Terms and Conditions
Terms and Conditions:
Movement and Performance Education (MPE), trading as Total Unwind
1. Introduction
Movement and Performance Education (MPE), trading as Total Unwind, is a subsidiary of Mesut Olcas. We are committed to empowering individuals to achieve excellence in fitness, movement, and manual therapy through evidence-based practices—our philosophy centres on movement efficiency, peak performance, and holistic well-being. We focus on building a strong foundation that enables participants to maintain lasting fitness and wellness, advancing alongside their clients and athletes and making a positive to society.
Our ethos is built upon the following core values:
Inclusivity: Providing access to quality education for individuals of diverse backgrounds and experiences.
Humility and Innovation: We remain humble and continually upgrade to align with the latest research and practices, ensuring our training remains current and impactful.
Integrity: Upholding professionalism and ethical practices in everything we do.
Empowerment: Equipping participants with the skills, knowledge, and confidence to make a meaningful impact in their fields.
This policy outlines the terms and conditions for Movement and Performance Education courses. By enrolling in our classes, participants agree to adhere to these guidelines and join us in fostering a community of excellence and growth.
Certification and CPD Eligibility: Movement and Performance Education (MPE) welcomes learners with at least a Level 2 fitness qualification to attend our professional development workshops. However, please note that only learners who hold a valid Level 3 Personal Training qualification (or higher) at the start of the course are eligible to complete the final assessment and receive the 10 CIMSPA CPD points certification. Learners holding only a Level 2 qualification will receive a certificate of attendance only, which does not include CIMSPA CPD points.
While MPE is actively working towards sustainable growth, our long-term vision includes expanding our delivery team, diversifying course offerings, and employing additional qualified professionals. As part of this vision, MPE is laying the foundation for scalable quality assurance processes that will evolve as the team grows. These processes include internal standardisation procedures, assessor collaboration, and peer review systems, which ensure consistency and quality are maintained at every expansion stage.
Equality and Diversity Policy
Purpose of the Policy
This policy sets out Movement and Performance Education’s (MPE) commitment to promoting equality, diversity, and inclusion across all aspects of our operations. We strive to create a learning environment where everyone is treated with dignity and respect, and individual differences are recognised, valued, and celebrated. MPE is committed to eliminating discrimination and advancing equal opportunity for all service delivery participants and individuals. We aim to ensure that every person has fair access to our educational services, regardless of their background.
Definitions and Protected Characteristics
We recognise and are fully compliant with the Equality Act 2010, which legally protects individuals from discrimination in the workplace and broader society. Protected characteristics under this Act include:
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation
To support learner understanding, MPE defines the various forms of discrimination as follows:
Direct Discrimination: Treating someone less favourably than others specifically because of a protected characteristic.
Indirect Discrimination: When a rule, policy, or practice applies to everyone but puts people with a particular protected characteristic at a disadvantage compared to others.
Harassment: Unwanted conduct related to a protected characteristic that has the purpose or effect of violating an individual’s dignity or creating an intimidating, hostile, or offensive environment.
Victimisation: Treating someone poorly or unfairly because they have made a complaint, intend to make a complaint, or have supported someone else’s complaint regarding discrimination.
How We Adhere to Our Stance
To put this into practice, MPE will:
Integrate equality and diversity principles into course content, delivery, and assessment.
Provide reasonable adjustments where needed to meet individual needs.
Regularly review policies and procedures to ensure they align with legal and ethical standards.
Conduct training on inclusive practices and unconscious bias through a combination of formal workshops, webinars, and e-learning modules.
Ensure the lead provider (Mesut Olcas), who gained certification in 2024, undergoes mandatory refresher training every 12 months (annually) to stay current with industry research and practices.
Maintain a centralised CPD and Quality Assurance log to record all completed training, including the date and provider.
Monitor and evaluate outcomes to identify and remove barriers to participation.
Responsibilities
All staff, contractors, and participants share the responsibility to:
Treat others with respect and consideration.
Challenge and report discrimination or bias if witnessed or experienced.
Uphold the values of inclusivity, fairness, and professionalism. MPE’s leadership team is responsible for implementing and maintaining this policy, ensuring that all activities reflect these principles, and managing complaints in accordance with our procedures.
Procedure for Reporting Discrimination: Anyone who experiences or witnesses discrimination should report it immediately. All reports will be treated seriously and investigated fairly, confidentially, and without bias. Necessary steps will be taken according to our complaints and disciplinary procedures.
Contact for Equality & Diversity Concerns:
Name: Mesut Olcas
Position: Equality & Diversity Lead
Email: info@mandp-education.co.uk
Quality Assurance Policy
1. Purpose and Scope
This policy ensures that all training and assessments provided by Movement and Performance Education (MPE) meet the highest standards of quality, integrity, and consistency. It also emphasises our commitment to continual improvement, compliance with awarding bodies and regulatory standards, and the delivery of a learner-centred experience. This policy applies to all tutors, assessors, support personnel, and learners involved in planning, delivering, assessing, and reviewing MPE’s educational programmes.
2. Applicability
This policy applies to:
All MPE staff (including freelance tutors and assessors)
Course participants (learners)
External quality assurers or verifiers, where applicable
Partner organisations involved in MPE’s education provision
3. Tutor Qualification Requirements
Tutors delivering MPE courses are required to:
Hold a relevant Level 3 (or higher) teaching qualification (e.g. L3 AET, L4 CET, or PGCE).
Possess qualifications equal to or above the level of the course they are delivering.
Demonstrate occupational competency in their area of delivery (e.g., sports therapy, fitness or manual therapy).
4. Tutor CPD and Monitoring
MPE encourages all tutors to actively engage in Continuing Professional Development (CPD) to maintain their professional knowledge, practical skills, and industry relevance. Examples of CPD may include:
Attending relevant workshops, courses, or webinars.
Participating in industry events or conferences.
Peer-to-peer learning or shadowing.
Self-study and reflection on new research or practices.
5. Assessor Qualification Requirements
Assessors are required to:
Hold a recognised assessment qualification (e.g. Level 3 Award in Assessing Competence in the Work Environment).
Demonstrate occupational competency and familiarity with the course content.
6. Assessor CPD and Monitoring
Movement and Performance Education (MPE) maintains up-to-date knowledge of current assessment practices through ongoing learning and reflective review. Regular self-assessment helps ensure fairness, consistency, and quality across all assessment activities.
7. Ensuring Course and Qualification Standards
At MPE, quality assurance is built into all aspects of course design, delivery, and assessment through ongoing self-monitoring, evaluation, and reflection. Standards are maintained by:
Aligning course materials and outcomes with current CIMSPA standards and evidence-based practices.
Reviewing learner feedback after each course to inform improvements.
Engaging in self-reflection and lesson reviews to identify areas for enhancement.
Staying updated with sector developments through professional reading, training opportunities, and peer networks.
Periodically benchmarking course content against similar provisions in the industry.
Maintaining a clear differentiation between certification outcomes based on entry prerequisites: Level 3+ qualified learners receive 10 CIMSPA CPD points upon successful assessment, while Level 2 learners receive a certificate of attendance.
8. Standardisation of Assessments
As MPE currently operates as the sole provider, formal group-based standardisation meetings are not yet applicable. However, self-standardisation practices have ensured fairness, consistency, and alignment with best practices. These include:
Reviewing and cross-referencing assessment decisions with the guidance and criteria of the awarding body.
Reflecting on borderline or complex learner cases to ensure fairness and objectivity.
Maintaining records of the rationale for assessment decisions to support transparency.
Engaging with external networks and CPD to benchmark assessment practices against sector standards.
As MPE grows and welcomes additional assessors, formal standardisation meetings will be introduced, focusing on:
Consistent interpretation of assessment criteria.
Reviewing learner work samples.
Discussing common challenges and refinements in delivery.
Ensuring all assessors apply grading standards fairly and accurately.
9. Assessment Sampling
The MPE Assessor delivers with a pass/refer outcome, and Mesut Olcas carries out assessment sampling at MPE through self-review. A selection of learner work is reviewed post-assessment to ensure consistency with grading criteria. Clear records of assessment decisions are kept. As the organisation grows, MPE will introduce formal sampling procedures with multiple assessors.
10. New Employee Induction
Movement and Performance Education (MPE) does not currently employ additional tutors or assessors. However, a structured induction process will be implemented if new team members join in the future. This will include:
An introduction to MPE’s philosophy, ethos, and quality standards.
A review of key policies (e.g., safeguarding, equality and diversity, assessment, and complaints).
Opportunities for observation or co-delivery, where appropriate.
Ongoing support and mentoring during the initial delivery period.
11. Learner Feedback and Course Review
MPE values learner feedback and uses it to improve course delivery and content continuously. Feedback is collected at key stages:
Post-induction (early impressions after the first week)
Mid-course (to understand the learning experience while it’s ongoing)
End-of-course (formal evaluation of content, delivery, and outcomes)
12. Communicating Changes
MPE communicates any essential changes to course content or delivery directly to learners, typically via email. Where relevant, updated course materials or handbooks are also provided to ensure learners are fully informed.
Maladministration and Malpractice Policy
Understanding Malpractice
Malpractice is any deliberate act or behaviour that undermines the integrity of course delivery, assessment, or certification. It includes actions designed to gain an unfair advantage or to mislead assessors, learners, or external bodies. Examples of malpractice at MPE may include:
Plagiarism or copying another learner’s work.
Submission of false or misleading evidence.
Tampering with assessment records.
Impersonation of a learner during assessment.
Breach of confidentiality relating to assessment content.
Understanding of Maladministration
Maladministration refers to unintentional mistakes or ineffective practices in the management or delivery of courses and assessments that may impact learner outcomes or the integrity of the qualification. Examples of maladministration at MPE may include:
Inaccurate learner records or registration.
Delays in issuing feedback, results, or certificates.
Errors in assessment planning, marking, or record-keeping.
Learner Procedure for Reporting Malpractice or Maladministration
Learners who believe they have witnessed or experienced malpractice or maladministration should follow this simple process:
Raise the concern in writing by email.
Include relevant details, such as what happened, when, and who was involved (if applicable).
Submit the report:
Email: info@MandPeducation.com
Subject Line: “Malpractice or Maladministration Concern”
Investigation Procedure
Investigations follow a structured but flexible approach:
Initial Review – Assess the nature and seriousness of the concern.
Information Gathering – Collect relevant documentation, emails, or statements.
Evaluation – Analyse the evidence and determine whether malpractice or maladministration occurred.
Action Taken – Apply corrective steps if required.
Communication – Inform the learner of the outcome and any follow-up actions.
Documentation – Keep a record of the incident and resolution for internal quality review.
Complaints Policy
Definition of a Complaint: A complaint is a formal expression of dissatisfaction with MPE’s education, assessment, or service, requiring a response and resolution.
Complaints Procedure
Stage One – Informal Resolution
Learners are encouraged to raise concerns informally as early as possible, via conversation or email.
MPE will aim to resolve informal complaints within 5 working days wherever possible.
Stage Two – Formal Escalation
If the complaint is unresolved at Stage One, the learner can escalate the issue by sending a written summary to: info@mandp-education.co.uk
Subject Line: “Formal Complaint – Stage Two”
MPE will acknowledge the complaint within 3 working days and aim to respond within 10 working days.
Stage Three – Final Resolution (External Mediation)
If the issue is still unresolved, the learner can escalate to CIMSPA.
Organisation: CIMSPA (Chartered Institute for the Management of Sport and Physical Activity)
Email: info@cimspa.co.uk
Reasonable Adjustments and Special Considerations Policy
Purpose and Scope
This policy sets out how MPE supports fair access to learning and assessment for all participants, ensuring that those facing barriers due to disabilities or temporary conditions receive appropriate support.
Examples of Reasonable Adjustments
To support learners, MPE can accommodate adjustments, including but not limited to:
Digital Access: Providing the course manual and marking sheets as downloadable PDFs for mobile accessibility features.
Alternative Assessment: Completion of theoretical components through verbal professional discussion rather than written response.
Practical Pacing: Adjusted rest intervals between lifting sets for learners with conditions affecting physical stamina.
Environment: Conducting practical sessions in accessible gym facilities.
Special Considerations for Practical Assessments
For practical assessments (such as Olympic lifting), learners must demonstrate full competence. If a learner is temporarily unable to perform due to injury or illness, the assessment will be deferred and rescheduled.
Quality Monitoring and Standardisation Schedule
Movement and Performance Education (MPE) is committed to delivering high-quality learning and assessment experiences through:
Course and session reviews against internal benchmarks.
Digital learner feedback evaluations.
Assessment reviews ensuring outcomes meet learning objectives.
Review of compliance with legal frameworks (Equality Act 2010, GDPR).
Standardisation Activities
While MPE currently operates as a sole provider:
Internal reviews of assessment consistency are carried out every six months.
External benchmarking and practice checks are conducted twice yearly to ensure marking remains fair.
Safeguarding and Prevent Policy
Safeguarding (Adults)
MPE ensures that any concerns regarding abuse, neglect, or exploitation are recognised and addressed appropriately. The lead provider (Mesut Olcas) refreshes Safeguarding and Prevent training every 2 years.
Safeguarding Procedure:
Concerns are documented factually.
MPE will carry out no investigation.
Non-urgent concerns reported to local authorities within 48 hours.
Immediate risks reported to emergency services (999).
Prevent Duty
MPE meets the UK Government’s Prevent Duty to identify and report signs of radicalisation or extremism.
Possible indicators include sudden changes in behaviour, withdrawal, or use of extremist language.
Concerns are referred to the local Prevent team, Channel Panel, or police.
Appeals Policy
Learners have the right to appeal decisions regarding assessments, feedback, or certification.
Appeals Procedure:
Stage 1 – Informal: Raise concerns within 5 working days with the tutor.
Stage 2 – Formal: Submit a written appeal within 10 working days to info@mandp-education.co.uk.
Stage 3 – Independent Review: MPE will appoint a qualified freelance professional (IQA) with no prior involvement in the case to review the documentation. Their decision will be final.
Policy Metadata and Control
Version: 1.1
Author: Mesut Olcas
Publication Date: 08.04.2026