A2 PHYSICAL EDUCATIONCOURSEWORK there are 3 sections

Sections A, B and C

Practical Coursework A2(A B & C)

The aim of the practical coursework component is to build on the core skills developed as ‘AS’ level, and to apply them in a competitive situation.

You will be assessed in one practical activity as a performer or in one role (official,coach).

Therefore you must choose an activity or a role, ie. performer, official or coach you which to be assessed in.

Section A Optimising practical performance in a competitive

situation(60 marks)

Section B Observation analysis & critical evaluation of performance (30 marks)

Section CApplication of knowledge & understanding to optimise performance (30 marks)

Section A Optimising practical performance in a

competitive situation (60 marks)You will be assessed on 3 areas of assessment;

1. AA1 = Attacking skill/stroke 1/equivalent (20marks)

2. AA2 = Defensive skills / stroke 2 / equivalent (20marks)

3. AA3 = Strategies and tactics / equivalent (20marks)

All three areas will be assessed in a FULLY COMPETITIVE PERFORMANCE SITUATION.

Section A

What activity or role do you wish to be assed in? (performer / coach / official).

Need to look at the achievement criteria for each of these so that you know what you are expected to achieve.

Just saying that you perform to a particular standard doesn’t mean that you will automatically get the top marks, we need to see evidence!

Section A - DVD Evidence Start collecting this NOW. We need to be able to give you a

grade within the next couple of month so that we can give you areas to work on before your final moderation.

Clearly focus on the performer so that we can identify you.

You must be performing at your actual level so that we can see you full capabilities.

We will edit all of your video clips for use for the moderator in case they can’t see you on the day.

Section B Observation analysis & critical

evaluation of performance (30 marks) For all areas of activity you need to talk about 2

weaknesses in each area of assessment

B1 - students self analysis in relation to a perfect model leading to an identification of your own weaknesses which are applied in to a competitive performance situation.

B2 - describe a perfect technical/tactical model of a named elite performer/official applied in to a competitive performance situation.

Describing a pure technical model in isolation is limited/sound at best – don’t just copy from a

coaching manual!

Section B1

Students must select 6 different weaknesses from their performance in their assessed sport. There must be two weaknesses from each area of assessment e.g.

2 attack weaknesses 2 defence weaknesses & 2 tactics and strategies weaknesses

Section B1Examples of potential Attacking weaknesses

1. Step back Jump shot (basketball)2. Reverse layup (basketball)3. Dribbling in tight spaces (basketball)4. Shooting using the weaker hand (basketball)5. Attacking header from a corner/free-kick (football)6. Long range shot from outside the area (football)7. Lofted pass into the area (football)8. Shooting using the weaker foot (football)9. Right foot volley (just inside the penalty area)

(football)10. Correct Footwork (netball) 11. Shooting (netball)12. Lofted pass (netball)13. Side stepping (rugby)

Section B1Examples of potential Defending weaknesses

1. Contact with opponent I am defending (netball)

2. Obstruction of opponent I am defending (netball)

3. Intercepting high balls (netball)4. Jockeying in the half I am defending

(football)5. Heading opponents goalkeeper ‘s kicks

(football)6. Defensive heading from a corner kick

(football)7. Defending the pass & cut movement

(basketball) 8. Man to man marking (basketball)9. Catching high balls (up and under) (rugby)10. Kicking finding touch (rugby)

Section B 1Examples of tactics and strategies

weaknesses1. Setting the offside trap (football)2. Defensive organisation (football)3. Communication with the rest of the defence

when defending a corner (football)4. Concentrating when using the off-side trap

(football)5. Defensive organisation (football, basketball,

netball)6. Transition from defence to a fast break

(basketball)7. Positioning play during defence (basketball)8. Positioning play during a fast break (basketball)

B1 - students self analysis in relation to a perfect model leading to an identification of your own weaknesses which are applied

in to a competitive performance situation.

1. Self analysis

Each weaknesses that you have chosen must be analysed and explained (in detail) technically

Analysis of performance must be of all three phases of the skill

• Preparation Phase (before the contact/execution)

• Execution phase (during contact/performance)

•  Results phase (follow-through, end result)

B2 - describe a perfect technical/tactical model of a named elite performer/official applied in to a competitive performance situation.

Elite performer analysis

you must choose & name an elite performer who performs the skill

that you are weak at, and analyse and explain how they ere able

to expertly perform the skill perfectly.

Analysis of their performance must be of all three phases• Preparation Phase (before the contact/execution)

• Execution phase (during contact/performance)

•  Results phase (follow-through, end result)

Compare your performance to the elite performance.

compare your performance to a good technical model) it must be related to the fully competitive performance situation.

Section CApplication of knowledge &

understanding to optimise performance (30 marks)

C1 - Focus on 1 key cause of each of the weaknesses indentified in B1

C2 - focus on 1 important theoretical corrective measure for each of the causes identified.

For C1 and C2 you must link appropriate theory from the specification and apply it to yourself. If you apply the theory in a relevant manner you will access the higher marks.

There will be 6 different causes / corrective measures with at least 1 from AS theory and 1 from A2 theory. The other 4 can be from any part of the specification theory.

Section C1Cause of each weakness

Cause of each weakness students must identify ONE CAUSE, but this must be the

primary cause of the weakness named in section B. This must be related to an area of theory from the specification.

Examples of causes (physiological, psychological, socio- cultural factors)

Physiological : Lack of : power, flexibility, endurance, strength, speed agility, coordination, reaction time, energy systems, recovery mechanics of movement, injury, training, nutrition.

Psychological: cognitive state anxiety, learning plateau, negative transfer, lack of confidence/self efficacy, personality, agression

C2 - focus on 1 important theoretical corrective measure for each of the causes identified.

• There will be 6 different causes / corrective measures with at least 1 from AS theory and 1 from A2 theory. The other 4 can be from any part of the specification theory.

Corrective Measures (physiological, psychological, socio- cultural factors)

• Training: energy systems, fibre types, aerobic, anaerobic, plyometrics, “SAQ” drills, training programmes.

• Nutrition • Ergogenic aids/supplements• Proprioceptive neuromuscular facilitation (PNF)• Promote positive transfer • Social learning theory/increasing confidence• Mental rehearsal/visualisation/mental imagery

Sections B and C Guide Students must select 6 different weaknesses. There must be two weaknesses from

each area of assessment (e.g. attack, defence, tactics and strategies).  Weaknesses must be explained technically (e.g. comparison to a good technical

model) and be related to the fully competitive performance situation.  Students must also compare their weakness to a NAMED elite performer within

the fully competitive performance situation. If they don’t name the performer, they don’t receive the marks for that section.

 Cause of weakness – students must identify ONE CAUSE, but this must be the primary cause of the weakness names in section B. This must be related to an area of theory from the specification.

 Corrective measure – students must identify ONE CORRECTIVE MEASURE that relates to the cause outlined above and this again, must be from the theory specification. It is not sufficient to outline a practice that they could use (if they were outlining this as part of a Fartlek training programme and how they would progress / overload this, that is fine as it relates to the specification).

 For both parts of section C, one cause / correction are must come from PHED 1 and one from PHED 3, the other four weakness cause and corrections can come from any area of the specification (e.g. 5 from PHED 1 and 1 from PHED 3 is fine or 3 from each etc).

 For both theory parts of section C, students must relate the theory to themselves in the fully competitive situation. If they just take theory from books / websites, they can only gain sound marks at best.

If students discuss more than one are of theory in either part of section C, only the first one can be credited with marks, so make sure they fully explain one theoretical cause / correction rather than try to do more. This must relate to the cause and weakness.

    Own performance

Elite performer

Cause of weakness

Corrective measures

Total

Area 1

Weakness 1          

  Weakness 2        

  Average          

Area2

Weakness 1          

  Weakness 2        

  Average          

Area 3

Weakness 1          

  Weakness 2        

  Average          

    Section B total   Section C total   /60