gcse pe course work booklet master copy 2007

8/14/2019 Gcse Pe Course Work Booklet Master Copy 2007

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Name: Ryan Davies Form: 10H

PE Teacher: MR Rees TARGET GRADE:/ 10

Activity being analysed:

Partner: James Johnson


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BACKGROUND This piece of work is compulsory you must complete it to be entered for the exam

It is not about your own rounders ability. It is about your ability to analyse and improvethe practical performance of a fellow pupil.

It is worth 10% of your final grade that is virtually 1 whole grades worth

When choosing a partner, think carefully. Better players are sometimes harder to workwith and spot and improve weaknesses. Pupils who forget kit or are absent a lot stop youprogressing with your work and lowering your own mark

You must have practical kit for every lesson along with this booklet. Some lessons will beclassroom based depending on where the group is up to. Only the teacher decides if it istheory you have kit every lesson. No kit means you umpire.

If at anytime you are not sure what to write, then ask. Although you must hand completedwork to your own PE teacher, any PE staff will help any pupil if you ask for it.

Finally, most pupils every year get at least 8 / 10. Many get 10 / 10. It is possible if youtake the above advice on board and keep up with deadlines

ICT REMEMBER this booklet is available on the VILE area of the schools website soif you lose this copy you are able to access it from home without ANY excuses to say it isnot done when it should be handed in.


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TO MAKE YOU UNDERSTAND THE PROCESS OF:

1. HOW COACHES IMPROVE THE SKILLPERFORMANCE OF PLAYERS

2. THE OTHER FACTORS A COACH TAKES INTOACCOUNT WHEN DOING THIS

EVERY SPORT FOLLOWS THESAME PROCESS


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ORGANISTION & CHECK LISTThe following table shows you how to organise your completed work and when to hand in the final piece.

Complete it with your teachers help to help you organising your work.

TEACHER COMMENT / HOW TO

IMPROVE

TEACHER

SIGNATUREWHEN DONE

/ 10COMPLETEDWORK

/26.

RE-EVALUATION

/15. FACTORS

AFFECTING

PERFORMANCE

/14. FITNESSASPECTS

/23. PROGRESSIVEPRACTICES

/ 22. ANALYSIS OF

PERFORMANCE

/ 21.INTRODUCTION

MARKDATE

DUE INPART

GRADE BOUNDARIES : A* 10 A 9 B 8 C 7 D 6 E 5 F 4 G 3 U - 2 and less


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PART 1 INTRODUCTIONIn this section you must: Write down theskillsand sub skills needed to

play in the game you are analysing List the fitness components needed to play the

game and say why they are needed and explainwhat is meant by each component

Analyse your partner in the game situation usingthe information form above

Record 3 strengths and 3 weaknesses from your

partners performance based on the skills youhave written down.

Using the table opposite, fill in the skillsneeded to play the game. REMEMBER subskills are the different types of the main skill(EG In Netball, passing could be a chest,bounce or overhead pass. It could be doneover different distances (near / far), with

different Speeds (fast / slow) and atdifferent heights (low / high) )

Ryan DaviesHandling the ball while playing in

the field and throwing the ball.

Which includes moving around the

field. Deep field to be able to catch

the ball.

Fielding

A player who prevents the ball fromgoing behind them when the batter

misers the ball. Eg stopping the

Backstop

Throwing is to propel though the

air with a motion of the hand and

arm releasing an object e.g. a

under arm throw, over arm, flat

throw, 1st base throw.

Throwing

When playing rounders a

important skill is to catch the ball so

that you can catch a player out or

throw it to a base e.g. 2 handed

catch.

Catching

In the sport rounder's , bowling is

action of propelling the ball towards

the batsman. E.g. fast bowl spin

bowl

Bowling

Hitting a rounder's ball as far as

possible or placing into the offside

or onside. E.g. a placement shot.

Batting

SUB SKILLSROUNDERS

SKILLS


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PART 1 INTRODUCTIONUsing the table

opposite analyse the

game of rounder's by

filling in the fitness

components you believe

are needed to play

successfully.

EXTENSION

You may even wish to

say which are HRF

and which are SRF as

this show you can linktheory knowledge to a

practical situation and

increase your mark.

To be able to react

and catch the ball

Connecting with the

ball when batting

Not losing balance

when swinging a bat

To be able to change

direction when going

to catch the ball

To get to the ball when

your team is fielding

EXAMPLEFROM AGAME OF

ROUNDERS

To be able to react at

the right time so you

can catch the ball.

Reaction time is the

ability to respond to a

stimulus quickly

Reaction time SRF

To be able to strike

the ball cleanly

Co-ordination is the

ability to carry out a

series of movements

smoothly and

efficiently

Co-ordination SRF

To stay stable when

batting

The ability to retain

equilibrium whether

stationary or moving

Balance SRF

To change direction

when running

The ability to change

direction of the body at

speed

Agility SRF

To achieve maximum

speed to get to a

destination

The ability to move all

parts of your body as

quickly as possible

Speed HRF

WHY IS ITNEEDED

DEFINITIONFITNESSCOMPONENT


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PART 1 INTRODUCTION

Using the table

opposite analyse the

game of rounder's by

filling in the other

components youbelieve are needed to

play successfully. You

may link thistheory

knowledge to a

practical situation andincrease your mark.

When bowled hit the

ball to offside to trick

the fielders

To trick the fielders into

thinking you will hit it to one

side but you hit it to the

other

Hitting the ball to the offside when

everyone goes to your onside

Hitting offside

When a good batsman

is In the fielders spreadout so he can just tap it

and get a rounder

To trick the fielders into

thinking you are going to hitthe ball hard but you tap it

Only tapping the ball when the

field is set deepTapping ball

Worst batter enters so

field is set shallow to

catch him out

To pressure the batsman to

hit it up and catch it

Shallow field fielding is when you

set the field shallower when a

weak batter enters

Shallow field fielding

Worst batter enters

square so bowl fast

and stop them running

To stop the bats man hitting

the ball by a fast bowl

The bowler bowls a ball that is

faster than usually to make the

bats man unable to hit the ball

Bowling a fast ball

The worst batsman is

on second base and

the good batter steps

up

To help the stronger

batsman gain more runs

Keeping your worst batsman in

limited over's so he can assist

your better batsman

Keep weakest batsman in

limited over's

When the best bats

man on the battingside comes into batting

square the bowler sets

a deep field formation

The point of deep field

fielding is to help catch outgood batsman when the ball

is hit out field.

Deep field fielding is when you set

the field deep when a goodbatsman enters the batting square

Deep field fielding

EXAMPLEFROM AGAME OF

ROUNDERS

WHY IS ITNEEDED

DEFINITION

TACTICS /

KNOWLEDGE/

PERSONAL

QUALITIES


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PART 1 INTRODUCTIONYou must now analyse you partner in a game situation. Keep the skills in your head that you

havealready identified and when you have watched them, complete the table to show the 3strengths and 3 weaknesses you believe they have in their performance.

DO NOTput down any fitness components. You are improving SKILLS only.

Throwing the ball from 2nd base to forth he

has bad accuracy.

Batting deep in to the offside has a lot

of power when hitting the ball.

Catching the ball in the onside position-

he doesnt cup his hands.

Long barrier- gets down to the ball well

and can stop well.

Bowling- He can not throw the ball in a

straight.

Throwing from offside deep field to 4th

base- has a good throw with a lot of

power.

WEAKNESSESSTRENGTHS


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PART 2 ANALYSING PERFORMANCEOn the next table you must analyse the strengths and weaknesses you observed, by writing down why these are

positive and negative points in your opinion. Next to each bullet point you MUSTwrite in COACHING POINTS

to explain your opinion.

THINK !

The coaching points in the strengths column will be what in nature? Keep your eye on the ball when batting andcatching

The coaching points in the weaknesses column will be what in nature? Talk to your team when you are bowlingand backstop

Information on coaching points can be found in the following places: . internet . textbook . teacher . television

It is essential that you use technical terms to explain how the skill should be carried out. You must refer to

what your partner should be doing with their body as this is called the Technique.

COACHING POINTS EXPLAIN HOW THE TECHNIQUE IS CARRIED OUT.GOOD TECHNIQUES IMPROVE SKILL LEVELS.


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PART 2 ANALYSING PERFORMANCE

2. SUB SKILL Placement shot

Coaching Points

. Eye on the ball

. Stay in the batting square

. Put power behind the bat so you can

place it were you want.

2. SUB SKILL Catching

Coaching Points

when catching the ball keep your eyeon the ball

when caught take the ball in to yourbody

3. SUB SKILL tapping the ball

Coaching Points

.Use a little bit of power.

. Tap the ball to your side

. Check the field before hitting it

3. SUB SKILL Bowling

Coaching Points

. Throw the ball at the bat

. Put power when releasing

. One foot in front of the other

1. SUB SKILL deep fielding

Coaching Points

. When deep fielding always move tothe bowl.

. Keep eye on where the ball is so youcan catch it .

.

1. SUB SKILL Throwing over armCoaching Points

Aim at the target

Aim with your opposite arm

One foot in front of the other

WEAKNESSESSTRENGTHS

These must be POSITIVE POINTS These must be NEGATIVE POINTS


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PART 3 PROGRESSIVE PRACTICESHaving identified 3 weaknesses, the next stage is to choose 2 of these and designPROGRESSIVE practices that you will teach to your partner.

Before you choose which 2 skills to develop, make sure you understand the following aboutprogressive practices by using the words at the bottom to fill the gaps.

A progressive practice starts easy and gets harder in terms of difficulty. The final stage is a conditioned game where you change the rules of the normal game to

make the skill you are trying to improve more important. There should be at least 3 stages to each practice. Things to think about when designing your practice are: organisation - this includes equipment needed, instructions for the practice and when do

you move to the next stage. how will you measure the success (or lack of it) Be specific if you are improving the accuracyof over arm throwing make sure your

practice does this and does not improve the distance of the over arm throw.

conditioned organisation measure harderequipment specific not 3 easy change


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PART 3 PROGRESSIVE PRACTICES

PRACTICE 1 Skill being improved - Long barrierSTAGE 1 Start to learn the technique by making him put your knew down and then cup

your hands next to your leg then you are acting as a barrier.

STAGE 2 Start to make the practice harder by making the player move around the field to

meet the ball.

STAGE 3 Throw the ball in different directions left or right so that they can try to stopit using the long barrier .

You have to get your knee to the floor cup your

hands on the floor you are acting as a barrier so you

carnt let the ball go past you.

Keeping your focus on the ball

and tracking it down.


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PART 3 PROGRESSIVE PRACTICESPRACTICE 2 Skill being improved Stopping the ball

STAGE 1 .Throwing the ball low for him to stop going past him using the long barrier technique. .Then increase the speed of the ball so it is harder for him to catch. He will also have to walk in before I throw it.

STAGE 2

. I will start to make the practice harder by making him run to the ball instead of methrowing it straight to him. Then I will start throwing the ball faster for him.

STAGE 3 Get the bowler and the fielder to get 20mtres apart from each other then get the bowler to

throw it from one side to a other and when the fielder has stopped the ball he has to give itback to the bowler and then start again.

.CONDITIONED GAMEHave a game of rounder's but instead of batting the ball you catch it then throw it to anyposition their will be 4 fielders on the offside and 4 on the onside this will make itharder for the fielders to get the player out but they will need to be focused so theyhave a better chance of getting the player out you have to stop the ball by using thetechnique the long barrier as shown above in the diagram.

Ryan Davies


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PART 3 PROGRESSIVE PRACTICES

PRACTICE 1 Skill being improved Catching the ball from deep field. Stage 1 Throw the ball deep field high up in the air for him to catch.

Then start to increase the height of the ball so it is harder for him to catch the ball. Then so him how he can improve his skill by a demonstration e.g. show him the right way to

cup his hands. Stage 2

Start to open the practice by increasing the speed of the ball when throwing it. Then i will keep increasing the practice by making him move around the field. Stage 3 Get the bowler and the fielder5o metres apart then start throwing the ball towards him so

that he can try to catch it when he has collected the ball from the air he has to sprint tothe bowl.

CONDITIONED GAME I will set up a little rounders pitch and have my partner down in the deep field and I will

throw the ball into deep field and he will have to catch it then throw it back to me, I willstart to make the game harder by throwing it in all directions so that he has to judge mythrow so that he can use his brain and judge the throw the will have a point system if youcatch it you will get to points and if you dont you lose half a point.

Ryan Davies


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PART 3 PROGRESSIVE PRACTICESWEAKNESS 1 Sub Skill:__________________

THESE POINTS MUSTBE THE ONES YOU ARE TEACHINGDURING YOUR PRACTICES TO IMROVE PERFORMANCE. SOTHESE POPINTS ARE THE CORRECT VERSION OF WHATTHAT YOU HAVE ALREADY WRIITEN?

__________________________________

CONDITIONED

GAME

*

*

*

*

*

*

*

*

3

*

*

*

*

*

*

*

*

2

**

*

*

**

*

*

1

TECHNIQUE(COACHING POINTS)

ORGANISATION(INSTRUCTIONS)

STAGE


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PART 3 PROGRESSIVE PRACTICESWEAKNESS 1 RESULTS TABLE

Name of sub skill _______________

10

9

8

7

6

5

4

3

2

1

STAGE3

STAGE2

STAGE1

INITIAL

ATTEMPT

10

9

8

7

6

5

4

3

2

1

STAGE3

STAGE2

STAGE1

AFTER PRACTICES

ATTEMPTS


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PART 3 PROGRESSIVE PRACTICESWEAKNESS 2 Sub Skill:__________________

THESE POINTS MUSTBE THE ONES YOU ARE TEACHINGDURING YOUR PRACTICES TO IMROVE PERFORMANCE. SOTHESE POPINTS ARE THE CORRECT VERSION OF WHAT

THAT YOU HAVE ALREADY WRIITEN?__________________________________

CONDITIONED

GAME

*

*

*

*

*

*

*

*

3

*

*

*

*

*

*

*

*

2

*

*

*

*

*

*

*

*

1

TECHNIQUE

(COACHING POINTS)

ORGANISATION

(INSTRUCTIONS)

STAGE


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PART 3 PROGRESSIVE PRACTICESWEAKNESS 2 RESULTS TABLE

Name of sub skill _______________

10

9

8

7

6

5

4

3

2

1

STAGE3

STAGE2

STAGE1

INITIAL

ATTEMPT

10

9

8

7

6

5

4

3

2

1

STAGE3

STAGE2

STAGE1

AFTER PRACTICES

ATTEMPTS


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PART 3 PROGRESSIVE PRACTICESThe S.M.A.R.T.E.R. principle has been applied in the following way in the above practice:

S means __________________ and is used when __________________________________

_______________________________________________________________________________________________________________________________________________M means __________________ and is used when _________________________________________________________________________________________________________________________________________________________________________________A means __________________ and is used when _________________________________________________________________________________________________________________________________________________________________________________

R means __________________ and is used when _________________________________________________________________________________________________________________________________________________________________________________Tmeans __________________ and is used when _________________________________________________________________________________________________________________________________________________________________________________E means __________________ and is used when __________________________________

_______________________________________________________________________________________________________________________________________________R means __________________ and is used when _________________________________________________________________________________________________________________________________________________________________________________


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PART 3 PROGRESSIVE PRACTICESYou must write down at the end of each practice, how you have applied the

S.M.A.R.T.E.R Principle. This is used in sports psychology to set targets and

goals as these help a performer learning by breaking down skills into smaller p_____which raise motivation and then i_______ performance ( or learning).

S ___________ - this means _____________________________________

M ___________ - this means _____________________________________

A ___________ - this means _____________________________________

R ___________ - This means _____________________________________

T ___________ - this means _____________________________________

E ___________ - this means _____________________________________

R ___________ - this means _____________________________________

This is part of your theory syllabus on SKILL ACQUISITION as well so make sureyou do notforget this work. By including it the coursework it shows you can apply

the theory to a practical situation thus raising your coursework mark if done

correctly


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PART 4 TRAINING

Think back to the theory work you did earlier in the year on training and fitness.

What is a training method?A training method is based in different ways to

What are the training principles?Specificity, Progression, Overload, Reversibility, TediumName 5 different training methods?Fartlek,continous,weight,interval,circuitList the training principles that you know? (Remember 2 acronyms??!!)

S.P.O.R.T

TASK:Your partner must now complete the training programme you wrote during theory lessons.You must : Alterthis if it is not suitable to your partner ( what might need to be changed?) Copy this upinto this part of the coursework Complete the next page to show how this has affected your performance.


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PART 4 TRAINING

You have done a fitness test to measure the fitness of your partner. Complete the informationBelow to monitor how this training may have affected performance

Name the fitness tests) you did and state which fitness component(s) they are designed tomeasure.____________________________________________________________________________________________________________________________________________________

2. Describe how this test was carried out in detail.______________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. State 3 advantages and disadvantages of this test______________________________________________________________________________________________________________________________________________________________________________________________________________________________

19 Complete the following table.CLASSIFICATIONPOST TRAINING

FITNESS SCORECLASSIFICATIONPRE TRAINING

FITNESS SCORE


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PART 4 TRAINING

5. Using the results from your table, explain how the training you have done may have affectedperformance

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If it improved, state why --- think long term effects of exercise from theory notes

If no improvement what may have been wrong with your training programme? What would you doto improve this if you did it again (think Training Principles and use of)


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PART 4 TRAINING METHODS

Using the space below:1.Name a recognised training method to improve the fitness component

you have identified on the previous page and explain how it is

carried out. Name 3 advantages of this training method and 3disadvantages. Their or many advantages for training agility 1. Itgets you healthier and fitter,2. When running you can change yourdirection faster,3.

2.Using the training method you have identified above, write down how you appliedthe S.P.O.R.T (FITT).

PRICIPLE to this training method over a 6 week period of time starting from thefirst week in the table on

the previous page.S-pecif`icityP rogressionO verloadR eversibilityTedium


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PART 5 FACTORS AFFECTING PERFORMANCEThink back to the theory work you did earlier in the year on training, fitness, diet and drugs.

What you must do now is write down HOW these factors can affect the performance of

your partner.

These factors can either make a performance b__________ or w________________

For your coursework you MUST:

write down the name of at least 5 factors that can affect performance and say how they dothis (HOW = B________ or W_______) and why they cause this to happen.

The best marks will be gained for detailed explanations of how each factor affects

performance, including linking these things to your partner and their performance.

Use your theory notes, text book and web sites to do this.

Length should be about 1 side A4 2 absolutely maximum.

HOWEVER.YouMUST

useexamplesfromR

OUNDERS

ONLY.Youmayuseo

thersportsbutthis

meansyouarenotap

plyingtheoryto

practicalsituationsasspecific

ally


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PART 5 FACTORS AFFECTING PERFORMANCE

OTHER FACTORS AFFECTING PERFORMANCE

1. What do you think is meant by environmental factors?2. What do you think is meant by social factors?3. Add factors under each heading4. Repeat the task from the previous page explaining how5 of the

above affect performance (not including diet, drugs, fitness,training)

FITNESS

TRAINING

DIET

DRUGS

SOCIALPHYSICALENVIRONMENTAL


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PART 6 RE-EVALUATIONYou must answer the following 3 questions:

1. How has your partner improved from when you first observed them? (this must include

coaching points and is best done as a table)

. . .

WEAKNESS 2 . . .

. . .

WEAKNESS 1 . . .

After my coachingBefore my coaching

If you have seen no improvement, then explain why this has happened. Factors may includeo.o.o.o.o.

These MUSTcome fromThe weaknesses tableThat you completed in part

2 ANALYSINGPERFORMANCE


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PART 6 RE-EVALUATION

2. What have you learned from doing this coursework?

Think rounders related / coaching related / Use the Key Skills pages in your

planner

Write these down as a list. At least 5 things

8. ____________________________________________________________________________________________________________________

9. __________________________________________________________

__________________________________________________________

11. __________________________________________________________

__________________________________________________________

13. ____________________________________________________________________________________________________________________

15. __________________________________________________________

__________________________________________________________


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PART 6 RE-EVALUATION

3. Write down what you would be to make it better if you did it again?

Think What problems could you have avoided or made less important? These will

help with this section. Would you change any of your practices? Why? Did

you use skills from your JSLA? Attendance? Homework?

Write these down as a list. At least 3 things

9. ____________________________________________________________________________________________________________________

__________________________________________________________

2. __________________________________________________________

__________________________________________________________

__________________________________________________________14. __________________________________________________________

__________________________________________________________

__________________________________________________________


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OTHER INFORMATION

The deadline for handing in this completely finished is ______________ Any

work handed in after this date is recorded as a 0. Due to OCR requirements a 0means non entry as you cannot be entered without handing in this work on time.

Use ICTto produce the work it is so much quicker and easier to re-draft workif you word process it. REMEMBER to keep a copy somewhere. Lost disks,printer not working and PC breaking down are not accepted as excuses forhanding work in (unless supported by a letter from home)

As a department we expect all pupils to get at least 8 / 10. If you do not getthis when it is marked you will be improving it in after school detentions until itis up to standard.

You can hand it to us as many times as you wish for marking, get it back andimprove it.

ALL homework in the summer term is to do the tasks set towards thecoursework. This will amount to about 12 hours work. There is NO excuse to say

you have not done it when it is asked for. Absences - if you are away you must catch up. Absences are notan excuse to not

hand it in.

gcse pe course work booklet master copy 2007

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