NCFE Level 3 Exercise, health and lifestyle (J/508/4583) Assignment Brief 2026

Exercise, health and lifestyle Assignment Brief

Assignment Summary

In this unit learners will understand the importance of a healthy lifestyle and provide lifestyle improvement strategies to an individual. Learners will investigate the impact of various factors such as exercise, alcohol and diet on a person’s lifestyle. Learners will then assess an individual’s lifestyle and create a health related physical activity plan.

Learning Outcome 1

The learner will:

understand the importance of exercise and lifestyle in the maintenance of health

The learner must:

• describe exercise and lifestyle factors that have an effect on health
• give examples of national/local initiatives and guidelines on health promotion
• give examples of national/local statistics in relation to the impact lifestyle factors are having on health

Grading descriptors:

Pass: Describes current health issues in relation to exercise and lifestyle to include statistics and national/local strategies.

Merit: Describes current health issues in relation to exercise and lifestyle to include statistics and national/local strategies, using specialist language and terms in context.

Distinction: Describes current health issues in relation to exercise and lifestyle to include statistics and national/local strategies, correctly applying specialist language in context.

Delivery and Assessment:

Learners must describe how exercise and lifestyle factors can affect health.

Examples could include:

• exercise
  • physical activity guidelines and/or recommendations
  • benefits and the impact of sedentary lifestyles.
• lifestyle
  • alcohol
    • recommendations, guidelines for consumption and the risks associated with excessive drinking for example stroke, cirrhosis, hypertension, and depression
  • smoking and the associated risk factors, for example coronary heart disease, cancer, lung infections
  • stress and the associated health risks factors, for example hypertension, angina, stroke, heart attack, ulcers
  • use of drugs (both recreational and prescription) and the associated risks
  • diet
    • recommendations and guidelines and the possible benefits of a healthy diet compared to the effects of poor nutrition
  • mental wellbeing
  • social background.

Learners must give examples of national/local strategies or initiatives and guidelines which aim to try to address each exercise and lifestyle factor.
Learners must give examples of national/local statistics in relation to the impact lifestyle factors are having on health.

Types of evidence:

Evidence could include:

• assignment
• report
• presentation
• statistics
• web pages.

Learning Outcome 2

The learner will:

produce and use a questionnaire to assess the lifestyle of a suitable individual

The learner must:

• produce a lifestyle questionnaire
• use the questionnaire with a suitable individual

Grading descriptors:

Pass: Questionnaire design will show application of some specialist skills required to assess the lifestyle of a suitable individual.

Merit: Questionnaire design will show the effective application of specialist skills required to assess the lifestyle of a suitable individual.

Distinction: No Distinction available for this learning outcome.

Delivery and Assessment:

Learners must design a lifestyle questionnaire to assess the lifestyle of a suitable individual.

Learners must include questions that provide detailed information on factors such as individual personal goals in relation to health, attitudes and motivation for change, medical history, levels of physical activity, alcohol consumption, smoking, stress levels and diet.

Learners must use the questionnaire to gather data from a suitable individual.

A suitable individual is classified as an individual with unhealthy lifestyle habits. Tutors can provide case studies for learners if needed.

The questionnaire must be designed to facilitate the gathering of sufficient and relevant information.

Specialist skills refer to the writing of the questions for example avoidance of leading questions, use of open questions, use of closed questions.

Types of evidence:

Evidence must include:

• questionnaire – drafts and completed

Evidence could include:

• feedback from Tutor/participant
• report.

Learning Outcome 3

The learner will:

analyse the lifestyle of the selected individual based on the information collected in the lifestyle questionnaire

The learner must:

• provide lifestyle improvement strategies

Grading descriptors:
Pass: Makes reasoned conclusions based on the information gathered in the questionnaire and draws up a lifestyle improvement strategy for the individual, which has some links to the questionnaire.

Merit: Makes reasoned and balanced conclusions based on the information gathered in the questionnaire and draws up a lifestyle improvement strategy for the individual, which is clearly linked to the questionnaire.

Distinction: Draws up a comprehensive lifestyle improvement strategy for the individual, which is clearly linked to the questionnaire.

Delivery and Assessment:

Learners must analyse the lifestyle of the selected individual. Analysis will include the identification of healthy and unhealthy lifestyle habits in relation to current health recommendations and guidelines.

Learners must provide lifestyle improvement strategies for the selected individual.

Learners must prioritise recommendations and provide an explanation for the recommended strategies.

These changes could include:

• ways to increase physical activity levels by walking, stair climbing and cycling
• reducing the intake of alcohol by seeking alternatives, attending counselling and therapy, detoxification, self-help groups and alternative treatments and therapies
• reducing or stopping smoking by acupuncture, NHS smoking helpline, NHS stop smoking services and nicotine replacement therapy
• helping to reduce stress by developing stress management techniques like assertiveness, goal setting, time management, physical activity, positive self-talk, relaxation and breathing
• producing a diet plan that supports better timing of food intake, eating more or less of certain foods and food preparation.

Types of evidence:

Evidence could include:

• assignment
• report
• presentation
• responses to questions
• audio visual.

Learning Outcome 4

The learner will:

produce a health-related physical activity plan for the selected individual

The learner must:

• produce a health-related physical activity plan for the selected individual based on the information gathered in learning outcome 3

Grading descriptors:
Pass: Completes the 6-week training plan referring to the delivery guidance.

Merit: Completes the 6-week plan mostly accurately following the delivery guidance.

Distinction: Completes the 6-week training plan accurately and meets all the requirements of the delivery guidance.

Delivery and Assessment:

Learners must plan a 6-week health-related physical activity plan for the individual, taking into account the information collected in the lifestyle questionnaire. For example their personal goals, lifestyle, medical history, physical activity history, attitudes and motivation.

The plan must:

• be tailored to the individual’s needs
• include appropriate activities for the individual
• include SMART (short, medium and long term) objectives
• include the principles of training (overload, specificity, progression, individual differences, variation and reversibility)
• include the FITT (frequency, intensity, time and type) principles.

The plan could include practical information for the individual in regards to exercise intensity for example:

• rate of perceived exertion (RPE)
• maximum heart rate
• maximum heart rate reserve.

Types of evidence:

Evidence must include:

• 6 week training programme.

Evidence could include:

• reflective log/journal.

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