Cambridge

TECHNICALS

OCR LEVEL 3
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN

PERFORMING ARTS

THE HEALTHY PERFORMER

F/502/5368

LEVEL 3 UNIT 27

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

THE HEALTHY PERFORMER
F/502/5368
LEVEL 3 UNIT 27

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

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ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO) Pass
The assessment criteria are
the pass requirements for
this unit.
The learner will: The learner can:
1 Know the structure and P1 describe the structure
function of the human of the main bones,
body joints and muscles in
the human body
P2 describe the circulatory,
respiratory and nervous
systems within the
human body
2 Be able to apply P3 devise a programme
principles of fitness for improving strength,
training and safe flexibility and stamina,
practice taking into account the
appropriate training
principles and safe
practice
P4 keep a self assessment
record of individual
levels of ability and
performance
3 Know why injuries P5 describe how three
occur and how to treat common injuries may
them occur in the studio
4 Know the importance P6 describe the main food
of a balanced diet groups of a balanced
diet
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The Healthy Performer Level 3 Unit 27
Merit Distinction
To achieve a merit the To achieve a distinction the
evidence must show that, in evidence must show that,
addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
M1 explain components of
the human body that
are specifically related
to a performer working
in a chosen discipline
M3 deliver a short practical D3 evaluate the session by
session from the identifying strengths
programme to a peer and weaknesses of the
group chosen activities in
practical application
M4 analyse your strengths
and weaknesses in
your self assessment
record in relation to the
devised programme
over a period of time
M5 explain suitable
treatment for one type
of injury
TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative. It should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work although these do not need to be the same ones specified in the unit content.

Know the structure and function of the human body relevant health and safety procedures.
Learners should be made aware of: Suitable formats for recording self development should be
• bones as the supportive framework (skeleton) of the body introduced (e.g. diary, log book, tables).

• main muscle groups – chest, biceps, triceps, shoulder,

back, abdominals, quadriceps, hamstrings Know why injuries occur and how to treat them
• joints and related structures – fibrous joint, cartilaginous Learners should be made aware of common injuries and their
joint, synovial joint causes for performers. These might include
• cardiovascular system • common musician-related injuries – repetitive strain
• respiratory system. injuries, tendonitis, back pain, fatigue. Causes include
incorrect posture, nonergonomic technique, excessive
force, overuse, and insufficient rest
Be able to apply principles of fitness training and safe
practice • common movement/dance-related injuries – ankle sprains,
back pain, pulled muscles, shin splints. Causes include
Learners should be made aware of general fitness incorrect posture, lack of warm up, falls, insufficient rest,
requirements. Reference should be made to exercise that attempting movements beyond ability, incorrect clothing.
promotes: Learners should be made aware of good habits that go a long
• flexibility way toward preventing injuries.
• strength and stamina Learners should be made aware of the importance of
• alignment appropriate warm up and cool down:
• co-ordination and technical skill • learners should be made aware of how to treat minor
• safe practice in preparation and performance discomfort and Injuries such as:

• general body maintenance.
Learners should be familiar with the importance and practice
of warming up and cooling down – specific exercises relevant
to their discipline, with light activity and stretching that
increases blood and oxygen supply to the muscles, raises
body temperature, relaxes muscles, increases coordination
and prepares the body for movement.
• cramps which are usually caused by reduced blood flow
to a muscle, and build up of lactic acid. This may indicate
insufficient warm up or cool down. Massage, careful
stretching, calcium (e.g., milk), or potassium (oranges or
bananas) may help relieve cramps.
• acute pain, a cold compress can often help or feet/legs can
be placed in cool water. Alternatively use an ice pack to
reduce swelling and bruising.

• minor acute injuries, remember the word RICE:

General good health regimes should be promoted.
This includes awareness of the dangers of smoking, the • rest – the injured body part.
importance of getting plenty of sleep, eating a balanced diet, • immobilize – the area by wrapping with an elastic bandage
awareness of weight indices such as BMI and limiting stress. or a splint.
Learners should understand the physical effects of the factors. • cold – wrap ice in a towel to protect skin or move ice over
injured area.
Learners should be made aware of the requirements of
an effective fitness programme and the skills required for • elevate – the injured part above the level of the heart as
often as possible.
devising and delivering it. This includes incorporating a
warm up and cool down, suitable exercises and activities and Start immediately, to limit swelling and further damage.
guidance on giving clear instructions whilst incorporating

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 The Healthy Performer Level 3 Unit 27

For major injuries, consult a doctor or physician.

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

aromatherapy).

Know the importance of a balanced diet

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

• elements of a balanced diet – the importance of choosing

foods from a range of food groups (e.g. cereals, pulses,
poultry and meat, milk and milk products, fruits and
vegetables). Eating a varied diet increases the chances that
all your nutrient needs will be met.
• the major nutrients for the body – protein, carbohydrate,
and fat which provide the body with energy for various
functions like beating of heart, activity of muscles and
brain. In addition the body requirement for vitamins and
minerals for its optimal functioning.
• nutritional requirements of performers – physical activity
creates higher energy demands and subsequently
higher macronutrient (carbohydrate, fat and protein)
requirements. A healthy diet for performers includes a mix
of macronutrients: where carbohydrate and fat are the
primary fuels for exercise activity, and protein is necessary
for building and maintaining muscle.
• effects of dehydration – these can range from tiredness,
lack of co-ordination, general mental and physical fatigue
to muscle cramps, impaired thermoregulation.

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DELIVERY GUIDANCE It is important that learners become familiar with the potential
hazards that may be encountered in performance spaces. This
Know the structure and function of the human body may range from having a clear, clean and suitable floor with
good light and ventilation to the complexities of correctly
It is suggested that learners be given an overview of the
rigged lighting and sound equipment. Routine checking
anatomical structures and functions of the body with specific
before each session is good practice as is simple good
reference to the main components: skeleton, muscles, joints
housekeeping. Learners should be familiar with standard
and related structures, cardiovascular system and respiratory
practices for reducing risks such as regular checks on electrical
system. It is essential to contextualise the work by linking
equipment by qualified professionals, safety chains on
the functions in relation to their performance in the body of
lighting rigs, taping cables.
a performer (e.g. the role of the skeleton, muscles and joints
in alignment or the relationship between the cardiovascular
Know why injuries occur and how to treat them
system and the strengthening of muscles). Reference can be
made to any of the disciplines learners may be working in and Delivery of this element of the unit may be incorporated
any other units on the course. into LO1 and realised in a variety of formats. Classroom
Delivery of this element of the unit may be realised in a variety presentations, lectures, seminars and demonstrations
of formats. Classroom presentations, lectures, seminars and would all be appropriate as would visits/workshops with
demonstrations would all be appropriate as would visits/ practitioners in the field.
workshops with practitioners in the field. Learners should be
encouraged to produce a comprehensive record of the work
Know the importance of a balanced diet
and participate in activities that help contextualise the work
(e.g. document anatomically correct posture for a dancer or Delivery of this element of the unit may be realised in a variety
chart the cardio and respiratory actions of an actor). of formats. Classroom presentations, lectures, seminars and
demonstrations would all be appropriate.

Be able to apply principles of fitness training and safe

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

This should include exercise that promotes cardiovascular

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

During these practical sessions, learners should monitor

their own fitness levels by monitoring their heart rates
and recording their development. They may also record
development in stamina, strength and flexibility and the
activities experienced.

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 The Healthy Performer Level 3 Unit 27

SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT

Assessment and Grading Criteria P1,M1,P2
Evidence for the assessment criteria could be demonstrated through a written and/or verbal presentation.

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

To achieve merit learners should expand their discussion to explain components of the human body that are specifically
related to the performer working in a particular discipline.
A copy of the presentation notes/written document should be made available for moderation.

Assessment and Grading Criteria P3,M3,D3

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

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

To achieve distinction learners should also evaluate the session by identifying strengths and weaknesses of the chosen
activities in practical application. This should be recorded appropriately in either verbal or written format.
The practical sessions should be recorded on DVD, appropriately formatted and labelled and made available for moderation
along with a copy of the presentation notes/written document.

Assessment and Grading Criteria P4,M4

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

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

Assessment and Grading Criteria P5,M5

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

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

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

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

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Assessment and Grading Criteria P6
Learners must describe the main food groups of a balanced diet. This should be in written form and can consist of prose or
charts/illustrations or a mixture of both.

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

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 The Healthy Performer Level 3 Unit 27

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

LINKS TO NOS
Suite Reference NOS
Public Service (revised) SFJPS6.13.1 Meet physical fitness requirements
Instructing Exercise and Fitness; Personal SKAC22 Promote health, safety and welfare in active leisure and
Training; Activity Leadership; Operational recreation
Services
Health and Social Care SCDHSC0022 Support the health and safety of yourself and individuals
Community Arts CCSCA26 Carry out evaluation of your arts activities
Community Arts CCSCA23 Deliver safe arts leadership
Technical Theatre & Live Performance (Stage CCSSM9 Prepare and manage the rehearsal process
Management)
Technical Theatre & Live Performance (Core) CCSTP16 Work safely
Live Events & Promotion CCSLE12 Assist with the implementation of safety and security at a
live event
Proskills PROHSS 1 Make sure your own actions reduce risks to health and
safety

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We’re always delighted to answer questions and give advice.

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Email cambridgetechnicals@ocr.org.uk
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