DCF Cymru Digital competence for Wales

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VCSE Sport and Leisure

The VCSE in Sport and Leisure asks learners to collect, chart and interpret participation and fitness data, film and analyse performance or coaching, research using sources they reference, and know how social media and digital tools are used across the sector. Unit 1 is a short sector test that centres may run on screen, while the digital work is concentrated in the Unit 2 NEA and in whichever of Unit 3 or Unit 4 a centre chooses, with evidence documented and submitted digitally and no use of AI. The single biggest thing KS3 should build is the habit of recording sport and activity data in a spreadsheet, charting it and saying what it shows, alongside filming practical work and reviewing it honestly.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital work
Medium
Specification
Open the specification
Step before
Foundation Sport and Leisure, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Sport and Leisure Sector: Sector test 1 hour, paper-based or on screen, 20%, 50 marks, set and marked by WJEC
  • Unit 2: Promoting Health and Wellbeing through Sport and Leisure: NEA 5 hours plus one hour reading time, 20%, 50 marks, set and marked by WJEC, brief changes every year
  • Unit 3: Developing Personal Performance in Sport and Leisure (optional, alternative to Unit 4): NEA 7 hours, 60%, 90 marks, set by WJEC, marked by the centre and moderated by WJEC; the six-week training programme can be carried out outside the supervised time
  • Unit 4: Leadership and Coaching in Sport and Leisure (optional, alternative to Unit 3): NEA 7 hours, 60%, 90 marks, set by WJEC, marked by the centre and moderated by WJEC

The digital skills in this qualification

  1. Answering an on-screen sector test

    Assessed: In the exam

    Unit 1 is a one-hour sector test that centres can choose to take on paper or on screen. Section A uses objective question types such as multiple choice, drag-and-drop and hot spot questions, and Section B adds short answers about short applied scenarios.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    At the end of a fitness topic, pupils take a ten-question Microsoft Forms quiz on an iPad, with multiple choice and matching questions, and check their score straight away.
    Year 8
    Pupils sit a short on-screen quiz on the components of fitness that mixes drag-and-drop, multiple response and one typed short answer, then compare it with a paper version of the same quiz.
    Year 9
    Pupils complete a timed 20-minute on-screen test on sport and leisure provision in their local area, including short scenario questions with typed answers, and review which question types slowed them down.
    Show the specification wording and the DCF statements

    Where it is in the specification: Summary of assessment, page 5; Section 3.2, Unit 1, pages 44 and 45

    “multiple choice, multiple response, fill-in-the blank, drag-and-drop and hot spot questions”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use keyboard commands such as shortcuts.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    Progression step 5

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

  2. Knowing how digital technology is used in sport and leisure jobs

    Assessed: In the exam

    Learners must understand the skills needed across sport and leisure roles, which include using digital technology to communicate and using sports analysis software, with sports analysts using video and data tools as the named example. This is knowledge tested in the Unit 1 sector test rather than a practical skill.

    DCF: Communication, Health and well-being, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils list the ways their PE department and a local club communicate with them (Teams posts, emails, a club app, posters) and say which works best for a fixture change and why.
    Year 8
    Pupils write a short, polite email in Outlook to a teacher asking to join an extracurricular club, using a clear subject line and checking it before sending.
    Year 9
    Pupils research one sport and leisure job, such as a performance analyst or leisure centre assistant, and make three slides showing the digital tools the job uses and why a professional online presence matters.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.3.3, pages 18 and 19

    “use of digital technology to communicate”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    Progression step 5

    • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

  3. Using social media to promote participation, responsibly

    Assessed: In coursework (non-examination assessment, NEA)

    Learners study strategies to increase participation, and the list includes using technology and social media to encourage people to take part. The Unit 2 brief asks them to design and evaluate an initiative for a target group, so promotion through social media is one route they may choose.

    DCF: Health and well-being, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils look at two real posts from Sport Wales or a local club and pick out the marketing features (images, hashtags, call to action) that are meant to grab attention.
    Year 8
    Pupils design a mock post in PowerPoint to promote a lunchtime netball or football club, and check it for stereotypes and for any personal details or faces that should not be shared.
    Year 9
    Pupils plan a short campaign of three mock posts to get more Year 7 pupils taking part in an after-school activity, and write the rules they would follow on consent, photos and location tags.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.1, page 29; Section 3.2, Unit 2, page 45

    “using technology to encourage participation through social media.”
    Progression step 3

    • I can identify marketing elements designed to draw my attention.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can identify stereotypes and their impact in a range of media.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  4. Collecting participation data, including by survey and wearable technology

    Assessed: In coursework (non-examination assessment, NEA)

    Learners must know the types of data (qualitative, quantitative, subjective, objective) and how to collect them, with questionnaires, activity logs and wearable digital technology such as smart watches all named. The Unit 2 brief requires them to analyse participation data before designing an initiative.

    DCF: Data and information literacy, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils build a five-question Microsoft Forms survey on which lunchtime activities their class would try, using multiple choice and rating questions.
    Year 8
    Pupils log their own steps or active minutes for a week (pedometer, phone app or paper log), enter the totals into a shared Excel sheet and discuss what a fitness tracker shares about where they have been.
    Year 9
    Pupils design a Forms questionnaire with closed and open questions on barriers to taking part in sport, send it to another class, export the responses to Excel and sort them into qualitative and quantitative data.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.2, page 29; Section 3.2, Unit 2, page 45

    “wearable digital technology (for example, smart watches)”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can identify the benefits and risks of mobile devices broadcasting the location of the user/device.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  5. Presenting and interpreting participation data to judge a strategy

    Assessed: In coursework (non-examination assessment, NEA)

    Learners present data in bar charts, line graphs, pie charts, tables and pictograms, then interpret it to judge whether a strategy or programme worked. The specification does not name software, but a spreadsheet is the natural tool for the Unit 2 brief, which is built on analysing participation data.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils enter club attendance figures for a half term into Excel, use SUM and AVERAGE, and make a bar chart showing which club is most popular.
    Year 8
    Pupils chart attendance at a lunchtime club before and after a poster campaign as a line graph in Excel and write two sentences on whether the campaign made a difference.
    Year 9
    Pupils are given participation figures for a local leisure centre by age group and gender, choose suitable charts in Excel, and write a short judgement on whether a free-swim scheme reached its target group.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.3.2, pages 29 and 30; Section 3.2, Unit 2, page 45

    “Learners should be able to evaluate and interpret data to assess the effectiveness of strategies, programmes, and interventions.”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can perform analysis on simple data sets including grouping data as appropriate.

    • I can analyse large data sets and identify trends where appropriate.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  6. Researching for the NEA and referencing sources

    Assessed: In coursework (non-examination assessment, NEA)

    The NEA includes a research phase, and the assessment pack sets out the research approach and how learners should reference their sources. Learners research participation, barriers and organisations such as Sport Wales and local clubs to support their tasks.

    DCF: Sourcing, searching and planning digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils search for three facts about a sport in Wales, such as who runs it and where it is played locally, bookmark the pages and write the web address under each fact.
    Year 8
    Pupils compare a governing body website (for example Wales Netball) with a fan forum on the same topic and rate each for who wrote it, when, and how far it can be trusted.
    Year 9
    Pupils research what their local authority leisure service offers young people, using refined searches such as site:gov.wales, and finish with a reference list of every source used.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, Task Taking, page 46

    “information about research phase including research approach and referencing, can be found in the assessment pack.”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

    • I can refer appropriately to sources of information used in my digital work.

  7. Filming performance and using video and notational analysis

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 3 learners carry out tests and monitoring to measure factors affecting performance, including video observation of technique and tactics, then analyse performance using video analysis and notational analysis methods. Centres must provide a camera or mobile device to capture visual evidence.

    DCF: Creating digital content, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils film a partner's standing broad jump on an iPad, play it back in slow motion and point out one teaching point that was met and one that was missed.
    Year 8
    Pupils film a short small-sided game and use a simple tally sheet in Excel to record passes, shots and turnovers for one player, agreeing first who may be filmed and where the clips are stored.
    Year 9
    Pupils use slow-motion and side-by-side playback to compare their technique in a skill such as a netball shot with a model video, and write two targets based on what they see.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 35; Unit 3, Section 3.2.2, page 35; Unit 3, Resources required for assessment, page 32

    “visual or video observations to assess level of techniques of performance”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  8. Recording fitness and training data and comparing it with normative tables

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 3 learners carry out fitness tests and health screening, record results in training diaries, logs and questionnaires over a six-week training programme, and analyse them against normative range tables, judging reliability and validity. A spreadsheet suits this, though the specification does not name one.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils record their sit and reach and 30 metre sprint results in a class Excel sheet and use MAX, MIN and AVERAGE to see the spread.
    Year 8
    Pupils enter their own fitness test results into an Excel table, look up each one in a printed normative table, and use conditional formatting to colour each result by rating.
    Year 9
    Pupils keep a three-week training log in Excel, chart their progress on one test, and write a short comment on whether the change is real or could be down to how the test was carried out.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Sections 3.2.1 and 3.2.2, pages 34 and 35; Unit 3, Sections 3.4.1 and 3.4.2, page 37

    “normative range tables and benchmarking against expected standards”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    • I can perform analysis on simple data sets including grouping data as appropriate.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  9. Using video footage and feedback to review a coaching session

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 4 learners plan and deliver activity sessions, then review them using different sources of feedback, including assessor and participant feedback, personal reflection and video footage. Centres must provide a way to capture visual evidence of the practical work.

    DCF: Evaluating and improving digital content, Creating digital content

    Getting pupils ready

    Year 7
    In small groups, one pupil leads a two-minute warm-up while another films it on an iPad, and the group watches it back to say whether the instructions were clear.
    Year 8
    Pupils lead a short skill practice for younger pupils, film it, and use a shared Forms feedback sheet from participants alongside the video to pick one thing to change next time.
    Year 9
    Pupils deliver a ten-minute coaching activity, review the footage with a checklist of coaching points, and add timed comments to the clip in a shared OneNote page before writing a short development plan.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 4, Section 4.4.1, page 42; Unit 4, Resources required for assessment, page 39

    “using different sources of feedback to inform the review”
    Progression step 3

    • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
    Progression step 5

    • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

  10. Storing, presenting and submitting evidence digitally

    Assessed: In coursework (non-examination assessment, NEA)

    For Units 3 and 4 centres must give learners IT access to document, store and present their work digitally, and evidence for moderation must be submitted digitally, either typed or as scanned handwritten work. Photographs and video of practical outcomes form part of this evidence.

    DCF: Storing and sharing, Creating digital content

    Getting pupils ready

    Year 7
    Pupils save a photo of their team's warm-up plan into a named folder in OneDrive and give the file a clear name with their name and date.
    Year 8
    Pupils build a short Word or PowerPoint portfolio of a PE unit with photos of their practical work, captions, and a heading on each page, then save it as a PDF.
    Year 9
    Pupils keep a digital folder of evidence for a training or coaching project across several lessons, using version history to recover earlier drafts and compressing a video so it can be shared.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Resources required for assessment, page 32; Unit 4, Resources required for assessment, page 39; Section 3.2, Units 3 and 4, pages 45 and 46

    “IT access, including devices or systems for learners to document, store, and present their work digitally”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    Progression step 5

    • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

Good to know

Links with other qualifications

Fitness testing, training logs and filming performance overlap closely with GCSE Physical Education and Health, and the participation survey and charting work matches the data demand in GCSE Social Studies and GCSE Health and Social Care, and Childcare, so one shared KS3 routine of Forms to Excel to a written conclusion would serve all of them.

Source: WJEC Level 1/Level 2 VCSE Sport and Leisure specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).