BTEC International Level 3 Sport

Unit 4: Ethics, Behaviours and Values — assessment criteria

Learners will examine and explore ethics and the values in sport and the ways organisations maintain ethics and values.

Internal60 GLH25 criteria3 learning aims

Teaching this subject at Level 2?

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

13 criteria

A.P1ACHIEVED. The learner has explained personality, personality theories and personality types. Appropriate links have been made to sports performance using examples from golf and basketball.

A.P2ACHIEVED. The learner has explained motivation, including intrinsic and extrinsic motivation, and has referred to relevant motivational theories. Appropriate sporting examples have been used throughout.

A.P7

A.P8Good work. You have described a range of psychological techniques used in sport. To achieve higher grades, you would need to analyse their effectiveness in different sporting contexts. General comments Well done. This is a clear and well-structured submission that meets the Pass criteria. Further analysis, justification and evaluation would be needed to achieve higher grades. Learner Declaration - I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources and any artificial intelligence (AI) tools used in the work. I understand that false declaration is a form of malpractice. Learner signature P. Plowman Date 13.05.2026 Assessor declaration – I declare that the work submitted for assessment has been carried out without assistance other than that which is acceptable according to the rules of the specification. I certify that to the best of my knowledge the evidence submitted for this Assessor signature K. Conway Date 18.05.2026

B.P2Explain organisations responsible for ensuring fair and equitable practice and the importance of ethical practice

B.P3ACHIEVED. The learner has explained stress and anxiety, including causes, symptoms and effects on performance. Appropriate examples from golf and basketball have been used throughout.

B.P4ACHIEVED. The learner has explained arousal and relevant arousal theories and linked these to sports performance.

B.P5ACHIEVED. The learner has explained factors influencing team dynamics, including communication, leadership and cohesion, linking these to sporting performance.

C.P4Review the ethical considerations of delivering a local and national sporting event.

C.P5Explain methods to increase personal and organisational ethical practice at either a local or national sporting event

C.P6ACHIEVED. The learner has explained the current psychological needs of the selected performer and identified areas for development including confidence, concentration, anxiety management and goal setting.

C.P7ACHIEVED. The learner has planned a psychological skills training programme that includes performance profiling, goal setting, relaxation techniques, imagery and self-talk. The programme is structured and tailored to the performer.

D.P8ACHIEVED. The learner has described a range of psychological techniques including goal setting, relaxation techniques, imagery, self-talk and performance profiling. Appropriate sporting examples have been used to demonstrate understanding.

Merit

6 criteria

A.M1NOT ACHIEVED. To analyse, a learner must explore how and why personality and motivation influence performance and consider their effects in different sporting situations. The response remains largely descriptive and explanatory and therefore does not provide sufficient analysis.

B.M2NOT ACHIEVED. To analyse, a learner must explore how stress, anxiety and arousal affect performance in different situations. The response remains descriptive and does not provide sufficient analysis of these relationships.

B.M3NOT ACHIEVED. The learner explains factors influencing team dynamics, but does not analyse their impact on performance in sufficient depth.

C.M3Compare the ethical considerations of delivering a local and National sporting event, suggesting methods to increase personal and organisational ethical practice at both

C.M4NOT ACHIEVED. To assess, a learner must consider strengths and areas for improvement within the programme and make supported judgements regarding its design. The learner identifies some strengths and improvements but does not assess the programme in sufficient detail.

D.M5NOT ACHIEVED. To analyse, a learner must consider the effectiveness of psychological techniques in different sporting contexts and explore how and why they influence performance. The response remains descriptive and does not provide sufficient analysis.

Distinction

6 criteria

A.D1NOT ACHIEVED. To evaluate, a learner must consider the significance or impact of personality and motivation on performance and arrive at supported judgements. The learner does not provide evaluative discussion or justify strategies to develop a motivational climate, and therefore this criterion has not been met. The learner has produced a structured report that addresses the requirements of the assignment brief. Appropriate examples from golf and basketball have been used to demonstrate understanding of stress, anxiety, arousal and team dynamics. The evidence presented is appropriate for the targeted Pass grade.

A.D3You have described a range of psychological techniques used in

B.D1Evaluate the methods used by organisations in the sports industry to uphold and promote ethics and values in sport’

B.D2NOT ACHIEVED. To evaluate, a learner must consider the significance and impact of stress, anxiety, arousal and team dynamics and arrive at supported judgements. The response does not contain sufficient evaluative discussion to meet this criterion. The learner has produced a structured psychological skills training programme that is appropriate for the selected performer. The programme includes a range of relevant psychological techniques and is linked to the performer’s identified needs. The evidence presented is appropriate for the targeted Pass grade.

C.D2Analyse the impact of implementing methods of positive ethical practise at a local and national sporting event, recommending methods to improve ethical practise

CD.D3NOT ACHIEVED. To justify and evaluate, a learner must provide supported reasons for the programme design and evaluate its effectiveness using evidence and recommendations for improvement. The response remains limited and does not meet the requirements of the criterion. The learner has produced a report describing a range of psychological techniques used to improve sports performance. Appropriate examples from golf and basketball have been used throughout, and the evidence presented is appropriate for the targeted Pass grade.

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.

AchievedGoodExplainReviewNotCompareYouEvaluateAnalyse

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.

Learning aims

A. Explore ethics and values in sport
B. Examine the impact of ethics and values on the organisation of sport
C.

How checkb.tech checks this unit

Upload a learner's submission and checkb.tech reads it against exactly these criteria, reporting each one as met, partly met, or not met — with the evidence that informed the verdict cited, so every call is auditable.

The check runs against the official Pearson documents for this unit, and identical evidence always produces an identical result — the same script gets the same verdict every time.

It never awards a grade. You stay the assessor: confirm, dismiss, or act on every criterion before your assessment decision is final.

Verification & Quality Tools for Unit 4

Free Lead IV and assessor utilities configured for Pearson BTEC International specifications.

Authenticity CheckerAudit Unit 4 Evidence with Free Authenticity Checker

Screen submissions for generic AI filler, inspect slide presentations, and generate oral viva questions.

Lead IV UtilityCalculate IV Sample Size

Generate a JCQ-compliant square-root sampling plan with assessor risk tiers and P/M/D grade distribution.

Compliance CalculatorCheck Resubmission Window

Compute the exact 15th working day deadline excluding term holidays and audit Pearson conditions.

Recommended Guides & Articles

Evidence standards, internal verification protocols, and marking guidance for Unit 4.

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The full BTEC command-verb ladder from identify to evaluate, what each verb demands in evidence, and how verbs decide the Pass, Merit or Distinction band.

6 min read · internal verificationBTEC Resubmission Rules: One Opportunity, Done Right

When a BTEC resubmission is allowed: the one-opportunity rule, Lead IV authorisation, the short window, and what a compliant resubmission looks like.

More Level 3 Sport units

Unit 1 — Health, Wellbeing and Sport Unit 2 — Careers in the Sport and Active Leisure Industry Unit 3 — Research Project in Sport Unit 5 — Self-employment in Sport and Physical Activity Unit 6 — Exercise and Fitness Skills Development All units →

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.