal, joules, kj. Whole class activity: draw together the pairs suggestions/ideas and identify common traits e.g., which nutrients learners focus on consuming and whether they follow RDAs. Plenary: summarise the importance of using the same measurements and units, and the role of RDAs. 2 & 3 (4 hours) A1 Basic nutritional principles Metabolism Basal metabolic rate (BMR) Harris Benedict equation Effect of activity level on BMR Tutor presentation: introduce learners to metabolism, basal metabolic rate (BMR), the Harris Benedict equation and the effect of activity level on BMR. Individual activity: give learners worksheets or to online calculators, such as to help them to calculate their own BMR. Learners should research and calculate their own activity level to be able to adjust it to see the effect on their BMR. Small group activity: teach learners how to use anthropometric equipment, and give them time to record their energy intake and expenditure. Learners should Computers with internet Sports science laboratory Access to anthropometric equipment Pearson

3 work in pairs or small groups to capture this information. Learners should record this information and should take notes on the procedures that must be followed when using the equipment. Plenary: summarise the methods used to calculate BMR and energy expenditure. Allow learners to discuss their activity levels in relation to their sports performance (selected sport and level of training/competition). 4 & 5 (4 hours) A1 Basic nutritional principles Tutor presentation: introduce learners to energy balance. Energy balance Paired activity: ask learners to research energy intake and expenditure, comparing two different performers over a set period (e.g., a week or a day). You could allocate each pair two different sports performers or allow them to select their own. At the end of the lesson, each pair should present their information to the other groups. Plenary: finish the lesson by summarising the concept of energy balance and how it is affected by different sports activities. 6 A1 Basic nutritional principles Body composition Tutor presentation: introduce learners to body composition, what it is, what it measures and norm values for men and women. Paired activity: in pairs, learners should measure each other s body composition. Where possible, learners should have to a sports science laboratory. Show learners how to use the equipment for measuring body mass index (BMI) and bioelectrical impedance analysis (BIA). Plenary: finish the lesson by discussing the strengths and weaknesses of each method of testing body Body mass index (BMI) and bioelectrical impedance analysis (BIA) equipment Sports science laboratory, if possible Pearson

4 composition. 7 A2 Macronutrients Carbohydrates 8 A2 Macronutrients Fats Tutor presentation: write a question on the board for learners to engage with on entry to the classroom: what nutrients? Follow up with by leading a discussion about their responses. Tutor-led delivery: cover the structure of carbohydrates and give examples of sources, the recommended daily allowance and the function of carbohydrates in the body, and during sport performance. Teaching should also include information about the glycaemic index. Learners should make notes, with examples, throughout the lesson. Plenary: finish the lesson by summarising the importance of macronutrients and carbohydrates as a main fuel source during sport and exercise. Tutor presentation: introduce learners to fats. Engage learners in quick fire true or false questions to gauge their understanding of fats, e.g., true or false: fats make you fat, all fats are the same, vegetables contain no fat. Tutor-led delivery: cover the structure of fats and give examples of sources of fats, the recommended daily allowance and the function of fats in the body, and during sport performance. Learners should make notes, with examples, throughout the lesson. Plenary: finish the lesson by summarising the importance of macronutrients and fats as a fuel source Pearson

5 and store during sport and exercise. 9 A2 Macronutrients Protein Tutor presentation: introduce learners to protein. You could start the lesson by displaying pictures (or samples) of foods for learners to say whether the food contains protein or not. Follow up by leading a discussion about foods that contain protein and its role in the body. Tutor-led delivery: cover the structure of proteins, and give examples of sources of protein, the recommended daily allowance and the function of protein in the body, and during sport performance. Learners should make notes, with examples, throughout the lesson. Plenary: finish the lesson by summarising the importance of macronutrients and protein for sport and exercise, for growth and repair of muscles. 10 A2 Macronutrients GS Guest speaker: invite a guest speaker to explain their role and the role of nutrition, in particular macronutrients, in a sports performer s diet. The guest speaker could be a professional sportsperson, a sports coach or a nutritionist. Individual activities: learners should work on their own to write up the notes they took, and answers to their questions, from the guest speaker s presentation. 11 A3 Micronutrients Vitamins and minerals Tutor presentation: introduce learners to micronutrients. Paired activity: in pairs, ask learners to research two micronutrients. You should allocate these to learners so that all vitamins and minerals are covered. Each pair will need to research two micronutrients. For each micronutrient, learners should research information about the recommended daily intake (RDI), Pearson

6 its function and the signs or symptoms of a deficiency of the micronutrient. 12 A3 Micronutrients Group presentations: ask learners to present the information about the micronutrients they researched to the rest of the group. 13 A4 Fibre IS Tutor presentation: introduce learners to fibre. Use formal delivery to teach learners about the function, sources and recommended daily intake of fibre. Learners should take notes throughout. Individual activity: ask learners to research their favourite foods and to investigate their fibre content. Ask learners to make an annotated list that shows the food and its fibre content, ordered from highest to lowest content of fibre. Plenary: finish the lesson by summarising the importance of fibre and sources of fibre. 14 A5 Fluid intake Tutor presentation: introduce learners to the importance of fluid intake. Use formal delivery to explain the function of maintaining hydration levels, the different s of fluid and their function. Use as many sports examples as possible to illustrate your delivery. Learners should take notes throughout. Individual activity: ask learners to write down the sports and activities they take part in and how they maintain hydration, e.g., I drink a 330 ml can of energy drink 30 minutes before playing football, afterwards I drink water. It might be useful for learners to a Pearson

7 website for an energy drink, such as to see an example of the different s of fluid available for athletes to buy, and the possible effects on performance of using them. Plenary: finish the lesson by summarising the importance of fluid intake to maintain hydration and sports performance. 15 A5 Fluid intake (cont.) IS Tutor presentation: introduce learners to the effects of temperature of fluid on the speed of rehydration, the effects of carbonated fluid on time to rehydrate and the recommended daily intake (RDI) of fluids. Individual activity: ask learners to use the internet to research on: o factors affecting RDI, such as climate and activity level o the effects of dehydration (hypernatremia) o the effects of hyperhydration (hyponatremia) o the effects of carbonated fluid. Learners should make notes that they can use to revise from for their assessment. Tutor-led discussion: to draw together the information learned in the individual activity. To summarise the effects of dehydration and hyperhydration, and the effect of climate on fluid intake. 16 & 17 Revision RS, IS Individual activity: allocate time for writing revision notes for A. Learners should have to computers along with internet, textbooks, journals and magazines. Textbooks, journals, magazines, newspapers Pearson

8 B: Factors affecting digestion and absorption of nutrients and fluids 18 & & 21 B1 Basic principles of digestion Functions B1 Basic principles of digestion IS Tutor presentation: introduce learners to the basic principles and functions of digestion. Learners should make notes throughout. Individual activity: learners should use textbooks to further expand their notes on the function of digestion. Learners could photocopy relevant information and diagrams and add these to their revision notes. Tutor-led discussion: to draw together and share information discovered by individual learners. Tutor presentation: introduce learners to the concept of the timing of digestion, absorption of fluids and the redistribution of blood flow during digestion. Learners should take notes throughout. Paired activity: in pairs, ask learners to add to their notes by using the internet to research diagrams and information about the redistribution of blood flow during digestion and exercise, and how digestion can impact on sports performance. This information can be printed and added to the learners notes. Tutor-led discussion: to draw together the information learned from the paired activity, diagrams may be shared and information exchanged. Textbooks, photocopier Computers, internet and printers 22 B2 Hormonal control of blood sugar and water balance Hormonal control of blood sugar levels Low levels of blood Tutor presentation: formal delivery of the hormonal control of blood sugar levels, including low levels of blood sugar and high levels. s 22, 23 and 24 require formal delivery of the lesson content. It may be useful to use textbooks to allow learners to carry out their own research into some of these topics. You could also produce worksheets for Textbooks Tutor-created worksheets Pearson

9 sugar High levels of blood sugar learners to make notes, identifying key points and diagrams. 23 B2 Hormonal control of blood sugar and water balance 24 B3 Control of glycogen synthesis Tutor presentation: formal delivery of the hormonal control of water balance, dehydration and hyperhydration. Tutor presentation: formal delivery of the s of food and the timing of food intake to maximise glycogen synthesis. You could lead learners into a discussion about the s of food that would be suitable for an athlete to consume during training, during competition and after an event. Textbooks Tutor-created worksheets Textbooks Tutor-created worksheets 25 & 26 Revision RS, IS Individual activity: allocate time for writing revision notes for B. Learners should have to computers along with internet, textbooks, journals and magazines. C: Nutritional intake for health and wellbeing 27 & 28 C1 Balanced diet for health and wellbeing Balance of food groups IS Tutor presentation: introduce learners to a balanced diet, and the importance of eating a balance of food groups. Individual activity: ask learners to create a template that they can use to record a food diary for a week. The template should include the day and time, the food eaten, the amount of food and the main food groups it contained. Ask learners to fill in their food diary with the s of food they have eaten in the week and to bring it to the next lesson. Also ask learners, where possible, to bring in any wrappers from the food they have eaten. Individual activity: using the food wrappers collected, Textbooks, journals, magazines, newspapers Food wrappers (collected by learners) Pearson

10 learners should complete their food diaries for the week by adding the nutritional information from the wrappers against the food eaten. The wrappers will allow learners to gain accurate information about the food groups, calories and amount of food they have eaten. Learners should share the food wrappers so that they can complete their food diaries. Learners should investigate whether they eat a balanced diet, and which food groups they eat too much or too little of. Tutor-led discussion: to summarise the food groups learners have consumed and recorded in their diaries and whether they are eating a balanced diet. 29 & 30 C1 Balanced diet for health and wellbeing Food pyramid Eatwell plate Tutor presentation: introduce learners to the food pyramid and eatwell plate. Show learners examples of each, what they explain and how. Paired or individual activity: in pairs, or individually, ask learners to produce two annotated posters, one with information about the food pyramid and another about the eatwell plate. Learners can annotate their posters by using information from the food wrappers collected for the previous lesson. Poster paper, scissors and glue Food wrappers (collected by learners for the previous lesson) Tutor-led discussion: to summarise the importance of a balanced diet. 31 & 32 C1 Balanced diet for health and wellbeing Tutor presentation: introduce learners to the impact of food preparation on the nutritional composition of food. Paired activity: ask learners to research the nutritional composition of common foods depending on their preparation, e.g., potatoes raw, boiled, fried as chips, roasted and baked. Learners should use this information to make a factsheet, leaving space to add information about the taste, appearance and ease of consumption of Use of a cookery room or science laboratory A range of food s Pearson

11 the food. Paired activity: in pairs, give learners the opportunity to taste the foods and try to see what food preparation does to different foods. If possible, allow learners to prepare the food themselves, e.g., boil, bake and fry an egg. Learners can add notes to their factsheets describing the effect of food preparation, e.g., is the food edible (a raw egg is not very palatable), could the food be taken to a training session and easily eaten before training. Tutor-led discussion: to summarise the information learned in the lesson about the impact of food preparation on food. 33 C2 Benefits of a balanced diet Weight maintenance Reduced risk of chronic disease Tutor presentation: introduce the benefits of a balanced diet, including information about weight maintenance and reduced risk of disease. Paired activity: in pairs, ask learners to research the benefits of a balanced diet for a sportsperson. Learners should consider weight maintenance and reduced risk of disease. Learners should produce notes that they can use to revise for their assessment. Tutor-led discussion: to summarise the importance of a balanced diet for a sportsperson. 34 C2 Benefits of a balanced diet GS Guest speaker: invite a guest speaker to explain the benefits of a balanced diet. The guest speaker could be a professional sportsperson, a sports coach or a nutritionist. Individual activities: learners work on their own, writing up the notes they took, and answers to their questions, from the guest speaker s presentation. Pearson

12 35 C3 Eating disorders GS Guest speaker: invite a guest speaker to explain the definition of eating disorders, and the effect on health of anorexia nervosa, bulimia nervosa and overeating. The guest speaker could be a nurse, doctor or nutritionist. Individual activities: learners work on their own, writing up the notes they took, and answers to their questions, from the guest speaker s presentation. 36 C3 Eating disorders (cont.) IS Tutor presentation: recap eating disorders and their effects on health. Individual activity: ask learners to research eating disorder, anorexia nervosa, bulimia nervosa and overeating and their effect on health. Learners should add this information to the notes they made in the last lesson during the guest speakers talk. Tutor-led discussion: summarise eating disorders and their effect on health. 37 & 38 Revision RS Individual activity: allocate time for writing revision notes for C. Learners should have to computers along with internet, textbooks, journals and magazines. D: Nutritional strategies for sports performance 39 & 40 D1 Nutritional strategies based on the demands of different sports Nutritional strategies: o carbohydrate/glycog en loading o increased protein Tutor presentation: introduce learners to the nutritional demands of different sports. Group discussion: ask learners to discuss nutritional strategies that they have used or know about. This should include which sports activities favour specific nutritional strategies, and how are they administered. Paired activity: in pairs, ask learners to research and make notes on carbohydrate/glycogen loading and the Textbooks, journals, magazines, newspapers Pearson

13 intake. effect of increased protein intake. Learners should produce information that includes specific sports examples, instructions about how the nutritional strategy is applied and its benefits to sports performance. Plenary: summarise the information learned in the paired activity. 41 D1 Nutritional strategies based on the demands of different sports Nutritional strategies: o weight loss o weight gain. 42 D1 Nutritional strategies based on the demands of different sports Application of nutritional strategies for different sports events: o endurance event 43 D1 Nutritional strategies based on the demands of Tutor-led delivery: deliver information about how nutritional strategies can be used by selected sports people to achieve weight loss or weight gain; use examples from a range of different sports to demonstrate how these strategies can be applied. Individual activity: ask learners to investigate why sports people would use a nutritional strategy to gain or lose weight. Learners should annotate their notes with specific sports examples. Tutor-led discussion: to summarise the information and draw together examples from different sports. Tutor presentation: introduce learners to the application of nutritional strategies for an endurance event. Paired activity: ask pairs to produce a nutritional strategy for an endurance event. The strategy should include the name of the sport and the performer s information (age, height, weight, activity level). Learners should consider the s and amounts of food required. Plenary: draw together common ideas and strategies from the paired activity. Tutor presentation: introduce learners to the application of nutritional strategies for a strength/power Pearson

14 different sports event. Application of nutritional strategies for different sports events: o strength/power event Paired activity: ask pairs to produce a nutritional strategy for a named strength/power event. The strategy should include the name of the sport and the performer s information (age, height, weight, activity level). Learners should consider the s and amounts of food required. Plenary: draw together common ideas and strategies from the paired activity. 44 D1 Nutritional strategies based on the demands of different sports Application of nutritional strategies for different sports events: o to meet/maintain a target weight category Tutor presentation: introduce learners to the application of nutritional strategies to meet/maintain a target weight category for a named activity. Paired activity: ask pairs to produce a nutritional strategy to meet/maintain a target weight category. The strategy should include the name of the sport and the performer s information (age, height, weight, activity level). Learners should consider the s and amounts of food required. Plenary: draw together common ideas and strategies from the paired activity. 45 & 46 D2 Supplements to support nutritional strategies Tutor presentation: introduce learners to the effect on the body of using supplements, and the health and benefits to sporting performance. Effect on the body and health and benefits to sporting performance Paired activity: in pairs and using the internet, ask learners to research one of the following: o caffeine o creatine o energy gels/glucose tablets o protein shakes/powders o beetroot juice Pearson

15 o diuretics o vitamin supplements o branched-chain amino acids (BCAA). Learners should consider the positive and negative effects of the supplement on sports performance, its cost, availability and practical use. Using their research, learners should produce a factsheet to present to the rest of the group. Tutor-led discussion: to draw together the information learned from the paired activity on supplements, and the effect on the body of nutritional strategies. 47 & 48 D2 Supplements to support nutritional strategies Nutritional supplements and competition regulations according to World Anti-Doping Agency (WADA) IS Tutor presentation: introduce learners to WADA; it may be useful to show learners the WADA website ( and competition rules for banned substances. Individual activity: ask learners to research WADA and national governing body regulations for banned substances for a sport of their choice. Learners should consider: the quantities of substance permitted in training and competition, banned substances and the WADA regulations. You might want to allocate sports to learners so that a range of activities are researched. Learners should use their information to produce a short slide presentation to present to the rest of the group. Plenary: summarise the information across a range of sports shared in the individual presentations. 49 & 50 D3 Nutritional intake during different phases of event Phases of event Tutor presentation: introduce learners to the importance of nutritional intake during different phases of an event. Use different examples from a range of sports to show how nutritional requirements change Pearson

16 depending on the activity level, duration and climate. Individual activity: ask learners to produce a plan to show how nutritional requirements change for a specific sportsperson. For example, a learner could research the nutritional requirements for a rugby league player, how these change, and why, before during and after a match. Individual activity: ask learners to present the information they found about their chosen sportsperson s nutritional requirements. Tutor-led discussion: to summarise the information gained from the individual presentations of sports performers (6 hours) D3 Nutritional intake during different phases of event Types of food to be consumed during each phase Timings of food intake RS, IS Individual activity: give learners different case studies to practise applying nutritional strategies to. You should refer to the sample assessment materials (SAMs) provided by Pearson for an example case study. Case studies should include sport performer s information (age, gender, height, weight, BIA and activity levels), and their current nutritional programme. Fluid intake Supplements, where appropriate 54 & (8 hours) Revision RS, IS Individual activity: allocate time for writing revision notes for D. Learners should have to computers along with internet, textbooks, journals and magazines. All topic areas AW, IS Pre-release material issued. Independent activity: learners should spend lessons Textbooks, journals, magazines, newspapers Pearson

17 independently researching and preparing notes for the assessment task. Textbooks, journals, magazines, newspapers Note: you should apply controlled conditions to the sessions. You cannot give any support to the preparation of notes; all work must be completed independently by the learner. Learners will be expected to conduct research and may take up to four sides of A4 notes into the supervised assessment. 60 All topic areas AW Assessment Centres are free to arrange the supervised assessment period however they wish, provided the two hours for producing final outcomes are under the level of supervision specified, and in accordance with the procedures for conduct. Pearson