Practical Sport

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.

National governing bodies of sport (NGB)

The following NGBs are responsible for each sport.

Regulations
Regulations in sport relate to:

Players and participants

Equipment and playing surface Facilities and health and safety requirements Time Officials (e.g. Referee, judge, umpire, starter, timekeeper)

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.

Gymnastics events are scored by judges who grade a performance.

Application of the rules

Laws of sports in different situations: In football, what happens if a goal is scored when the striker is in an offside position?

In cricket, Leg Before Wicket (LBW)

In basketball, charging in the lead up to score

In rugby, passing forward resulting in a try?

Would you know what to do in these situations if you were officiating?

Assignment Task: Task 1

Task A: (Level1/Pass/Merit)

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.

Roles in Sport Officials

Different sport have different types of officials. Sport require referee, umpires, time keepers and even 3rd, 4th and 5th officials.

All official uphold the laws of the game.

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.

Hawk eye technology is used in both cricket and tennis.

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

Starters and Timekeepers

Starters control the beginning of a race. These officials monitor false starts and penalise those who persistently break the rules.

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

Responsibilities of officials Appearance

Officials wear a specific uniform to distinguish themselves from the players. Colours should not clash will the performers team colours to avoid confusion. Football referees traditionally wear black but now may wear green, yellow and red.

Responsibilities of officials Communication

The use of clear communication is important to enforce the rules of the game. An official who clearly communicates with player often gains respect from the performers. Through effective communication conflict can be kept to a minimum.

A whistle is a useful tool for communicating to players.

Responsibilities of officials Health and Safety

A major responsibility of officials is to make sure that every game is carried out safely. This includes equipment, playing area and facility checks. Referees will also check the players before a game to ensure they are a safe to start. i.e. No jewellery and a stud check.

Potential hazards to performer and spectators should be dealt with prior to a match starting.

Responsibilities of officials Fitness

Official that are situated on the field of play must keep up with the pace of the game. This requires a good level of fitness to ensure they are in position to make the right decisions.

Qualifications
Referees have to hold a recognised officiating qualification from the sports governing body.

Responsibilities of officials Use of technology

In recent years there have been many new developments in technology to assist officials in making the correct decision. The role of outside officials are to assess the footage and report back to the main official.

Examples include:
- Cricket has a 3rd umpire who will use hawk eye technology.

- Rugby uses a video referee to playback the game.

Assignment Task: Task 2

Task A: (Level 1/Pass/Merit) For rules to work effectively in a game there is the requirement of officials. You must research and DESCRIBE and EXPLAIN the roles and responsibilities of officials for one or two sports. Using your knowledge of the rules you have learnt you must APPLY these into FOUR specific situations. Think about the situations officials face that will require them to implement the rules or regulations of your sports.

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.

Methods you could use to complete Section A:

Presentation of rules, regulations and scoring systems
Presentation notes and slides

Observation record
Practical demonstration of the application of the rules in specific situations Video evidence Observation record / witness statement

Section B: Practically demonstrate skills, techniques and tactics in selected sports

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.

The bowling technique can also be broken down in small parts.

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;

Attacking and defending Marking

Formations

Use of space

Tactics in Sport

Decision making

Variations Set plays

Players used

Safe and appropriate participation

Demonstrating skills

Techniques and tactics practiced within a controlled environment

Drills

Set plays
No competition

Relevant skills and techniques

What skills and techniques are relevant to your sport and the practices you carry out?

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

Different situations will result in different formations being used.

Tactics
The main factors that will determine the type of tactics employed depends on:

Attacking and defending Situation in the game Strengths and weaknesses

Effective use of skills and techniques

The correct application of each component when playing sport is vital for success. Example: Conversion kick in Rugby Placement of kicking foot Body position

Connection with the ball

Placement of non kicking foot

Effective use of skills, techniques and tactics

The use of skills and techniques within conditioned and competitive situations Effective decision making and selection of skills Techniques and tactics selected and used when under pressure from opponents

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

Section B: Assignment Task

Task A:

Select any two sports.

Produce a presentation which shows you demonstrating the skills, techniques and tactics of each of these sports to the best of your ability, within a variety of situations You should also produce commentary for the video which describes the technical demands of each sport. Within your presentation for each sport, you are required to demonstrate the technical requirements of each sport in isolated practices. This should include specific drills which are used to develop a performers ability to apply the skill/technique correctly. (2B.P4)

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)

Methods you could use to complete Section B:

Practical demonstration of the skills, techniques and tactics for two selected sports

Video evidence which demonstrates learners participating in each of the selected sports in specific situations Written / verbal commentary
Observation record / witness statement

Section C: Be able to review sports performance

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.

Reviewing individual & team performances

As a sports performer you need to develop the ability to:
Accurately observe and evaluate your own performance and that of others in different practical activities. Provide a detailed analysis of strengths and weaknesses and help structure ways to improve a performance.

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

Accurate tactics applied

Perfect coordination throughout High in confidence Can adapt to changing environment

Action looks aesthetically pleasing

High level of skill and technique

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.

EvaluateCompare technique to perfect model of forehand.

Strengths and areas for improvement

What are your strengths and weaknesses in your sport?
Review of performance for a Netballer Example The centre has good dodging skills which get her into good attacking positions on the court, but she is slow to defend/mark when her team loses possession of the ball. Include comments on skills, techniques, specific terminology to the sport, and non specific to the sport e.g. Fitness level (as it is a generic requirement )

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.

Long term goals: This has the future in mind.

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.

Planning Strategies, Tactics, Practices and to Improve Performance

From your observation, analysis and evaluation you have identified what is going well and what needs to be worked on.

You then need to suggest drills/practices to work on these weak areas?

Practices and Drills to improve performance

These drill may work on: Footwork in Netball Smash in Badminton Long barrier in Rounders Seat Drop in Trampolining Front crawl in Swimming

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

Activities to improve performance

Use of training programmes Use of technology Attending courses Knowing where to seek help and advice

Section C: Assignment Task

Task A:
1) Select two sports that you have played and DEVELOP an observation checklist for each sport. Consider the skills and tactics for the sports you will review. Use these checklists to assess and evaluate your own performance in the two chosen sports Make sure you consider all of your strengths, Describing & Explaining why you think they are either a strength or an area for improvement within each sport.

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.

Methods you could use to complete Section C:

Completed observation checklists for learners own performance in two selected sports Written or verbal summary if verbally presented, learners should produce audio/visual evidence and assessors should produce observation records to support assessment decisions