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Learning Aims
A) Understand the rules, regulations and scoring systems for selected sports B) Practically demonstrate skills, techniques and tactics in selected sports C) To be able to review sports performance.
Scenario A
To allow the legacy of the Olympics be fulfilled in Hastings it is important to develop individuals understanding of the sports they are able to take part in. As part of the launch of FROG at the Hastings Academy, they would like to have a get to know your sport page in which information about sports is available for students to gain a better understanding.
Section A: Understand the rules, regulations and scoring systems for selected sports
Rules
All sports have rules and regulations set by the National Governing Body (NGB) of that sport. i.e. The Football Association/UK Athletics
NBGs put structures in place to help the long term development of an athlete.
Regulations
Regulations in sport relate to:
Scoring Systems
Every sport is scored slightly differently. Most games require a team to score more than their opponents or reach a set number of points. Golf is an exception. This requires individuals to take the lowest number of shots.
Scoring Systems
Most racket sports require the performer to get an object to land in the opponents court and for it not to be returned. Other sports like athletics are scored by timings or a measurement of distance/height.
You must research and DESCRIBE and EXPLAIN One or Two sports and highlight the rules, regulations and scoring systems used. You must provide a resource that would help students to learn about the sports.
Use the knowledge you have gained from Basketball, badminton, Football to complete this task.
TASK: Can you name some officials and there roles in different sports.
Umpires
Tennis and cricket use umpires. They will use voice and hand signals to control the game and communicate the score to the players. Up to 3 umpires will control a cricket game and tennis umpires now have the use of video technology to assist them.
Referees
Referees uphold the laws on the game on the field of play. E.g. Rugby and football referees.
Judges
Judges are used in gymnastics and boxing. A judgement is made on the skills and techniques shown by the performer and points are awarded
Timekeepers are vital in sport where time is stopped and started frequently. i.e. Basketball.
Responsibilities of officials
Official have a number of responsibilities: Control of players Fair play Officials responsibilities Effective communication to players Fitness Appearance Health and Safety
Potential hazards to performer and spectators should be dealt with prior to a match starting.
Qualifications
Referees have to hold a recognised officiating qualification from the sports governing body.
Examples include:
- Cricket has a 3rd umpire who will use hawk eye technology.
Task B: (Distinction) Compare and contrast the roles and responsibilities of officials from two selected sports, suggesting valid recommendations for improvement to the application of rules, regulations and scoring system for each sport.
Use the knowledge you have gained from Basketball, Badminton Or Football to complete this task.
Observation record
Practical demonstration of the application of the rules in specific situations Video evidence Observation record / witness statement
Scenario B
As part of the Physical Education Virtual Learning Page the PE Department is launching Sport pages providing information on the various sports taught at the academy. Mrs Glynn the Head of PE has asked the Btec group to develop presentation material that can be used on the different pages to promote the sports focused on and the different skills, techniques and tactics used in these sports to perform effectively. The main focus is to help develop students understanding of various sports and increase participation at extracurricular clubs and local community clubs.
Skill
Skill differs from ability in that it is not natural, skills are learnt.
They are developed from ability after a period of practice. To produce a skilled performance, the player must practise regularly.
Techniques
Techniques are the parts that make up a whole skill. E.g. Spin bowlers and fast bowlers in cricket have different technique but are still both bowling.
Technical demands
These are the skills and techniques needed in each sport.
Examples are:
Continuous skills e.g. Running Serial skills e.g. High jump Discrete skills e.g. Golf swing Movement
Use of equipment
Interaction Other demands specific to the sport
Tactical demands
Tactics are a method of play that enable a team or individual to outwit an opponent. The following list is examples of tactical demands used commonly in sport;
Use of space
Tactics in Sport
Decision making
Players used
Set plays
No competition
Relevant Tactics
TASK: Can you suggest any practical examples of tactics in sport. Teams adopt formations based on players strengths and weaknesses and are used to combat oppositions attacks.
Formations
Tactics
The main factors that will determine the type of tactics employed depends on:
Isolated practices
These would include skills and techniques demonstrated independently without any pressure or external forces, completed successfully and without fault.
Conditioned practices
During your practice sessions, you would experience conditioned practices through: Small sided games A limit to the amount of touches you can make A set number of defenders or attackers Different goal areas Set conditions to incorporate variety e.g. All players must touch the ball before you can score
Competitive situations
For example, these would include full sided games, with appropriate opposition, with match officials
The presentation should then show you demonstrating the relevant techniques and tactics of each sport in conditioned practices/games. These could include adapted competitive situations which further develop skills and techniques and also includes tactical applications. (2B.P5)
Finally, each presentation should show you performing in a competitive situation within each sport. (2B.M2)
Video evidence which demonstrates learners participating in each of the selected sports in specific situations Written / verbal commentary
Observation record / witness statement
Scenario C
The PE department within the academy believes that Year 7 students struggle to complete any form of self analysis as they struggle to criticise themselves. In order to support the younger students within the school, your Head of PE has asked if you will show them how this is done. The Head has asked if you could develop an observation checklist, which could be used to assess your performance in a selected sport and review your own performance using the observation checklist. The outcomes of your evaluation will be used to produce a notice board in the sports hall, which will be referred to when working with those children in Year 7 who struggle with this component of the course.
Characteristics of performance
Before assessing a performer you need to appreciate the sport and the required skills. Consider the performer below, what makes them skilful and why?
Successful outcome
Observation Checklist
Review performance in selected sports:
What are the technical demands of the sport? What skills and techniques are used? Is it suitable for self analysis? What are the tactical demands of the sport?
Assessment model
When assessing any performer it is important to break down the skill or performance. This assessment model will help you to communicate your observations.
Observewatch a tennis game and make detailed observations. Feedbackcommunicate your observations Plan/ devise a drill to improve players footwork and forehand stroke. Analysenotice that a player hits forehand out a lot.
Self analysis
Completion of the observation checklist, for example through use of video.
Goal Setting
What does goal setting do for an athlete?
Goal setting motivates performers and keeps them working hard. This gives them a better chance of improve fitness levels. Reaching your goals means progress is being made in your training.
Goal Setting
Short term goals: This can be a small step or progression. e.g. To achieve a qualifying time for a competition.
e.g. Swimming for the national team or beating a long standing rival.
Goal Setting
Outcome Goal: Linked to an end result e.g. Winning a competition
Performance goal: Concerned with previous bests. e.g. To swim a new personal best
Goal Setting
Process Goal: Refer to an element of the performance. This includes the application of skills, techniques or the application of tactics.
e.g. To run pick and rolls and screens in basketball to open up the defence.
Make sure you can identify the teaching points of different skills: E.G. Teaching a seat drop in trampolining:
Teaching Points Legs straight Toes pointed Hands just behind hips Fingers facing towards feet Progressions Practices seat drop position From standing jump up to land in seat drop position Increase height of bounces
2)
3)
4)
Make recommendations on how the improvements identified could be made, for example, goal setting, training courses, use of technology, support and guidance from your coach/teacher etc for each sport.