Learners develop the skills needed to prepare a personal training business plan, using IT and financial and fitness data. They will implement a lifestyle and fitness programme for a client.
Assessment criteria
Reproduced verbatim from the Pearson specification — the same grid the assignment brief carries. A unit grade is the highest band where all criteria in that band (and every band below it) are met.
Pass
11 criteriaA.P1Explain how a personal trainer could use IT to support and manage their clients.
A.P2Produce a straightforward personal training business plan, including a financial forecast using a range of IT.
A.P4Produce a marketing plan for a personal training business in a local area.
B.P3Describe different coaching and leadership styles and their characteristics.
B.P4Explain the impact of coaching and leadership styles on performance and participation.
B.P5Explain how the use of fitness and training technology provides data to motivate clients to increase and maintain fitness levels.
B.P6Explain how the use of fitness and training technology provides data to support personal trainers to motivate clients and improve their fitness.
C.P5Achieved. The student produced a detailed plan for a cricket coaching session for a group of young children, including appropriate objectives, progressive activities, differentiation, resources and a risk assessment.
C.P6Achieved. The student delivered the cricket coaching session safely, demonstrating clear communication, accurate demonstrations and effective organisation throughout.
C.P7Explain the importance of legislation, ethics and professional behaviours for a personal trainer.
D.P7Achieved. The student has reviewed the planning and delivery of their coaching session, identifying what went well and recognising areas that could be improved in future sessions.
Merit
7 criteriaA.M1Produce a detailed personal training business plan, including a detailed financial forecast using IT.
A.M2Analyse how marketing tactics, strategies and research are used to produce an effective marketing plan for a personal training business.
B.M2Analyse the suitability of different coaching and leadership styles for different situations and participants.
B.M3Analyse the use of fitness and training technology to motivate regular participation in exercise for clients with different needs.
C.M3Achieved. The student delivered a well-structured and effective coaching session, demonstrating effective coaching and leadership skills, appropriate progression and positive participant engagement throughout.
C.M4Analyse the importance of legislation, ethics and professional behaviours for a personal trainer
D.M4Achieved. The student has analysed their strengths and areas for improvement using evidence from participant feedback, video analysis and self-reflection. They explain how their planning, communication, organisation and adaptations influenced participant engagement, learning and the overall success of the coaching session.
Distinction
4 criteriaA.D1Evaluate how roles, responsibilities and skills contribute to successful coaching and leadership in different contexts How the activity meets the requirements of the assessment criteria The student has delivered a PowerPoint presentation which contained slides with information about the different roles, responsibilities and skills needed to be an effective coach. They used case studies to evaluate the relative importance of roles, responsibilities and skills across different contexts, such as community coaching vs. competitive sport. They justified their views with sports examples and comparisons, highlighting how certain skills or responsibilities become more important in specific situations.
B.D2Evaluate how the impact of advances in fitness and training technology helps to motivate clients to improve their regular participation in exercise.
C.D3Achieved. The student delivered an engaging and inclusive coaching session that met the planned objectives. During the session they recognised that some less confident participants required additional support and adapted activities by introducing scarves and larger balls before progressing to cricket balls. More confident participants were challenged by increasing the throwing distance and introducing one-handed catches, while the size of the playing area and participant groupings were adjusted to maintain inclusion and an appropriate level of challenge. These adaptations enabled participants of different abilities to remain engaged and successfully achieve the planned session objectives. To improve this task, the student could include simple diagrams within the session plan to illustrate the organisation of drills and game activities. They could also include an additional column in the risk assessment to identify who may be affected by each hazard.
D.D4Achieved. The student has evaluated their overall coaching performance using multiple sources of evidence, usingthe outcomes of this evaluation to produce a detailed SMART action plan. The action plan includes relevant development opportunities, clear timescales and practical actions that support their future development as a sports coach.
Command verbs in this unit
The verb decides the depth expected — that is what separates Pass from Merit and Distinction work on the same learning aim.
ExplainProduceDescribeAchievedAnalyseEvaluate
Pearson's ladder runs Identify → Describe → Explain → Compare / Analyse → Evaluate / Justify / Assess. A Merit or Distinction criterion on the same aim always implies the Pass beneath it: an “evaluate” answer that never first “explains” fails, however polished it reads. Hover a verb for what it demands.
Criteria and aim text reproduced for teacher reference from the official Pearson qualification documentation (Pearson BTEC International Level 3 Qualifications in Sport). BTEC is a registered trademark of Pearson Education Limited. checkb.tech is an independent tool — not affiliated with, endorsed by, or sponsored by Pearson. It never awards a grade; the teacher stays the assessor.