Atp Woodball Practitioner

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
Business, Technical, Vocational Education and Training [BTVET] Subsector Reform
Assessment and Training

Package
For
WOODBALL
PRACTITIONER
Qualification Level: 1
Occupational Cluster: Physical Education
January 2022
Developed by: Funded by:
Qualifications Standards Department Government of Uganda
Directorate of Industrial Training
UVQF: Assessment and Training Package (ATP) for WOODBALL PRACTITIONER
QUALIFICATION LEVEL: 1 January
2022
DIRECTORATE OF INDUSTRIAL TRAINING

Plot 97/99 Jinja Road/Corner 3rdStreet,
P.O Box 20050, Lugogo, Kampala, Uganda
Tel: 256-414-251256; 256-414-259412;
E-mail: [email protected]
Under BTVET Act, 2008 the functions of the Directorate of Industrial Training are:
(a) To identify the needs of the labour market for occupational competencies that fall
under the UVQF;
(b) To regulate apprenticeship schemes;
(c) To foster and promote entrepreneurial values and skills, as an integral part of the
UVQF;
(d) To secure adequate and sustainable financing for the efficient operations of the
Directorate;
(e) To accredit training institutions or companies as assessment centers;
(f) To determine fees payable under the Act;
(g) To develop, apply, expand and improve the purposeful application of Uganda
Vocational Qualifications defined in the UVQF;
(h) To assess and award Uganda Vocational Qualifications;
(i) To promote on-the-job training in industry for apprenticeship, traineeship and
indenture training and for other training such as further skills training and upgrading;
and
(j) To prescribe the procedure for the making of training schemes
Further to the above provisions, there is an established Uganda Vocational Qualifications

Framework (UVQF), under part V of the BTVET Act, 2008. It is stated that:
The purpose of the UVQF is to define:

(a) Occupational standards in the world of work;
(b) Assessment standards;
(c) Vocational qualifications of learners who meet the set standards of different studies;
(d) Provide guidelines for modular training.
The UVQF shall follow principles of Competence Based Education and Training (CBET)
which include:
(a) Flexible training or learning modules;
(b) Positive assessment and Certification;
(c) Assessment of Prior Learning;
(d) Recognition of formal and non-formal training;
(e) Self-paced or individual learning; and
(f) Work place learning
i
QUALIFICATION LEVEL: 1 January 2022
For award and recognition of certificates, the BTVET Act, 2008 provides that:
(1) The Directorate and other examination boards established under the Act shall
award certificates and diplomas for Business, Technical or Vocational education
and training under the UVQF;
(2) The Certificates and Diplomas to be awarded shall be in the form prescribed by the
Minister on the recommendation of the Industrial Training Council;
(3) The Certificates and Diplomas awarded under the Act shall be recognized in the
Uganda education system and by the labour market.
Under the TVET Implementation Standards 2020, the proposed new mandate of the
Directorate of Industrial Training shall be restricted to promoting the highest standards in
the quality and efficiency of industrial training in the country and ensuring an adequate
supply of properly trained manpower at all levels in the industry and the world of work.
The functions shall include:

a) Regulating Industrial training and trainers,
b) Developing industrial training curricula,
c) Harmonizing curricula and certificates of competence,
d) Assessing industrial training,
e) Development of occupational standards and Assessment and Training Packages
(ATPs) for Trade Testing for the industry and world of work and
f) Awarding certificates in that respect.
At operational level in the Directorate, the Qualification Standards Department performs

development tasks related to concepts, procedures and instruments for establishment of
the UVQF in close collaboration with both public and private stakeholders in vocational
training.
In particular, the Department organizes and coordinates the development of Assessment

and Training Packages for use in competence-based vocational training as well as
standards-based assessment and certification.
The Directorate has therefore produced this Assessment and Training Package for use in
implementing Competence-Based Education and Training mechanisms.
No part of this publication may be reproduced except for internal use only unless
authorized, in writing, by the Permanent Secretary, Ministry of Education and Sports.
ii
TABLE OF CONTENTS
Word from Permanent Secretary ................................................................................. iv

Executive Summary ....................................................................................................... v
Acknowledgement ....................................................................................................... vii
Abbreviations and Acronyms .................................................................................... viii
Key Definitions.............................................................................................................. ix
Occupational Profile for a WOODBALL PRACTITIONER .......................................... 10
Additional Information................................................................................................... 8
2.0 ATP – PART II ......................................................................................................... 10
Training Modules for WOODBALL PRACTITIONER .................................................. 10
TRAINING MODULES FOR WOODBALL PRACTITIONER UVQ LEVEL 1 ................. 11
3.0 ATP- PART III .......................................................................................................... 25
Assessment Instruments for WOODBALL PRACTITIONER...................................... 25
WRITTEN TEST ITEMS (SAMPLES) ............................................................................ 27
PERFORMANCE TEST ITEMS (SAMPLES) ................................................................ 34
4.0 ATP- PART IV ......................................................................................................... 37
INFORMATION ON DEVELOPMENT PROCESS ......................................................... 37
iii
Word from Permanent Secretary

The Ministry of Education and Sports (MoES) through the Directorate of Industrial Training
conducts Competence Based Assessment.
The foreseen advantages of CBA include improved access, equity and relevance of skills
development, reduced unit costs of training, and recognition of Prior Learning (or on-the-
job- training), among others.
As the Ministry executes its obligation of ensuring quality in training standards, the public-
private partnership is being strengthened to improve occupational competence of the
country’s workforce without gender bias.
To achieve the set-out targets, the Directorate embarked on the anticipated UVQF design
and development piloting its instruments and mechanisms in order to effectively enhance
Competence-Based Assessment (CBA) in Uganda.
To date, the Qualifications Standards Department of DIT has produced Assessment and
Training Packages (ATP) for various occupations. Each ATP contains 3 parts namely:
1.Occupational/job Profile
2.Training modules and
3.Assessment instruments Banks
The ATP can be used by any training provider and/or those who wish to present themselves
for Occupational Assessment and Certification.
Herewith, the Directorate of Industrial Training presents the “Assessment & Training
Package (ATP)” for training, assessment and certification of WOODBALL
PRACTITIONER – QUALIFICATION LEVEL 1
Finally, I thank all individuals, organizations and development partners who have
contributed and/or participated in the development of this noble document.
Ketty Lamaro
Permanent Secretary
iv
Executive Summary
This Assessment and Training Package is a Competence-Based Education and Training
(CBET) tool and consists of three major parts:
0.1 PART I: The “Occupational Profile” (OP) of a WOODBALL PRACTITIONER. This

Occupational Profile which was developed by WOODBALL PRACTITIONERs
practicing in the world of work, mirrors the duties and tasks WOODBALL
PRACTITIONERs are expected to perform in the world of work.
0.2 PART II: “Training Modules” in the form of guidelines to train WOODBALL
PRACTITIONERs both on the job as well as in training centers (or combinations of
both venues of learning). The Training Modules herein have been developed basing
on the Occupational Profile and hence are directly relevant for employment.
0.3 PART III: “Assessment Instruments” in the form of performance (Practical) and
written (theory) test items that can and should be used to assess whether a person
complies with the requirements of employment as a WOODBALL PRACTITIONER.
These assessment instruments were developed jointly by job practitioners
(WOODBALL PRACTITIONER) and teachers based on the occupational profile and
training modules1.
0.4 While the Occupational Profile (OP) contained in PART I of this document provides
the information on WHAT a person is expected to do competently in the world of
work, the test items, -including performance criteria- of PART III qualify the HOW
and/or HOW WELL a person must do the job.
In combination, both parts -the OP and the test items- constitute the relevant
‘Assessment STANDARDS’ for competence-based assessment and certification for
acquiring a credible Qualification for – Woodball practitioner-Qualification Level 1.
0.5 The modular format of the curriculum (PART II) allows learners to acquire job specific
skills and knowledge (i.e. competencies) module by module. A single module can be
accomplished within a relatively short duration of time allowing flexibility for learners
to move directly into an entry level job, go for further modules or advance to higher
levels of training. Modular courses allow more learners to access the training system
because training centers as well as companies can accommodate more students in
a given period of time.
0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will also
enable people who are convinced to have acquired competencies laid down in this
ATP through prior training and on-the-job experience to access assessment and
certification directly; be it on the basis of a single module, a group of modules or all
1
In this document, only sample test items for assessing (practical) performance and occupational knowledge (theory)
are included. A larger selection of test items can be obtained from an electronic Test Item Bank at Directorate of
Industrial Training
v
0.1. The parts of this Assessment and Training Package were sequentially developed
as follows:
i Part 1: Occupational Profile: January 2022

ii Part 2: Training Modules: January 2022
iii Part 3: Assessment Instruments: January 2022
This ATP (or parts of it) may be periodically revised to match the dynamic trends in the
occupation and hence issued in different versions.
Patrick Byakatonda
Ag. Director DIT
vi
Acknowledgement
The Qualifications Standards Department of DIT wishes to sincerely acknowledge the
valuable contributions to the develop of this Assessment and Training Package by the
following persons, Institutions and organizations:
 Members of the DIT Industrial Training Council;

 The Director and staff of DIT,
 Ministry of Education and Sports;
 The practitioners from the world of work;
 Teachers of Physical Exercises in various Secondary schools;
 Physical Exercises Curriculum Specialists from NCDC;
 Examination Specialist from UNEB;
 The facilitators involved in guiding the practitioners in their activities;
 The Government of Uganda for financing the develop of this ATP;
vii
Abbreviations and Acronyms
A&C Assessment & Certification

ATP Assessment & Training Packages
BTVET Business, Technical and Vocational Education and Training
CBET Competency Based Education and Training
DIT Directorate of Industrial Training
ITC Industrial Training Council
GoU Government of Uganda
LWA Learning-working Assignment
MC Modular Curriculum
MoES Ministry of Education and Sports
OP Occupational Profile
PEX Practical Exercise
PTI Performance (Practical) Test Item
QS Qualification Standards
RPL Recognition of Prior Learning
TIB Test Item Bank
TVET Technical, Vocational, Education and Training
UVQ Uganda Vocational Qualification
UVQF Uganda Vocational Qualifications Framework
WTI Written (Theory) Test Item
viii
Key Definitions
Assessment Assessment is the means by which evidence is gathered and judged

to decide if an individual has met the stipulated assessment standards
or not. Testing is a form of formal assessment.
Certification Certification is a formal procedure to issue a certificate (qualification)

to an individual that has demonstrated during formal assessment that
he/she is competent to perform the tasks specified in the occupational
profile.
Competence Integration of skills, knowledge, attitudes, attributes and expertise in

doing /performing tasks in the world of work to a set standard.
Competency (Occupational) competency is understood as the ability to perform

tasks common to an occupation to a set standard.
CBET Competence-based education and training means that programmes:
1. have content directly related to work

2. focus is on ‘doing something well’
3. assessment is based upon industry work standards, and
4. curricula are developed in modular form
Duty A Duty describes a large area of work in performance terms. A duty

serves as a title for a cluster of related Tasks (see also: TASK).
Learning- LWA are simulated or real job situations / assignments that are suitable
Working for learning in a training environment (e.g. “small projects”). In a
Assignment working environment LWAs are real work situations /assignments.
(LWA)
Modules Modules are part(s) of a curriculum. Modules can be considered as
“self-contained” partial qualifications which are described by learning
outcomes or competencies and which can be assessed and certified
individually.
Occupational An Occupational Profile is an overview of the duties and tasks a job

Profile (OP) incumbent is expected to perform competently in employment.
Occupational Profiles developed by practitioners from the world of
work enhance the relevance of training and learning to the
requirements of the world of work.
ix
Occupational Profiles define WHAT a person is supposed to do in

performance terms. It also contains generic information regarding
related knowledge and skills, attitudes/behavior, tools, materials
and equipment required to perform as well as trends/ concerns in
the occupation.
Occupational profiles are the reference points for developing

modular curricular and assessment standards
Qualification A qualification is a formal recognition for demonstrating

competence, based on formal assessment against set standards. A
qualification is provided to the individual in form of a certificate
specifying the nature of the competence.
Task Job TASKS represent the smallest unit of job activities with a
meaningful outcome. Tasks result in a product, service, or decision.
They represent an assignable unit of work and have a definite
beginning and ending point. Tasks can be observed and measured.
(see also: Duty)
1.0 ATP-PART I
Occupational Profile for a WOODBALL PRACTITIONER
1.1 The OCCUPATIONAL PROFILE (OP) for “Woodball practitioner” below defines the
Duties and Tasks a competent Woodball practitioner is expected to perform in the
world of work (on the job) in Uganda and the East African region today.
1.2 Since it reflects the skill requirements of work life, the Occupational Profile is the
reference document for the subsequent development of training modules and
x
assessment instruments (test items) which are directly relevant to employment in
Ugandan and the East African businesses and industries.
1.3 To ensure that the Occupational Profile is relevant for employment in Uganda and
East Africa, the DIT used the method of “occupational/job profiling.1
This approach involves the brainstorming of a panel of 8 to 12 competent job

practitioners guided by trained and experienced facilitators. During a two-day
workshop the panelists define the duties and tasks performed in employment, as
well as the prerequisite skills, knowledge, attitudes, tools and equipment, and the
future trends and concerns in the occupation/job.
1.4 The panelists, facilitators and coordinators who participated in reviewing this
Occupational Profile for a WOODBALL PRACTITIONER are listed on the following
page.
1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’
2 ATP Part I
[Occupational Profile]
Expert Panel
Katende David
NCS Representative
Mukiibi Charles
NCDC
Nakyeyune Stella THE REPUBLIC OF UGANDA

UNEB Representative Ministry of Education and Sports
Kabayonga Eva
Gayaza High School Business, Technical and Vocational
Education and Training (BTVET) Sub sector Reform
Bwambale Gerald
St.Mary’s College Kisubi
Luwedde Eseza
St.Mark’s College Namagoma
Ssemwendo Samuel
Luzira Senior School
Alwenyi Alice
Occupational Profile
Mengo Senior School For a
Isabirye George
Uganda National Woodball “ WOODBALL
PRACTITIONER”
Kaddu John Bosco
Uganda Woodball Federation
Mirembe Immaculate
MUBS Club.
Mukova Joan
Uganda National Woodball
Developed by: Qualifications Standards
Facilitators Department of the Directorate
Doreen Tuhirirwe of Industrial Training
Kirabo Thomas mugenyi

Co-ordinator
Elizabeth Ruth Mukyala
Date of workshop:17th –21st January, 2022

Funded by
The Government of Uganda
3 ATP Part I
NOMENCLATURE FOR THE OCCUPATION OF A WOODBALL
PRACTITIONER
Definition: A WOODBALL PRACTITIONER is an individual who is skilled and actively
engages in the practice of the wood ball sport as a player, coach, an officiating official or
manager.
JOB ORGANISATION CHART FOR A WOODBALL PRACTITIONER
 Cooks PEERS WOODBALL  Media

 Medical staff COACH  International
 Golf
 Engineers Woodball
 Gate ball LEVEL III
 Mechanics Federation
 Croquet
 Janitors  National Council of
 Cricket
 Coaches Sports
 Bowling  EAUGs
 Statisticians
 Hockey  AUUS
 Equipment
 Badminton  MoES / UNEB
managers
 Rounders’  DIT
 Referees
 Table WOODBALL  Sponsors
 Games teachers
tennis OFFICIAL
 Team managers  Training Institutions
 Lacrosse
 Facility managers LEVEL II  Local Authorities
 Soft ball
 Equipment  URA
 Baseball
managers  NCDC
 Athletes
 Caddy  International
 Netballers
 PE teachers Woodball
 Rugby
 Security personals Federation
players  Uganda Para
 Green keepers
Olympics
WOODBALL  Uganda Secondary
PLAYER Schools Sports
Association’
LEVEL I
 Fans
Internal Links Technical External Links

Links
Level Descriptors for a Woodball Practitioner:
UVQ Level I Woodball Player;

This is a person who plays woodball competently and performs game supporting activities.
UVQ Level II Woodball Official;

This is a person who has a skill to play and competence of officiating a woodball game.
UVQ Level III Woodball Coach; This is a person who has the competence to coach and
manage a wood ball game
4 ATP Part I
Duties and Tasks

A. SETUP A1 Identify site A2 Select site A3 Secure site
WOODBALL
COURSE
A4 Demarcate site A5 Clear site A6 Mark
fairways
A7 Fix gates A8 Setup tents
B. PLAY B1 Register B2 Wear sports B3 Select

WOODBALL players attire equipment
B4 Familiar self B5 Perform warm B6 Take
with course up positions
layout
B7 Tee off B8 Play strokes B9 Record
strokes
B10 Confirm strokes B11 Perform
signage
C. COACH C1 Design training C2 Prepare training C3 Organize

WOODBALL program session course
GAME
C4 Brief players C5 Train players C6 Mentor and
inspire
players
C7 Assess players C8 Manage C9 Profile
discipline players
C10 Select teams C11 Identify talents C12 Make

training
reports
C13 Manage drills
D. OFFICIATE D1 Set scorecard D2 Inspect D3 Seed players

WOODBALL course
GAME
D4 Brief athletes D5 Read out D6 Inspect
scorecards players
D7 Record results D8 Allocate D9 Position

scorecards players
D10 Direct play order D11 Kick of game D12 Oversee tee
off
D13 Apply rules and D14 Manage game D15 Record results
regulations time
5 ATP Part I
D16 Position balls D17 Read out D18 Confirm
results results
D19 Award players
E1 Prepare E2 Repair tools E3 Replace tools

E. MAINTAIN maintenance and and equipment
TOOLS, schedules equipment
EQUIPMENTS E4 Remark course E5 Clean E6 Store tools and
AND equipment equipment
MATERIALS
E7 Keep
maintenance
records
F. PERFORM F1 Plan activity F2 Prepare F3 Mobilize

ADMINISTRAT calendar budgets resources
IVE TASKS
F4 Recruit staff F5 Assign roles F6 Organize
training
courses
F7 Organize and F8 Procure tools, F9 Appraise staff
coordinate materials &
woodball equipment
competitions
F10 Supervise F11 Conduct F12 Keep records
activities meetings
F13 Prepare reports F14 Register club F15 Create
partnerships
F16 Conduct
research on
woodball
operations
G. MARKET G1 Brand team G2 Conduct G3 Advertise

WOODBALL press game
GAME conferences
G4 Participate in G5 Organize G6 Form clubs
tournaments demonstration
s
G7 Carryout G8 Organize G9 Network with
cooperate game peers
social exhibitions
responsibilities
6 ATP Part I
H. PERFORM H1 Wear Personal H2 Administer H3 Carryout

OCCUPATION Protective gear First Aid medical
AL HEALTH checks
AND SAFETY H4 Display safety H5 Perform fire H6 Manage waste
PRECAUTION signs fighting
S
H7 Mark safety H8 Perform
zones physical
exercises
7 ATP Part I
Additional Information
Related knowledge & skills

12. Administration of first Aid
1. Usage of tools, equipment
13. Knowledge on performance of people
2. Knowledge about the game with special needs
3. Factors affecting performance of the 14. Guidance and counseling skills
game
15. Nutritional management
4. Knowledge about the tournament
16. Terminologies used in Woodball
5. Marketing skills
17. Rules and regulations
6. Managerial skills
18. Record keeping
7. Communication skills
19. Waste management
8. Social & Interpersonal skills
20. Team composition
9. Knowledge on marking fairway
21. Standard dimensions of fairway
10. Knowledge on scorecards
Information and communication technology
11. Training skills
Tools, Materials and Equipment

1. Mallet
2. Woodball
3. Gate
4. Fairway flags
5. Scorecards
6. Ropes and pegs
7. Starting blocks
8. Position markers
9. Stationaries
10. Game attire
8 ATP Part I
Attitudes / Traits / Behaviour Future Trends and Concerns

1. Self-motivated 1. Self-criticism
2. Popularization of the game
2. Trustworthy 3. Permanent practice courses
3. Honest 4. Inadequate funding
4. Tolerant 5. professionalizing the game
6. Availability of game equipment
5. Hardworking
7. Qualification for international
6. Team player sports stages
7. Disciplined 8. Open succession plan
9. Inadequate sponsorships
8. Good time manager
10. Doping in sports
9. Committed 11. Negative attitude to the industry
10. Good listener 12. Early talent identification
11. Flexible 13. Poor work ethics
12. Result oriented 14. Inadequate skilled man power
13. Curious 15. Competition from other jump sports
industries
14. Competitive
16. Inadequate competent woodball
15. cooperative practitioners
16. Innovative and creative 17. Standardized training curriculum
17. Physically fit 18. Inadequate sponsorship
18. Knowledgeable 19. Inadequate and substandard
19. Patient woodball infrastructure
20. Polite 20. Retention of players
21. Social 21. Embrace global trends
22. Vigilant 22. Body health (physical fitness)
23. Calm 23. Capacity building
24. Respectful 24. Commercialization of the sport
25. Confident 25. Match fixing
26. Intelligent 26. Inadequate officiating officials
27. Logical 27. Competition opportunities at grass
28. Trainable root levels
29. Tidy
30. Kind
31. Empathetic
9 ATP Part I
2.0 ATP – PART II

Training Modules for WOODBALL PRACTITIONER
2.1 A curriculum is a “guide /plan for teaching and learning” which provides a guide to
teachers, instructors and learners. In the envisaged system of competence-based
or outcome-oriented education and training (CBET), Curricula are no longer the
benchmark against which assessment is conducted. It is rather the Occupational
Profile that provides the benchmark for Curriculum development as well as
assessment.
2.2 This modular format of the curriculum allows learners of Woodball practitioner to
acquire job specific skills and knowledge (i.e. competencies) module by module. A
single module can be accomplished within a relatively short duration of time
allowing learners to move directly into an entry level job, do further modules and
advance to higher levels of training. Modular courses allow more learners to
access the training system because training centers, as well as companies can
accommodate more students in a given period of time.
2.3 The modules were developed jointly by both instructors and job practitioners. They
were developed using the Occupational Profile as a reference point and
considering the specifications of training and learning outcomes.
2.4 The modules contain “Learning-Working Assignments” (LWAs) and related

“Practical Exercises” (PEXs) as key elements.
LWAs are simulated or real job situations/assignments that are suitable for learning
in a training environment (e.g. “small projects”). In a working environment, LWAs
are real work situations.
PEXs are therefore sub-sets of a LWA.
2.5 In principle, and following the philosophy of Competence-Based Education and

Training (CBET), the modules can be used as a guide for learning in a training
Centre, at the workplace; or a combination of both.
10 ATP Part II
[Training Modules]
WHO IS A WOODBALL PRACTITIONER QUALIFICATION LEVEL 1?
A level 1 WOODBALL PRACTITIONER is an individual who is skilled and actively

engages in the practice of the wood ball sport as a player, coach, an officiating official or
manager.
TRAINING MODULES FOR WOODBALL PRACTITIONER UVQ LEVEL 1

Code Module Title Average duration
Contact hours Weeks
UE/WP/M1.1 Establish Woodball Course 120 03
UE/WP/M1.2 Play Woodball 240 06
Manage course, tools, equipment

UE/WP/M1.3 160 04
and materials
UE/WP/M1.4 Perform Entrepreneurial Skills 160 04
Summary 4 Training modules 680 Hours 17Weeks
Note: Average duration is contact time but NOT calendar duration
It is assumed that:
 1 day is equivalent to 8 hours of nominal learning and

 1 month is equivalent to 160 hours of nominal learning.
Information given on the average duration of training should be understood as a guideline.

Quick learners may need less time than indicated or vice versa.
At completion of a module, the leaner should be able to satisfactorily perform the included
Learning Working Assignments, their Practical Exercises and attached theoretical
instruction, as the minimum exposure.
Prior to summative assessment by recognized Agencies, the users of these Module

Guides are encouraged to carefully consider continuous assessment using samples of (or
similar) performance (practical) and written test items available in part 3 of this ATP for
WOODBALL PRACTITIONER.
11 ATP Part II
[Training Modules]
Code UE/WP/M1.1
Module title Establish Woodball Course
Related Qualification Part of:
Uganda Vocational Qualification
(WOODBALL PRACTITIONER UVQ1)
Qualification Level 1
Module purpose By the end of this module, the trainee will be able to establish
a woodball course.
Learning-Working LWA1/1: Plan Course
Assignments LWA1/2: Demarcate Fairways
(LWAs)
LWA1/3: Perform occupational health, safety and
environmental protection practices
Note:
1. The learning exercises may be repeated till the
trainee acquires a targeted competence.
2. The trainer is advised to deliver relevant theoretical
instruction with demonstrations as required to
perform each learning working assignment.
Related Practical LWA1/1: Plan Course
Exercises (PEXs) PEX 1.1: Identify activity area
PEX 1.2: Select activity area
PEX 1.3: Secure activity area
PEX 1.4: Determine nature of ground
PEX 1.5: Determine number of fairways
PEX 1.6: Determine tools, materials and equipment
PEX 1.7: Identify labour force
PEX 1.8: Draw course design
LWA1/2: Demarcate Fairways
PEX 2/1: Prepare tools, equipment and materials
PEX 2/2: Display course design
PEX 2/3: Measure fairways
PEX 2/4: Put up fairway ropes and pegs
PEX 2/5: Setup fairway gates
PEX 2/6: Put up staring blocks
PEX 2/7: Put up fairway flags
PEX 2/8: Display fairway maps
12 ATP Part II
[Training Modules]
PEX 2/9: Number fairways

PEX 3/2: Clean activity area
PEX 3/4: Maintain general sanitation
PEX 3/5: Observe personal hygiene
PEX 3/6: Manage waste
PEX 3/7: Display safety signs
Occupational health Precautions, rules and regulations of applications safety and
and safety environmental protection, included in the listed related
knowledge should be observed and demonstrated during
LWAs and PEXs.
Pre-requisite
None
modules
Related knowledge/ For Occupational theory suggested for instruction/
theory demonstration, the Trainer is not limited to the outline below.
In any case, related knowledge/ theory may be obtained
from various recognized reference materials as appropriate:
 Demonstration
 Usage of tools and equipment
 Types of tools and equipment
 Measurements
 Design
 Planning
 Fairway layout
 Construction
 Mapping
 Fairway flags
 First aid administration
 Waste management
 Number of fairways
 Nature of course
Average duration of 120 hours (15 days) of nominal learning suggested to
learning include:
 3 days of occupational theory and
 12 days of occupational practice
Suggestions on The acquisition of competencies (Skills-Knowledge,
organization of attitudes) described in this module may take place at a
learning training Centre or its equivalent provided all equipment and
materials required for training are in place.
13 ATP Part II
[Training Modules]
Assessment Assessment to be conducted according to established

regulations by recognized assessment body using related
practical and written test items from Item bank
Minimum required
tools/ equipment/ Gate, clip boards, flags, gate number cards, computer,
implements or printers, furniture, stationery, hammer
equivalent
Minimum required
materials and
String, nails, ropes, pegs
consumables or
equivalent
Special notes Woodball fairway should be designed in a rectilinear or curvy
form.
14 ATP Part II
[Training Modules]
Code UE/WP/M2.1
Module title Play Woodball
Module purpose By the end of this module, the trainee will be able execute the
woodball game.
Learning-Working LWA2/1: Prepare for the game
Assignments (LWAs) LWA2/2: Perform strokes
LWA2/3: Perform course movements
Note:
1. The learning exercises may be repeated till the trainee
acquires a targeted competence.
instruction with demonstrations as required to perform
each learning working assignment.
Related Practical LWA2/1: Prepare for the game
Exercises (PEXs) PEX 1.1: Wear sports attire
PEX 1.2: Select tools and equipment
PEX 1.3: Label equipment
PEX 1.4: Perform warm ups
PEX 1.5: Assemble for inspection
PEX 1.6: Conduct team talk
LWA2/2: Perform strokes
PEX 2.1: Take stance
PEX 2.2: Position ball
PEX 2.3: Take position
PEX 2.4: Hit ball
PEX 2.5: Follow the ball
PEX 2.6: Gate in ball
LWA2/3: Perform course movements
PEX 3.1: Walk outside fairway
PEX 3.2: Play furthest ball
PEX 3.3: Follow ball
PEX 3.4: Gate in ball
15 ATP Part II
[Training Modules]

PEX 3/2: Clean activity area
PEX 3/4: Observe personal hygiene
PEX 3/5: Manage waste
PEX 3/6: Display safety signs
Occupational health Precautions, rules and regulations of applications safety and
and safety environmental protection, included in the listed related
knowledge should be observed and demonstrated during
LWAs and PEXs.
Pre-requisite modules M1.
Related knowledge/ For Occupational theory suggested for instruction/

theory demonstration, the Trainer is not limited to the outline
below. In any case, related knowledge/ theory may be
obtained from various recognized reference materials as
appropriate:
 Standing positions
 Follow through techniques
 Taking position
 Focus on the ball
 Swing mallet
 Chipping shots
 Techniques of performing strokes
 Rules and regulations
 Back and forward swings
 Follow through
 First aid administering
 Display of signs
 Fairway plan
Average duration of 240 hours (30 days) of nominal learning suggested to
learning include:
 3 days of occupational theory and
Suggestions on The acquisition of competencies (Skills-Knowledge, attitudes)
organization of described in this module may take place at a training center
learning or its equivalent provided all equipment and materials
required for training are in place.
16 ATP Part II
[Training Modules]
Minimum required Ball, mallet, gate, clip boards, flags, gate number cards,
tools/ equipment/ computers, printers, furniture, stationery, position markers
implements or (coins), umbrellas, hammer
equivalent
Minimum required
materials and
String, nails, ropes, pegs
consumables or
equivalent
Special notes The game is played individually, pairs and groups.
17 ATP Part II
[Training Modules]
Code UE/WP/M 3.1
Module title Manage Course, Tools and Equipment

Module purpose By the end of this module, the trainee will be able to manage
course, tools and equipment.
Learning-Working LWA3/1: Acquire tools, equipment and materials
Assignments (LWAs) LWA3/2: Maintain tools and equipment
LWA3/3: Maintain woodball course
LWA3/4: Occupational health safety and environmental
protection practices
Note:
1. The learning exercises may be repeated till the trainee
Related Practical LWA3/1: Acquire tools, equipment and materials
Exercises (PEXs) PEX 1.1: Identify materials, tools and equipment
PEX 1.2: Procure materials, tools and equipment
PEX 1.3: Keep inventory
PEX 1.4: Store tools, materials and equipment
LWA3/2: Maintain materials, tools and equipment
PEX 2.1: Identify damages
PEX 2.2: Clean tools and equipment
PEX 2.3: Repair tools and equipment
PEX 2.4: Replace tools and equipment
PEX 2.5: Paint mallet, balls and gates
LWA3/3: Maintain Woodball Course
PEX 3.1: Prepare tools and equipment
PEX 3.2: Clean course
PEX 3.3: Mow course
PEX 3.4: Level course
PEX 3.5: Mark course
18 ATP Part II
[Training Modules]

PEX 3.1: Prepare tools, equipment and materials
PEX 3.4: Observe personal hygiene
PEX 3.5: Manage waste
PEX 3.6: Display safety signs
PEX 3.7: Administer first aid
PEX 3.8:Perfrom fire fighting
PEX 3.9: Fumigate course
PEX 3.10: Sensitize on environmental management
Occupational health Precautions, rules and regulations on occupational health,
and safety safety and environmental protection included in the listed
related knowledge should be observed and demonstrated
during LWAs and PEXs.
Pre-requisite modules None
Related knowledge/ For occupational theory suggested for instruction/

theory demonstration, the trainer is not limited to the outline
obtained from various recognised reference materials
as appropriate:
 Keep inventory
 Procurement
 Use of tools and equipment
 Storage
 Painting
 Maintenance
 Administering first aid
 Manage wastes
 Marking course
 Fire extinguishing practices
 Manage obstacles
 Types of balls
 Types of mallets
Average duration of 160 hours (20 days) of nominal learning suggested to include
learning  10 days of occupational theory and
19 ATP Part II
[Training Modules]
Suggestions on The acquisition of competencies (skills. Knowledge, attitudes)

organization of described in this module may take place at a training centre
learning or its equivalent provided all equipment and materials
Minimum required Ball, mallet, gate, clip boards, flags, gate number cards,
tools/ equipment/ computers, printers, furniture, stationery, position markers
implements or (coins), hammer
equivalent
Minimum required Strings, nails, pegs, ropes
materials and
consumables or
equivalent
Special notes
20 ATP Part II
[Training Modules]
Code UE/WP/M 4.1

Module title Perform Entrepreneurial Skills
Related Part of:
Qualification Uganda Vocational Qualification
Module purpose By the end of this module, the trainee will be able to perform
entrepreneurial tasks.
Learning-Working LWA 4/1: Market Woodball game
Assignments LWA 4/2: Perform Customer Care
(LWAs)
LWA 4/3: Setup Woodball club
LWA 4/4: Keep Records
LWA 4/5: Occupational health safety and
Note:
1 The learning exercises may be repeated till the trainee
2 The trainer is advised to deliver relevant theoretical
Related Practical LWA4/1: Market Woodball game
Exercises (PEXs) PEX 1.1: Source funds
PEX 1.2: Brand game
PEX 1.3: Brand players
PEX 1.4: Advertise game
PEX 1.5: Participate in cooperate social responsibility
PEX 1.6: Participate in tournaments
PEX 1.7: Motivate players and public
PEX 1.8: Participate in exhibitions
21 ATP Part II
[Training Modules]
LWA4/2: Perform customer care

PEX 2.1: Identify fans
PEX 2.2: Reward
PEX 2.3: Support fans
PEX 2.4: Gather feedback
PEX 2.5: Organize galas and parties
PEX 2.6: Maintain fan base
LWA4/3: Setup woodball club
PEX 3.1: Source funds
PEX 3.2: Source labour force
PEX 3.3: Locate work area
PEX 3.4: Secure site
PEX 3.5: Procure equipment
PEX 3.6: Brand club
PEX 3.7: Formulate club bylaws
PEX 3.8: Register club
LWA4/4: Keep Records

PEX 4.1: Keep maintenance records
PEX 4.2: Keep performance records
PEX 4.3: Keep players records
PEX 4.4: Keep financial records
PEX 4.5: Keep inventory
PEX 4.6: Keep minutes
PEX 3.1: Prepare tools, equipment and materials
PEX 3.4: Observe personal hygiene
PEX 3.5: Manage waste
PEX 3.6: Display safety signs
PEX 3.7: Administer first aid
PEX 3.8: Perfrom fire fighting
PEX 4.9: Sensitize players
Occupational Precautions, rules and regulations on occupational health,
health and safety safety and environmental protection included in the listed
22 ATP Part II
[Training Modules]
related knowledge should be observed and demonstrated
during LWAs and PEXs.
Pre-requisite
None
modules
Related For occupational theory suggested for instruction/
knowledge/ theory demonstration, the trainer is not limited to the outline
obtained from various recognized reference materials as
appropriate:
 Usage of tools and materials
 Planning
 Human resource management
 Networking
 Regulations and policies
 Storage
 Advertising
 Record keeping
 Financial management
 Procurement planning
 Negotiation
 Professional ethics
 Communication skills
 Literacy
 ICT
 Benchmarking
 Knowledge on tournaments
Average duration 160 hours (20 days) of nominal learning suggested to include
of learning  15 days of occupational theory and
Suggestions on The acquisition of competencies (skills. Knowledge, attitudes)

organization of described in this module may take place at a training Centre/
learning farm or its equivalent provided all equipment and materials
Minimum required Ball, mallet, gate, clip boards, pens, flags, gate number cards,
tools/ equipment/ computers, printers, public address systems, furniture,
implements or stationery, phones, position markers (coins), umbrellas,
equivalent hammer
23 ATP Part II
[Training Modules]
Minimum required Strings, tents, scorecards, internet, nails
materials and
consumables or
equivalent
Special notes
24 ATP Part II
[Training Modules]
3.0 ATP- PART III

Assessment Instruments for WOODBALL
PRACTITIONER
3.1 Assessment of occupational competence is the procedure by which evidence is
gathered and judged to decide if an individual (candidate) has met the stipulated
assessment standards.
3.2 Assessment of occupational competence should comprise of both practical

(performance) testing and written (theory/knowledge) testing.
3.3 Based on the Occupational Profile and Training Modules, a combined panel of job
practitioners and Instructors developed a substantial number of test items for
assessing (practical) performance as well as items for assessing occupational
knowledge (theory) all stored in an electronic Test Item Bank (TIB) at the
Directorate of Industrial Training.
3.4 Performance (Practical) Test Items (PTI)are closely related to typical work
situations in Ugandan business enterprises. They comprise of a test assignment
for candidates and assessment criteria and/or scoring guides for assessors’ use.
3.5 Written Test items (WTI) for written testing of occupational theory, (knowledge) are
presented in different forms which include:
 Short answer test items.
 Multiple choice test items
 Matching test items,
These WTIs herein focus on functional understanding as well as trouble-shooting

typically synonymous with the world of work.
3.6 Composition of assessment/test papers will always require good choices of

different types of WTI in order to ensure the assessment of relevant occupational
knowledge required of candidates to exhibit competence.
3.7 The test items contained in the Test Item Bank may be used for
continuous/formative assessment during the process of training as well as for
summative assessment of candidates who have acquired their competences non-
formally or informally.
3.8 In this document, samples of test items for assessing both performance (practical)
and occupational knowledge (theory) of a WOODBALL PRACTITIONER are
included.
25 ATP Part III

[Assessment Instruments]
3.9 Overview of Test Item Samples Included
No Type of test Items Numbers included
1. Written (Theory)- Short Answer 2
2. Written (Theory)- Multiple Choice 2
3. Written (Theory)- Matching with generic 2
4. Written (Theory)- Matching with work-sequence 1
5. Performance (Practical)Test Items 1
Total 8
26 ATP Part III

WRITTEN TEST ITEMS (SAMPLES)

Test Item Database
DIT/ QS Written (Theory) Test Item- No. 1
Occupational
WOODBALL PRACTITIONER
Title:
Competence
1
level:
Code no.
Short answer √
Multiple choice
Test Item type: Cause-
Generic Work-sequence
Matching item Effect
Complexity level: C2
Date of OP: January 2022
Related module: M1,2,3

Time allocation: 3 minutes
State four occupational health practices performed by a woodball

Test Item player.
i. …………………………………
ii. ………………………………....
Answer spaces
iii. ………………………………….
iv. …………………………………..
27 ATP Part III

I. Manage waste
II. Proper hygiene
III. Administer first Aid
Expected key
(answers) IV. Follow good nutritional practices
V. Perform fire fighting
VI. Use personal protective
Test Item Database

Occupational Title: WOODBALL PRACTITIONER
Competence level: 1
Code no.
Short answer √
Multiple choice
Test Item type:
Generic Cause- Effect Work-sequence
Matching item
Related module: M.2
Test Item List four equipment used in playing woodball
i. …………………
ii. ………………….
Answer spaces
iii. ………………….
iv. …………………..
28 ATP Part III

1. Ball
2. Mallet
3. Gate
Key (answer) 4. Gate numbers
5. pegs
6. flags
7. scorecards
Test Item Database

Competence level: 1
Code no.
Short answer
Multiple choice √
Test Item type: Cause-
Generic Work-sequence
Matching item Effect
Related module:
M2
Which of the following techniques do NOT apply in the game

Test Item
of woodball.
A. Chipping
B. Sparking
Answer spaces C. Teeing
D. gating
29 ATP Part III

Key (answer) B
Test Item Database

Occupational
Title:
Competence
1 level
Code no.
Short answer
Multiple choice
Test Item type:
Matching item , √
Related module: M2.
Time allocation: 5minutes
Match the following tools with their functions in the woodball

Test item
game.
Column A (equipment/tool) Column B (function)
1. mallet A. Indicate corners on the fairway
2. Scorecards B. Marks end of play on the fairway
30 ATP Part III

3. gate C. struck along the fairway
4. string D. Demarcate the fairway
E. record strokes
F. Strike the ball
Key (answer) 1:F, 2:E, 3:B, 4:D
Test Item Database

DIT/ QS Written (Theory) Test Item- no. 6
Occupational
Title:
Competence
1
level:
Code no.
Short answer
Multiple choice
Test Item type:
Matching item √
Related module: M2
Time allocation: 6mins
Test item Match the following faults in column A to their causes in column B
Column A (cause) Column B (effect)

Failure to position the ball on a Failure to achieve a long drive
1. raised spot A.
2. Poor holding of the mallet B. Poor movement of the ball
3. Poor swinging of the mallet C. Poor hitting of the ball
31 ATP Part III

4. Poor stance D. Out of bound ball
E. Un clear scorecards
F. Disqualification of player
Key (answer) 1B: 2C: 3D: 4A:
Test Item Database

Competence level: 1
Code no.
32 ATP Part III

Short answer
Multiple choice
Test Item type:
Matching item √
Complexity level:
C2c3 C3
Related modules: M.3
Time allocation: 5minutes
Arrange the following steps of setting up a woodball course in

Test Item
their chronological order.
Column A
Column B (work steps) in wrong chronology order
(chronology)
1. A Survey the area
B Secure the area

2.
3. C Measure activity area
4. D Identify natural obstacles
E Clear the area

5.
F Measure the fairway
6.
7. G Demarcate fairways
8. H Put ropes
I Put gates
9.
J Put fairway flags
10.
K Put gate numbers
11.
12. L Put starting area
Key (answer) 1A:, 2B:, 3C:, 4D:, 5E:, 6F:, 7G:, 8H:, 9I:, 10J: 11:K
33 ATP Part III

PERFORMANCE TEST ITEMS (SAMPLES)

Test Item Database
DIT/ QS Performance Test Item- No. 8
Competence level: 1
Code no.
Test Item: Perform the different strokes in a game situation of Woodball.
Complexity level: P3
Date of OP: January, 2022
Related modules: M2
Related skills and  Standing positions
knowledge:  Follow through techniques
 Taking position
 Focus on the ball
 Swing mallet
 Techniques of performing strokes
 Rules and regulations
 Back and forward swings
 Display of sign
 course plan
 safety
 usage of tools and equipment
Required tools, String, ball, mallet, gate, flags, nails, hammer, markers,
Materials and gate numbers, scorecards, pens, stationary, clip board, first
Equipment: Aid kit
Time allocation: 2 hours

Preferred venue: Woodball course
 Handle the tools and equipment with care
Remarks for
 Observe health and safety precautions
candidates
 Wear protective gear
Remarks for  Avail tools ,materials and equipment
assessors  Avail helpers
34 ATP Part III

Assessment Max. Score

# Scoring guide
criteria Process Result
1 Preparation for Wore sports attire
task Sneakers 4
Jersey
Assembled tools, materials and 3

equipment
Observed set course
3
Performed warm-ups
1
Static stretch observed 1
Dynamic stretch observed
1
2. Perform warm-ups Performed general body exercise 3

Performed stretches 2
Dynamic stretches observed 1

Static stretches observed 1
3. Execute short Positioned the ball 1
distance stroke
Ball placed on raised spot observed 2
Aimed 2
Mallet placed behind ball in line with
2
target.
Held mallet 2
Both hands straight 1
Left index is straight and intact in front of
1
the mallet
Both hands and mallet formed a straight
2
line ( side view)
Both upper arms held tight in front of the
2
chest forming a triangular shape
Held mallet in a relaxed manner, 1
Right hander (left hand up, right

2
hand down)
left hander (right hand up, left hand

1
down)
Got in a ready position 2
35 ATP Part III

Assessment Max. Score

# Scoring guide
criteria Process Result
Player standing side of the ball creating
a triangular shape of ball, Centre of 3
fairway and player
Swung mallet made eye contact on the ball and the
2
gate
Raised left leg 2 1
Lowered right leg 1
Swung mallet backwards 1
Mid way raised mallet observed 2
Hit ball Mallet hit ball 3 2
Ball aligned to the target 1
Ball maintained on fairway 1
Ball went through the gate 4
Stopped glass 2
Glass in static position observed 2
Gate in original position observed 2
Perform post task Confirmed and signed results 2
activities Signed results observed 2
Collected all the equipment 2
Cleaned the tools and equipment 2
Stored tools and equipment 2
Disposed waste 1
Disposed waste observed in dust bin 2
TOTAL
21 58
Maximum score 𝑋
𝑋100
(Y) 𝑌
36 ATP Part III

4.0 ATP- PART IV

INFORMATION ON DEVELOPMENT PROCESS
4.1 Occupational Profile Development (January 2022)
The Assessment and Training Package was exclusively developed by job

practitioners of the Woodball practitioner occupation, Secondary School Teachers
who double as examiners of Physical Exercise with the Uganda National
Examinations Board (UNEB) and Curriculum Development Specialists working
with the National Curriculum Development Centre (NCDC).
The job expert panel, guided by UVQF Facilitators developed duties and tasks
performed and provided additional generic information regarding the occupation.
4.2 Training Module Development (January 2022)
Based on the developed Occupational Profile for Woodball practitioner of January

2022, Training Modules were developed by job practitioners, guided by UVQF
Facilitators.
4.3 Test Item Development (January 2022)
Based on the developed Occupational Profile for Woodball practitioner of January

2022, and Training Modules of January 2022, Test Items were developed by
combined panels of Teachers and job practitioners, guided by UVQF Facilitators.
4.4 Methodology
The rationale for the Assessment and Training Package development was to link
Vocational Education and Training to the real world of work by bridging
Occupational Standards to Training Standards through industry-led Standards-
Based Assessment.
Active participation of both teachers and job practitioners’ panels consolidated the
development philosophy.
The panelists worked as teams in workshop settings complemented by off-

workshop field research and literature develop activities including international
benchmarking.
37 ATP Part III

4.5 Development Panels
The participating panels of Job Practitioners required at for the development

exercise were constituted by members from the following organizations
No. Name Institution/ Organization

1. Ms. Nakyeyune Stella UNEB
2. Mr. Mukiibi Charles NCDC
3. Mr. Katende David NCS

4. Ms. Kabayonga Eva Senior Examiner
5. Mr. Bwambale Gerald Senior School Teacher
6. Ms. Luwedde Eseza Senior School Teacher
7. Mr. Ssemwendo Samuel Senior School Teacher
8. Ms. Alwenyi Alice Senior School Teacher
9. Mr. Isabirye George Practitioner
10. Mr. Kaddu John Bosco Practitioner
11. Ms. Mirembe Immaculate Practitioner
12. Ms. Mukova Joan Practitioner
4.6 Facilitator team
This Assessment and Training Package was developed by a Facilitator team listed
below:
1. Team Leader – Ms. Mukyala Ruth, Ag Deputy Director, DIT

2. Facilitators Mr. Doreen Mr. Kirabo Thomas.
3. Compiled by Ms. Hanyerere Hattie Wright, Ms. Eria Nuwa, Data
Entrants, DIT and edited by Ms. Mukyala Ruth Ag. DD, DIT,
Qualification Standards Dept. DIT
4. Coordinated by – Mr Byakatonda Patrick, Ag. Director, DIT;
4.7 Reference time:

The Assessment and Training Package was compiled in January 2022 and
may be periodically revised to match the dynamic trends in the occupation
and hence issued in different versions:
38 ATP Part III

REFERENCES BOOKS
1. ^USWoodball. “Introduction”. Retrieved 28 Aug 2009.
2. ^Olypmpic Council of Asia. “Woodball’. Retrieved 28 Aug 2009.
3. ^“Historical innova www.facebook.com org/en/1-1.php”. International Woodball

Federation. International englind in my city.
4. “MOFA honors inventor of Woodball”. Taipei Times. July 6, 2007.
5. “Woodball Asian Beach Games 2016” Olympic Council of Asia.
39 ATP Part III


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THE REPUBLIC OF UGANDA

Ministry of Education and Sports

Business, Technical, Vocational Education and Training [BTVET] Subsector Reform

Assessment and Training

Occupational Cluster: Physical Education

DIRECTORATE OF INDUSTRIAL TRAINING

Further to the above provisions, there is an established Uganda Vocational Qualifications

The purpose of the UVQF is to define:

The functions shall include:

At operational level in the Directorate, the Qualification Standards Department performs

In particular, the Department organizes and coordinates the development of Assessment

Word from Permanent Secretary ................................................................................. iv

Word from Permanent Secretary

0.1 PART I: The “Occupational Profile” (OP) of a WOODBALL PRACTITIONER. This

i Part 1: Occupational Profile: January 2022

 Members of the DIT Industrial Training Council;

Abbreviations and Acronyms

A&C Assessment & Certification

Assessment Assessment is the means by which evidence is gathered and judged

Certification Certification is a formal procedure to issue a certificate (qualification)

Competence Integration of skills, knowledge, attitudes, attributes and expertise in

Competency (Occupational) competency is understood as the ability to perform

CBET Competence-based education and training means that programmes:

1. have content directly related to work

Duty A Duty describes a large area of work in performance terms. A duty

Occupational An Occupational Profile is an overview of the duties and tasks a job

Occupational Profiles define WHAT a person is supposed to do in

Occupational profiles are the reference points for developing

Qualification A qualification is a formal recognition for demonstrating

This approach involves the brainstorming of a panel of 8 to 12 competent job

1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’

Nakyeyune Stella THE REPUBLIC OF UGANDA

Kirabo Thomas mugenyi

Date of workshop:17th –21st January, 2022

JOB ORGANISATION CHART FOR A WOODBALL PRACTITIONER

 Cooks PEERS WOODBALL  Media

Internal Links Technical External Links

Level Descriptors for a Woodball Practitioner:

UVQ Level I Woodball Player;

UVQ Level II Woodball Official;

Duties and Tasks

A7 Fix gates A8 Setup tents

B. PLAY B1 Register B2 Wear sports B3 Select

C. COACH C1 Design training C2 Prepare training C3 Organize

C10 Select teams C11 Identify talents C12 Make

D. OFFICIATE D1 Set scorecard D2 Inspect D3 Seed players

D7 Record results D8 Allocate D9 Position

D19 Award players

E1 Prepare E2 Repair tools E3 Replace tools

F. PERFORM F1 Plan activity F2 Prepare F3 Mobilize

G. MARKET G1 Brand team G2 Conduct G3 Advertise

H. PERFORM H1 Wear Personal H2 Administer H3 Carryout

Related knowledge & skills

Tools, Materials and Equipment

Attitudes / Traits / Behaviour Future Trends and Concerns

2.0 ATP – PART II

2.4 The modules contain “Learning-Working Assignments” (LWAs) and related

PEXs are therefore sub-sets of a LWA.

2.5 In principle, and following the philosophy of Competence-Based Education and

WHO IS A WOODBALL PRACTITIONER QUALIFICATION LEVEL 1?

A level 1 WOODBALL PRACTITIONER is an individual who is skilled and actively

TRAINING MODULES FOR WOODBALL PRACTITIONER UVQ LEVEL 1

Contact hours Weeks