Gcse Pe Course Work Booklet Master Copy 2007
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Transcript of 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.