This full lesson covers BTEC Level 3 eSports Unit 4: Health Wellbeing and Fitness for eSport Players A4 Categories of eSport Players, including; Young people. • People aged over fifty. • People with a medical condition. • People at risk of social isolation. • People with a disability. • People from different ethnic/cultural backgrounds. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers BTEC Level 3 eSports Unit 4: Health Wellbeing and Fitness for eSport Players C2 Measuring Wellbeing, including; • Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). • One-to-one discussions with: o health professionals: – doctors – psychologists – counsellors o significant others: – family – partners – tutors – coaches. • Lifestyle indicators: o consistency of emotions o emotional resilience o desire to succeed o open communication o social interactivity o health status o ability to cope with change o self-care o workplace health.

This full lesson covers BTEC Level 3 eSports Unit 4: Health Wellbeing and Fitness for eSport Players C3 Validity and Reliability, including; • Validity and reliability, including: o sample size o number and suitability of references to publications o use of peer review o use and misuse of practice/data: extracting or misquoting data o authenticity: date of publication, author/source of information/article(s). • Validity of conclusions identified and relevance to the purpose of the assessment. • Evidence to support conclusions/claims made.

This full lesson covers BTEC Level 3 eSports Unit 4: Health Wellbeing and Fitness for eSport Players C1 Health Monitoring Assessment, including; Blood pressure. • Heart rate monitor: radial/carotid pulse. • Hip-to-waist ratio. • BMI calculation. • Bioelectrical impedance. • Health screening questionnaire: o alcohol consumption o typical daily diet o fluid consumption o sleep o physical activity.

This full lesson, with companion data set, covers B4 of Unit 7: Business Decision Making. The lesson covers; Importance of using graphs Line Graph Pie Chart Bar Charts Histogram Scatter Graph Reports to aid in making decisions The session includes links to external media, group and individual tasks (creating each type of graphs). Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers B5 of Unit 7: Business Decision Making. Areas covered include; Management information systems (MIS) Gannt Charts Critical Path Analysis Financial tools (Net present value, discounted cash flow, internal rates of return) The lesson contains links to external media and tasks to engage learners. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers D2 of Unit 7: Business Decision Making. Topics covered include; Quality control Quality assurance Benchmarking Quality circles Self-checking/inspection ISO 9000 Total quality management (TQM) Large scale group task to consolidate learning Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers E1 of Unit 7: Business Decision Making. Areas covered include; Staff requirements for efficiency Wages and salaries Full and part time staff Recruitment process Training requirements Training costs In-house vs External training The lesson includes links to external media and several tasks to engage learners. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers E2 of Unit 7: Business Decision Making. Areas covered include; Premises Equipment needed Vehicles IT hardware and software Suppliers and cost of equipment Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson, with companion data set, covers F1 of Unit 7: Business Decision Making. The lesson explores the purpose of a sales forecast and learners must interpret an example of a sales forecast. Learners must then progress to creating their own sales forecast using the data set provided. I have included the graphs within the slides for learners to check their work against. Learners mus then make recommendations to the owner of the business.

This full lesson, with companion handout, covers G3 of Unit 7: Business Decision Making. The lesson; Covers what is meant by contingency planning Provides 5 different case studies where learners have to explain how contingency planning can be used to prevent issues Provides learners with a task where they must complete three different contingency plans and analyse the importance of having a plan in place for the business.

This full lesson covers A2: Brands as Assets for eSports Teams for BTEC Level 3 eSports Unit 7: Producing an eSports Brand, including; Value of a brand: the total financial value of a brand. • Brand equity (positive and negative): the differential effect that knowing the brand name has on a fan’s/follower’s/customer’s response to the brand and its marketing, the value of your brand beyond physical assets. • Customer equity: the value of customer/fan/follower relationships that a brand creates. • Protecting the brand: legal issues such as trademark registration, copyright, patent registration/IP (intellectual property) Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers A3: The Benefits and Limitations of Branding for an eSports Team for BTEC Level 3 eSports Unit 7: Producing an eSports Brand, including; differentiates from the competition and targets specific markets o increases customer/fan/follower engagement, market reach and sales o increases customer/fan/follower loyalty and customer/fan/follower advocates o can command premium prices/higher prices than non-branded products or services o reduces price sensitivity o increases value of the esports team o makes consumer choice and ability to recognise teams easier o strong brand awareness leads to high sales and high market share o increased power in the esports industry o brand portfolios allow esports teams to compete in many different marketplaces with a range of product lines or services. • Limitations of branding: o may take years to build a brand o high cost of promotion, keeping brand in the customers/fans/followers view o brands invite competition and copycats o high cost of research and development in ensuring brand continues to develop and lead the market Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers B3 Brand Activation Techniques for BTEC Level 3 eSports Unit 3: Producing an eSports Brand, including; Styling, presentation, art direction, immersive experiences. • Product segmentation: by theme, promotion, event and season; across the team and its online and offline merchandise. • Approach: themes/stories, co-ordination, colour/style blocks, complementary/ contrasting colours, repetition, mirror imaging and triangular formulation, focal points, branding/signage, mass display, micro-merchandising, demonstrations, fresh and relevant products and applications. • Imaging and online content: photography, lighting, text, image manipulation Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers B2 Spaces for Brand Activation for BTEC Level 3 eSports Unit 7: Producing an eSports Brand, including; Spaces for online merchandising, e.g.: o digital online pop-ups, applications o YouTube® adverts o television adverts on specialist channels o esports personality advertising o social media advertising o sponsorship of events/tournaments o sponsorship of associated merchandise, such as avatars. • Spaces for offline merchandising Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers B4: Communication Practice for Brand Activation for BTEC Level 3 eSports Unit 7: Producing an eSports Brand, including; • Brand activation: o images o experiential o formal elements o typography o materials o textures o lighting o scale o use of branding o signage. • Non-visual communication, e.g. sound and music, atmosphere and interaction. • Positioning and visibility, e.g.: o online placement: above the fold, landing page or websites and applications, consistency, accessibility, hierarchy, tournament/event spaces o composition – vertical or horizontal. • Ethical considerations, e.g. inclusivity, accessibility, age, vulnerable people, consent. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers A2 of Learning Aim A of Unit 7: Business Decision Making. The lesson contains links to external media, group tasks and more for engagement of learners. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers B1 of Unit 7: Business Decision Making. The lesson covers; Primary sources Secondary sources Storage and security Analysis, comparison and evaluation of data Alternatives and solutions The lesson contains several tasks and links to external media to engage learners. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers C.1 of Learning Aim C of Unit 7: Business Decision Making. Areas covered; Purpose of research Primary research Secondary research Task (using research to make key business decisions) Task (evaluation of primary and secondary research) Images removed for copywrite reasons, you will need to add your own images e.g. business logos.

This full lesson covers C2 of Learning Aim C of Unit 7: Business Decision Making. The lesson covers; The effect on the product/service being offered Pricing strategies Location Comparison websites Evaluation of competitor analysis The lesson contains three large tasks to engage learners and facilitate learning. Images removed for copywrite reasons, you will need to add your own images e.g. business logos.