OCR LEVEL 3 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

PERFORMING ARTS

THE HEALTHY PERFORMERF/502/5368

LEVEL 3 UNIT 27

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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THE HEALTHY PERFORMERF/502/5368

LEVEL 3 UNIT 27

AIM OF UNIT Physical performance is a demanding business. Performers need to ensure they maintain not only a healthy lifestyle but also one that prepares and sustains the physical demands placed upon them. This requires knowledge of the body’s infrastructure and its requirements. In this unit learners will study the science of the body and how it works in the preparation for, during and after performance. They will undertake a range of training activities relevant to their discipline, monitor their own fitness and ability and will learn about the prevention and treatment of common injuries.

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The Healthy Performer Level 3 Unit 27

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know the structure and function of the human body

P1 describe the structure of the main bones, joints and muscles in the human body

M1 explain components of the human body that are specifically related to a performer working in a chosen disciplineP2 describe the circulatory,

respiratory and nervous systems within the human body

2 Be able to apply principles of fitness training and safe practice

P3 devise a programme for improving strength, flexibility and stamina, taking into account the appropriate training principles and safe practice

M3 deliver a short practical session from the programme to a peer group

D3 evaluate the session by identifying strengths and weaknesses of the chosen activities in practical application

P4 keep a self assessment record of individual levels of ability and performance

M4 analyse your strengths and weaknesses in your self assessment record in relation to the devised programme over a period of time

3 Know why injuries occur and how to treat them

P5 describe how three common injuries may occur in the studio

M5 explain suitable treatment for one type of injury

4 Know the importance of a balanced diet

P6 describe the main food groups of a balanced diet

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative. It should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work although these do not need to be the same ones specified in the unit content.

Know the structure and function of the human body

Learners should be made aware of:

• bones as the supportive framework (skeleton) of the body

• main muscle groups – chest, biceps, triceps, shoulder, back, abdominals, quadriceps, hamstrings

• joints and related structures – fibrous joint, cartilaginous joint, synovial joint

• cardiovascular system

• respiratory system.

Be able to apply principles of fitness training and safe practice

Learners should be made aware of general fitness requirements. Reference should be made to exercise that promotes:

• flexibility

• strength and stamina

• alignment

• co-ordination and technical skill

• safe practice in preparation and performance

• general body maintenance.

Learners should be familiar with the importance and practice of warming up and cooling down – specific exercises relevant to their discipline, with light activity and stretching that increases blood and oxygen supply to the muscles, raises body temperature, relaxes muscles, increases coordination and prepares the body for movement.

General good health regimes should be promoted. This includes awareness of the dangers of smoking, the importance of getting plenty of sleep, eating a balanced diet, awareness of weight indices such as BMI and limiting stress. Learners should understand the physical effects of the factors.

Learners should be made aware of the requirements of an effective fitness programme and the skills required for devising and delivering it. This includes incorporating a warm up and cool down, suitable exercises and activities and guidance on giving clear instructions whilst incorporating

relevant health and safety procedures.

Suitable formats for recording self development should be introduced (e.g. diary, log book, tables).

Know why injuries occur and how to treat them

Learners should be made aware of common injuries and their causes for performers. These might include

• common musician-related injuries – repetitive strain injuries, tendonitis, back pain, fatigue. Causes include incorrect posture, nonergonomic technique, excessive force, overuse, and insufficient rest

• common movement/dance-related injuries – ankle sprains, back pain, pulled muscles, shin splints. Causes include incorrect posture, lack of warm up, falls, insufficient rest, attempting movements beyond ability, incorrect clothing.

Learners should be made aware of good habits that go a long way toward preventing injuries.

Learners should be made aware of the importance of appropriate warm up and cool down:

• learners should be made aware of how to treat minor discomfort and Injuries such as:

• cramps which are usually caused by reduced blood flow to a muscle, and build up of lactic acid. This may indicate insufficient warm up or cool down. Massage, careful stretching, calcium (e.g., milk), or potassium (oranges or bananas) may help relieve cramps.

• acute pain, a cold compress can often help or feet/legs can be placed in cool water. Alternatively use an ice pack to reduce swelling and bruising.

• minor acute injuries, remember the word RICE:

• rest – the injured body part.

• immobilize – the area by wrapping with an elastic bandage or a splint.

• cold – wrap ice in a towel to protect skin or move ice over injured area.

• elevate – the injured part above the level of the heart as often as possible.

Start immediately, to limit swelling and further damage.

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The Healthy Performer Level 3 Unit 27

For major injuries, consult a doctor or physician.

• alternative therapies (e.g., reflexology, homeopathy, aromatherapy).

Know the importance of a balanced diet

Whilst it is necessary to address the contents of a balanced diet in general, it is especially important to identify the need for performers to consume a healthy and balanced diet providing sufficient calories and nutrients to ensure optimal performance. Learners should be made aware of:

• elements of a balanced diet – the importance of choosing foods from a range of food groups (e.g. cereals, pulses, poultry and meat, milk and milk products, fruits and vegetables). Eating a varied diet increases the chances that all your nutrient needs will be met.

• the major nutrients for the body – protein, carbohydrate, and fat which provide the body with energy for various functions like beating of heart, activity of muscles and brain. In addition the body requirement for vitamins and minerals for its optimal functioning.

• nutritional requirements of performers – physical activity creates higher energy demands and subsequently higher macronutrient (carbohydrate, fat and protein) requirements. A healthy diet for performers includes a mix of macronutrients: where carbohydrate and fat are the primary fuels for exercise activity, and protein is necessary for building and maintaining muscle.

• effects of dehydration – these can range from tiredness, lack of co-ordination, general mental and physical fatigue to muscle cramps, impaired thermoregulation.

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DELIVERY GUIDANCE

Know the structure and function of the human body

It is suggested that learners be given an overview of the anatomical structures and functions of the body with specific reference to the main components: skeleton, muscles, joints and related structures, cardiovascular system and respiratory system. It is essential to contextualise the work by linking the functions in relation to their performance in the body of a performer (e.g. the role of the skeleton, muscles and joints in alignment or the relationship between the cardiovascular system and the strengthening of muscles). Reference can be made to any of the disciplines learners may be working in and any other units on the course.

Delivery of this element of the unit may be realised in a variety of formats. Classroom presentations, lectures, seminars and demonstrations would all be appropriate as would visits/workshops with practitioners in the field. Learners should be encouraged to produce a comprehensive record of the work and participate in activities that help contextualise the work (e.g. document anatomically correct posture for a dancer or chart the cardio and respiratory actions of an actor).

Be able to apply principles of fitness training and safe practice

Learners should experience a range of exercises and activities in practical sessions. Where possible, contact time with skilled practitioners should be available. Learners will benefit from studying the practice of those currently working in the industry by attending workshop sessions. Constant awareness of, and adherence to, health and safety practices is essential when delivering this unit.

This should include exercise that promotes cardiovascular fitness such as brisk walking, aerobics, cycling, circuit training, swimming, dancing. Learners should experience some of these in practical sessions. Other activities that promote the development of strength building, stamina and flexibility should also be experienced. These may include sessions in yoga, Pilates, ballet and Alexander technique.

During these practical sessions, learners should monitor their own fitness levels by monitoring their heart rates and recording their development. They may also record development in stamina, strength and flexibility and the activities experienced.

It is important that learners become familiar with the potential hazards that may be encountered in performance spaces. This may range from having a clear, clean and suitable floor with good light and ventilation to the complexities of correctly rigged lighting and sound equipment. Routine checking before each session is good practice as is simple good housekeeping. Learners should be familiar with standard practices for reducing risks such as regular checks on electrical equipment by qualified professionals, safety chains on lighting rigs, taping cables.

Know why injuries occur and how to treat them

Delivery of this element of the unit may be incorporated into LO1 and realised in a variety of formats. Classroom presentations, lectures, seminars and demonstrations would all be appropriate as would visits/workshops with practitioners in the field.

Know the importance of a balanced diet

Delivery of this element of the unit may be realised in a variety of formats. Classroom presentations, lectures, seminars and demonstrations would all be appropriate.

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The Healthy Performer Level 3 Unit 27

SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT

Assessment and Grading Criteria P1,M1,P2

Evidence for the assessment criteria could be demonstrated through a written and/or verbal presentation.

Learners could produce a presentation which should include explanation of the relevant anatomical structures and functions. The presentation can be performed to peers verbally or via an audio/visual demonstration. Alternatively it could be a written document and a variety of presentation formats such as the use of illustrations and charts should be encouraged.

To achieve merit learners should expand their discussion to explain components of the human body that are specifically related to the performer working in a particular discipline.

A copy of the presentation notes/written document should be made available for moderation.

Assessment and Grading Criteria P3,M3,D3

Learners should devise a programme for improving strength, flexibility and stamina, taking into account the appropriate training principles and safe practice. This should be a practical programme and based on the areas of activities covered in workshop sessions. The programme should include a short session (20 mins) which can be delivered to peers. In this session, learners should include warm up activities, relevant exercises and cool down activities. Along with the planned activities, learners should also have notes explaining and justifying the choices they have made.

To achieve merit learners should also practically deliver the session to a peer group.

To achieve distinction learners should also evaluate the session by identifying strengths and weaknesses of the chosen activities in practical application. This should be recorded appropriately in either verbal or written format.

The practical sessions should be recorded on DVD, appropriately formatted and labelled and made available for moderation along with a copy of the presentation notes/written document.

Assessment and Grading Criteria P4,M4

Learners should produce a self assessment record of individual levels of ability and performance. In this they must record the activities undertaken and their own fitness levels by monitoring their heart rates and recording their development. They may also record development in stamina, strength and flexibility. This log will form the basis of the programme developed for P3.

To achieve merit learners should also analyse their own strengths and weaknesses by reflecting on their areas of development and improvement over time. This should be recorded in their log.

The log should be made available for moderation.

Assessment and Grading Criteria P5,M5

Evidence for the assessment criteria should be demonstrated through a written and/or verbal presentation.

Learners should produce a short presentation which can be performed to peers verbally or via an audio/visual demonstration. Alternatively it could be a written document and a variety of presentation formats such as the use of illustrations and charts could be included.

To achieve merit learners should expand their presentation to explain suitable treatment for one type of injury.

A copy of the presentation notes/written document should be made available for moderation.

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Assessment and Grading Criteria P6

Learners must describe the main food groups of a balanced diet. This should be in written form and can consist of prose or charts/illustrations or a mixture of both.

A copy of the written document should be made available for moderation.

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The Healthy Performer Level 3 Unit 27

RESOURCES

A studio with sprung floor and mirrors, sound and DVD recording equipment, visual aids such as posters, wall charts, specialist publications and recordings.

LINKS TO NOS

Suite Reference NOSPublic Service (revised) SFJPS6.13.1 Meet physical fitness requirements

Instructing Exercise and Fitness; Personal Training; Activity Leadership; Operational Services

SKAC22 Promote health, safety and welfare in active leisure and recreation

Health and Social Care SCDHSC0022 Support the health and safety of yourself and individuals

Community Arts CCSCA26 Carry out evaluation of your arts activities

Community Arts CCSCA23 Deliver safe arts leadership

Technical Theatre & Live Performance (Stage Management)

CCSSM9 Prepare and manage the rehearsal process

Technical Theatre & Live Performance (Core) CCSTP16 Work safely

Live Events & Promotion CCSLE12 Assist with the implementation of safety and security at a live event

Proskills PROHSS 1 Make sure your own actions reduce risks to health and safety

CONTACT USStaff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday. We’re always delighted to answer questions and give advice.

Telephone 02476 851509Email cambridgetechnicals@ocr.org.ukwww.ocr.org.uk